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While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing care leaving by applying a life course perspective to the experiences of youth leaving care in four African countries. The paper highlights how life course can be a useful conceptual framework for understanding the experiences of care leavers with an emphasis on four core concepts: biography, linked lives, waithood, and agency. Implications for policy and practice are outlined with a focus on interdependence, participatory practice, biography, and cultural transition planning alongside efforts to redress systemic, oppressive barriers facing care leavers in society. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic exacerbated students' mental health challenges worldwide, including in the Philippines. This paper explores the University of the Philippines' response to this crisis, a crucial endeavor given the country's limited mental health resources. This paper reviews the relevant documents to the mental health initiative, titled "Sandigan, Sandalan," which sought to empower university stakeholders to advocate for mental and address mental health needs despite resource constraints and the university's vastness. The authors also share their experiences and insights in the program. This program is one of the few university mental health programs that were documented in the Philippines after the legislation of the Philippine Mental Health Act and during the COVID-19 pandemic. Key recommendations arising from this experience include enhancing program visibility, fostering stakeholder collaboration toward a clear set of program objectives, leveraging mental health expertise, empowering stakeholders, and designing replicable program models for the different campuses of the university. The initiative underscores the vital role that educational institutions can play and provides valuable insights into supporting students' mental well-being amid large scale challenges in low-resource settings. [ABSTRACT FROM AUTHOR]

This study provides an overview of the different dimensions of financial inclusion, its socioeconomic impacts on society's sustainable development, and future research agendas. Initially, 620 studies were identified using Scopus and other databases, employing keywords such as financial literacy, financial inclusion, financial capability, women's empowerment, fintech, artificial intelligence, financial accessibility, sustainable development goals, and economic growth. After refinement based on focus and relevance, 325 papers were analyzed in detail for review, primarily focused on India and emerging economies. This review highlights that access to finance by untouched segments of society is essential for sustainable and socio-economic development in developing economies. The official banking system, an effort by the government to assist the financially disadvantaged, can incorporate the impoverished into a formal financial system through campaigns and credit system reforms. Socioeconomic programs reinforce one another and foster the development of children, women, families, and society. This research paper undertakes a systematic literature review primarily focused on relevant articles in broad areas of financial inclusion and its impact analysis and offers a valuable agenda for future research. [ABSTRACT FROM AUTHOR]

One implementation of global, community-based engineering-student design projects invites students to engage in remote design practice. While it may not be feasible to physically bring an entire engineering design class to an international location for direct interaction between students and various stakeholders, a meaningful global experience can still be educational and beneficial for all stakeholders involved. Recognizing that the impact of community-based projects extends beyond just the students to numerous stakeholders, this paper proposes a multi-stakeholder lens to examine the roles, interactions, motivations, and responsibilities of stakeholders in a global, community-based design project. The lens was developed, in part, through a case study of a global design project that connected a first-year Canadian engineering design course, a rural Kenyan preschool, a non-profit organization, and additional stakeholders from both Kenya and Canada. The paper, authored by three stakeholders involved in the case study--the course instructor, a Canada-based community partner, and a design student--concludes with recommendations on how to incorporate global projects in a domestic setting. By adopting a multi-stakeholder lens, the focus shifts from being myopically student-centric to an inclusive experience for all stakeholders, fostering partnership in the design process and achieving a broader range of objectives. [ABSTRACT FROM AUTHOR]

Less than half of the tens of thousands of older abused and neglected children in foster care are able to find a foster family to take care of them while the rest are placed in restrictive group home settings. This paper proposes that households choose to foster children following a Becker-style model in which households maximize the human capital of the children they care for and can receive human capital flows from both foster children and biological children. The demand for foster children and the age of foster children depends on the number of biological children and the household wage. I test the main predictions of the model using twins as an instrument and a rich set of household observable characteristics. A parameterized version of the model suggests that the substitutability of foster children and biological children is a stronger lever affecting fostering than foster care subsidies, and the wage of a household is almost as important as the subsidy in determining fostering. [ABSTRACT FROM AUTHOR]

