Dialogic literary gatherings and out‐of‐home child care: Creation of new meanings through classic literature

Research on out‐of‐home child care has revealed that foster care programmes focused on educational attainment and reading have the potential to improve the academic outcomes of children in care. However, no studies have examined which elements of these programmes positively benefit children's emotional well‐being. This article presents evidence of the positive effects of implementing a successful educational action, dialogic literary gatherings, in a children's residential care institution. A qualitative study using a communicative‐oriented methodology was conducted and involved five participant observations and eight daily life stories with children in out‐of‐home care in Catalonia (Spain). The children's reflections demonstrated that reading classic books, such as Dickens' Oliver Twist, deeply influenced their feelings and self‐conceptions and created new and exciting meaning in their lives.     

Children's and young people's participation within child welfare and child protection services: a state‐of‐the‐art review

This state‐of‐the‐art literature review, based on a literature search of multiple scientific bibliographic databases, aims to shed light on what is known about barriers and factors facilitating child participation within the child protection and child welfare services from both children's and social workers' perspectives. The personal relationship between the child and the social worker is mentioned as one of the most important facilitators for participation, although multiple barriers in creating this relationship are demonstrated by both children and case managers and social workers. In studies, children say they should always participate while social workers and case managers identify many situations where, according to them, participation is inappropriate. Professionals' objections to participation mainly stem from the socio‐cultural image of children as vulnerable and in need of adult protection, and a lack of understanding of what participation actually entails. Interventions to strengthen participation should be directed at making social workers and case managers aware that children are knowledgeable social actors.     

Impact of child care arrangements on Australian children's cognitive outcome: moderation effects of parental factors

This study examines the effects of child care arrangements on children's cognitive outcomes. It is a secondary analysis, using data on 5107 children born in 2004 and their families from Growing Up in Australia: The Longitudinal Study of Australian Children. Data were collected in 2004 (Wave One), in 2006 (Wave Two) and in 2008 (Wave Three). This study asks (i) Do children receiving non‐parental child care have different cognitive developmental outcomes at ages 4–5, compared with those who never had non‐parental child care during the first 3 years of life? Do parental factors affect these associations?; and (ii) among children with non‐parental child care, do child care characteristics such as types of care, quantity, entry age and stability of child care affect child outcomes? Do parental factors affect child outcomes? The study's findings suggest that children in non‐parental child care had higher Peabody Picture Vocabulary Test scores at age 5. Among children in non‐parental child care arrangements, quantity and entry age of non‐parental child care affected children's cognitive developmental outcomes. Along with child care arrangements, parental mental health was associated with children's cognitive outcomes.     

Crafting Child‐friendly Cities: Evidence from Biratnagar Sub‐metropolitan City,Eastern Nepal

Our cities are increasingly becoming the sites where children socialize, observe, and learn how society functions and many local and global activities have impacted children's health and well‐being. The Child‐friendly Cities initiative, launched by the United Nations Children's Fund and the United Nations Human Settlements Programme in 1996, draws in diverse stakeholders to place children at the center of the urban agenda. Based on social work research, this article analyzes the acclaimed status of Biratnagar Sub‐metropolitan city, Eastern Nepal, as a child‐friendly city. Despite its efforts, the city of Biratnagar is yet to meet the required criteria to claim itself as a child‐friendly city. Further improvements by the city administration in achieving children's participation in decision‐making, child‐friendly legal environment, and code of conduct are essential. Based on the evidence, the authors advocate for bottom‐up approaches that include children's voices and their real participation in city governance and a strong political will to craft child‐friendly cities, not as a policy rhetoric but for real. Enabling children to fulfill their potential as equal participants in crafting child‐friendly cities will require adults to relinquish some of their hegemonic powers of decision‐making on behalf of children.     

Emotion in responses to the child with ‘additional needs’

The work that is done with children and young people by the practitioners of health, education or social care forms part of their experience of growing up, and can have a profound impact on their future outcomes. Children may find themselves ‘impotent at the hands of powerful others’, particularly where their behaviour causes concern. This paper reports on a key theme from the author's doctoral research, demonstrating the ways that the emotion‐laden interactions between practitioners in multi‐agency children's services, children and parents, affected the diagnosis, treatment, communication and outcomes for children's well‐being, as defined within Every Child Matters. Exploring the emotion within interactions permits a different perspective on ‘need’, and finally, the paper argues for a more careful and emotionally reflective practice from those who work with children.     

Ascertaining the wishes and feelings of young children: social workers' perspectives on skills and training

The research was undertaken in the context of the ongoing debate about child care social work training and children's participation. Its aim was to explore the views of qualified child care social workers about their skills in eliciting the wishes and feelings of younger children and the relevance of social work training for this task. Questionnaires, focusing on their skills and training, were completed by 70 UK child care practitioners from the Children and Families Court Advisory and Support Service, voluntary agencies and local authorities. On average, practitioners felt able to ascertain the feelings and wishes of children as young as 4 years old. Nevertheless, at qualifying level, only 30% had training in communicating with young children, 16% in ascertaining children's feelings and wishes, and 66% in child development. Many had subsequently relied on in‐service training and their own initiatives to acquire further skills and understanding. In conclusion, most participants were experienced practitioners working in supportive organizations and had developed considerable communication skills. However, concerns remain because they identified deficits in child care social work qualifying and post‐qualifying training. Consequently, more effective training at all levels is required if social workers are to engage younger children successfully and facilitate their participation.     

Mother–Child Reminiscing About Peer Experiences and Children's Peer‐related Self‐views and Social Competence

This study examined mother–child reminiscing about children's experiences with peers and its relation to children's peer‐related self‐views and social competence. Sixty‐three mothers and their preschool‐aged children discussed at home two specific past events involving the child and his or her peers, one event being positive and one negative. The children's self‐views in peer relationships were assessed at school during individual interviews, and their social competence was rated by mothers. Both maternal and child participation in the reminiscing, in terms of reminiscing style and content, were uniquely associated with children's peer‐related self‐views and social competence. The results suggest the important role of family narrative practices in children's social development.     

Little cash to large households: Cash transfers and children's care in disadvantaged families in Ghana

Social protection is widely considered to have a positive effect on children, including supporting improvements in nutritional, educational and health outcomes. Much less is known, however, about the impact of interventions on children's care. This article considers the impact of a social cash transfer targeted at poor households – Ghana's Livelihood Empowerment Against Poverty (LEAP) programme – on child well‐being, quality of care and preventing children's separation from their parents as perceived by programme and non‐programme beneficiaries in a context of vulnerability, large households and widespread informal kinship care. Findings suggest that cash transfers can improve both material and non‐material aspects of well‐being and contribute to the quality of care and have the potential to prevent children's separation from their parents. At the same time, not all children appear to benefit equally, with non‐biological children being disadvantaged. The combination of large household sizes with programme design and implementation challenges, including low transfer amounts, a cap on the maximum number of eligible household members and poor sensitization and follow‐up, undermine the positive role that cash transfers can play.     

The Children's Delphi: considerations for developing a programme for promoting children's self‐concept and well‐being

This study is premised on the notion that intervention programmes aimed at improving children's well‐being should be inclusive of activities which promote children's self‐concept. Using a child participation framework, this study aimed to explore children's perceptions of the nature and content of intervention programmes aimed at improving children's self‐concept within two impoverished communities of the Western Cape, South Africa. The Delphi technique was followed with a group of 10 children between the ages of 10 and 12 years who were considered to be knowledgeable experts and authorities on matters affecting their lives and well‐being of children. They suggested that intervention programmes include a focus on safety, the provision of social support, the creation of opportunities for learning and for play and the provision of basic material needs.     

Putting the child at the centre of inter‐professional cooperation in out‐of‐home care

A large part of most children's childhood is about taking part in educational and leisure‐time activities together with other children across various contexts. However, children in out‐of‐home care do not always have easy access to these possibilities for participation. In general, parents coordinate their children's everyday lives, but in the case of children in out‐of‐home care, the responsibility of care is distributed between several professionals and institutions. Research often recommends that inter‐professional cooperation should put the child at the centre and be more child focused. But what does that mean? The paper investigates theoretical understandings of ‘child centredness’ in inter‐professional cooperation. It also includes an empirical example taken from a research project that followed four children in their everyday lives in two residential homes in Denmark. The research explored how professionals work together across contexts in order to support children to take part in school and leisure‐time activities. The overall reasoning leads to the point that for children in out‐of‐home care, the possibility of exercising personal agency in their everyday life constitutes a difficult but vital issue. How children in out‐of‐home care learn how to conduct their everyday lives, is closely related to the ways professionals cooperate across contexts. It points to the need for close inter‐professional cooperation in order to encourage and support children's initiatives and engagements in activities in communities with other children.     

