Pub Date : 2022-03-07DOI: 10.1080/0145935X.2022.2046461
I. Townsend, A. Reupert, E. Berger
Abstract There is growing awareness of how being in out-of-home care (OOHC) can adversely impact children’s education. Accordingly, a number of programs have been developed that aim to address the educational needs of students in OOHC. This study aimed to explore educators’ experiences and perceptions of an educational program for students in OOHC. The experiences of eight program educators who participated in semi-structured interviews were analyzed using Interpretive Phenomenological Analysis. Results illustrate the need for educators to provide students with individualized support, promote supportive relationships and communicate with stakeholders. The need for supervision and debriefing between colleagues was highlighted. Educator wellbeing and professional development were found to be intertwined with educators’ perceived capacity to support their students.
{"title":"Educators’ Experiences of an Australian Education Program for Students in Out-of-Home Care","authors":"I. Townsend, A. Reupert, E. Berger","doi":"10.1080/0145935X.2022.2046461","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2046461","url":null,"abstract":"Abstract There is growing awareness of how being in out-of-home care (OOHC) can adversely impact children’s education. Accordingly, a number of programs have been developed that aim to address the educational needs of students in OOHC. This study aimed to explore educators’ experiences and perceptions of an educational program for students in OOHC. The experiences of eight program educators who participated in semi-structured interviews were analyzed using Interpretive Phenomenological Analysis. Results illustrate the need for educators to provide students with individualized support, promote supportive relationships and communicate with stakeholders. The need for supervision and debriefing between colleagues was highlighted. Educator wellbeing and professional development were found to be intertwined with educators’ perceived capacity to support their students.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"168 - 193"},"PeriodicalIF":0.7,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48109308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1080/0145935X.2022.2044771
Joakim J. Haaland, Morten Tønnessen
Abstract Providing recreational activities is an important aspect of the intervention at residential care. We explore adolescents’ experience of outdoor recreational activities organized by the care workers in the context of friluftsliv (literally: free-air-life). Giorgi’s descriptive phenomenological method is used to analyze eight interviews with adolescents from residential care homes. Our analysis reveals that their experience of friluftsliv is made up of three constituents, described as Departure from everyday life, Shared experience, and Facing a different existence. Our discussion investigates the qualities and challenges related to friluftsliv as recreational activities at residential care and relates to the literature on nature-based interventions in child and youth care.
{"title":"Recreation in the Outdoors—Exploring the Friluftsliv Experience of Adolescents at Residential Care","authors":"Joakim J. Haaland, Morten Tønnessen","doi":"10.1080/0145935X.2022.2044771","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2044771","url":null,"abstract":"Abstract Providing recreational activities is an important aspect of the intervention at residential care. We explore adolescents’ experience of outdoor recreational activities organized by the care workers in the context of friluftsliv (literally: free-air-life). Giorgi’s descriptive phenomenological method is used to analyze eight interviews with adolescents from residential care homes. Our analysis reveals that their experience of friluftsliv is made up of three constituents, described as Departure from everyday life, Shared experience, and Facing a different existence. Our discussion investigates the qualities and challenges related to friluftsliv as recreational activities at residential care and relates to the literature on nature-based interventions in child and youth care.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"43 1","pages":"206 - 236"},"PeriodicalIF":0.7,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1080/0145935X.2022.2044772
M. Theron, L. Artz, J. Nel, M. Senekal
Abstract This study investigated the malnutrition profile of young males (n = 67) and females (n = 52) on remand detainees at entry into a correctional facility and determined clinically important predictors of body mass index (BMI) and maximum handgrip strength (MHGS). Measures included weight, height, triceps skinfold (TS) and maximum handgrip strength (MHGS), socio-demographics food security, meal pattern, food choices, understanding of healthy eating, physical activity, risk-taking behaviors, and presence of symptoms of depression/anxiety. Multiple regression analysis was used to identify significant predictors of body mass index (BMI) and MHGS, which were assessed for clinical importance using novel criteria. Fifteen percent of male and 18% of female detainees were underweight, whereas, 17.3% of female detainees were overweight and 5.8% were obese. None of the males were overweight. Consolidation of results on the clinically important predictors of malnutrition for both male and female detainees led to the identification of four broad areas for intervention, including prevention of risk-taking behaviors, education on healthy eating, alleviation of food insecurity, and lastly prevention and treatment of depression/anxiety. We conclude that undernutrition is the most prominent malnutrition problem evident among young male and female detainees at entry into a correctional facility in the Western Cape, South Africa. Consideration of identified predictors is recommended for future intervention development.