This research paper explores the foster care framework in Greece, with a particular focus on the triadic relationship among foster carers, biological parents, and foster children. It refers to the current 30 hours compulsory training program of foster parents, emphasizing the necessity of a further specialized comprehensive training, on the ground that well prepared foster carers can better face the complexities of fostering. There is also an imperative need for ongoing support for foster parents, which will be provided in the context of social workers' supervision to meet the behavioral and emotional challenges presented by foster children. The study investigates the potential hindrances faced during the child's placement within the foster home and the vital role social workers play in addressing these difficulties. It delves into the backgrounds of biological parents, foster carers, and foster children, examining the psychological issues and trauma they may confront. The paper highlights the paths of creating an emotional bond, trusting relationships, amongst the child and his/her foster parents and contact issues between foster and biological parents, asserting that these elements are crucial for the child's well-being and his/her integration into the foster family. Moreover, it recognizes the need for policy makers and practitioner's collaboration and interdisciplinary approaches within the foster care system. The study concludes that well-structured support, the empowerment of children through resilience building, and a stable legal framework are foundational to successful application of the institution of fostering. It encourages future research in the form of longitudinal studies, the evaluation of training models, and cross-national comparisons that include Greek foster care organizations to ameliorate the effectiveness of foster care system. The research incorporates theoretical and research studies articles as well as selected books in the field to underline the importance of evidence-based practices in advancing the application of the institution of foster care as well as the experiences of both foster care children, biological and foster parents. [ABSTRACT FROM AUTHOR]

This paper presents the results of a qualitative study that aims to explore the experiences of social workers who work in case management services in the child protection system, with special focus on their duties, the work tools they use in their work with the beneficiaries and the challenges encountered in providing case management services. The paper also reflects the suggestions made by social workers to increase the performance of their activities in providing case management. The data were obtained through individual interviews with ten social workers from case management services in a public child protection institution in Western Romania, data that were analysed thematically. The results of the study show that the main duties of social workers are based on the activity of monitoring children in foster care with professional foster careers and within centres for children temporarily or permanently separated from their parents – family‑type homes. The main work tools used in case management services are the monitoring sheet, the individualized protection plan, the quarterly evaluation report, the protection measure re‑evaluation report, the quarterly monitoring report, and the specific intervention plan. Among the main recommendations regarding the increase in the efficiency of social workers’ activity, the addition of specialized staff, as well as the introduction of supervised activities is mentioned. The present study draws the attention of social workers from the Romanian child protection system on their practices. [ABSTRACT FROM AUTHOR]

BRIDGE (bridging science and local communities for wildfire risk reduction) is an action–research project developing a community-based disaster risk reduction (CBDRR) process which is being fostered through a collaborative innovation laboratory (InnoLab). BRIDGE integrates different forms of knowledge and action, linking science and local communities to reduce their vulnerability and to enhance strategies for forest fire risk reduction. Applied in Monchique, a forest-fire-prone municipality in Portugal, the InnoLab creates a space for dialogue and knowledge sharing between multiple actors that, directly or indirectly, manage forest territories. BRIDGE attempts to facilitate social learning about forest fire risks, strengthen collaborative networks and enhance adaptive capacities (socially and institutionally) for forest fire prevention. This paper shares results of the InnoLab activities, which include (i) school community activities on wildfire risk perception; (ii) participatory mapping of Monchique's vulnerabilities and risks; (iii) participatory sessions to create the community visioning for Monchique's territory, to define priorities and capacities to be improved, and to identify functions and responsibilities to act upon; and (iv) workshop on CBDRR strategies for action. Lessons are shared on how InnoLab can represent an innovative participatory approach to promote CBDRR processes in forest-fire-prone territories by both contributing to the recognition of local knowledge systems and encouraging the active role of forest communities through strengthened local networks for a more lasting commitment to forest fire risk reduction policy. [ABSTRACT FROM AUTHOR]

Understanding carbon emissions through the lens of population mobility is crucial for addressing sustainability challenges and fostering economic development. This study aims to investigate the influence of population mobility on carbon emissions in Australia, providing insights for targeted policy interventions. Utilizing panel datasets spanning from 2007 to 2020, encompassing both international and domestic migration in Australia, empirical analyses were conducted. The focus was on assessing the relationship between population mobility and regional carbon emissions. The study reveals distinct effects of domestic and international population mobility on carbon emissions. Domestic mobility demonstrates a negative correlation, whereas international mobility shows a positive association with carbon emissions. Moreover, significant regional heterogeneity in carbon emissions is observed, influenced by economic development and population size variations between eastern and western regions. These findings underscore the importance of tailored emission reduction strategies based on the nature of population mobility. By elucidating the intricate dynamics between mobility patterns and carbon emissions, this study contributes to a nuanced understanding of CO2 emission trends, informing policy decisions amidst the challenges posed by global climate change. [ABSTRACT FROM AUTHOR]

Over the last decade, the EU has entered a phase of transition to a low-carbon economy, which has led to a decline in the competitiveness of coal. Despite efforts to restructure their energy sectors, coal regions continue to struggle with the lingering effects of the 2008/09 Global Crisis and the Covid-19 pandemic, which affect their economies and decarbonisation trajectories. In this context, the paper examines the role of youth in the local labour regimes (LLRs) of Eurozone coal regions. Drawing on perspectives of Geographical Political Economy and Political Ecology, the transition from coal to renewable energy is conceptualised as a new socio-ecological fix, reflecting capitalist mechanisms seeking novel avenues for profiting while maintaining established power asymmetries and inequalities. The study employs a mixed methods approach to examine the exacerbated structural challenges faced by youth. Firstly, by analysing secondary macroeconomic, (youth) employment and demographic data, key differences between the LLRs of the coal regions of six Eurozone countries are highlighted. Secondly, a qualitative analysis of Western Macedonia in Greece, one of the most lagging coal regions, is carried out. The analysis is based on primary data collected in focus groups and interviews with key informants, energy workers and locals in the period 2021-2022. Findings suggest that uneven development, labour flexibilisation, and lack of economic diversification hinder the entry of young people into the labour market and contribute to their out-migration from coal regions, thus the latters' role in shaping the changing energy landscape remains marginal. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this paper was to examine variables associated with food insecurity among community college caregivers during the COVID-19 pandemic. Methods: We used data from a multi-institutional survey of 15,051 caregivers enrolled at 130 community colleges in 42 states in fall 2020. We used a logistic regression to examine whether demographic, academic, caregiving-related, financial, or COVID-19-related variables were associated with caregivers' food insecurity. Results: Over half (52%) of community college caregivers experienced food insecurity. Transgender caregivers, first-generation caregivers, and caregivers who were divorced or single, had multiple disabilities, were previously in foster care, and had a family that experienced trouble making ends meet growing up had significantly (p <.05) higher probabilities of experiencing food insecurity. Community college caregivers who used childcare and those with at least one child up to 12 years old also had increased probabilities of experiencing food insecurity. Moreover, caregivers who felt childcare was not affordable and believed that they did not earn enough money to make employment worthwhile after paying for childcare expenses had higher probabilities of experiencing food insecurity, as did those who experienced housing insecurity and used Pell grants, student loans, and support from friends or family to pay for college. Losing a job, experiencing cuts to work hours or wages, employment as a frontline worker, and contracting COVID were associated with higher probabilities of food insecurity. Contributions: Community college caregivers experienced high rates of food insecurity during the pandemic and some caregivers were at greater risk of exacerbated probabilities of food insecurity. We advocate for targeted interventions, wraparound services, and increased advocacy for legislation to support student caregivers. [ABSTRACT FROM AUTHOR]

Research findings regarding foster-parent stress and implications for counselors and counselor educators are discussed. Eleven significant themes are reported from a qualitative and quantitative study of rural foster parents (N=156). Stressful events that affect the well-being of foster parents and their relationships with children and professionals are discussed. (Author/EMK)

This paper reflects on leadership shown in Venda, Southern Africa to protect the lungs of the planet and draws out key themes on the way Indigenous wisdom — underpinned by a sense of the sacred and the profane – expressed in solidarity with nature - are vital for protecting forests. It explores indigenous wisdom on their kinship with organic and inorganic sacred totems (plants, animals and features of the landscape) which are protected through relationships that inform governance. The ongoing community of practice and related projects make a case for standing together to address climate change. The paper was developed as part of a University of South Africa project together with the named authors. Mphatheleni Makaulule has developed an a priori and a posteriori approach to Ecosystemic governance that resonates with the work of Wangari Maathai. Makaulule's leadership in Venda that is discussed with fellow project members who are exploring how the agendas for COP 26 could be attained by fostering law informed by Bateson's concept an "ecology of mind – which means an understanding of human beings' place within living systems and our need for both education and laws to protect ecosystems such as forests (which are the lungs of the world) and the water systems (which are the life blood of all living systems). The governance approach in Venda emphasised the need to think in terms of our relationships with all living systems. The idea of extending a sense of solidarity to others is explored deeply with Makaulule and colleagues by considering similar approaches in other places, such as the Amazon where Makaulule spent time learning from shamanic leaders, Ghana (where Akwasi Achemfuor has undertaken research), Northern Territory and South Australia (where McIntyre was mentored by Peter Turner and Olive Veverbrants). The paper also refers to the work of Widianingsih based on an in-depth discussion on the Kasepuhan Ciptagelar community in West Java that has also been protecting the forests for more than 300 years. The authors explore whether attributing personhood to nature, could be regarded as limiting a notion of mystical and pragmatic recognition of interbeing or even a form of colonising the notion of interbeing? We suggest that a community of practice approach (Wenger, 1999, Wenger et al., 2009) to support learning organisations and communities could support two-way education to enable cross cultural, cross disciplinary and transnational learning to support steps towards wellbeing through sharing our understanding of interbeing in dialogue, it became clear that transcendence through totemism, dreams and shamanistic rituals support a sense of oneness with nature, relationality as well as a sense of awe, solidarity and responsibility for others which is being increasingly recognised in the arts and sciences. [ABSTRACT FROM AUTHOR]

Exposure and experience with ethical dilemmas and controversial socioscientific issues provide a link to students' lives or a pathway for sympathy/empathy and care, where youth use emotion to engage with the scenario and develop critical thinking skills to respond to ethical issues. For this theoretical paper, I focus on how informal science can be used in science classes to provide such exposure and experience, creating spaces for students to foster erotic relationships with the nature-Other and their local environment. More specifically, this paper aims to discuss how educators can use these informal science experiences, and in this case—those involving marine mammals, to find value for natural phenomena through erotic generosity and phenomenological experiences within the environment and use their knowledge and power to act responsibly. [ABSTRACT FROM AUTHOR]

This paper explores the different ways that relationships and the relational figure in the integrative approach, relational wellbeing (RWB). These are (1) conceptualising persons as relational subjects; (2) relationships as the means through which people seek to address a wide variety of needs; (3) inter-relations between the experience of wellbeing and the underlying factors within persons and their contexts that either promote or undermine wellbeing; (4) relationships serving as conduits of power and the making of identities; and (5) inter-relations between the concepts and methods of research with representations of (persons and) wellbeing. The main thrust of the paper is theoretical, but it is anchored in long-standing research into wellbeing in the global South and practical experience in applying RWB in the global North. Empirically, it draws, in particular, on a case study from Zambia of a 'meshwork' of relations between birth and foster parents and children moving between households. This places the relational, rather than the individual, at the centre of analysis. It shows how different dimensions of wellbeing may coincide, but there may also be trade-offs between them. Relationships are bearers of power, and it is the interactions of structure and agency that ultimately limit or engender opportunities for sustained individual and collective wellbeing. [ABSTRACT FROM AUTHOR]

This paper revisits and reanalyses data from a study carried out in the further education and training sector in the Republic of Ireland to investigate (1) how adults access and participate in numeracy courses and (2) how adult numeracy provision might support active citizenship. We analysed 45 interviews with adult education providers, adult numeracy tutors, and adult learners to identify themes that connect adult numeracy with a human rights conception of citizenship as access to and participation in economic, social, and community life. This analysis found that the most common barriers to accessing adult numeracy courses arose from dispositional factors relating to fear, anxiety and lack of confidence with mathematics, largely due to negative experiences in formal schooling. To overcome these barriers, adults' participation in numeracy courses was encouraged by integrating numeracy learning activities into real world contexts in a non-threatening learning environment. The interview analysis also illustrated ways in which adult numeracy education supported active citizenship in the economic, social, and community spheres, by (i) enhancing financial literacy and preparing adults for employment; (ii) fostering individual empowerment, family learning and social inclusion; and (iii) enabling civic engagement. Policies for promoting adult education typically aim to develop active citizenship, but without specifying how this is to be achieved. Our study is valuable because it illuminates potential connections between citizenship and numeracy as a dimension of adult education that is separate from literacy. The findings lead to recommendations for translating national and international policy frameworks into research-informed adult education programs. [ABSTRACT FROM AUTHOR]

Under the backdrop of economic globalization and the digital economy, entrepreneurial behavior has emerged not only as a focal point of management research but also as an urgent topic within the domain of family finance. This paper scrutinizes the ramifications of financial literacy on household entrepreneurial behavior utilizing data from China's sample of the China Household Finance Survey spanning the years 2015 and 2017. Employing the ordered Probit model, we pursue our research objectives. Our findings suggest that financial literacy exerts immediate, persistent, and evolving positive effects on households' engagement in entrepreneurial activities and their proclivity toward entrepreneurship. Through the mitigation of endogeneity in the regression model, the outcomes of the two-stage regression corroborate the primary regression results. An examination of heterogeneity unveils noteworthy disparities between urban and rural areas, as well as gender discrepancies, in how financial literacy influences household entrepreneurial behavior. Furthermore, this study validates three potential pathways—namely income, social network, and risk attitude channels—demonstrating that financial literacy significantly augments household income, expands social networks, and enhances risk attitudes. Moreover, through supplementary analysis, we ascertain that financial education amplifies the impact of financial literacy on entrepreneurial behavior. Our study contributes to the enrichment of human capital theory and modern entrepreneurship theory. It advocates for robust efforts by governments and financial institutions to widely disseminate financial knowledge and foster family entrepreneurship, thereby fostering the robust and stable operation of both the global financial market and the job market. [ABSTRACT FROM AUTHOR]

The period of compulsory school attendance is a mentally very challenging period for children in foster care, which can be impacted by complex developmental trauma stemming from the child's experience in foster care with cumulative and chronic traumatic events in his/her biological family. These events have taken place over a long period of time in interpersonal relationships usually related to caregivers, in the form of abandonment of the child by the caregiver, changing caregivers, lack of safe space and necessary support for the child from the family and school, and/or deficiencies in the provision of coordinated health and social care for both the child and the foster parents. The paper presents research findings supported by a statistical analysis of health and school difficulties in children in foster care related to their school attendance. The purpose of the research was to support the quality and coordination of services of non-profit organizations providing social, health and educational services to foster families and their children during school attendance to support the school success and well-being of children. The study was implemented as part of a dissertation at the University of South Bohemia in České Budějovice in the Czech Republic on the topic of promotion of the health, social and psychological well-being of school-aged children in the context of their school and family environment. The authors carried out a questionnaire survey in the Czech Republic among a selected sample of respondents, who were foster parents of children aged 6 to 15 attending primary school in the Pardubice Region. In a total sample of 102 respondents, we identified two different groups. One group – 64 respondents with healthy children and another group – 38 respondents with children with health difficulties. The aim of the research was to compare the assessments of the intensity of school difficulties of children in foster care in groups of respondents with or without a child with health difficulties or mental illness in their foster care. The hypothesis of a difference in assessments of school difficulties in children with/without health difficulties was formulated and statistically tested (H0: ratings of the intensity of difficulties are the same in both groups). Statistical testing of the hypothesis utilised the non-parametric MannWhitney test with the test results being significant at the level of significance p<0.05. Correlation was observed for each difficulty and exploratory cluster analysis shows their interrelationships. The study results according to the foster parents' assessment show a high intensity of difficulties of school-aged children in foster care in their inclusion in the classroom in establishing relationships with classmates (p-value =0.9), in a negative attitude towards learning and lack of motivation to learn (p-value =0.7) experiencing nervousness, internal tension and staying focused when learning. In addition, when comparing the groups of respondents with healthy children and children who have health difficulties/mental illness, there was a statistically significantly higher intensity of difficulties in the group of respondents with children with health difficulties when doing prep work for the classes (p-value =0.00075). [ABSTRACT FROM AUTHOR]

The task of fostering adolescents is unique, requiring skills, qualities, and information that acknowledge each young person's particular needs. This editorial summarises a range of research in this special issue covering parenting styles, transitions out of care, child sexual exploitation, and the needs of LGBTQ and separated teenagers. Three themes emerging from the papers are discussed: autonomy and control; risk, resilience, and trauma; and relationships, identity, and stigma. [ABSTRACT FROM AUTHOR]

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This review comprehensively analyzes the contemporary Greek legislative foster care system according to N4538/2018, exploring all the relevant international agreements such as the United Nations Convention on the Rights of the Child and the European Union's Charter of Fundamental Rights, that influenced its enactment. It highlights the rights and protection afforded to children in foster care, detailing provisions from the Hague Convention on the Rights of the Child and European legislation. It explores thoroughly the recent legislative reforms in Greece, including the establishment of the National Council for Foster Care and Adoption. It emphasizes the development and adherence to National and Special Registers for minors in the modern Child Protection System, as well as the implementation of Individual Family Rehabilitation Plans. It reveals that the recent legislation framework has many advantages but also a few weaknesses that could be amended. The legal procedures and criteria for placing minors in fostering in Greece, and the required criteria to ensure that foster parents meet the necessary guidelines to protect the best interests of children are discussed. This paper also examines the legal and procedural steps required to link children to foster families, the arrangements for supervision of foster parents and the consequences of fostering in cases of noncompliance. It is also proven that social workers play a key role in all stages and procedures of the application of the institution of foster care since they have taken up the main responsibilities for its implementation, prior, during and after the children are placed in foster parents. The article concludes that there is an imperative need for informed policies and practices that will ensure the adequate care and protection of minors in the foster system, recommending a synergy of legal, institutional, and educational strategies to optimize the welfare of foster children and support foster parents. [ABSTRACT FROM AUTHOR]

In this paper, we coin the concept "digital risky play" and conceptualize this type of digital play. By means of a taxonomy of tactics that children develop and employ through digital risky play, we explore how children build resilience. Risky play has been mainly studied in the outdoor context and has been found to have positive outcomes for children's risk-managing tactics and resilience. Based on longitudinal participant observations in combination with in-depth interviews with children between the ages of eight and twelve, we identify four categories of risk-managing tactics children employed to navigate digital risky play, namely technological, physical, social, and emotional tactics. Building on the conceptualization of Zolkoski and Bullock (2012) of resilience, we argue that engaging in digital risky plays allows for a playful environment in which children actively explore internal boundaries as well as develop tactics that aid their development of resilience. Research has demonstrated that children develop risk-managing tactics and resilience through risky play. Recent studies show that many characteristics of traditional play translate well into digital contexts and that digitalplay, therefore, fosters children's development and learning. While risky play is important for developing resilience, it remains underexplored in digital contexts. Through participant observations and interviews, we explore what tactics children employ before, during, and after digital risky play, and how these tactics could foster the development of resilience. Insight into children's perceptions of and tactics for digital risky play can guide practices of parents and other social actors. By creating a safe (digital) environment while also granting children agency to playfully explore risks, adults can support the development of children's resilience. [ABSTRACT FROM AUTHOR]

This paper uses a case study to critically reflect on contemporary discourses in Norway connected to ethnic minority childhoods and children's rights to education and work. Based on a narrative interview with an ethnic minority girl, Sadja (aged 16), who is in state custody and lives with a foster family, we use a decolonial lens to explore the tensions in expectations and rights in her life and education. The tensions encountered are situated along three axes. The first axis illustrates tensions related to education, work, and responsibilities, as Sadja's family responsibilities are perceived by teachers and child welfare workers as preventing her from having "a proper childhood". The second axis explores tensions connected to independence, educational choice, and "belonging to the state", where Sadja experiences that being in state custody results in being unable to "follow her dream". The third axis reflects the tensions between parental expectations of "dreaming big" versus her surrounding environment's anticipation of her simply getting a job. In sum, Sadja's experiences suggest that contemporary Western discourses—such as individualism, self-autonomy, and children as human capital—paradoxically curtail the educational rights and trajectories of ethnic minority children in foster care in Norway in unforeseen and unfortunate ways. [ABSTRACT FROM AUTHOR]

This paper proposes a new conceptual approach to the development and utilization of youth-led environmental assessments to inform the planning of youth-enabling environments. Interdisciplinary research has established the influential effects of the physical environment on children and adolescents' well-being and development, yet there is a gap in our understanding of how to create everyday environments for youth that speak to their needs and interests and provide opportunities for them to flourish. Engaging youth through participatory action research to both develop and conduct environmental assessments can have positive implications for youth empowerment and well-being while also altering research and planning practices to effectively integrate youth voice. The proposed approach integrates elements from affordance theory, the Capability Approach, and positive youth development within a youth participatory action research framework to create a process that encourages capability formation, fosters positive development, and improves our understanding of what constitutes a youth-enabling environment. [ABSTRACT FROM AUTHOR]

This paper presents a discussion of the roles that non-custodial grandparents play in the lives of their grandchildren, and the stresses and difficulties they experience in undertaking these roles. It concludes with some recommendations about maximising the benefits of grandparent child care across the generations. [ABSTRACT FROM AUTHOR]