“I wish someone would explain why I am in care”: The impact of children and young people's lack of understanding of why they are in out‐of‐home care on their well‐being and felt security

Having a good understanding of one's origins and history is known to be significant in identity development. Drawing on a large‐scale online survey of looked after children's subjective well‐being, this paper demonstrates that a significant number of children and young people (age 4–18 years) did not fully understand the reasons for their entry to care. The paper explores the effect of this lack of knowledge on children's well‐being and on their feelings of being settled in their current placement. The study reiterates the need for professionals to be honest and open with children in out‐of‐home care and the need to specifically address, perhaps repeatedly, why a child is not living with their birth family.     

Widening our knowledge concerning young looked after children: the case for research using sociological models of childhood

The Assessment and Action framework for looked after children, designed to improve outcomes for all children in public care and those at home on care orders, is now well established in the UK. This paper offers a critical evaluation of the framework by examining the model of childhood upon which it is premised and by exploring its relationship to children's rights as conceptualized in the United Nations Convention on the Rights of the Child (1989). It will be argued that the particular child development model which underpins the framework addresses the rights of looked after children to protection and provision but does not allow for their participation rights to be sufficiently addressed. A critical review of the research concerning the education and health of looked after children is used to illustrate these points. It will be argued that what are missing are the detailed accounts of looked after children themselves. It is concluded that there is a need for the development of additional research approaches premised upon sociological models of childhood. These would allow for a greater engagement with the participation rights of this group of children and complement the pre‐existing research agenda.     

Children living with parental substance misuse: A cross‐sectional profile of children and families referred to children's social care

Parental substance misuse is a significant public health and children's rights issue. In the United Kingdom, social workers frequently work with children and families affected by substance misuse. However, relatively little is known about this population, particularly at point of referral to children's social care. This paper reports on the largest known study of parental substance misuse as a feature of children's social care work in England. The paper provides a cross‐sectional profile of 299 children living with parental substance misuse and referred to children's social care in one local authority in England. Data were collected from social work case files at the point of referral to social care about the child, family, the wider environment, and parental substance misuse. The findings show that children affected by parental substance misuse frequently had other support needs relating to their well‐being and mental health. Children were also likely to be experiencing other parental and environmental risk factors. The significant historical—and in some cases intergenerational—social care involvement for some families indicates potential issues with the capacity of services to meet needs. Recommendations for practice are discussed with a particular focus on the need for early, comprehensive support for children and families.     

Children's Disclosure and Secrecy: Links to Maternal Parenting Characteristics and Children's Coping Skills

The relations between maternal parenting characteristics, child disclosure and secrecy, and child outcomes (positive and negative strategies for coping with distress), were examined in a study of 140 children (10–12‐year‐olds) and their mothers. Child disclosure and secrecy were shown to be distinct but related constructs with authoritativeness predictive of disclosure and dispositional anger predictive of secrecy. These relations held even when child compliance was included as a control variable. Mothers' authoritative parenting predicted disclosure which in turn predicted children's use of positive coping strategies. Mothers' dispositional anger predicted secrecy which mediated the relation between maternal anger and children's use of negative coping strategies. Results are discussed in terms of parent–child communication and opportunities for mothers to use knowledge gained from child disclosure to teach children successful ways of dealing with distress.     

Stability and change – a 7‐ to 8‐year follow‐up study of mental health problems in Norwegian children in long‐term out‐of‐home care

The aim of the study was to explore stability and change in mental health problems in Norwegian children aged 6–12 years old (n = 70) in long‐term out‐of‐home care. The children's mental health problems were assessed shortly after the placement and 7–8 years later by the caregivers and the teachers on the Revised Rutter Scales. Information on pre‐placement and placement factors were collected from the child welfare workers. At a group level the children's mental health problems had improved significantly over time according to the teachers' reports. According to the caregivers' reports, however, the children's problems were high and stable across time. Analyses aimed at detecting individual changes revealed a great variability in development according to both informants, indicating that treating the placed children as a homogenous group could be misleading. Several pre‐placement and placement variables were associated with the change in the children's mental health problems from the time of placement to the follow‐up time according to both informants' reports. However, all the predictors were accounted for by the strong effect of the children's problem scores when entering care.     

Linking children's social care data to information about their care proceedings to understand the use of care proceedings and their effects on parents,children and local authorities.

Care proceedings are the most powerful child protection intervention; local authorities make applications for over 20,000 children each year in England and Wales. The Department for Education holds two administrative databases of children who receive services, for children looked after and children in need. These databases do not record the use of care proceedings. Data linkage is a powerful tool for revealing patterns not visible from a single data set; the Outcomes for children before and after care proceedings reform study linked these administrative records with a research database of care proceedings to examine children's care and service journeys associated with care proceedings. The researchers also devised a simplified method for use by local authorities with their own records and tested this with North Yorkshire County Council. Analysis of the linked data reveals how care proceedings are used and the impact of care proceedings on care demand. It provides the basis for analysis of cohorts of children subject to proceedings and feedback to social workers, children's guardians, and the judges and lawyers on their decisions and children's outcomes.     