{"title":"Predictors of Body Mass Index and Maximum Handgrip Strength in 18–21 Year-Old on Remand Detainees on Entry into a South African Correctional Facility","authors":"M. Theron, L. Artz, J. Nel, M. Senekal","doi":"10.1080/0145935X.2022.2044772","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2044772","url":null,"abstract":"Abstract This study investigated the malnutrition profile of young males (n = 67) and females (n = 52) on remand detainees at entry into a correctional facility and determined clinically important predictors of body mass index (BMI) and maximum handgrip strength (MHGS). Measures included weight, height, triceps skinfold (TS) and maximum handgrip strength (MHGS), socio-demographics food security, meal pattern, food choices, understanding of healthy eating, physical activity, risk-taking behaviors, and presence of symptoms of depression/anxiety. Multiple regression analysis was used to identify significant predictors of body mass index (BMI) and MHGS, which were assessed for clinical importance using novel criteria. Fifteen percent of male and 18% of female detainees were underweight, whereas, 17.3% of female detainees were overweight and 5.8% were obese. None of the males were overweight. Consolidation of results on the clinically important predictors of malnutrition for both male and female detainees led to the identification of four broad areas for intervention, including prevention of risk-taking behaviors, education on healthy eating, alleviation of food insecurity, and lastly prevention and treatment of depression/anxiety. We conclude that undernutrition is the most prominent malnutrition problem evident among young male and female detainees at entry into a correctional facility in the Western Cape, South Africa. Consideration of identified predictors is recommended for future intervention development.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"145 - 167"},"PeriodicalIF":0.7,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44149723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.1080/0145935X.2022.2043741
Daniel J. Marshall
Abstract Strengths-based approaches to research with military-connected children (MCC) are sparse and their voices are rarely given the equivalent weight and influence compared to the voices of adults. Recreational camps can promote positive outcomes, and this paper draws on qualitative participatory methods exploring MCCs perceptions of a one-week recreational camp. It revealed three key interrelated themes about MCCs experience: (1) relationships; (2) age; and (3) organization and scheduling. The findings support the potential of recreational camps to improve outcomes for MCC and the importance of including children’s voices in the process.
{"title":"“Not Just Participants”: Military-Connected Children’s Perspectives of a Recreational Camp","authors":"Daniel J. Marshall","doi":"10.1080/0145935X.2022.2043741","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2043741","url":null,"abstract":"Abstract Strengths-based approaches to research with military-connected children (MCC) are sparse and their voices are rarely given the equivalent weight and influence compared to the voices of adults. Recreational camps can promote positive outcomes, and this paper draws on qualitative participatory methods exploring MCCs perceptions of a one-week recreational camp. It revealed three key interrelated themes about MCCs experience: (1) relationships; (2) age; and (3) organization and scheduling. The findings support the potential of recreational camps to improve outcomes for MCC and the importance of including children’s voices in the process.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"122 - 144"},"PeriodicalIF":0.7,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48997876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1080/0145935X.2022.2040358
Briana J. Goldberg, J. D. Smith, J. Whitley, Maria A. Rogers
Abstract Bullying has harmful effects on mental health, and it is particularly toxic to children already struggling with mental health challenges. We explored mental health indicators in children, their individual strengths, and challenges in parenting in relation to children’s bullying involvement, assessed through parent and clinician reports. Results of our study involving 91 children (ages 4–11 years) receiving services at a children’s mental health agency indicated significant differences on dependent variables across four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Results indicated children in our clinical sample were involved in school bullying at much higher rates and many more were involved as bully-victims than what is observed in community samples. Children in the bully-victim group were assessed as having the highest level of externalizing behavior and their parents as having the most challenges. Victims presented the highest level of internalizing problems, and non-involved children were assessed as having higher individual strengths than all children that were involved in bullying. Findings suggest that children’s mental health service providers should routinely screen for bullying problems, and interventions targeting bullying involvement and its consequences should be part of mental health care for these children.
