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• Good documentation practice is the foundation for promoting medication safety in young population. • Study identified poor documentation practice through paper and electronic means of medical records. • Newly introduced electronic medical records did not improve the rates of metabolic monitoring nor the quality of documented monitoring. • Youth are at significant risk for antipsychotic induced metabolic syndrome the repercussion of which may impact years of productivity. • Potentially electronic health records could provide health workers with real-time information access, and develop accurate, relevant and structured information thereby adhering to clinical evidence. Since the development of digital records, claims have been made that they improve audits. Clinical audits play important role in evaluation of evidence-practice gaps. Antipsychotic medications are one of the commonly prescribed group of drugs in severe adverse mental conditions. Youth and young people are highly prone to develop drug induced metabolic syndrome. Present study evaluated the extent of data documentation on evidence for metabolic monitoring of antipsychotics and compared paper based to electronic records with good documentation standards. First phase of this study involved a retrospective clinical audit of paper-based documentation on the extent of documentation of weight (primary outcome); lipid and blood glucose (secondary outcomes) of youth prescribed atypical antipsychotics. This was undertaken in three public mental health clinics and a public/private developmental service in Australia based on paper-based documentation. The second phase included auditing electronic data capture from one community clinic. Evidence of documentation was compared with practice standards and published clinical audits (adherence rate benchmark: 40–60%). A total of 310 cases were assessed of which 51 and 37 cases met the eligibility criteria for paper-based and electronic based audit respectively as a component of clinical audit. Evidence of paper documentation of weight was 43% among participants and was comparable with other published clinical audits (p = 0.07) with poor monitoring rates for other blood tests. Findings revealed poor rate of documentation at 35.1% (13 cases), 5.4% (2 cases) and 8.1% (3 cases) for weight, lipid assessments and glucose monitoring, respectively based on electronic records. Present study demonstrate lack of good documentation practices on metabolic monitoring of youth prescribed antipsychotics. It appears transitioning from paper to electronic records did not impact the rate of increase in documentation of metabolic monitoring. This study recommends inclusion of e-monitoring icon with built in metabolic monitoring chart as a component of youth prescribed antipsychotic case records. Good documentation practice is a first step in determination of causality of antipsychotics induced metabolic syndrome. Appropriate strategies to a user-friendly electronic reminder system will be crucial to address on the mechanistic of documentation. [ABSTRACT FROM AUTHOR]

• A child and youth participatory model was developed, drawing on current best practice and evidence, to support the co-design of child and youth led service initiatives. • The model was trialled with young people who experienced marginalisation to understand their experiences of service engagement, support the development and testing of their ideas, and to support them as advocates for youth led initiatives. • The model also requires addressing issues of knowledge, capacity and culture within service organisations to increase responsiveness to child and youth engagement in service design and decision making. • The strengths and challenges of model implementation are discussed. The ReSPECT Project (Reconceptualising Services from the Perspectives of Children and Teens) was conducted in a disadvantaged urban community in Australia, with young people who experience marginalisation and who were involved with multiple service agencies across a range of service sectors. Its purpose was to work closely with young people to understand their experiences of service engagement, their perspectives on the service priorities for young people in their area, and to support them in the development, trial and implementation of a youth led service initiative. This paper describes the methodology employed with the young people, its theoretical underpinnings, and the challenges that needed to be overcome in the conduct of this research. Critical to the ReSPECT approach is relationship building and capacity development with local service providers. This aspect of our work is also briefly described in this paper. The ReSPECT approach makes a significant contribution to the participatory methodological literature. It is distinctive from existing approaches because (1) it gives equal attention to the sustained engagement and scaffolding of young people in the development of ideas, and to the capacity building of service providers addressing organisational culture and constraints; (2) it follows the process of service change from the conceptualisation of youth-led ideas, through to development, partnership, implementation and evaluation; and (3) it is designed for engagement with marginalised young people with diverse service experiences, whose voices are so often absent from participatory projects. [ABSTRACT FROM AUTHOR]

• The Double Diamond Model and the Intervention Mapping Protocol emerge as valuable tools for guiding and structuring a co-creation process with the aim of developing a health promotion intervention. • Collaborating with youth workers was important for facilitating access to adolescents, leveraging their trustful relationships and profound understanding of dynamics within youth social work organisations. • Integrating contextualised insights, provided by adolescents and key stakeholders, with theory- and evidence-based information can optimise smoking prevention interventions. • The co-creation process culminated in the KickAsh!-intervention, emphasising creative elements with the expectation of yielding impactful and effective outcomes. Adolescents experiencing societal vulnerability confront a higher risk of smoking initiation, thereby perpetuating health disparities. To develop a smoking prevention intervention tailored to these adolescents, employing a participatory approach such as co-creation with adolescents and key stakeholders can ensure alignment with their needs. Navigating a co-creation process, especially concerning a sensitive topic like smoking, remains uncharted territory in existing literature, particularly when engaging with hard-to-reach youth. This paper describes the co-creative process underpinning the KickAsh!-intervention, a smoking prevention program involving youth workers and 10–15-year-olds experiencing societal vulnerability. Four youth workers (M age = 23.75 ± 0.96 years) and nine adolescents (M age = 13.56 ± 0.73 years) from two social work organisations in Ghent, Belgium, participated in an eight-month co-creation trajectory together with two academic researchers and one design thinking specialist. The Double Diamond Model (DDM) and the Intervention Mapping Protocol (IMP) facilitated this trajectory. The objectives and working methods from each co-creation session are described. The outcomes of each co-creation session and how these findings have shaped the development of the KickAsh!-intervention – a comprehensive website consisting of materials developed in collaboration with youth workers and adolescents – are described. This paper emphasises the value of prioritising participatory designs (such as DDM) structured by a theory- and evidence-based framework for intervention development (such as IMP). This approach enabled us to devise intervention strategies rooted in the lived experiences of adolescents and youth workers, ensuring practicality within the given context. The developed KickAsh!-intervention closely aligns with the preferences of both adolescents and youth workers. It prioritises creative elements informed by theory and scientific evidence with the expectation of achieving impact. However, further research is needed to evaluate the effectiveness of the KickAsh!-intervention. [ABSTRACT FROM AUTHOR]

• The study compares children's participation in child protection (CP) legislative and policy frameworks of Bulgaria, Ireland, Malta, Norway and Serbia. • The study is based on a comparative case study analysis. • The participation of children in child protection service is framed by a complex set of factors, with the necessary infrastructure in terms of legislation and policy and contextually framed resources, knowledge and awareness being central. • Facilitating the implementation of children's participation in the context of child protection requires the necessary financial and human resources. • The exchange of good practices and experiences between countries with more developed CP systems and those who have a shorter history of CP could create innovation to find solutions for better participation of children. This paper compares children's participation in child protection (CP) legislative and policy frameworks and how this is then reflected in practice among five European countries namely Bulgaria, Ireland, Malta, Norway and Serbia. Literature suggests that whereas many countries have adapted their legislative and policy frameworks, there exists a gap between these frameworks and what happens in practice (Wilson et al., 2020; Jensen et al., 2020). This paper will address this gap by considering the contextual forces that facilitate the participation of children in formal CP services, where listening to their voices and involving them in decision-making processes is important. The authors draw on the Eurofamnet national reports (Abela and Dudova, 2021) to provide an overview of the history of child protection, and other important indicators such as poverty. A case study approach is adopted. The comparative analysis of the five countries suggests that whereas all five countries have adapted their legislation to achieve child participation and CP policies are increasingly becoming child-centered, there exists a gap between the legislative and policy frameworks and what is on offer in practice. The participation and protection of children is interdependent on a child protection service with the necessary infrastructure in terms of legislation and policy but also necessitates contextually framed resources, knowledge and awareness about the benefits of such a policy for the wellbeing of children and their families. The exchange of good practices, knowledge and experiences in terms of child participation between countries with more developed CP systems and those with a shorter history of CP practices could create long-term collaborations and innovation in the area for those countries who most need it. The influential role of international institutions is also an important driving force, especially for those countries who may not have a welfare regime context that is supportive of entering into a conversation with children when they most need protection and support. [ABSTRACT FROM AUTHOR]

• Childcare policy responses towards Covid-19 differed in European welfare states. • Policy responses cause informalization of childcare to different degrees. • Informalization of childcare is mainly connected with social risks for women. • Cultural and institutional differences help to understand varying policy responses. The closure of extra-familial childcare facilities by European governments in 2020 was an important part of interventions against the spread of the COVID-19 pandemic. One consequence was that childcare was provided by parents at home, mainly by women. As a result, women mainly experienced financial and employment risks related to this "informalization" of childcare. The childcare policies of European welfare states differ in the extent to which they include measures to reduce the social risks related to informalization. Against this backdrop, this paper asks: How should one understand cross-national differences in childcare policies during the pandemic? We are also particularly interested in the effects of childcare policies on the social risks connected with the informalization of childcare and what these mean for the gendered division of paid work and care. Differences in childcare policies during the pandemic are commonly explained in terms of the path dependence of such policies. Using the theoretical approach of "care arrangement," this article introduces a broader theoretical framework that considers the role of cultural and institutional factors for understanding the cross-national differences in childcare policies during the pandemic. We introduce the findings of a comparative empirical study of childcare policies in three European welfare states—Denmark, Germany and England—that represent different types of care arrangements. This paper uses policy and media documents, quantitative data on childcare and women's employment, cultural ideas and secondary analysis of empirical studies. We find that governments did not per se respond to the pandemic based on institutional path dependence regarding childcare policies, while the integration of culture into the theoretical framework allows for a more comprehensive understanding. [ABSTRACT FROM AUTHOR]

• Many mental health disorders first emerge during early childhood or adolescence. • Wait times for children's mental health services have been an international and widespread problem. • Long wait times prolong the emotional distress of children and/or adolescents and their caregivers which can exacerbate mental health difficulties. • The majority of research in this area has been conducted in the United Kingdom and Canada and focus on one waitlist strategy. • Common strategies include alternative service delivery models, increasing system capacity, and improving intake and assessment processes. Background: Although many mental health disorders first emerge during early childhood or adolescence, there is a significant gap between demand and availability of mental health resources, leading to long waitlists for services. Objective: The objective of this scoping review was to identify and characterize the research literature related to the range of waitlist management strategies that have been implemented in outpatient child and adolescent mental health care. Methods: Electronic databases reviewed included: Medline (Ovid), Embase (Ovid), PubMed, PsychINFO, SCOPUS, CINAHL, and ISI Web of Science. Grey literature databases included: OpenGrey, Conference Papers Index, and Proquest Digital Dissertations. Articles were screened by two reviewers in two steps: first by title and abstract, then full text level. Data were extracted using an a-priori developed data extraction framework, which was piloted and modified iteratively. Results: A total of 119 papers related to waitlist interventions in child and adolescent mental health were reviewed. Of these 119 papers, 11% were reviews, summary, or theoretical papers; 8% used a randomized control trial design and 2.5% were trial protocols. Most studies used less rigorous designs, such as uncontrolled before-and- after designs. The large majority focused on just one waitlist strategy each. The most commonly used approaches included: prioritization/triage and initial assessment; brief consultation and advice or brief therapy approaches; group-based models; interim services; increasing capacity; and strategies to decrease non-attendance. Most studies were conducted in the United Kingdom or Canada. Discussion: While mental health systems are complex, most studies examining waitlist initiatives explored the implementation of single initiatives. It is unlikely that a single waitlist strategy can be effective in managing wait times for children's mental health. Rather, consistent and systemic approaches to address wait times that consider the impact of the reduction approach on the patient, the program, and the community are needed. [ABSTRACT FROM AUTHOR]

• Family Support as an approach to supporting and protection children, young people and parents. • Pan-European issues involved in family support. • A social justice perspective on supporting and protection children, young people and parents. • Implications for policy, practice, research, evaluation and academia. • Based on a wider range of academic, policy and practice contributions. Family support as an approach to working with children, youth, parents, and families is widely practiced across Europe albeit with a range of diverse meanings and interpretations. This paper responds to this ambiguity and provides a conceptual understanding of the delivery of family support in Europe. In doing so it applies a social justice approach critically examining the extent to which Family Support reflects the right of families, children, youth, and parents to be supported. It identifies and critically examines similarities and differences in the meaning and application of family support as a key concept in the European context. It is based on a comprehensive review of literature, mapping multi-disciplinary approaches to the provision of support, based on academic material from 2015 to 2020 and adopting a broad and inclusive definition of family. The paper considers the complexities in developing a universally accepted understanding of family support that: has value for practitioners and managers; is selected as a focus by policy makers; is open to evaluation and research; is compatible with academic research; and most importantly provides responsive and effective support to children, youth, parents and families. [ABSTRACT FROM AUTHOR]

• Value system of a society is often shaped by its constitution, affecting how society perceives family. • Modern constitutional provisions on family implicitly lean towards traditional family forms. • The notion of Family Support is rarely expressly mentioned in constitutions of European countries. • Family Support is seen as a part of supervision authority or general duty of states to assist families. • More inclusive constitutional provisions with a constructive, rights-based approach are needed. This paper aims to explore the extent in which contemporary constitutional concepts of the family influence the recognition of the importance and the implementation of family support in European context. The authors start from the premise that constitutions lay the foundation for national legislation and policy, at the same time indicating a state's recognition of internationally agreed standards in a given field. Considering family support as a human right, the authors reflect on the meaning of constitutional protection vis a vis policies and practices of providing support to children and families and look into family related constitutional provisions of various European countries. Building upon the work of the European Family Support Network – COST Action 18123, the key elements of constitutional protection of families are identified, having a direct effect on the conceptualization and delivery of family support. In conclusion, considering the place and significance afforded to family support in national constitutions, the paper offers a classification of constitutions in that respect and evaluates the implications of constitutional regulation on family support policies. [ABSTRACT FROM AUTHOR]

Concerns about child supervision are present in a large proportion of the circumstances responded to by North American child protection systems. This paper examines different perspectives on low-supervision, from parental-deficit to critical-ecological formulations, to address two questions that are central to assessing reports: why low-supervision is deemed to be harmful, and why low-supervision events occur The implications of this knowledge for child protection system responses is explored, and the conceptualization and application of supervisory neglect as a maltreatment category is critically questioned in order to tease apart what this label may represent in practice. The paper considers how thinking could be reframed to make supervisory neglect a more discrete classification which informs subsequent action, including centering the environmental hazard in supervisory neglect formulations and giving primacy to the impact on the child rather than to parent behavior. The role of normative thinking in decision-making and the risk of perpetuating social inequalities and oppressive power is also considered. More research is required to examine responses and outcomes under current systems of practice, and how child protection workers and systems reflexively analyze reports. In addition, more societal dialogue is needed to prevent widespread risk-averse thinking about how children should be supervised, which can reinforce restrictive child protection policy. [ABSTRACT FROM AUTHOR]

• Permanent supportive housing (PSH) is one setting which aims to provide stability and community to those who have experienced homelessness. • PSH has not been widely studied with young adults. • This paper uses mixed method to explore how young adult residents experience psychological sense of community (PSOC) before and after moving into PSH. • We find that building community takes time and requires opportunities for voices to be heard, along with ongoing personal growth (often related to substance use recovery). • Future PSH settings for young people should consider how to support residents in their individual journeys, and in building community. Amidst chronic stressors and ongoing instability, many young people who have experienced homelessness and housing instability find communities and settings which offer support and care. Permanent Supportive Housing (PSH) is one setting which aims to provide stability and community to those who have experienced homelessness, but it has not been widely studied with young adults (ages 18–25 upon moving into PSH). This paper employs a longitudinal convergent mixed methods approach – with quantitative and qualitative survey data over 1.5 years – to explore how young adult residents (N = 27 at T1; N = 20 at T2, N = 13 at T3) experience sense of community before and after moving into PSH. Using McMillan and Chavis' (1986) four-part Psychological Sense of Community (PSOC) framework to frame data collection and analysis, we find that residents' sense of community is shaped by an ongoing negotiation of personal and collective needs. Building community takes time and requires opportunities for voices to be heard (and shape change), along with ongoing personal growth – especially related to substance use recovery. Our findings offer insights for future PSH settings for young people – as well as other residential and community settings which aim to support young people. We suggest the need for future research which explores the tension of policy decision making, about substance use for example, in low-barrier support services like PSH. [ABSTRACT FROM AUTHOR]

• A scoping study provides a better understanding of how local authorities in China support care-experienced young people. • Twenty-two social policies in China are mapped and examined. • Across localities, housing and employment services are prioritised to support care-experienced young people. • Current policy responses are insufficient, and people's opportunities to access the stipulated support are quite limited. An increasing amount of attention is being paid to young people with care experience on an international scale. They are often associated with negative outcomes after leaving care, such as low educational attainment, unstable housing, job instability and social exclusion. While many countries have prescribed social policies for supporting them for a more fruitful transition out of care, there is little information available in the context of China at local levels. Given this, this paper maps and examines existing local policies, exploring how local authorities support care-experienced young people in China. To achieve, it adopts a scoping review. The findings highlight (i) China's local polices as a whole prescribe a variety of services, resources, and/or measures to support care-experienced young people, of which housing and employment are at the top of the list; (ii) current policy responses are insufficient, and opportunities of this group of people to access the stipulated support are quite limited. The findings of this study indicate that policymakers need to improve local policies in order to make them more operable, sophisticated, and comprehensive, so that care-experienced young people can reap the greatest benefits from them. Also, a national leaving-care policy that provides guidance to local authorities should be considered, adding consistency and clarity to relevant policies across the country. The limitations of this paper relate mainly to its review methods, which point to the need to expand data sources and conduct cross-reviews to enhance the findings' credibility and robustness. [ABSTRACT FROM AUTHOR]

• The method of this paper is a critical literature review with qualitative thematic analysis, on the topic of disability, child protection and the internet. • This study found that disabled children are at greatly increased risk of child maltreatment above their non-disabled peers, whilst unique complexities are documented around disabled perpetrators of abuse toward children. • Findings from this research study attempts to broaden parents and guardians, safeguarding professionals, policy makers and scholars' conceptual understanding of the impact of pervasive internet use on the unique complexities that disability presents for child protection within the digital world. • Key learning for future safeguarding practice is presented towards keeping children safe, in the context of a rapidly encroaching world wide web, and its complex social implications. Findings are presented from a critical literature review on child protection and welfare risks and the opportunities of internet use related to disability. There is evidence of unique complexities and substantially increased risks and barriers to effective safeguarding practice, at the intersection of disability, internet use and child protection. This is further complicated by the surge in internet usage leading the vast majority of children in contemporary western societies to be deeply ensconced in virtual worlds. We present findings of a critical literature review with qualitative thematic analysis applied to a sample of 33 key documents. The premise of this paper is to broaden conceptual understanding of the opportunities and risks of internet use by children and adults with disabilities in the context of child protection and welfare practice. This paper is relevant to parents, guardians, safe guarding practitioners and academics. This paper highlights key learning for future safeguarding practice, further research and scholarly work, towards keeping children safe, in the context of a rapidly expanding digital world, and its complex social implications. [ABSTRACT FROM AUTHOR]

• Instability often overshadowed young people's experiences of being in care. • Disrupted schooling could have a devastating impact on academic confidence. • School was frequently described by participants as a key source of support. • Stigmatisation was a significant theme in participants' narratives of school. • Narratives often painted a complex picture of instability, educational struggle, and perceived failure. • The societal imperative to be resilient and self-reliant had the effect of responsibilising participants. Research highlights a plethora of negative outcomes for care leavers and it is widely accepted that children in care are likely to have lower educational attainment than their peers. Rather than concluding that these figures can be attributed directly to being 'in care', scholars have indicated that the matter is more complex, drawing attention to circumstances which pre-date or supersede entry into care. This paper seeks to highlight the experiences of those care leavers who bucked the trend and achieved sufficient qualifications to study in higher education. Despite achieving well academically, our research shows that young people in care still struggled to manage the academic pathway between care and university. This paper draws on evidence collected from 234 care experienced students in England and Wales to consider the educational challenges faced by those without familial support. Findings revealed that instability, stigma and poor institutional support were significant barriers in participants' educational journeys. We consider the impact of narratives of 'meritocracy' and 'resilience' on interpretations of educational success for care leavers. We conclude that caution should be exercised when celebrating individual successes, and greater attention should be paid to structural and systemic barriers to educational achievement. [ABSTRACT FROM AUTHOR]

• Numerous barriers to service provision exist for young people with complex needs. • Strategies for service engagement are required at the practitioner and system level. • Practitioner-level strategies included relational and structural approaches. • System-level strategies included flexible and collaborative approaches. • Young people appear to benefit most from services adapted to their needs. Young people with complex needs often have a range of co-occurring challenges that require the support of multiple government agencies and services. Increasingly, government agencies are working with young people who present with co-occurring and comorbid complex needs requiring co-ordinated multi-agency responses. However, agencies and services are often faced with multiple obstacles and challenges to meeting the needs of these young people, placing them at increased risk of poor outcomes during their adolescence and into adulthood. The objective of this Rapid Evidence Assessment (REA) was to provide practice insights as they relate to service engagement for young people with complex needs to highlight ways in which service delivery can be enhanced. Published academic literature as well as relevant material from the grey literature on young people aged 10–25 was synthesized to identify: (a) the principal barriers to service provision, and (b) strategies that facilitate service engagement. A total of 18 papers met the eligibility criteria for review. Papers were assessed using the critical appraisal skills programme (CASP). Individual and system level barriers were identified, including the characteristics of young people and the nature and structure of services. Strategies were identified at the practitioner level (e.g., benefits of relational, structural and empowerment approaches), and the system level (e.g., flexible services, collaborative approaches and improved staffing and resources). The review highlighted the importance of creating a service environment that is structured around the needs of young people rather than one which requires vulnerable young people to adapt to services. [ABSTRACT FROM AUTHOR]

