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Harmful Sexual Behavior and Child Sexual Exploitation are problems of significant proportion for children & young people living in out-of-home care. The aim of this review was to conduct a scoping exercise of the evidence about preventing these problems with the intent of summarising and disseminating knowledge to policy-makers, practitioners and researchers. Five electronic databases were searched in November and December 2016, including: PscyhINFO; Applied Social Science Index and Abstracts; SocINDEX; Web of Science; and Education Resource Information Centre. The search was guided by the research question: What is known about preventing Harmful Sexual Behavior and Child Sexual Exploitation for children & young people living in residential out-of-home care settings? Twenty papers were included in the review, including: seven peer-reviewed journal articles; three reports for government; two presentation transcripts; two literature reviews; one qualitative research report; one report for a government inquiry; one submission to a government inquiry; one consultation paper for a government inquiry; one guideline; and one educational resource. Three major thematic categories were identified in the evidence: (i) constructing educative interventions for children & young people and workers ; (ii) targeting grooming and problematic sexual behavior ; and (iii) providing a holistic response and a way out . The review revealed that the current prevention response to Harmful Sexual Behavior and Child Sexual Exploitation for children & young people living in residential care is under-developed. Promising program, service or practice elements relating to the prevention of Harmful Sexual Behavior and Child Sexual Exploitation were identified and three interventions suggested for future prevention efforts. [ABSTRACT FROM AUTHOR]

• Foster parents are often subjected to trauma-related behaviours that may impact upon their own wellbeing. • Foster parents perceive trauma-related behaviours as unpredictable and omnipresent. • Foster parents living with the trauma of a foster child can feel socially isolated. • Specific training and support opportunities are necessary to support foster parents so as to address or prevent vicarious trauma. In Australia, significant numbers of children in out-of-home care live in foster care placements, with many such placements being long-term. Despite the potential healing that may occur in the context of foster care, many foster children experience high levels of poor mental health, and may enact trauma-related behaviours that can significantly impact upon the foster placement. Yet to date, the topic of foster parents witnessing and living with the trauma experienced by their foster children has received relatively little empirical attention. This paper reports on a thematic analysis of interviews conducted with 85 Australian foster parents providing long-term care to non-indigenous children, focusing specifically on accounts of vicarious trauma. Four themes were developed: (1) Trauma-related behaviours are unpredictable and require constant attention, (2) Trauma histories are always present and make it hard to connect, (3) Caring for children with a trauma history can be socially isolating, and (4) Lack of agency support to understand child's trauma. The paper concludes by exploring implications of the findings for the support, training, and care of foster parents so as to ensure that the potential for vicarious trauma is recognized and addressed. [ABSTRACT FROM AUTHOR]

• Preparing teachers for child protection and safeguarding must begin in initial teacher education. • We included 31 studies in a systematic scoping review. • In future, course developers should draw from models of rigorously evaluated courses. • Underpinning courses with trauma-informed approaches is strongly indicated. To improve educational outcomes for maltreated children, there is an urgent need to strengthen the capacity of the education workforce to respond appropriately to their needs. We conducted a systematic scoping review to synthesize current evidence about child protection and safeguarding in initial (pre-registration) teacher education with the aim of developing a knowledge base, and understanding what we — as researchers, teacher educators, and professional accreditation bodies — can and should be doing better. Thirty-one studies (reported in 38 papers) met the inclusion criteria. Studies were coded inductively against standardised criteria and critically appraised. Coding of study aims yielded three themes forming a descriptive map of research in the field: (i) studies investigating student teachers' perceptions of their preparedness to deal with child protection and safeguarding (n = 15); (ii) studies investigating preparation for child protection and safeguarding in initial teacher education courses (n = 14); and (iii) studies investigating student teachers' preferences for future training (n = 2). We identified key contents or topics covered, teaching methods and delivery modes, time allocations, and personnel involved in course delivery. Findings show that child protection and safeguarding are seldom investigated in initial teacher education, averaging only one published study per year over a 32-year search period with most studies having been conducted in Australia and the UK. Time allocated to child protection and safeguarding in initial teacher education courses varied from 1 to 16 h. Content covered was limited to several core topics with primacy given to child maltreatment subtypes, indicators, and reporting duties. Delivery methods were dominated by lectures, workshops, and discussions. Few studies had investigated the efficacy of innovative and interactive teaching strategies or online learning. We conclude that child protection and safeguarding in initial teacher education may be improved by leveraging off existing well-designed, rigorously evaluated programs, which have been found to be feasibly delivered and acceptable to future professionals. [ABSTRACT FROM AUTHOR]

Carers are at the frontline working with children in the care of the child protection system. This paper reports carer's views about key factors influencing the placement trajectories of children and young people living in out-of-home care in Queensland, Australia. The study sample included 21 foster and kinship carers with a minimum two-year experience in the carer role. Study data were from semi-structured telephone interviews in which carers shared their experiences of the factors impacting upon placement stability and placement movement. Carers' responses were analysed thematically. Data analysis yielded an overarching theme regarding placement trajectory: Carer engagement, and its three sub-themes; with the child; with the child protection system; and, with the caring role. Findings suggested that carer engagement and ‘fit’ are complex constructs that play critical influential roles in placement outcomes (stability or movement) for individual children in out-of-home care. It is argued that practice needs to be better grounded in these relational dynamics, and better aligned concerning the power differentials that exist. [ABSTRACT FROM AUTHOR]

• Home-based carers face numerous barriers to facilitating healthy lifestyle behaviours. • Upskilling carers is crucial to improving long-term health outcomes for the child/ren in their care. • Training must be accessible, practical, and unique to both foster and kinship carers. Foster and kinship carers face unique and complex challenges in caring for Australia's most vulnerable children. It is therefore necessary to ensure that home-based carers are adequately upskilled and supported to promote the health of children in their care. The aim of this paper was to better understand the barriers to developing healthy lifestyle behaviours (relevant to nutrition and physical activity) among children in home-based care, from the perspective of foster and kinship carers. Focus group sessions were conducted with 21 carers: eight foster carers and 13 kinship carers. Four key themes were identified: (1) Childhood experience and children's healthy lifestyle behaviours; (2) There are personal costs of being a carer; (3) Carers require support to develop healthy lifestyle behaviours in children; and (4) Broader systemic factors impact healthy lifestyle development. Carers in the current study described their experience of key emotional, financial, and systemic barriers to facilitating healthy lifestyle behaviours among the children in their care. To address such challenges, carers recommended the development of trauma-informed support, education, and resources to prioritise and facilitate healthy lifestyle development among children in home-based care. [ABSTRACT FROM AUTHOR]