Paternal involvement in household and childcare has increased over the past century, but global studies show that most mothers still remain responsible for a significantly higher proportion of total household care and childcare. Moreover, the COVID-19 pandemic has further negatively impacted mothers, who take on the majority of childcare responsibilities. However, scholars agree that a father's devotion to playing with the child fosters the child's cognitive, linguistic, and socio-emotional development. Acknowledging and approaching art as a dynamic and integrated play, this qualitative case study investigates five South Korean father-child dyads and their interactions while playing with art materials. The participants engaged in three thematic art sessions designed by the author. Data collection involved audio and video recordings of each session, surveys of adult participants, and photos of finished artworks. The study found that fathers' varied educational backgrounds and perceptions of their abilities to facilitate arts learning influenced their confidence in teaching the arts at home. Furthermore, having a theme and prompting questions assisted the fathers to facilitate more focused art play. The art play also provided the father-child dyads with arts learning opportunities, including learning and distinguishing colors and recognizing stereotypes associated with colors. Moreover, one-on-one interaction between the dyads helped them build a more intimate bond. This study presents specific examples of art activities and participants' responses, which might offer insights and educational implications for paternal involvement in child play and thematic art play at home. [ABSTRACT FROM AUTHOR]

Youth displaced from home by war, civil conflict, and poverty face a difficult transition into adulthood. Their ability to access education, employment, and social adulthood is often disrupted, restricted, and delayed. Yet, despite youth making up a large percentage of refugees in Africa and the Middle East, their specific circumstances are rarely considered. While international humanitarian and development programming aims to respond to the disrupted lives of youth affected by prolonged displacement, little is known about how these conditions affect transitions as youth struggle to create adult lives in contexts of multiple and competing survival pressures. This paper conceptualises youth transitions to adulthood for young refugees growing up in situations of protracted crisis, suggesting that major global challenges such as conflict not only delay, modify, or disrupt certain life events but in fact can have a rupturing effect on young people's capabilities and aspirations for the future. The paper draws on research with over 500 10–24‐year‐olds growing up as refugees in Uganda and Jordan, from five different national groups and located in camp and urban settings. Analysis of their in‐depth experiences highlights that current thinking around youth transitions has not yet accounted for the ruptures they experience, located outside of their home countries for extended periods of time. This "rupture," as an accumulation of the effects of displacement itself, the extended temporality of displacement, and the life course phase affected, more fundamentally impacts on the key phase for creating adult lives than has previously been understood. [ABSTRACT FROM AUTHOR]

This paper examines out-of-home placements from the perspective of children who have been exposed to domestic violence and have experienced child protection system interventions. Drawing on focus group discussions with children placed in residential care, family foster care and children crisis shelters, the paper analyses the ways in which the inclusion of children's opinions in child protection decision-making is facilitated or limited. The analysis shows that the children valued being consulted and welcomed any opportunities to work together with child protective service professionals in defining their placements. Based on the findings of this study, the experiences of the children in this study demonstrate that involving children in decision-making about their placements is generally to be encouraged. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to illustrate, through an exploratory ideographic case study, how a Complex Thinking framework can inform the design of scientific events and the facilitation of scientific Inter and Transdisciplinary groups towards positive emergent outcomes, both at the level of the functioning of the group and the collective complexity of their thinking. Moreover, it aims to show how the choice of facilitation strategies can contribute to positive emergent outcomes in the context of a fully online event, with its inherent constraints. Finally, this study aims to conduct an exploratory qualitative evaluation of the participants' experiences during School, with a focus on the processes and how they relate to the aims of the School and the goals of the facilitation. Background Science needs to embrace modes of knowing capable of generating more complex (differentiated, integrated, recursively organized, emergent), ecologically fit, and creative responses, to meet the complexity of the world's challenges. New formats and strategies are required that attend to the facilitation of Inter and Transdisciplinary scientific events and meetings, towards creative and complex outcomes. A Complex Thinking framework provides suggestions for the facilitation of Inter and Transdisciplinary meetings and events through targeting key properties which may lead to the emergence of complex and creative outcomes. Methodology We adopt an ideographic case study approach to illustrate how a complex systems approach, in particular a Complex Thinking framework, grounded in an enactive view of cognition, guided the design choices and the facilitation strategies of an online Inter and Transdisciplinary Advanced Training School (Winter School). We aim to illustrate how the facilitation strategies were selected and used to promote deep and creative interactions within the constraints of an online environment. We adopt an exploratory qualitative approach to investigate the participants' reports of their experiences of the School, in light of the principles and goals that guided its design and facilitation. Contribution This paper opens a new area of theoretical and applied research, under the scope of a Complex Thinking framework, focused on the facilitation of Inter and Transdisciplinarity at scientific events, meetings, and discussions towards complex and creative outcomes. Findings The results of the exploratory qualitative analysis of the participants' experiences regarding the event suggest a critical role of its methodology in fostering rich, deep, and constructive interactions, in leading to the emergence of a collective group experience, to the integration of ideas, and in facilitating transformative personal experiences, under the effects of the emergent group processes. It suggests that the strategies employed were successful, anticipating and overcoming the particular constraints of an online event. Recommendations for Practitioners This case study suggests that a Complex Thinking framework can fruitfully guide the design of facilitation strategies and activities for scientific events and meetings, activating a number of key relational processes that contribute to or boost the emergence of positive group experiences and the production and integration of novel ideas. Recommendations for Researchers This study calls for action-oriented and applied research focused on the developmental evaluation of innovations, regarding the facilitation of scientific creativity and integration, within the scope of a Complex Thinking approach. Impact on Society This paper calls for new modes of organization and formats of scientific activities, suggesting that Inter and Transdisciplinary events and meetings may benefit from intentional management and facilitation of interactions between participants to produce transformative impacts. It demonstrates the importance of the organizational principles used to plan and run events that engage multiple and various societal agents, from academics to practitioners and social activists, towards enhancing their richness and relevance to complex real-world challenges. Future Research This study highlights the need for process-focused systematic case study research using complex systems-informed designs to explore how and which facilitation strategies may promote which (interaction of) properties of Complex Thinking and associated processes and how, and under which conditions, these lead to more complex and creative outcomes. [ABSTRACT FROM AUTHOR]

