This book introduces the PDAK – Pusat Dukungan Anak dan Keluarga (Child and Family Support Centre) in Indonesia and the case management system utilized within the centre. 

The Toolkit on Unaccompanied and Separated Children compiles 56 tools for the use of practitioners working with unaccompanied and separated children (UASC).

This handbook offers comprehensive practical guidance on working with unaccompanied and separated children (UASC) in emergency settings.

This article utilizes data from the Bucharest Early Intervention Project to examine the neural indices of cognitive control and visual attention biases in children who have been institutionalized in order to understand how they influence the emergence of psychopathology in children with experience in institutional care. 

This study investigated the language and psychosocial skills of pre-school aged Greek institutionalized children in comparison to Greek children of the same age raised in a family environment. 

This study observed the challenges experienced by children living in SOS Children's Village Bindura, Zimbabwe during a Community Holiday Visit Programme. 

This paper describes and analyzes the implementation of trauma and evidence-informed interventions in three federally-funded statewide demonstration sites in different regional contexts throughout the United States. 

This study explored whether receipt of early care and education services reduces the likelihood of foster care placement for children aged 0-5 years in the United States. 

This special issue of the journal Today's Children are Tomorrow's Parents explores the issue of children deprived of liberty, or the detention of children, around the globe from the perspective of experts from various disciplines. 

This case study describes the process, methods and results of the approach promoted by World Education’s Bantwana Initiative under two USAID/PEPFAR-funded consortium projects in Uganda: SUNRISE-OVC and STAR-EC.