• Participatory research approaches offer new opportunities for studying mentoring and social capital. • Presents experiences with two user groups: mentoring practitioners and migrant youth (mentees). • Challenges in youth understanding and meaningful engagement. • Challenges in practitioner blending of roles and resource constraints. • Close researcher-practitioner collaboration provided benefits for the mentoring organization, as well as meaningful participation and benefits for a few of the youth. Participatory approaches have gained broad interest among researchers as a vehicle for allowing participants' experiences and voices to inform research, beyond simply being a source of data. However, participants in mentoring programs, particularly young people, often are not included in research partnerships in a meaningful way. Additionally, practitioners often struggle to translate research findings into program improvements. This paper examines the experiences of a research team collaborating with two user groups: mentoring practitioners, and youth with migrant and refugee backgrounds participating in mentoring programs. With ambitions for meaningful user involvement, our aim was to develop and test a digital intervention for supporting social capital in mentoring. The paper draws primarily upon participant observation and qualitative data from a focus group and panel discussions. While youth voices did inform and shape the research, we also experienced challenges related to youth understanding and engagement. The adult practitioners participated actively but encountered tensions due to their dual roles as co-researchers and mentoring professionals, and resource constraints. Ultimately, a close collaboration enabled the co-creation of adaptations to our research approaches, allowing meaningful participation for some of the youth, and facilitating program changes. This paper offers lessons for researchers wishing to conduct participatory research in the context of youth mentoring, as well as specific suggestions for those studying social capital. It contributes to the discussion on participatory approaches with multicultural youth, presenting critical reflections on our experiences within this mentoring context. [ABSTRACT FROM AUTHOR]

• South and Southeast (S/SE) Asian refugee parents experience significant impacts to emotional and physical wellbeing in the antenatal and postnatal period in resettlement countries. • Parents experienced various challenges in maternity healthcare settings including confusion, distress, limited interpreting support, and feeling unable to voice concerns. • Parents highlighted the importance of formal supports including interpreters, and informal supports including family and community in the First 2000 Days. • Culturally responsive care may enhance the wellbeing and support experiences of S/SE Asian refugee families in the First 2000 Days. There is growing scholarly attention concerning the wellbeing experiences of people from refugee and asylum-seeking backgrounds, particularly in relation to antenatal and postnatal care in countries of resettlement. However, less is known about early childhood support for refugee and asylum-seeking parents during the First 2000 Days of a child's life (conception to age five). There is also little understanding of the needs of refugees and asylum-seekers from South and Southeast (S/SE) Asia for whom there may be unique cultural considerations regarding parenting and support. This systematic review therefore aimed to explore the emotional and physical wellbeing and support experiences of refugee and asylum-seeking families (mothers, fathers, and other family members with caregiving roles) from S/SE Asia during the First 2000 Days. This review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We identified publications through a systematic search of six databases. Eligible papers were peer-reviewed, primary data studies published in English, conducted in middle- to high-income countries of resettlement, and included data that could be disaggregated for S/SE Asian families. Of 5,770 publications, 13 articles met inclusion criteria. While our review aimed to explore the experiences of various family members, included papers focused primarily on the experiences of refugee women. Our review found that S/SE Asian refugee parents reported various challenges to physical and emotional wellbeing during the First 2000 Days ranging from nutrition and diet concerns to feelings of anxiousness, grief, isolation, and feelings of distress in healthcare settings. Parents also expressed a level of trust and satisfaction with maternity care during resettlement, however, these experiences were challenged by a lack of culturally responsive care. Findings speak to the importance of informal social supports for S/SE Asian refugee parents, and culturally safe, formal supports where parents feel comfortable to voice their concerns. [ABSTRACT FROM AUTHOR]

• Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. • Actions and advocacy associated with Participatory Action Research have benefits for students with foster care experience and can contribute to critical consciousness raising among those within and outside of child welfare and university systems. • Integrating youth voice and perspective to our existing body of knowledge about youth with foster care experience in higher education adds a critical, often missing perspective. • Universities, child welfare system professionals, policymakers, child welfare scholars desiring to create policy and practice more affirming of young people with foster care experience should center the voices and recommendations of youth with foster care experience in their decision making. This paper presents findings from a focus group conducted as part of a larger Youth Participatory Action Research (YPAR) study with a cohort of university students with experience in foster care. Six foster scholars (ages 18–21) participated in a research collective offered as a collaboration between the School of Social Welfare and the Educational Opportunities Program (EOP) at a large Northeastern public research university. Over the course of several semesters, students received an overview of research methods, evaluated existing research regarding the educational outcomes of youth with foster care experience, then designed an interview guide for a focus group that they later participated in. Focus group data was transcribed and then analyzed in two ways, first through thematic content analysis using ATLAS TI qualitative software, and simultaneously through participatory narrative analysis using an adapted version of Carol Gilligan's Listening Guide. The cluster of findings presented in this paper highlights co-researchers' experiences of a YPAR approach to research. Three themes emerged: validation of experience and peer support , connection to available resources, and YPAR as a tool of collective action and empowerment. An overview of the significant actions and change efforts associated with the YPAR process is also provided. Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. Integrating youth voice and perspective to the existing body of knowledge about youth with foster care experience in higher education adds an important perspective needed to more holistically understand what resources and supports are most critical in ensuring their success. Recommendations are made for both universities and child welfare scholars desiring to center the voices and experiences of youth with foster care experience. [ABSTRACT FROM AUTHOR]

• Discretion is affected by individual, relational and organisational factors. • In an experimental design, we study what affects discretion. • The use of interpreters is dependent on relation to the child. • Interpreter services are less likely to be used in acute situations. • The use of interpreter services is less dependent on the children's language skills. This paper focuses on child welfare workers' discretionary decision making. They can rely on routines, procedures and manuals as part of their work, but in the end, they still have to make a choice, based on the available information at the time. Discretionary decision making is a way of reasoning when facing uncertainty in professional work and when laws, rules and systematic knowledge must be applied in specific cases. A larger body of research on discretion and discretionary decision making in social work has developed, but there remains much ground to cover in terms of empirical analyses of how discretionary processes play out in real-life contexts. The two main research questions ask how the characteristics of each child and context and of social workers and their work situation affect the latter's decision to use interpreter services in their work with unaccompanied minors and children from minority backgrounds. The decision to use or not to use interpreter services in different situations, as an act of discretionary decision making by child welfare workers, is analysed in this paper. To study discretionary decision making among child welfare workers, a combination of a traditional survey and a vignette experiment has been used, bringing together organisational features, individual traits and situational characteristics. The findings indicate that interpreter services are less likely to be used in acute situations and more likely to be used with the children whom the child welfare staff members know better, irrespective of the children's language skills. The analyses also show varying effects of the staff's training and educational backgrounds, and surprisingly, the negative effects of institutional guidelines. One possible interpretation of this is that the guidelines are perceived as rigid constraints, instead of positive recommendations for actions. [ABSTRACT FROM AUTHOR]

• This study reviewed forced family separation as the result of migration policies. • Forced family separation is linked to negative mental health outcomes for children. • Forced family separation is linked to adverse health among parents/caregivers. • There is racial and ethnic discrimination in punitive immigration policies. This paper aims to systematically look at the impacts of child separation from the primary caregiver as the result of migration policies from a racial and ethnic equity perspective. An online systematic search of Web of Science Core Collection, PsycINFO, PubMed, and Sociological Abstracts with keywords relevant to migration, family separation, and health outcomes was conducted in January 2022. The studies retrieved through the search were independently reviewed by two of the authors using the PRISMA checklist for scoping reviews and Covidence systematic review software. Based on the inclusion and exclusion criteria of the study, 14 papers were included in the scoping review. We found that none of the studies were centered on a racial and ethnic equity framework. The reviewed studies showed that forced separation was associated with negative mental health outcomes including anxiety, depression, emotional and behavioral problems, post-traumatic stress or post-traumatic stress disorder, sleep disturbance, and stress among children. Similar adverse health outcomes were reported among caregivers. These negative mental health outcomes can have long-term and even generational impacts on the well-being and health of the communities in the U.S. [ABSTRACT FROM AUTHOR]

• Young people are rarely included in research & policy that affect their lives. • We conducted youth participatory action research with youth in Cleveland, Ohio. • We show how engaging with youth across all stages of research enriches the work. • Our collaborative research highlights challenges to youth well-being. Research on youth well-being is often driven by adult researcher voices, while youth experiences are neglected. Youth participatory action research (YPAR) is a distinct and powerful approach to capture youth experiences unique to particular social settings and leverage these voices to produce action and change through research. YPAR can be used to challenge oppression, mitigate the researcher-participant hierarchy, and build a social justice-oriented methodology, particularly when it uses a critical and intersectionality lens, rooted in a wider understanding of racial oppression. This methodology paper analyzes our Youth Lens methodology, which uses Critical YPAR to explore African American youth perceptions of how the neighborhood environment shapes health and well-being in Cleveland, Ohio. We describe, in detail, our methodology which was used to examine the history of redlining and systemic racism in the city and how it has driven present-day health and socioeconomic disparities. Further, we reflect in this paper not only on the methodology, but on our own role in the research. We end with implications for collaborative research with youth. [ABSTRACT FROM AUTHOR]

• Youth's juvenile justice involvement can lead to financial debt into adulthood. • Juvenile monetary sanctions propel youth into early adulthood, with negative effects. • Juvenile monetary sanctions hinder individuals' educational and work aspirations. • Juvenile monetary sanctions increase individuals' distrust of the legal system. Previous research has established the deleterious long-term effects of juvenile legal system involvement such as increased risk of criminal legal system involvement as adults. This paper examines retrospective accounts of how that process occurs by exploring the following research question: how does one's involvement in the juvenile legal system, which includes monetary sanctions, shape peoples' views of law and legal institutions and with what consequences? Based on 19 interviews with adults who have legal debt from both juvenile and criminal legal systems, the paper focuses on four aspects of the long-reaching effects of juvenile legal involvement and juvenile monetary sanctions: legal socialization, adultification, legal cynicism, and future aspirations. In all these aspects, we show the organizational constraints that shape individuals' perspectives about the law and the impact of monetary sanctions on their lives. In doing so, the paper shows how monetary sanctions associated with juvenile cases add to the cumulative disadvantage of legal system involvement. [ABSTRACT FROM AUTHOR]

• Psychologists are encouraged to offer pro bono services as per their ethical code. • Guidance on what pro bono looks like in practice is unclear. • Recommendations include focusing on clinic design, equity, family support, and crisis response. • The call for future research in low-fee and pro bono work is much needed. The APA's Ethical Principles for Psychologists explicitly addresses and humbly encourages pro bono work: "psychologists strive to contribute a portion of their professional time for little or no compensation or personal advantage." Yet, there is ambiguity surrounding the specifics, including frequency, time commitment, eligible services, and fair selection process to determine who will receive services. Materials and Methods: This manuscript provides the results of a comprehensive literature review on pro bono work. Initially focused on psychological assessment (e.g., neuropsychological, psychoeducational), the literature search expanded to therapy, community-based practice, and fee/paid assessment studies due to the dearth of literature. The purpose of the review to explore pro bono services in order to better understand in the future how services impact a child's access to education, family engagement, and school relationships. Results: Two primary and secondary searches were completed. The primary search investigated the involvement of the family system when working with children and adolescents. The secondary search looked at the effectiveness of psychological, neuropsychological, and psychoeducational assessments to bolster results and provide additional recommendations and future directions. Discussion: The paper also features detailed recommendations based on the search results for how clinicians can engage meaningfully in pro bono work in their current practice along four main themes: community clinic, crisis, equity, and family support. Conclusion: Finally, future directions will address the substantial gaps in the literature on this subject. [ABSTRACT FROM AUTHOR]

In 2015, the Sustainable Development Goals (SDGs) were announced with the agreement of 190 world leaders aiming for ending extreme poverty, fighting inequality and injustice by 2030. Among different approaches, investments in future generations' capacities to thrive are key to attaining these goals. Promoting children's thriving, however, is not a simple matter because child development is not a single state and is not determined by a single force. Promoting children's development and capacities necessitates a multifaceted approach, and place-based interventions stand out as a promising strategy. This paper reviewed current evidence on the outcomes of place-based interventions aimed at improving children's capacities to thrive. We found that 22 published texts that met our inclusion criteria, exhibiting a range of program effects. The review also highlighted several challenges related to implementation and evaluation. Additionally, we discussed how place-based interventions adapt in the digital age. [ABSTRACT FROM AUTHOR]

• Youth transitioning from child care institutions face a lack of adequate transition planning, aftercare infrastructure, and service availability. • An educative mentorship-based curriculum can facilitate a smooth and effective transition. • Mentoring focused on both well-being and professional development can reduce the stress associated with the transition. Although child protection policies and laws in India recognise the importance of aftercare, there is still a significant lack of infrastructure, available services, and systematic preparation for the transition. The accelerated and compressed journey from adolescence to adulthood, coupled with limited options to return home if their initial endeavours falter, adds to the complexity of the transition process. To develop knowledge and skills for transition preparedness, this paper presents a step-by-step approach to designing an educative, mentorship-based curriculum. The curriculum is based on an exploratory study conducted across 17 child care institutions in Pune, India. Findings showed that the adolescents appreciate the existing support resources, but feel that much of the critical, practical, and seemingly more urgent transitional needs are still left out. Borrowing insights from the primary data and the available literature, the curriculum has been designed to target six core areas addressing needs for belongingness, preparation for life after transition, enabling clarity of future vision, life skills, enhancing employability, and problem-solving. To buffer the overall stress of the transition, the focus of the curriculum has been kept simultaneously on promoting overall well-being and providing professional and career development support. The study recommends a robust evaluation framework to assess the relevance and effectiveness of the curriculum. [ABSTRACT FROM AUTHOR]

• Adolescents' attachment quality to significant others exerts an influence on their internalizing problems through the development of both positive and negative automatic thoughts. • Attachment to mother and father has both shared (conjugated) and unique (specific to each parent) effects on the levels of automatic thoughts and internalizing problems. • Attachment to peers exhibits distinct effects beyond the influence of parental attachment on automatic thoughts and internalizing problems. • Neither gender nor age served as significant moderators in any of the pathways examined. Previous studies found that the insecure attachment of adolescents towards their mother, father, and peers leads to more internalizing problems and maladaptive cognitive processes (for example, low self-esteem). However, the dynamic between the attachment of adolescents, negative and positive automatic thoughts, and internalizing problems of adolescents is not well understood. The present study proposed and tested a theoretical model in which positive and negative automatic thoughts mediate the relationship between the attachment of adolescents towards their parents and peers and the internalizing problems of adolescents. A clinical sample of adolescents (N=105; mean age = 16.60), diagnosed with internalizing disorders, have filled out the evaluations for this study. All analyses were conducted in RStudio, and the mediation models were tested using Partial Least Square Structural Equation Modeling. Our main results are that positive and negative automatic thoughts mediate the relationship between adolescents' parents- and peer-related attachment and internalizing problems. The biological sex and age of adolescents did not moderate any of the paths in the model. Parents and peer attachment, along with positive and negative automatic thoughts, explained 57 % of the variance in the internalizing problems of adolescents. The main findings of the paper are discussed, and the main caveats are underlined. [ABSTRACT FROM AUTHOR]

Bullying is prevalent among adolescents causing significant impacts to adolescent health. Engaging in recreation provides an opportunity for positive health outcomes. This study examined associations among adolescent sex and sexual identity, recreation engagement, bullying, and suicidality. The findings from this paper support that suicidality during adolescence remains elevated. Results demonstrated that cyberbullying is more prevalent than in-person bullying but neither form of bullying influenced suicidality for high school students. Recreation engagement did not show a significant interaction with suicidality, but high school students did report a reduction in recreation engagement. Findings suggest that prevention efforts and further research are needed to minimize the high prevalence of bullying behaviors and suicidality during adolescence. In addition, more research is needed to identify programs that can be implemented in schools and communities that provide outlets for adolescents during the adverse experience of being bullied. [ABSTRACT FROM AUTHOR]

This paper provides an overview of transnational public and hybrid public-private actors who shape child institutionalization around the world. We ask: who are these transnational actors? How are they related to each other? What are the likely implications of their activities for children without parental care? Based on existing academic and grey literature, we discuss an increasingly populated and pluralist landscape of public actors, as well as hybrid public-private partnerships, networks, and communities. These complexly inter-related actors promote diverse, even conflicting policies and practices – with ambiguous implications for children in care. [ABSTRACT FROM AUTHOR]

• The absence of school guidelines impedes trans -affirmation and autonomy. • Disaffirming school practices are rooted in cisnormativity and adultism practices. • Adults should recognize trans and gender-expansive children as a conscious subject of well-being. • Positive practices should follow a child-led approach. • Crucial: Inclusive policies, teacher training, empowering trans children. Transgender and gender-expansive (TGE) children struggle to express their identities freely, particularly within schools, where they face oppression across interconnected levels of gender and age, alongside cisnormativity and adultism. This study examines how parents advocate for the recognition and well-being of TGE children in Italian primary schools (ages 6–11). Seventeen parents of TGE children participated in this research. Employing a comprehensive thematic analysis using a codebook approach, insights are derived from data obtained through two distinct research collections. Findings reveal parental practices spanning from supportive to containment and unaffirming, impacting children's freedom of expression. Parents' containment practices aim to protect their children, perceiving the school context as hostile, due to a systemic lack of knowledge and a normative view of TGE experiences. School practices affect TGE students' well-being and academic progress, suggesting the need for improved regulations in schools and teacher training to effectively address gender diversity, while recognizing and validating TGE children's experiences. The paper calls for inclusive policies and practices to support TGE children by centering children's needs and desires while dismantling cisnormative and adultistic approaches. [ABSTRACT FROM AUTHOR]

• There are distinct typologies of social support networks for children and youth in out-of-home care. These network structure provide differing types of social support. • Many children in out-of-home care experience low levels of social support, both in terms of number of available support providers and amount of social support activities received. • Among youth with higher levels of social support, social support activities are spearheaded by certain members, including cousins, aunts and uncles, grandparents, and fictive kin. This paper aims to examine the social support network structures of youth in out-of-home care and to delineate the type of social support activities provided by kin and fictive kin within the networks. Children in the child welfare system experience significant benefits from contact with non-custodial kin and fictive kin. However, little is known about the support activities they provide (e.g., childcare, transportation, etc.) and their relationship to the children (e.g., grandparents, godparents, etc.). Support provision and relationship to the child was measured through chart reviews and interviews with key stakeholders, allowing for a description of the amount of support provided by various types of kin and fictive kin. Latent Profile Analysis (LPA) was applied to the data to determine the presence of distinct profiles. A four-profile solution emerged: (1) Multigenerational Predominant Cousin, (2) Bigenerational Lower Involvement, (3) Bigenerational Predominant Fictive Kin, and (4) Multigenerational Predominant Aunt/Uncle), suggesting heterogeneity in the social support networks of children in foster care. Children in foster care experience varying levels of social support, which were spearheaded by specific categories of caregivers who provide distinct types of support. Thus, there is great heterogeneity in the social support networks of children and youth in care. The identified clusters suggest that "one-size fits all" policy practices may not be effective in engaging and maintaining social support for children in out-of-home care. This research indicates that child welfare practitioners need to appreciate the complexity of social support patterns available to children. [ABSTRACT FROM AUTHOR]

The national child welfare agency in Ireland identified the integration of trauma-informed practices as a service need, in the current significantly challenging practice climate. A promising program that meets the need of child welfare professionals to support need has been developed and is reported on in this paper. This study aimed to evaluate the effects of a newly developed post-graduate level trauma-informed care program for professionals in the national child welfare agency in Ireland. Study participants were 41 child welfare professionals that included front-line practitioners, supervisors, and senior managers. A pretest–posttest study design was used, data was collected over three-time points to measure the effects of the program on pre-defined outcomes of Trauma-informed Knowledge, Professional Self-efficacy, Professional Quality of Life, and Intention to Leave. Statistically significant positives effects were found in trauma-informed knowledge, professional confidence, burn-out and compassion fatigue/secondary traumatic stress, with effect sizes ranging from medium-large to large ( η 2 =. 133 t o η 2 =. 721) across the intervention time period. The positive impacts arising from the program were sustained for 3 months post-intervention. The results of this initial evaluation are promising in supporting child welfare professionals' capacity to integrate trauma-informed practices and addressing the need for trauma informed practitioners. The need for further research is highlighted. [ABSTRACT FROM AUTHOR]

• To sustain YPAR practices during the COVID-19 pandemic, adaptations were necessary. • Microsystem adaptations included addressing youth's basic and material needs. • Mesosystem adaptations entailed inclusive technology and attending to local changes. • Exosystem adaptations focused on modifying trainings for adult allies. • Macrosystem adaptations involved flexibility in deliverables and use of funding. Drawing upon illustrative examples from four diverse youth participatory action research (YPAR) projects that took place during the COVID-19 pandemic and racial justice uprisings, this paper showcases adaptations that were made to sustain YPAR practices and youth voice. Utilizing Bronfenbrenner's socio-ecological model as an organizing frame, we discuss how YPAR facilitators were responsive to youth and community needs within the micro-, meso-, exo-, and macrosystem. We addressed youth's material needs during periods of precarity and modified approaches for engaging adult allies, in recognition of their reduced capacity professionally and personally. While these adaptations were made in response to a rapidly shifting landscape during a specific historic period, they reflect lasting considerations for YPAR theory, practice, and policy. Opting for flexibility over fidelity and considering the realities present in multiple systems levels can help YPAR better meet the needs of youth and communities, especially during changing or challenging times. [ABSTRACT FROM AUTHOR]

• Qualitative study, examining networking skills, and social ties that are built and bind care-leavers to others. • The importance of these social connections and how care-leavers elicit the necessary help to achieve their goals in society. • Importance of fostering community and building social skills to support young people's reintegration into society. • Social workers and care providers should work together to broaden care-leavers networks and build social skills. This article aims to deepen and theorize our understanding of the psychosocial processes young people who are transitioning out of residential care engage in, specifically networking people for goal attainment. A qualitative approach was used to collect data from 31 South African residential care-leavers who were one to seven years out of care, aged 17–26 years. Using a grounded theory method of data analysis this study aims to fill the gap in theoretically informed studies by constructing indigenous theories to explain the care-leaving journey. This paper presents findings on (1) the need to elicit social connections; (2) honing networking skills in eliciting social connections; and (3) the strength in weak ties. The implications for practice point to the necessity of fostering a sense of community among care-leavers prior to their transition since this would eventually promote the development of youth resilience. Thus, to support young people's reintegration, social workers and child and youth care providers should cooperatively assist them to cultivate and broaden their networks of social connections and work proactively on building social skills for those purposes. [ABSTRACT FROM AUTHOR]

