This paper evaluates a five-module curriculum for recently immigrated youth called FUERTE (Family Reunification and Resiliency Training).

This study examines the forms of abuse and neglect experienced by children living in orphanages in East Java Province, efforts by children in orphanages to deal with the acts of abuse experienced, and the role of the orphanage or the Child Social Welfare Institution (LKSA) in providing protection and fulfillment of the rights of abandoned children.

This report from Human Rights Watch examines the arbitrary procedures and inordinate delays in determining that unaccompanied migrant children in France are under age 18, the first step to entry into the French child protection system.

The goal of this contribution is to bring to light some systemic applications of organizational power that occur within the child protection system in Iceland.

This paper is based on literature review on the legal, political and social context of Malaysia regarding child welfare and social work.

This qualitative interview study examined experiences of youth-initiated mentoring relationships (YIM) among youth transitioning out of the foster care system.

This report explores the over-representation of Indigenous and Black children in the child welfare system in Ontario.

INSPIRE Handbook: Action for implementing the seven strategies (hereafter referred to as the INSPIRE Handbook) explains in detail how to choose and implement interventions that will fit your needs and context.

This paper presents findings from a longitudinal study with seventy-five carers was conducted over twenty months, comparing placements that broke down to those that did not an identifying personal and family factors that increase the likelihood of foster placement success.

The current study from the Infant Mental Health Journal addressed whether two institution‐wide interventions in St. Petersburg, Russian Federation, that increased caregiver sensitivity (Training Only: TO) or both caregiver sensitivity and consistency (Training plus Structural Changes: T+SC) promoted better socioemotional and cognitive development than did a No Intervention (NoI) institution during the first year of life for children who were placed soon after birth.