This module is the third part of the Parenting without Violence Bronze Course. The module identifies concrete ways to integrate Parenting without Violence into your work.
This module is the second part of the Parenting without Violence Bronze Course. It focuses on the course's second learning outcome by sharing more about HOW Parenting without Violence works.
This course is designed for participants to gain a basic understanding of the Parenting without Violence common approach in order to be able to promote its use.
In this cross-sectional study, the authors assessed the mental health of children held at a US immigration detention center over two months in mid-2018.
The aim of this study is to discover how the different factors documented at the time of the custody decision or the placement in out-of-home care are associated with the coping abilities of young adults once aftercare services come to an end.
Written from a multidisciplinary and international perspective, this article outlines the place of adoption in the child protection system, as well as its core elements of permanence and stability.
This chapter identifies the structural components of the transnational illegal adoption market by applying the basic logic of the routine activity theory that has been developed by Cohen and Felson.
The goal of this study was to assess the child maltreatment (CM) prevention readiness (CMPR) of the Kingdom of Saudi Arabia (KSA) in regard to implementing large-scale, evidence-based CM-prevention programs.
In this study, the authors surveyed one hundred 4- to 11-year-olds removed from home because of maltreatment about their placement preferences. These results suggest that young children may express more mature preferences than recognized by the law, and that there may be value in asking even relatively young children about with whom they would like to live following removal from home as a result of maltreatment.
The present study examined the association between family resources and mental health as mediated by personal psychological resources (PPRs) for left‐behind children (LBC).