Prader-Willi syndrome (PWS) is a rare neurogenetic syndrome that results in significant challenges in the school setting, often requiring a myriad of academic, social-emotional, and behavioral supports to maintain health and safety and academic success. This paper provides a primer for school psychologists, introducing the physiological, educational, and behavioral differences experienced by children with PWS. As the symptoms of PWS are widespread, the impacts of common physical and neurological differences on specific learning abilities, adaptive skills, and overall functioning in the classroom setting are discussed in detail. While PWS is a spectrum, and each child will experience symptoms and challenges differently, this article aims to provide a foundation for the development and facilitation of support services to assist educators in not only maintaining the health and safety of their students with PWS, but also in capitalizing on their strengths, and building a plan to help them succeed. [ABSTRACT FROM AUTHOR]

• Study describes the comprehensive process of conceptualization of family support workforce skills in different professions and social sectors. • Several related research are applied: websites content analysis, systematic reviews and Delphi study. • Core and field-specific skills become family supportive when they are applied in the contexts of strength and relationship-based approach as well as both – whole family and child-centered approach. • Implications lead to construction of a coherent model of family support skills with consideration and validation of links and relationships between the components of the model. Professionals working in different areas of family support have diverse conceptual assumptions and epistemological frameworks. Thus, a common conceptualization of family support workforce skills presents major research and practical challenge. Beyond general recognizability, a growing knowledge base and interests, there is still no generally accepted concept of what family support is as a practice, policy, and theoretical construct. This paper attempts to conceptualize the skills for the practice of family support in different professions and social sectors through several research approaches. Initially, we analyzed the content of websites with international organizations' resources about skills in family support. Second, we systematically reviewed literature using the PRISMA method. Last, we reviewed literature, including professional handbooks and publications. The content analysis and systematic literature reviews indicate that as an interdisciplinary concept, family support workforce skills are generally familiar, but not defined nor specified and differentiated from other skills used in the broad field of work with families. So, to deepen the knowledge on family support workforce skills and reach a reliable consensus, the Delphi method was used with a series of questionnaires at different stages of research. Results indicate that specific core and field-specific skills become family supportive when they are applied in the contexts of strength and relationship-based approach as well as both – whole family and child-centred approach. That has opened up new possibilities for more precise definitions, recognisability and transferability of family support skills and construction of a conceptual model. [ABSTRACT FROM AUTHOR]

• Supportive housing can be combined with wraparound supports for teen families. • Collaborative partnerships are key to offering teen families supportive housing. • Supportive housing needs to balance structure with trauma-informed responsivity. Providing support to address the systemic barriers that teen families face is a logical step toward improving their health and well-being. One area where teen families face multiple obstacles is accessing safe, secure, affordable housing. This paper describes a unique, innovative model of supportive housing developed in combination with wraparound supports, provided to teen parents in Edmonton, Canada. As part of a larger community-based participatory research and evaluation project, we draw on qualitative data to describe the supportive wraparound housing model that was developed. In particular, we conducted individual interviews and focus groups with a total of 27 staff members from the partner agencies, who provided information about the Successful Families program model. Analysis of interview data resulted in five broad categories that have resonated with our community and academic team as a way to conceptualize and share the work of the program. Categories, which are described in terms of associated subcategories, include: Community, Partnership, Program Principles and Values, Successful Families Program Structures, and Skill and Knowledge Development. Through this work, we aim to promote awareness of considerations for service providers seeking to implement similar services, and expand the limited knowledge base regarding methods for supporting the diverse needs of teen families. [ABSTRACT FROM AUTHOR]

• Analysis of a subset data of 533 young people in the Czech Republic (mean age 13.6 years). • Youth identified and described their natural mentors in qualitative descriptive questionnaires. • Results describe the characteristics, risks and perceived benefits of natural mentors in youth' perspectives. • Young people identified peers, family members, and formal and informal education teachers and leaders. • Natural mentors were described as 'a good person' with a caring, attentive, kind, and friendly nature. Natural mentoring is a type of youth-adult relationship distinguished with the supportive and caring qualities. The complex conceptual definition as well as the youth-centred knowledge on this type of relationship in youths' daily experiences are missing in the literature. This empirical article reports the analysis of data subset exploring the experiences of youths in natural mentoring relationships in the Czech context. Overall, 533 young people (aged 11–16, mean age 13.4) in eight secondary schools in the Czech Republic participated in the qualitative open-ended questionnaire, identifying, and describing natural mentors from their social networks. The paper reports results of thematic analysis of selected questionnaire items on young people's experiences and perceptions of their identified natural mentors. Young people identified natural mentors most often (n = 105) among their peers or older friends. Besides, youths mentioned and described grandparents, older siblings, family acquaintances, schoolteachers, youth-group and sport leaders, and one-to-one music teachers as natural mentors. Identified mentors were most often perceived as 'a good person' with a caring, attentive, empathetic, nice, kind, and friendly nature who, as a result, is perceived as helpful and supportive. Results are discussed with recommendations for further exploration of natural mentoring as a type of youth–adult relationship, naturally occurring in institutions, organisations, and various youth-work settings where youth-adult interactions are part of the service/institution. [ABSTRACT FROM AUTHOR]

• Adverse childhood experiences (ACEs) screeners can be verbal or self-administered. • We used 2 contemporaneous surveys to compare prevalence of caregiver-reported ACEs. • The telephone survey had higher ACEs disclosure rates compared to paper/web survey. • Findings support the importance of verbal communication to identify ACEs exposure. Adverse childhood experiences (ACEs) are traumatic experiences that increase people's susceptibility to adverse physical health, mental health, and social consequences in adulthood. Screening for ACEs in primary care settings is complicated by a lack of consensus on appropriate methods for identifying exposure to ACEs. It is unclear whether self-report methods could increase disclosure of ACEs as compared to interview-based methods. This study compares data on the prevalence of ACEs from two publicly available surveys conducted on the same population of children's caregivers: the 2019 Ohio subsample of the web/mail-based National Survey of Children's Health and the telephone-based 2019 Ohio Medicaid Assessment Survey. We find higher disclosure of caregiver-reported child exposure to ACEs in the telephone interview survey, highlighting the importance of the role of verbal communication in developing a safe and trusting relationship in the disclosure of trauma. [ABSTRACT FROM AUTHOR]

• The lives of Black girls, femmes, transgender, and nonbinary (TGNB) young people who identify as LGBTQ + are punctuated by experiences of oppression-based, interpersonal, and systemic trauma. • Healing and creative resistance are strong driving forces facilitated by pride in one's identities, artistic expression, and mindfulness facilitated by time spent in nature and parks. • Individual and collective dreaming and futuring are central to the living of LGBTQ + identified Black girls, femmes, and TGNB young people. Black LGBTQ + girls, femmes, transgender and nonbinary youth and young adults experience high rates of sexual violence, and other forms of trauma, including oppression-based trauma related to racism, misogynoir, homophobia and transphobia. Black LGBTQ + girls, femmes, transgender and nonbinary young people, whose experiences are underexplored within social science research, also experience disparately harsh discipline and pushout within school settings while being disproportionately represented in the foster care and juvenile justice systems. However, they are also a community with a tremendous history of creative resistance, and legacies of activism and powerful healing practices. Within this paper we have disaggregated the interview data of 13 LGBTQ + identified participants from a larger qualitative study with 24 Black girls, femmes, transgender and nonbinary youth, aged 16–25, who reside in New York State. Data were analyzed using critical thematic analysis and three main themes emerged: 1) the significance of participants' experiences of childhood trauma, 2) participants' conceptualizations and experiences of healing and resistance, and 3) participants aspirations and dreams for their futures and the futures of their communities. [ABSTRACT FROM AUTHOR]

