This study examined disruptions in caregiving, as well as the association of these disruptions, with cognitive, behavioral, and social outcomes at age 12 in a sample of 136 Romanian children who were abandoned to institutions as infants and who experienced a range of subsequent types of care.

The ninth International Foster Care Research Network Conference was held in September 2017 in Paris (France) on the theme ‘Continuity and disruption in foster care’. A selection of the presentations there were rewritten into a paper as part of this special issue.

This exploratory focus group study examines foster parent perspectives on what facilitates and impedes their engagement in child welfare court processes.

The aim of this study is to evaluate a training in non-violent resistance (NVR) for foster parents who take care of a foster child (ages 6-18) with externalizing problem behavior.

This study evaluates one mid-Atlantic state’s implementation of a FGDM called family involvement meetings (FIMs) to improve family strengths and their active engagement in the service planning process.

This revision of Relational Child and Youth Care comes after nearly fifteen years from the first expression of the characteristics and is based on extensive feedback and observations from around the world.

This article describes the 1‐year outcomes of youth transitioning out of a residential care facility in South Africa.

This study reports on a large quantitative, descriptive study focusing on children in contact with children’s services on a single date in 2015 across the four UK countries (England, Northern Ireland, Scotland and Wales).

This paper provides an update on developments in therapeutic residential care, discusses the implications of these developments, and touches on further issues and dilemmas that should form the focus of research and practitioner partnerships in the future.

This qualitative study examines the academic pathways of 33 college students with a history or foster care placement, homelessness, or both, to better understand the ways in which forms of social capital influence the transition to college and early college experiences in the US.