From journal articles to Quick Guides and webinars, you will find tools and information to support.
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Findings indicate that, for both children and parents, participation involves emotionally engaging in and negotiating their place within the relationship, extending beyond a traditional rights-based view.
The literature review, published in the International Journal of Environmental Research and Public Health, was undertaken by representatives from Australian and Canadian research institutes. The researchers analysed qualitative reports from 35 articles, including perspectives from First Nations children, caregivers, caseworkers and stakeholders. The review highlights that cultural connection is paramount for the wellbeing of First Nations children in out-of-home care and services must prioritise culturally appropriate permanency options.
This Children and Youth Services Review journal article by four researchers from the University of Tasmania provides qualitative insights from young people aged 14-18 years in residential care in Canada relating to their common experience of changing schools through their residential placements. Based on the interpretation of the narrative data, school change represented a significant event and impacted the educational experience for most of the young people interviewed. This article identifies factors that could facilitate school career continuity, including involving young people in decision-making.
This Children & Society journal article highlights findings from a study that analysed current out-of-home care educational policies from Australian Departments of Education across states and territories. It found significant differences across regions, with only Queensland, New South Wales and Victoria having dedicated policies for students with care experience. The study offers recommendations for improvement, for the Departments of Education, schools and teaching staff to better support the educational experiences of children in out-of-home care.
A study of 150 Swedish child welfare investigations found that children who experienced more severe physical abuse and those aged 13–17 were significantly more likely to be placed in out-of-home care. These results underscore the need for further research into age-based disparities in child welfare interventions.
Difficulty accessing disability assessments and diagnoses for children resulted in a lack of access to disability support services and missed opportunities for early intervention. Priority areas for improvement included appropriate and accessible training for carers and practice support.
This research chapter introduces the S.E.L.F cultural framework as a tool for social workers to support children in out-of-home care while maintaining connections to family and culture.
This study surveyed 232 foster carers in Australia to assess the support and training received in areas like infant nutrition, feeding, sleeping, and attachment.
Drawing on qualitative data from practice seminars and interviews, this analysis highlights the complexity of children’s needs before, during, and after Supervised Contact (SC). Strengthening collaborative practices is essential to help children understand SC and their relationships.
