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• Recognition that carers' experience both affiliative and threat-based emotions in their relationships with birth parents; • Carers who share First Nations' cultural identities with parents find that these can provide a basis for affiliative emotional responses; • There is limited formal support for carers to manage the strong emotions, particularly threat-based emotions, that can complicate their relationships with birth parents; • We provide five recommendations for improving support for carers in building and sustaining relationships with birth parents and in realising their potential to support children's rights to family connections during the out-of-home care journey. Children in foster and kinship care have a right to relationships with their parents. The United Nations Convention on the Rights of the Child (UNCRC) asserts children's right to contact with their parents and families during periods of separation, except where this is proven not to be in the child's best interests. Foster and kinship carers can play a pivotal role in children's opportunities for, and experiences of, connection to parents and other family. Yet, the relationship between carers and parents is often characterised by ambivalence and tensions. Emerging research suggests that training and support to carers can help them to navigate their own and children's relationships with their families. However, such support is not routinely available, and the evidence-base for supporting carers to manage complex relationships with parents is not well-developed. In this paper, we report on a study with 113 foster and kinship carers in Queensland (Australia). We explore carers' perceptions of the emotional aspects of their relationships with parents. A novel feature of our study is our exploration of carers' perceptions of affiliative and threat-based emotions in their relationships with birth parents. We report that carers experience a wide spectrum of emotions in their relationships with parents, some of which strengthen these relationships while others create distance. We find also that carers receive little, if any, formal support in building relationships with parents and for supporting children's opportunities for, and experiences of family contact. Aboriginal and Torres Strait Islander carers report being unsupported in meeting their cultural obligations in developing relationships with children's parents and families. We discuss the implications for formal support to improve carers capacities to build and maintain their own, and children's, relationships with parents. [ABSTRACT FROM AUTHOR]

• Care-experienced young people experience high levels of mental health problems. • System resources, cultures and stakeholder values, impact interventions. • Care-experienced young people valued meaningful relationships in interventions. • Carers felt interventions often overlooked their expertise and experiences. • Future interventions should support carers' time and emotional commitment. The mental health and well-being of care-experienced children and young people remains a concern. Despite a range of interventions, the existing evidence base is limited in scope, with a reliance on standalone outcome evaluations which limits understanding of how contextual factors influence implementation and acceptability. The Care-experienced cHildren and young people's Interventions to improve Mental health and wEll-being outcomes Systematic review (CHIMES) aimed to synthesise evidence of intervention theory, outcome, process and economic effectiveness. This paper reports the process evaluation synthesis, exploring how system factors facilitate and inhibit implementation and acceptability of mental health and wellbeing interventions for care-experienced children and young people. Sixteen databases and 22 websites were searched between 2020 and 2022 for studies published from 1990 and May 2022. This was supplemented with contacting experts in the field, citation tracking, screening of relevant systematic reviews and stakeholder consultations. We drew on framework synthesis of qualitative data and incorporated a systems lens, taking account of contextual influences across socio-ecological domains. Quality appraisal assessed reliability and usefulness. Confidence in synthesised findings was assessed with the GRADE-CERQual tool. We report the review in accordance with relevant elements of both the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), and the Enhancing transparency in reporting the synthesis of qualitative research (ENTREQ) checklist. Searches retrieved 15,068 unique study reports, and 23 of these were eligible for process evaluation synthesis, reporting on sixteen interventions. Studies were published between 2003 and 2021. Nine interventions were from the UK and Ireland, six interventions were from the USA, and one was from Australia. They were largely classified as interpersonal, where the aim was to modify carer-child relationships. Five key context factors were identified that supported and prohibited intervention delivery: (1) lack of system resources; (2) intervention burden, which encompasses the time, cognitive, and emotional burden associated with implementation and participation; (3) interprofessional relationships between health and social care professionals; (4) care-experienced young people's identity; and (5) carer identity. We identified several supportive and restrictive factors across social and health care systems that may impact intervention implementation and acceptability. Key implications include: the importance of involving diverse stakeholders in intervention development and delivery; the need to better resource and support those involved in interventions, particularly training and support for carers; and ensuring future evaluations integrate process evaluations in order to optimise interventions. [ABSTRACT FROM AUTHOR]

• Mothers have experienced a significant amount of stress during the COVID-19 pandemic stay-at-home orders in the US, which can have major implications for children's health and development; attention should be paid to developmental timing and unfolding of developmental trajectories following this pandemic. • Mothers have used a variety of strategies to cope; as more parents navigate social disruptions, they may benefit from additional resources and supports, such as innovations in childcare modalities, paid leave policies, and strengthening whole family processes using adaptive coping mechanisms. • Mothers with low income and/or children with special needs may experience more vulnerability to the sequalae of the pandemic; it is important to provide financial security, mental health, and educational and social support to relieve stress during the pandemic. This paper presents the results of a qualitative study of mothers' lived experiences during the COVID-19 lockdown in the United States. An analysis of open-ended interviews with 44 mothers who had children ages zero-to-five identified two main themes: (1) increased stress among mothers; and (2) resilience through the use of coping mechanisms. The findings indicate that the COVID-19 pandemic has led to higher stress among mothers due to issues of work-family life balance, family and children's needs, decision-making about getting sick, concerns for children's development, and lack of clarity from government officials. Mothers described using a variety of problem-focused and emotion-focused methods to cope with this stress. The lived experiences of mothers during the pandemic highlights the need for innovations in childcare modalities, paid leave policies to relieve stress, and strengthening whole family processes and resilience through the use of coping mechanisms. [ABSTRACT FROM AUTHOR]