Attachment theory has been adopted in several educational districts (‘local authorities’) in England, and this study reports on an evaluative mixed-methods research study of such training; it also theorises this as a broader question about how schools engage with research.
This study was based on a random cluster sample of 1409 youth, aged 13 to 20, in Israeli educational residential care settings (RCSs) designed for youth from underprivileged backgrounds.
This article investigates whether individuals who were orphaned as a child suffer long‐term consequences on their pro‐sociality.
This study uses a randomised controlled trial to examine the impact of Family Group Conferencing on caseworkers’ perceptions of families’ levels of social support.
Empirical research with social workers exploring their understandings and use of codes or ethical theories in practice remain underdeveloped in the UK. This article, based on the British Association of Social Work commissioned Enquiry into the role of the social worker in adoption with a focus on ethics and human rights, provides an important contribution in this context.
The current study comprises a secondary analysis of the 2013 Ontario Incidence Study of Reported Child Abuse and Neglect and focuses on the decision to provide ongoing child welfare services.
These guidelines are informed by evidence of ‘what works’ and lessons learned in the field. They are designed to accelerate UNICEF regional and country offices’ programming on social service workforce strengthening, and support work to better plan, develop and support the social services workforce with national and regional partners.
This PhD thesis focuses on the perceptions of children in care whilst they are still in care and subject to youth justice supervision. The findings are based on semi-structured interviews with 19 children in care attending various Youth Offending Teams in the North West of England.
This Coaching Guide supports Para-Social Workers (PSWs) to provide households with targeted coaching to increase the adoption of new skills, practices, and knowledge key to child and family wellbeing.
Making Cents International (Making Cents), in partnership with ChildFund International, developed the Catalyzing Business Skills curriculum for the Economic Strengthening to Keep and Reintegrate Children into Families (ESFAM) project in Uganda. This Trainer’s Guide is intended to be used with children participating in savings groups who are interested in engaging in successful income generation activities.