Child well-being is a subject of paramount importance, since a careful analysis of all the aspects related to childhood may have a major impact on the society as a whole. In this paper, based on the End of Childhood Index, which is a fully compensatory composite indicator published annually by the international organisation Save the children, we analyse the added information that can be provided through the use of multi-criteria analysis techniques. On the one hand, rather than analysing the overall performance of the countries by the use of the fully compensatory scenario, we make use of the international reference levels and performance bands provided by Save the Children itself, allowing to measure the distance of each country with respect to these levels. Besides, the use of a non-compensatory scenario offers interesting insights about the possible imbalances of each country, which is helpful in decision making processes. First, based on the data of the last available year, 2021, an overview of the worldwide analysis and a further detailed single region analysis is carried out. Second, a dynamic analysis over a period of five years (2017–2021) is undertaken. In this line, in order to guide childhood decision makers towards the identification of possible opportunities for improvement and the implementation of the corresponding action plans, the multiple reference point technique makes it possible to analyse the compliance in each one of the indicators, based on the use of distance reference levels and the joint consideration of a fully and non-compensatory composite indicators. [ABSTRACT FROM AUTHOR]

The factors that inhibit and promote professional interventions with young adults refer to social, formal-structural, and personal factors. Nevertheless, studies of these factors from social workers' perspective, and research of the inhibitors associated with the socio-cultural context of minority young adults, are few. The aim of the present study was to examine social workers' perceptions of the factors that inhibit and promote interventions in the socio-cultural and formal-structural context of at-risk young Arab-Palestinian women in Israel, who are at an intersection of marginal positions. Semi-structured in-depth interviews were conducted with 21 social workers. The findings revealed two themes: 1) Social workers' perceptions of the challenges in two dimensions, a) socio-cultural factors which include family centrality in the young women's life, and b) formal-structural inhibitors. 2) Promoting factors which include professional values and the need for cooperation between organizations themselves and with recipients of the services The findings were reviewed according to the intersectional invisibility model, and were based on the concept of institutional discrimination, which showed that at-risk young Arab women experience an intersectional invisibility of their identities and, at the same time, the social workers experience a conflicting situation within the wider context of intersectional discrimination. The paper concludes with recommendations to practitioners and policymakers. [ABSTRACT FROM AUTHOR]

• Trauma-Informed Approach: Prioritizes understanding and addressing deep interpersonal trauma in returning children. • Unified Response: Advocates for harmonized approaches across military, healthcare, and social welfare. • Participation: Emphasizes active involvement of returning children, reclaiming their rights and roles. • Protracted Recovery: Acknowledges ongoing challenges post-captivity, requiring sustained efforts. • Broader Context: Reintegration extends beyond personal growth to encompass conflict aftermath. The UN Convention on the Rights of the Child, signed by 195 countries globally, symbolizes a collective commitment to safeguarding children's rights. Despite this, children have become pawns in contexts such as political violence and armed conflict, abducted and held hostage, exploiting their vulnerability. Born out of Israel's recent experience with the Hamas terror organization's abduction of 40 Israeli children aged 9 months to 18 years, this paper proposes a comprehensive framework that could be useful to other countries in addressing the complex challenges associated with the return of children abducted in contexts of armed conflict and political violence. This framework is rooted in four theoretical prisms—trauma, development, context, and children's rights, and spans five critical stages: the preparation stage, the first 24 h, the first week, and the first month after a child's return. It also provides general guidance on longer-term support and providing support to multiple key figures and contexts in the child's life. By outlining key concepts and guidelines within the framework, this manuscript provides a unique insight into potential response to this distressing phenomenon. While it is our fervent hope that no country will need to implement such a framework, the unfortunate reality is that evil knows no limits. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the Special Issue on "Social Innovation in Child and Youth Services". We begin with a description of the field and then discuss the individual papers which comprise the Special Issue. This special issue contains 13 groundbreaking innovations that are happening around the globe as each country tackles its own pressing social problems. There are 5 studies take the social demand approach, and another 5 studies utilize the societal challenge, and 3 studies apply the systemic change approach to implement their innovative initiatives. The most persistent problems require creative and innovative solutions that use fresh ideas, procedures, and products. This introductory article illustrates the promise of interventions that, despite methodological limitations and logistical barriers, have already shown to create positive social impact among their respective communities. [ABSTRACT FROM AUTHOR]

Abstract Since about the turn of the century, a growing awareness of the poor outcomes resulting from "as usual" community mental health care has led to increasing efforts to implement programs and interventions with empirical evidence of effectiveness. However, these efforts have encountered numerous barriers, in particular the high cost of implementation, which has severely limited uptake and sustainment of empirically-supported programs and interventions. Typically, the largest contributor to cost is the training and coaching required to ensure provider competence fidelity to the intervention or program model. This paper describes a social innovation that aims to provide high quality training and coaching that is affordable and sustainable in community mental health settings. The main strategy for this is the use of a completely "remote" process for training and coaching. This process relies on a web-based platform through which trainees access a library of real examples of good—and not-so-good—practice, and through which they also receive individualized coaching and feedback based on video recordings of their own practice with clients. Specifically, the paper describes a remote training intervention for practitioners working with young people aged 16–25 who experience serious mental health conditions. This approach is designed to train providers to work with young people in ways that increase their engagement and retention in services, as well as their alliance with treatment providers. Enhancing providers' skills in these areas is urgently needed, given that young people in this age range have the highest rates of serious mental health conditions, and yet they are also the least likely to engage in or complete mental health treatment. Findings indicate that participants were highly satisfied with the training, and that their skills in key areas increased significantly, as measured both by their own subjective assessment and by expert ratings of their video-recorded practice. Highlights • Advances in technology have made "remote" training and coaching approaches feasible. • Potentially, remote training can be more cost effective than usual training strategies. • Tested in community mental health agencies, remote training appeared to be effective. • Participants' targeted skills increased after the Achieve My Plan remote training. • Participants were highly satisfied with the Achieve My Plan remote training. [ABSTRACT FROM AUTHOR]

Abstract The importance of supervision for social work practice is one of the most widely accepted tenets of the profession. Yet, surprisingly little is known about what happens in supervision, making it difficult to unravel what it is about supervision that makes a difference to social work practice. This paper describes the development of a framework for assessing the quality of group supervision. It focuses on one sub-category of group supervision – systemic group supervision – and draws a wider evaluation of systemic social work practice in the UK. It is based on 29 observations of "live" of supervision to illustrate differences in quality of supervisory practice. The process of developing the coding framework was cyclical, and ultimately resulted in a three-point ordinal grouping for assessing systemic supervisory practice. Analysis of observational data assessed systemic group supervision as follows: 8 as non-systemic (28%); 12 (41%) as demonstrating some incorporation of systemic ideas into interactions, described as "green shoots" (or showing encouraging signs of development but not yet reached its full potential); and 9 (31%) supervision sessions demonstrating a full incorporation of systemic concepts and practice. What marked "systemic" sessions from "green shoots" supervision was the move from hypothesis generation about family relations and risk to children to purposeful, actionable conversations with families: the move from reflection to action. This paper supports a small but growing body of evidence about the fundamental characteristics of successful or effective supervision within children and families social work. Highlights • Describes a new method for assessing social work supervisory practice • Defines an emerging type of supervision – systemic group supervision – informed by systemic family therapy principles • Identifies six essential domains of systemic supervision, including the relational nature of family problems • Ranks systemic supervision as: non-systemic, "green shoots" (or showing promise) and fully "systemic" • "Systemic" sessions were marked by a move from hypotheses generation to purposeful, actionable conversations with families [ABSTRACT FROM AUTHOR]