This toolkit presents a compendium of research on how Albertans think about the issues of early childhood development, and how to increase public support for policies and programs that support healthy child development.
Este nuevo relevamiento muestra y analiza datos actualizados relativos a la cantidad de niñas, niños y adolescentes (NNyA) sin cuidados parentales en la República Argentina, los lugares de cuidado donde están alojados, las condiciones en las que viven, el organismo que decidió que fueran separados o separadas de su mamá, papá o familia ampliada, los motivos de esta separación, los tiempos de permanencia en las instituciones, los motivos de ingreso y egreso.
This toolkit is designed to help communicators in the field to translate the science of early childhood development and mental health in the Australian context, in order to increase support for evidence-based programs and policies designed to improve child and social outcomes in Australia.
The US state of Washington’s foster care system has been sending many young people in need of residential care and treatment to the Clarinda Academy, an institution in Iowa. This is a report by Disability Rights Washington (DRW) to expose the conditions and treatment experienced by Washington foster youth at this institution.
This study aimed to test the effectiveness of life skills education (LSE) and psychoeducation in the reduction of Youth Self Report (YSR) scores on institutionalized children in Kenya, using structured activities supported by trained facilitators.
The purpose of this paper is to validate measures of professional self-efficacy for detecting and responding to child abuse and neglect presentations, and then evaluate a clinical training programme for health professionals in a tertiary-level hospital in Vietnam.
This quantitative study investigated the relationship between compassion fatigue, compassion satisfaction and work engagement in staff working in independent residential childcare organisations in England, Scotland and Wales.
This chapter explores how the failing system of traditional almajiri education, challenges associated with government efforts to integrate almajiri education into the formal school system, social exclusion and hostility contribute to increase the boys’ vulnerability to radicalisation and recruitment by Boko Haram.