{"title":"Bullying Involvement among Children Receiving Clinical Care: Links to Mental Health Indicators, Individual Strengths, and Parenting Challenges","authors":"Briana J. Goldberg, J. D. Smith, J. Whitley, Maria A. Rogers","doi":"10.1080/0145935X.2022.2040358","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2040358","url":null,"abstract":"Abstract Bullying has harmful effects on mental health, and it is particularly toxic to children already struggling with mental health challenges. We explored mental health indicators in children, their individual strengths, and challenges in parenting in relation to children’s bullying involvement, assessed through parent and clinician reports. Results of our study involving 91 children (ages 4–11 years) receiving services at a children’s mental health agency indicated significant differences on dependent variables across four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Results indicated children in our clinical sample were involved in school bullying at much higher rates and many more were involved as bully-victims than what is observed in community samples. Children in the bully-victim group were assessed as having the highest level of externalizing behavior and their parents as having the most challenges. Victims presented the highest level of internalizing problems, and non-involved children were assessed as having higher individual strengths than all children that were involved in bullying. Findings suggest that children’s mental health service providers should routinely screen for bullying problems, and interventions targeting bullying involvement and its consequences should be part of mental health care for these children.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"105 - 121"},"PeriodicalIF":0.7,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49472639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study examined the role of literacy concepts (information, news, media, and digital literacies), as an intervention strategy, in improving fake news knowledge, detection skills, and curtailing the tendency to share fake news among social media users. In doing so, this study used the inoculation theory and message interpretation process (MIP) theory to provide a useful explanation for literacy concept intervention. An experiment was carried out to test the effects of literacy intervention on the treatment group which were later compared with the results deduced from the control group who did not receive any intervention. It was found that participants in the experimental group demonstrated a higher knowledge of fake news, better ability to detect fake news and shared more accurate news articles, as compared to their counterparts who were in the control group. Implications for research and practice were discussed.
{"title":"Literacy Concepts as an Intervention Strategy for Improving Fake News Knowledge, Detection Skills, and Curtailing the Tendency to Share Fake News in Nigeria","authors":"Oberiri Destiny Apuke, Bahiyah Omar, Elif Asude Tunca","doi":"10.1080/0145935X.2021.2024758","DOIUrl":"https://doi.org/10.1080/0145935X.2021.2024758","url":null,"abstract":"Abstract This study examined the role of literacy concepts (information, news, media, and digital literacies), as an intervention strategy, in improving fake news knowledge, detection skills, and curtailing the tendency to share fake news among social media users. In doing so, this study used the inoculation theory and message interpretation process (MIP) theory to provide a useful explanation for literacy concept intervention. An experiment was carried out to test the effects of literacy intervention on the treatment group which were later compared with the results deduced from the control group who did not receive any intervention. It was found that participants in the experimental group demonstrated a higher knowledge of fake news, better ability to detect fake news and shared more accurate news articles, as compared to their counterparts who were in the control group. Implications for research and practice were discussed.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"88 - 103"},"PeriodicalIF":0.7,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47306511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/0145935x.2022.2087989
G. Charles, Ben Anderson-Nathe
{"title":"The Historical and Ongoing State Sanctioned Attacks on Marginalized Young People: Why Do We Hurt Children?","authors":"G. Charles, Ben Anderson-Nathe","doi":"10.1080/0145935x.2022.2087989","DOIUrl":"https://doi.org/10.1080/0145935x.2022.2087989","url":null,"abstract":"","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"43 1","pages":"1 - 2"},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42804482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/0145935x.2021.1894920
Hannah E Frank, Lisa Saldana, Philip C Kendall, Holle A Schaper, Lesley A Norris
Although schools are one of the largest providers of behavioral health services for youth, many barriers exist to the implementation of evidence-based interventions in schools. This study used the Stages of Implementation Completion (SIC) to examine school-based implementation outcomes for a computer-assisted cognitive behavioral therapy intervention for anxious youth. Organizational factors and predictors of program startup also were examined. Results indicated that the SIC detected implementation variability in schools and suggested that spending more time completing pre-implementation activities may better prepare schools for active implementation of program delivery. Furthermore, proficiency emerged as a potentially important organizational factor to examine in future school-based implementation research.
{"title":"Bringing Evidence-Based Interventions into the Schools: An Examination of Organizational Factors and Implementation Outcomes.","authors":"Hannah E Frank, Lisa Saldana, Philip C Kendall, Holle A Schaper, Lesley A Norris","doi":"10.1080/0145935x.2021.1894920","DOIUrl":"https://doi.org/10.1080/0145935x.2021.1894920","url":null,"abstract":"<p><p>Although schools are one of the largest providers of behavioral health services for youth, many barriers exist to the implementation of evidence-based interventions in schools. This study used the Stages of Implementation Completion (SIC) to examine school-based implementation outcomes for a computer-assisted cognitive behavioral therapy intervention for anxious youth. Organizational factors and predictors of program startup also were examined. Results indicated that the SIC detected implementation variability in schools and suggested that spending more time completing pre-implementation activities may better prepare schools for active implementation of program delivery. Furthermore, proficiency emerged as a potentially important organizational factor to examine in future school-based implementation research.</p>","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"43 1","pages":"28-52"},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935x.2021.1894920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10739790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1080/0145935X.2021.2004113
H. Kennedy, Yolanda Anyon, Corey Engle, Lynn Schofield Clark
Abstract Youth Participatory Action Research (YPAR) is an approach where youth and adults partner to identify and address social issues and, in theory, creates conditions for positive intergroup contact. Yet, little is known about how the practices of YPAR facilitators enable or constrain intergroup contact, particularly in racially diverse groups. Using critical discourse analysis, we examined data from an observational study of YPAR at four sites of a youth organization serving public housing residents to interrogate power dynamics between youth and adults. Our findings suggest that supporting youth in leading and making decisions, encouraging dialogue and using open-ended questions, engaging in joint work, facilitating with intentionality, celebrating accomplishments, and involving staff who are willing to contribute to group activities may enable positive intergroup contact and mitigate adultism. Policing youths’ behavior, disengaging with the project, separating adults from youth, and only involving other staff members in punitive discipline are all practices that adults engaged in that constrained intergroup contact. Practices hindering positive intergroup contact may best be understood in relation to racialized adultism. To realize positive intergroup contact in YPAR and other youth-serving settings, therefore, this study suggests that practitioners must mitigate racism and adultism.