The following paper draws attention to a lesser-studied subject in Critical Adoption Studies: foster care. I argue that this lack of attentiveness towards systems of care and the experiences of fostered children mirror a societal trend in which traditional ideals of the biological family and more recent post-biological ideals in the form of adoptive practices have created an ideological construct in which foster subjectivities are seen as identity-less. That is, the two poles of "biological family" and "adoptive family" support a particular normativity centered on a nuclear family ideal which then excludes foster families/children from membership--stereotyping foster care as inherently incapable of providing children a full and meaningful life. Ultimately, this ideological system prefers adoption, presenting it as the solution to all experiences of fostered and orphaned children. And nowhere is this ideology more present than in our society's most revered cultural productions--where orphans and foster children are continuously disparaged or misrepresented. My target for analysis in this paper will be the monumental Star Wars franchise, and in particular its three main trilogies, The Skywalker Saga. I will show how its most recent trilogy (2015-2019) embodies the transition from a biocentric normativity excluding all nonbiological families, to a status quo which has normalized adoptive-family making. Alongside a traditional biological familial ideal, adoptive families are regarded as a conventional family, and are thus capable of offering otherwise down-and-out children with meaningful lives and full identities. As this new ideological structure (what I refer to below as the ideological dyad) becomes more entrenched in our culture, little room is left for an alternative understanding for how the systemic issues associated with a system like foster care might be addressed. [ABSTRACT FROM AUTHOR]

FICE International is an international organization focused on children and youth who are in need of out-of-home care. One of its major activities is organizing a world congress every three years. In these congresses, professionals from all over the world who are involved with out-of-home care can meet, exchange knowledge, and learn from each other. The most recent FICE congress, held in October 2019 in Tel Aviv, Israel, was dedicated to the theme 'Better Future Opportunities for Children and Young People in Multicultural Societies'. The editor of this journal has been kind enough to offer this platform for the publication of selected material presented at the congress. FICE-International, and we as guest editors, are most thankful to Prof. Sibylle Artz, editor of the IJCYFS, for this opportunity. The richness and variety of the selected articles, coming from 10 countries, could not be accommodated in a single issue. The editors of the journal have therefore decided to divide the articles into two special issues, to be published one after the other. The first of these issues includes articles in three thematic categories: (a) Evidence-based research on effects of out-of-home care, (b) Historical and sociological perspectives on institutionalized child and youth care, and (c) Normalization - a challenge for foster care programs. Four further categories will provide the framework for the forthcoming second special issue: (d) Emotional and pedagogical considerations, (e) Refugee children and youth, (f) Residential staff, and (g) Care leavers. [ABSTRACT FROM AUTHOR]