Well‐being of migrant and left‐behind children in China: Education,health, parenting,and personal values

Over the last several decades of urbanization and industrialization, China has encountered mass labor force migration from rural to urban areas. As a result, two‐child populations have dramatically increased in number: so‐called left‐behind children and migrant children. Using data from the 2006 and 2009 China Nutrition and Health Surveys, this study examined the effects of parental migration and residency status on the education, health, parenting, and personal values of children, with particular focus on left‐behind and migrant children. The findings suggest that parental migration and residency status play important roles in the educational and health outcomes, parental supervision, and personal values of children. Through analyzing the differences and possible reasons for disparate outcomes among child populations, this study aimed to improve public understanding of migrant and left‐behind children's well‐being in China, and explore implications for future studies and welfare policy making. Key Practitioner Message: ● Help to identify the impact of migration on individual, family, and the society domestically and internationally; ● Provide implications for welfare policy making, program design, and service delivery for migrant populations; ● Explore the approaches to addressing migration‐related issues in different countries with internal and transnational migrant populations.     

Children's participation in child protection—How do practitioners understand children's participation in practice?

Children's participation is essential to achieve good outcomes for children involved in child protection systems. Despite this, research has consistently found children report low levels of participation, are poorly consulted and feel inadequately involved in decisions about their lives. To explore how practitioners understand children's participation, 18 in-depth interviews were conducted with statutory child protection practitioners in Australia. The interviews explored the ways child protection practitioners understand children's participation. Our findings show practitioners conceptualize children as rights holders and believe it is essential to hear directly from children about their needs and wishes to keep them safe. Practitioners identified the importance of transparent processes and decisions. Different understanding of participation emerged, with some participants talking about children as their central focus but not discussing meaningful participation of the child. It appeared that children's participation relied largely on the views and skills of individual workers, as well as their ability to incorporate meaningful participation in limited time and in complex practice environments where children's safety is a primary concern. Systemic changes to address time barriers, training practitioners to understand and implement participatory practice, and seeking children's input into service design, will support consistent and meaningful participation.     

Child Poverty and Ecological Contexts of Deprivation and Well‐being: A Critical Review of Budgeting and Social Policy in India

In the context of global developments in the measurement of child poverty, this article critiques the limited success of the Indian government to develop a comprehensive social policy approach to address multi‐faceted deprivation suffered by Indian children. Since independence in 1947, Indian governments have focused on childhood deprivation through various programmes to improve food security, education and health. However, these programmes have functioned in siloes without any linkages to each other, along with poor budgetary commitment which has resulted in sub‐optimal policy outcomes. Based on the theoretical approaches of Amartya Sen's capability approach and Townsend's consensual approach to poverty measurement, this article highlights the intrinsic importance of child well‐being to society. To achieve its objectives, the article is organized into four main parts. First, the article provides an overview of Indian children's deprivation and poverty, and the policy approach. Second, it provides conceptual advancements globally on the measurement of child poverty and deprivation. Third, it highlights the importance of utilizing these indicators to measure child poverty in the Indian context. Fourth, it concludes with a critical analysis of children's budgets and social policy in India to highlight that the Indian government's approach towards child well‐being is not only conceptually flawed, but that its commitment is extremely poor.     

Children's experiences and needs in relation to domestic and family violence: Findings from a meta‐synthesis

Domestic and family violence is a significant issue experienced by many children that can have severe detrimental impacts to their health, development, and well‐being. Despite the significance of this issue, it is only recently that children have been included in research that seeks to understand the impacts that domestic and family violence may have on their lives. This paper reports on the findings of a meta‐synthesis, which explored qualitative research about children's experiences of domestic and family violence. Thirty‐two studies, including from the United Kingdom, North America, and Australia were included for review. The meta‐synthesis found that children describe domestic violence as being a complex, isolating, and enduring experience that often results in disruption, losses, and challenges to their significant relationships. Children's common feelings of fear, worry, powerlessness, and sadness were also uncovered, in addition to the strategies they employed to try and facilitate the safety and emotional well‐being of themselves and their family. Children's wants and needs are also highlighted. The findings demonstrate that despite the increasing interest in children's experiences of domestic and family violence, qualitative research remains limited, with many gaps evident. Implications for research, policy, and practice are considered.