{"title":"Using Intergroup Contact Theory to Understand the Practices of Youth-Serving Professionals in the Context of YPAR: Identifying Racialized Adultism","authors":"H. Kennedy, Yolanda Anyon, Corey Engle, Lynn Schofield Clark","doi":"10.1080/0145935X.2021.2004113","DOIUrl":"https://doi.org/10.1080/0145935X.2021.2004113","url":null,"abstract":"Abstract Youth Participatory Action Research (YPAR) is an approach where youth and adults partner to identify and address social issues and, in theory, creates conditions for positive intergroup contact. Yet, little is known about how the practices of YPAR facilitators enable or constrain intergroup contact, particularly in racially diverse groups. Using critical discourse analysis, we examined data from an observational study of YPAR at four sites of a youth organization serving public housing residents to interrogate power dynamics between youth and adults. Our findings suggest that supporting youth in leading and making decisions, encouraging dialogue and using open-ended questions, engaging in joint work, facilitating with intentionality, celebrating accomplishments, and involving staff who are willing to contribute to group activities may enable positive intergroup contact and mitigate adultism. Policing youths’ behavior, disengaging with the project, separating adults from youth, and only involving other staff members in punitive discipline are all practices that adults engaged in that constrained intergroup contact. Practices hindering positive intergroup contact may best be understood in relation to racialized adultism. To realize positive intergroup contact in YPAR and other youth-serving settings, therefore, this study suggests that practitioners must mitigate racism and adultism.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"43 1","pages":"76 - 103"},"PeriodicalIF":0.7,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1080/0145935X.2021.2002685
F. Talabi, K. Udeh, Anibueze Anselm U, Joseph Moyinoluwa Talabi, A. Aiyesimoju, Enoch Adewunmi Oyeduntan, V. C. Gever
Abstract The goal of this study was to determine the effectiveness of interactive television instruction in improving the problem solving skills of out-of-school nomadic children in Northern Nigeria. The study was a quasi experiment involving 470 out-of-school nomadic children who were randomly assigned into treatment group (n = 235) and control group (n = 235). The researchers carried out the study by exposing the respondents in the treatment group to an interactive television content that was aimed at improving their problem solving skills such as problem identification, alternative generation, consequence prediction as well as implementation. It was found that although respondents in the control and treatment groups did not significantly differ in their mean scores on problem solving skills at baseline, they significantly differ after the treatment with the treatment group reporting a significant improving in their problem solving skills. The researchers discussed the findings of this study and highlighted both the theoretical and practical implications.
{"title":"Impact of Interactive Television Instruction (ITV) on Problem Solving Skills Among Out-of-School Nomadic Children in Northern Nigeria","authors":"F. Talabi, K. Udeh, Anibueze Anselm U, Joseph Moyinoluwa Talabi, A. Aiyesimoju, Enoch Adewunmi Oyeduntan, V. C. Gever","doi":"10.1080/0145935X.2021.2002685","DOIUrl":"https://doi.org/10.1080/0145935X.2021.2002685","url":null,"abstract":"Abstract The goal of this study was to determine the effectiveness of interactive television instruction in improving the problem solving skills of out-of-school nomadic children in Northern Nigeria. The study was a quasi experiment involving 470 out-of-school nomadic children who were randomly assigned into treatment group (n = 235) and control group (n = 235). The researchers carried out the study by exposing the respondents in the treatment group to an interactive television content that was aimed at improving their problem solving skills such as problem identification, alternative generation, consequence prediction as well as implementation. It was found that although respondents in the control and treatment groups did not significantly differ in their mean scores on problem solving skills at baseline, they significantly differ after the treatment with the treatment group reporting a significant improving in their problem solving skills. The researchers discussed the findings of this study and highlighted both the theoretical and practical implications.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"72 - 87"},"PeriodicalIF":0.7,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45383206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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