This systematic review sought to address the lack of knowledge as to what creates setbacks and rejections during young people's transition out of care and how the youth may overcome influences of their foster care history and their experiences while in care.
This paper examines permanence and long-term foster care in England.
This paper provides an overview of neglect as a phenomenon and explores some of these challenges for and to practice.
In this study, the participation of children in the Dutch child protection system (CPS) under the new Youth Act 2015 is critically analyzed.
Using household survey data collected between September 2011 and December 2012 from Moldova and Georgia, this paper measures and compares the multidimensional well-being of children with and without parents abroad.
The aim of this paper is to describe findings from a survey which identified barriers and facilitators to collaboration between child welfare and adult mental health service providers.
The aim of this study was to investigate 60 foster parents' acceptance, commitment and awareness of influence to their early placed foster children at 2 years, as well as to investigate the association between these three concepts and the foster children's social-emotional functioning (externalizing, internalizing, dysregulation and competence) at 2 and 3 years of age.
The goals of the present study are to examine the association between childhood adversity and adult functioning among youth aging out-of-care, and to explore how attributes of their social support networks mediate this association.
A recent costing study investigating the social burden and economic impact of violence against children in South Africa found notable reductions to mental and physical health outcomes in the population if children were prevented from experiencing violence, neglect and witnessing family violence.
This study used data from a large representative sample of child welfare investigations to answer the following research questions: 1) Do children with maltreatment histories and academic difficulties differ from those with maltreatment histories but no academic difficulties; and 2) Does the presence of academic difficulties influence ongoing child welfare services.
