This study aims to assess possible changes in family and parental dynamics among families taking part in a short (6‐session) universal program.

The present study reports on a mixed-methods evaluation of the Nurturing Attachments training, focusing particularly on its impact on carer self-efficacy and behavioural manifestations of Reactive Attachment Disorder (RAD) which are common among looked after children, even if they are not formally diagnosed.

The study was guided by three objectives to; examine the influence of financial resources in the implementation of Cash Transfer program for Orphans and Vulnerable Children, determine how management influences the implementation of Cash Transfer program for Orphans and Vulnerable Children, examine the influence of stakeholders in the implementation of Cash Transfer program for Orphans and Vulnerable Children in Isiolo county.

The present review addressed the research question What evidence is there that parenting interventions conducted with parents who maltreat their children, reduce the incidence of further child maltreatment?

This research was aimed at the features of children and characteristics of foster families who refuse to continue parenting foster children.

This article explores and presents the voices of children regarding how they experience their participation in multidisciplinary meetings at a child and youth care centre.

This analysis assessed the current state of child neglect through much of the world, including its prevalence and efforts to address it.

This article investigates the efficacy of the Families First Home Visiting (FFHV) program, which aims to enhance parenting skills and strengthen relationships between parents and their children.

Using Swedish longitudinal register data on 2.167 children with experience of long-term foster care, this study explores the hypothesized mediating role of foster parents’ educational attainment on foster children’s educational outcomes, here conceptualized as having poor school performance at age 15 and only primary education at age 26.

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa.