Students’ school-related well-being is highly relevant for scholastic outcomes. However, current research is still in the early stages of understanding the development of students’ school-related well-being during shorter periods (e.g., the first year in secondary school), and in combination with time-variant aspects outside of school (e.g., parental involvement). This study aims to investigate trajectories of students’ school-related well-being and of parental involvement. Based on a sample of 803 students in German medium and high track secondary schools, who were surveyed three times (at the beginning and in the middle of the first grade, and at the beginning of the second grade), latent change score models reveal no decrease in students’ school-related well-being or in parental involvement over the first year in secondary education, in spite of correlated change scores in both constructs. Students’ educational track appears to positively influence the initial level of school-related well-being, while immigration background and parental involvement are associated with the changes in school-related well-being.
{"title":"Students’ school-related well-being and parental involvement over time: Trajectories and interrelations in the context of the first year in secondary school","authors":"Ramona Obermeier , Lisa Pösse , Juliane Schlesier , Michaela Gläser-Zikuda","doi":"10.1016/j.childyouth.2026.108804","DOIUrl":"10.1016/j.childyouth.2026.108804","url":null,"abstract":"<div><div>Students’ school-related well-being is highly relevant for scholastic outcomes. However, current research is still in the early stages of understanding the development of students’ school-related well-being during shorter periods (e.g., the first year in secondary school), and in combination with time-variant aspects outside of school (e.g., parental involvement). This study aims to investigate trajectories of students’ school-related well-being and of parental involvement. Based on a sample of 803 students in German medium and high track secondary schools, who were surveyed three times (at the beginning and in the middle of the first grade, and at the beginning of the second grade), latent change score models reveal no decrease in students’ school-related well-being or in parental involvement over the first year in secondary education, in spite of correlated change scores in both constructs. Students’ educational track appears to positively influence the initial level of school-related well-being, while immigration background and parental involvement are associated with the changes in school-related well-being.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"183 ","pages":"Article 108804"},"PeriodicalIF":1.7,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-05DOI: 10.1016/j.childyouth.2026.108797
Cecilia Bylander , Marlene Makenzius
Background
Placement breakdowns in foster care are a recurrent phenomenon with serious negative consequences for children’s health and well-being. Despite policy initiatives to strengthen stability, the problem persists.
Aim
To explore foster parents’ perceptions of placement breakdowns in foster care.
Method
Semi-structured interviews (60–100 min) were conducted in spring 2025 with ten foster parents from different Swedish municipalities, all with direct experience of breakdowns. Data were analysed inductively using qualitative content analysis.
Results
The analysis generated an overarching theme: the need to address systemic shortcomings to prevent breakdowns and mitigate their emotional consequences. Five categories supported this theme. First, foster parents reported a lack of recognition of their role, including limited legal rights, insufficient trust in their competence, and unequal or insecure remuneration. Second, they described inadequate support, both in quality and accessibility, often linked to limited resources within social services, while consultant agencies were considered more responsive. Third, the absence of a child perspective in relocation decisions was emphasised; children’s voices and life circumstances were rarely considered, preparation for moves was insufficient, and post-placement contact was usually severed. Fourth, respondents highlighted a lack of legal safeguards, with poor follow-up, unclear grounds for relocation, and a power imbalance between foster parents and social services. Finally, breakdowns were experienced as emotionally damaging, leading to foster parents’ emotional withdrawal and children’s attachment difficulties.
Conclusion
The findings reveal systemic deficiencies that heighten the risk of breakdowns and threaten stability in foster care. Structural reforms are needed to strengthen recognition, provide adequate support, safeguard rights, and embed the child’s perspective.
{"title":"When the system fails: a qualitative interview study of foster parents’ perceptions of placement breakdown in Sweden","authors":"Cecilia Bylander , Marlene Makenzius","doi":"10.1016/j.childyouth.2026.108797","DOIUrl":"10.1016/j.childyouth.2026.108797","url":null,"abstract":"<div><h3>Background</h3><div>Placement breakdowns in foster care are a recurrent phenomenon with serious negative consequences for children’s health and well-being. Despite policy initiatives to strengthen stability, the problem persists.</div></div><div><h3>Aim</h3><div>To explore foster parents’ perceptions of placement breakdowns in foster care.</div></div><div><h3>Method</h3><div>Semi-structured interviews (60–100 min) were conducted in spring 2025 with ten foster parents from different Swedish municipalities, all with direct experience of breakdowns. Data were analysed inductively using qualitative content analysis.</div></div><div><h3>Results</h3><div>The analysis generated an overarching theme: the need to address systemic shortcomings to prevent breakdowns and mitigate their emotional consequences. Five categories supported this theme. First, foster parents reported a lack of recognition of their role, including limited legal rights, insufficient trust in their competence, and unequal or insecure remuneration. Second, they described inadequate support, both in quality and accessibility, often linked to limited resources within social services, while consultant agencies were considered more responsive. Third, the absence of a child perspective in relocation decisions was emphasised; children’s voices and life circumstances were rarely considered, preparation for moves was insufficient, and post-placement contact was usually severed. Fourth, respondents highlighted a lack of legal safeguards, with poor follow-up, unclear grounds for relocation, and a power imbalance between foster parents and social services. Finally, breakdowns were experienced as emotionally damaging, leading to foster parents’ emotional withdrawal and children’s attachment difficulties.</div></div><div><h3>Conclusion</h3><div>The findings reveal systemic deficiencies that heighten the risk of breakdowns and threaten stability in foster care. Structural reforms are needed to strengthen recognition, provide adequate support, safeguard rights, and embed the child’s perspective.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"183 ","pages":"Article 108797"},"PeriodicalIF":1.7,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-02DOI: 10.1016/j.childyouth.2026.108802
Susan Flynn, Ruth Elliffe, Stephanie Holt, Ms Sowmia Lakkshme Sundaresan
Background and Rationale
The disability community experiences complex and unique challenges and vulnerabilities in relation to both domestic violence and child protection and welfare. Notably, women with disabilities are significantly more likely to experience domestic violence and abuse (DVA) than women without disabilities. At the intersection of disability, DVA and child protection and welfare (CPW) however, professional intervention can be experienced by workers as both complex and contradictory. While intervention may involve rigorous, child safety focussed assessment of the fitness and protective capacity of the mother who is the victim of DVA, this process can radically augment feelings of powerlessness, anguish and fear for mothers caught in an abusive situation through no fault of their own. Responding to these complexities and contradictions, this article presents a focussed commentary on the literature on child protection and welfare work with women with disabilities experiencing DVA. Specific consideration will be given to how the principles and practices of person-centred theory can optimise compassionate, child safety focussed practice.
Methods
Through a person-centred theoretical lens, we identify and critically review the empirical evidence at the intersection of disability and DVA, locating this critique in feminist ethics of care. Through an inductive reasoning approach, three core themes deemed most indicative of the key messages extracted from across the body of literature were identified.
Findings
The three themes of incompatibility, compatibility, and specific concerns related to disability and DVA suggest that child protection and welfare practitioners working at the intersection of disability and domestic violence and abuse are having to navigate and negotiate complex territory. It is also clear however that the principles at the heart of person-centred practice have an important role and potential in supporting practice that can respond to the unique needs and circumstances of this particular service user group.
Implications/Conclusions
There is clear potential for person-centred practice to support child protection practice at the intersection of DVA. Person-centred principles, for instance, can help workers in assessment and interviewing processes by helping them to embed qualities such as presence, empathy and congruence which support relationship-building and collaborative working practices with women with disabilities. Person-centred principles may also contribute to overcoming barriers to quality practice such as reducing bias around DVA and disability, and preventing overly routinized and procedural practice.
{"title":"Women with disabilities experiencing domestic violence and abuse: child safety focused practice with person-centred principles","authors":"Susan Flynn, Ruth Elliffe, Stephanie Holt, Ms Sowmia Lakkshme Sundaresan","doi":"10.1016/j.childyouth.2026.108802","DOIUrl":"10.1016/j.childyouth.2026.108802","url":null,"abstract":"<div><h3>Background and Rationale</h3><div>The disability community experiences complex and unique challenges and vulnerabilities in relation to both domestic violence and child protection and welfare. Notably, women with disabilities are significantly more likely to experience domestic violence and abuse (DVA) than women without disabilities. At the intersection of disability, DVA and child protection and welfare (CPW) however, professional intervention can be experienced by workers as both complex and contradictory. While intervention may involve rigorous, child safety focussed assessment of the fitness and protective capacity of the mother who is the victim of DVA, this process can radically augment feelings of powerlessness, anguish and fear for mothers caught in an abusive situation through no fault of their own. Responding to these complexities and contradictions, this article presents a focussed commentary on the literature on child protection and welfare work with women with disabilities experiencing DVA. Specific consideration will be given to how the principles and practices of person-centred theory can optimise compassionate, child safety focussed practice.</div></div><div><h3>Methods</h3><div>Through a person-centred theoretical lens, we identify and critically review the empirical evidence at the intersection of disability and DVA, locating this critique in feminist ethics of care. Through an inductive reasoning approach, three core themes deemed most indicative of the key messages extracted from across the body of literature were identified.</div></div><div><h3>Findings</h3><div>The three themes of incompatibility, compatibility, and specific concerns related to disability and DVA suggest that child protection and welfare practitioners working at the intersection of disability and domestic violence and abuse are having to navigate and negotiate complex territory. It is also clear however that the principles at the heart of person-centred practice have an important role and potential in supporting practice that can respond to the unique needs and circumstances of this particular service user group.</div></div><div><h3>Implications/Conclusions</h3><div>There is clear potential for person-centred practice to support child protection practice at the intersection of DVA. Person-centred principles, for instance, can help workers in assessment and interviewing processes by helping them to embed qualities such as presence, empathy and congruence which support relationship-building and collaborative working practices with women with disabilities. Person-centred principles may also contribute to overcoming barriers to quality practice such as reducing bias around DVA and disability, and preventing overly routinized and procedural practice.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"183 ","pages":"Article 108802"},"PeriodicalIF":1.7,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-31DOI: 10.1016/j.childyouth.2026.108790
Andrea Fuentes-González , Jesús Palacios , Rosa Rosnati , Maite Román
Introduction
Children entering the child welfare system frequently present histories of Adverse Childhood Experiences (ACEs), which impact their well-being. Once in out-of-home care, factors such as placement length and stability are known to influence children’s developmental outcomes. Identifying the distinct protection trajectory profiles is necessary to inform policy and optimize the care provided. However, research examining these trajectories specifically within residential care remains scarce.
Objectives
This study addresses that gap with two aims: (1) to identify patterns in the protection trajectories of children in residential care in Spain, and (2) to explore the association of initial factors with the different trajectories.
Method
The sample included 49 children who had been in residential care during childhood. Data was gathered from protection case-files and developmental and psychosocial adjustment assessments. A cluster analysis was conducted identifying three shared trajectory profiles.
Results
Profile 1 (trajectories ending in family-based care) included children who entered care at a younger age, spent less time in residential care homes, and presented fewer developmental difficulties. Profile 2 (unstable protection trajectories) was composed of children who experienced multiple placement changes, later entry into the child welfare system, a greater number of ACEs, and higher emotional difficulties. Profile 3 (prolonged and stable residential care trajectories) consisted of children with long but stable placements, many having diagnosed illnesses or disabilities.
Conclusions
These findings highlight the diversity of care experiences and offer insights for improving child protection practices and supporting decision-making within the child welfare system to promote stable and secure protection trajectories.
{"title":"Profiles of protection trajectories among children in residential care","authors":"Andrea Fuentes-González , Jesús Palacios , Rosa Rosnati , Maite Román","doi":"10.1016/j.childyouth.2026.108790","DOIUrl":"10.1016/j.childyouth.2026.108790","url":null,"abstract":"<div><h3>Introduction</h3><div>Children entering the child welfare system frequently present histories of Adverse Childhood Experiences (ACEs), which impact their well-being. Once in out-of-home care, factors such as placement length and stability are known to influence children’s developmental outcomes. Identifying the distinct protection trajectory profiles is necessary to inform policy and optimize the care provided. However, research examining these trajectories specifically within residential care remains scarce.</div></div><div><h3>Objectives</h3><div>This study addresses that gap with two aims: (1) to identify patterns in the protection trajectories of children in residential care in Spain, and (2) to explore the association of initial factors with the different trajectories.</div></div><div><h3>Method</h3><div>The sample included 49 children who had been in residential care during childhood. Data was gathered from protection case-files and developmental and psychosocial adjustment assessments. A cluster analysis was conducted identifying three shared trajectory profiles.</div></div><div><h3>Results</h3><div>Profile 1 (trajectories ending in family-based care) included children who entered care at a younger age, spent less time in residential care homes, and presented fewer developmental difficulties. Profile 2 (unstable protection trajectories) was composed of children who experienced multiple placement changes, later entry into the child welfare system, a greater number of ACEs, and higher emotional difficulties. Profile 3 (prolonged and stable residential care trajectories) consisted of children with long but stable placements, many having diagnosed illnesses or disabilities.</div></div><div><h3>Conclusions</h3><div>These findings highlight the diversity of care experiences and offer insights for improving child protection practices and supporting decision-making within the child welfare system to promote stable and secure protection trajectories.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"183 ","pages":"Article 108790"},"PeriodicalIF":1.7,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146102895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-30DOI: 10.1016/j.childyouth.2026.108791
Leah P. Cheatham , Natalia L. Smith , Brian S. Gannon
Youth leaving foster care face significant challenges accessing healthcare due to frequent placement changes, fluctuating health insurance eligibility, and inconsistent adult guidance during the transition into adulthood. Concerns over health care access are intensified among youth leaving care because of the significant prevalence of behavioral and medical disabilities. Studies exploring specific psychosocial (e.g., stigma) and structural (e.g., systemic bias/racism) barriers to healthcare access within racially diverse, urban, and rural communities are crucial to improving health equity. Set against a backdrop of long-standing concerns over health access in the Deep South, this exploratory study provides a foundational understanding of barriers to healthcare access for youth leaving care with disabilities in the Southeastern United States. Ten in-depth semi-structured focus groups were conducted across three locations with distinct stakeholder populations, including youth leaving care with diagnosed disabilities (n = 12), caregivers of youth (n = 29), and child welfare professionals serving youth (n = 37). Themes illustrate several factors challenging healthcare access for youth leaving care with disabilities, including (1) mistrust of healthcare, (2) concerns over cost, (3) insufficient learning opportunities, (4) conflicting and ineffective healthcare guidance, and (5) child welfare policies and practices limiting access to care. Given the limited literature describing challenges to healthcare access among youth with disabilities leaving care in the Deep South, this study contributes valuable insights to inform the development and implementation of regionally tailored strategies to promote healthcare access among this population.
{"title":"Healthcare access among youth with disabilities leaving foster care: Exploring barriers in the Deep South","authors":"Leah P. Cheatham , Natalia L. Smith , Brian S. Gannon","doi":"10.1016/j.childyouth.2026.108791","DOIUrl":"10.1016/j.childyouth.2026.108791","url":null,"abstract":"<div><div>Youth leaving foster care face significant challenges accessing healthcare due to frequent placement changes, fluctuating health insurance eligibility, and inconsistent adult guidance during the transition into adulthood. Concerns over health care access are intensified among youth leaving care because of the significant prevalence of behavioral and medical disabilities. Studies exploring specific psychosocial (e.g.<em>,</em> stigma) and structural (e.g.<em>,</em> systemic bias/racism) barriers to healthcare access within racially diverse, urban, and rural communities are crucial to improving health equity. Set against a backdrop of long-standing concerns over health access in the Deep South, this exploratory study provides a foundational understanding of barriers to healthcare access for youth leaving care with disabilities in the Southeastern United States. Ten in-depth semi-structured focus groups were conducted across three locations with distinct stakeholder populations, including youth leaving care with diagnosed disabilities (<em>n</em> = 12), caregivers of youth (<em>n</em> = 29), and child welfare professionals serving youth (<em>n</em> = 37). Themes illustrate several factors challenging healthcare access for youth leaving care with disabilities, including (1) mistrust of healthcare, (2) concerns over cost, (3) insufficient learning opportunities, (4) conflicting and ineffective healthcare guidance, and (5) child welfare policies and practices limiting access to care. Given the limited literature describing challenges to healthcare access among youth with disabilities leaving care in the Deep South, this study contributes valuable insights to inform the development and implementation of regionally tailored strategies to promote healthcare access among this population.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"183 ","pages":"Article 108791"},"PeriodicalIF":1.7,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies on child strengths and trauma outcomes frequently come from child welfare involved administrative samples using the Child and Adolescent Needs and Strengths (CANS) tool, with less attention to clinical samples within the context of trauma treatment. This descriptive study was conducted to better understand how child asset and resource strengths may change over the course of receiving trauma-focused treatment and how the development of these strengths may differ for children with more severe emotional and behavioral symptoms at the beginning of treatment.
Methods
The sample consisted of 245 children ages 3–18 who completed an evidence-based trauma-focused treatment at an outpatient academic medical center. Independent samples t-tests and one-way ANOVAs examined baseline to termination differences in CANS strength ratings for PTSD, internalizing, and externalizing clinical and non-clinical symptom groups.
Results
Findings suggest that both youth’s asset (e.g., internal coping skills or thought processes) and resource (e.g., relationships with family or community supports) strengths improved from baseline to treatment termination but differed by baseline symptom severity.
Conclusion
Significant improvement in pre-to-post asset and resource strengths ratings for the full sample were found for all strengths except the spirituality domain. When change in strengths were examined by clinical versus non-clinical groups, those in the clinical externalizing and PTSD groups did not evidence significant change in the domains of family and spirituality strengths. Further, weaker termination ratings were observed in the clinical internalizing and externalizing groups for some areas of strengths compared to the non-clinical group, however, this was not found for the high PTSD group.
{"title":"Child and adolescent strengths through the course of trauma-focused treatment: Differences based on symptom severity","authors":"Jessica Eslinger, Ginny Sprang, Stephanie Gusler, Adrienne Whitt-Woosley","doi":"10.1016/j.childyouth.2026.108795","DOIUrl":"10.1016/j.childyouth.2026.108795","url":null,"abstract":"<div><h3>Purpose</h3><div>Studies on child strengths and trauma outcomes frequently come from child welfare involved administrative samples using the Child and Adolescent Needs and Strengths (CANS) tool, with less attention to clinical samples within the context of trauma treatment. This descriptive study was conducted to better understand how child asset and resource strengths may change over the course of receiving trauma-focused treatment and how the development of these strengths may differ for children with more severe emotional and behavioral symptoms at the beginning of treatment.</div></div><div><h3>Methods</h3><div>The sample consisted of 245 children ages 3–18 who completed an evidence-based trauma-focused treatment at an outpatient academic medical center. Independent samples t-tests and one-way ANOVAs examined baseline to termination differences in CANS strength ratings for PTSD, internalizing, and externalizing clinical and non-clinical symptom groups.</div></div><div><h3>Results</h3><div>Findings suggest that both youth’s asset (e.g., internal coping skills or thought processes) and resource (e.g., relationships with family or community supports) strengths improved from baseline to treatment termination but differed by baseline symptom severity.</div></div><div><h3>Conclusion</h3><div>Significant improvement in pre-to-post asset and resource strengths ratings for the full sample were found for all strengths except the spirituality domain. When change in strengths were examined by clinical versus non-clinical groups, those in the clinical externalizing and PTSD groups did not evidence significant change in the domains of family and spirituality strengths. Further, weaker termination ratings were observed in the clinical internalizing and externalizing groups for some areas of strengths compared to the non-clinical group, however, this was not found for the high PTSD group.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"183 ","pages":"Article 108795"},"PeriodicalIF":1.7,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-29DOI: 10.1016/j.childyouth.2026.108786
Hayley Manalang Ko , Gunn Astrid Baugerud , Miriam S. Johnson , Unni-Mette Stamnes Köpp , Ewa A. Szyszko Hovden
Forensic health examinations are a routine part of child abuse investigations, yet healthcare professionals may lack the skills required to communicate effectively with victims. Best practice interviewing techniques have been adopted in various professions, yet they have not been widely implemented among healthcare professionals. Little is known about the communication dynamics during forensic health examinations in relation to best practice interviewing principles. Participants included nine youths (aged 13–16) and eight healthcare professionals involved in forensic dental and medical examinations carried out as part of child abuse investigations. Using a hybrid content analysis approach supplemented by inductive coding, healthcare professionals’ utterances were coded to identify the use of open-ended or closed-ended statements. Children’s responses were categorised as descriptive, “don’t know,” or yes/no. The length of each utterance or response was measured by word count. Preliminary revealed that healthcare professionals primarily used option-posing utterances, while invitations were used in only 0.6% of cases. Conversations also lacked a clear structure, with key components such as introductory statements and ground rules inconsistently applied. This study highlights the need to establish best practice interviewing techniques tailored for healthcare settings. Given their crucial role in child abuse investigations, healthcare professionals should receive training in evidence-based communication strategies. Implementing structured interviewing protocols in medical and dental contexts could improve information gathering while ensuring child-centred, ethical, and supportive interactions.
{"title":"Best practice vs. reality: An exploratory study of communication dynamics during forensic dental and medical examinations in child abuse investigations","authors":"Hayley Manalang Ko , Gunn Astrid Baugerud , Miriam S. Johnson , Unni-Mette Stamnes Köpp , Ewa A. Szyszko Hovden","doi":"10.1016/j.childyouth.2026.108786","DOIUrl":"10.1016/j.childyouth.2026.108786","url":null,"abstract":"<div><div>Forensic health examinations are a routine part of child abuse investigations, yet healthcare professionals may lack the skills required to communicate effectively with victims. Best practice interviewing techniques have been adopted in various professions, yet they have not been widely implemented among healthcare professionals. Little is known about the communication dynamics during forensic health examinations in relation to best practice interviewing principles. Participants included nine youths (aged 13–16) and eight healthcare professionals involved in forensic dental and medical examinations carried out as part of child abuse investigations. Using a hybrid content analysis approach supplemented by inductive coding, healthcare professionals’ utterances were coded to identify the use of open-ended or closed-ended statements. Children’s responses were categorised as descriptive, “don’t know,” or yes/no. The length of each utterance or response was measured by word count. Preliminary revealed that healthcare professionals primarily used option-posing utterances, while invitations were used in only 0.6% of cases. Conversations also lacked a clear structure, with key components such as introductory statements and ground rules inconsistently applied. This study highlights the need to establish best practice interviewing techniques tailored for healthcare settings. Given their crucial role in child abuse investigations, healthcare professionals should receive training in evidence-based communication strategies. Implementing structured interviewing protocols in medical and dental contexts could improve information gathering while ensuring child-centred, ethical, and supportive interactions.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"182 ","pages":"Article 108786"},"PeriodicalIF":1.7,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146188547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-29DOI: 10.1016/j.childyouth.2026.108792
Flavia Namuwonge , Abel Zemedkun Girma , Samuel Kizito , Peter Kalulu , Vicent Ssentumbwe , Proscovia Nabunya , Mary McKay , Fred M. Ssewamala
Background
This paper provides an overview of adapting a micro-savings program originally developed in the United States to a resource-limited setting in Uganda, highlighting this specific case of adapting a program from one country to another. The program involved opening Child Development Accounts (CDAs) to support saving among adolescents girls and their families. Guided by the asset theory and institutional theory, the paper discusses the challenges and opportunities faced during the adaptation and implementation process. The findings offer insights that can inform efforts to expand similar micro-savings programs in other resource-limited communities.
Methods
This paper utilizes data from the Suubi4Her study (2017–2022), a longitudinal intervention involving 1,260 adolescent girls in Southern Uganda. The analysis focused on saving behaviors among the entire sample and a subsample of 690 participants who opened CDAs. We examined self-reported and administrative savings outcomes over 30 months, encompassing bank savings behavior and savings beyond the initial deposit. Analyses also addressed key sociodemographic and psychosocial factors. A mixed-effect and adjusted logistic regression model were applied.
Results
At enrollment, the participant’s mean age was 15.37 years. The intervention improved bank saving behavior, evidenced by significant intervention-by-time interaction effects [χ2(2) = 43.38, p < 0.01], demonstrating a substantial increase in the odds of bank saving behavior in the intervention group at Wave 2 (OR = 78.85, 95% CI: 18.76, 331.51, p < 0.01) and Wave 3 (OR = 80.95, 95% CI: 19.31, 339.26, p < 0.01) compared to baseline within the control group. In the analysis of additional saving beyond the initial deposit, participants whose schools were located within 2 km of their home had significantly higher odds of saving (OR = 2.74, 95% CI: 1.72–4.37, p < 0.01), while older participants had lower odds (OR = 0.83, 95% CI: 0.68–0.99, p = 0.04). Living nearer to a bank was associated with increased odds of additional saving (OR = 1.74, 95% CI: 0.84–3.62, p = 0.13), though this association did not reach statistical significance.
Conclusions and implications
These findings suggest that, overall, CDA-based micro-saving programs implementation is possible even in resource limited communities like Uganda, and when given the opportunity, families living in low-income households can utilize the CDA “infrastructure” to save. Overall, for the saving intervention to yield its intended benefits, institutional barriers need to be addressed, including bringing the bank services to the people and providing financial literacy training to instill the culture of saving from a young age.
本文概述了将最初在美国开发的小额储蓄计划调整到乌干达资源有限的环境中的情况，重点介绍了将一个计划从一个国家调整到另一个国家的具体案例。该项目包括开设儿童发展账户（cda），以支持少女及其家庭的储蓄。本文以资产理论和制度理论为指导，探讨了适应和实施过程中面临的挑战和机遇。研究结果为在其他资源有限的社区推广类似的小额储蓄项目提供了参考。方法：本文利用Suubi4Her研究（2017-2022）的数据，这是一项涉及乌干达南部1260名青春期女孩的纵向干预研究。分析的重点是整个样本和690名开了cda的参与者的储蓄行为。我们检查了30个月的自我报告和行政储蓄结果，包括银行储蓄行为和初始存款以外的储蓄。分析还涉及关键的社会人口和社会心理因素。采用混合效应和调整后的logistic回归模型。结果入组时，参与者平均年龄为15.37岁。干预改善了银行储蓄行为，证明了显著的干预时间交互效应[χ2(2) = 43.38, p < 0.01]，表明干预组在第2波（OR = 78.85, 95% CI: 18.76, 331.51, p < 0.01）和第3波（OR = 80.95, 95% CI: 19.31, 339.26, p < 0.01）与对照组的基线相比，银行储蓄行为的几率显著增加。在对初始存款以外的额外储蓄的分析中，学校位于离家2公里范围内的参与者储蓄的几率显著较高（OR = 2.74, 95% CI: 1.72-4.37, p < 0.01），而年龄较大的参与者的几率较低（OR = 0.83, 95% CI: 0.68-0.99, p = 0.04）。住得离银行近与额外储蓄的几率增加相关（OR = 1.74, 95% CI: 0.84-3.62, p = 0.13），尽管这种关联没有达到统计学意义。结论和意义这些发现表明，总体而言，即使在乌干达等资源有限的社区，基于CDA的小额储蓄计划的实施也是可能的，如果有机会，生活在低收入家庭的家庭可以利用CDA的“基础设施”进行储蓄。总的来说，为了使储蓄干预产生预期的效益，需要解决制度障碍，包括将银行服务带给人民，并提供金融知识培训，以从小就灌输储蓄文化。
{"title":"Adapting a U.S.-based micro-savings program for Uganda: implementation process and lessons learned","authors":"Flavia Namuwonge , Abel Zemedkun Girma , Samuel Kizito , Peter Kalulu , Vicent Ssentumbwe , Proscovia Nabunya , Mary McKay , Fred M. Ssewamala","doi":"10.1016/j.childyouth.2026.108792","DOIUrl":"10.1016/j.childyouth.2026.108792","url":null,"abstract":"<div><h3>Background</h3><div>This paper provides an overview of adapting a micro-savings program originally developed in the United States to a resource-limited setting in Uganda, highlighting this specific case of adapting a program from one country to another. The program involved opening Child Development Accounts (CDAs) to support saving among adolescents girls and their families. Guided by the asset theory and institutional theory, the paper discusses the challenges and opportunities faced during the adaptation and implementation process. The findings offer insights that can inform efforts to expand similar micro-savings programs in other resource-limited communities.</div></div><div><h3>Methods</h3><div>This paper utilizes data from the Suubi4Her study (2017–2022), a longitudinal intervention involving 1,260 adolescent girls in Southern Uganda. The analysis focused on saving behaviors among the entire sample and a subsample of 690 participants who opened CDAs. We examined self-reported and administrative savings outcomes over 30 months, encompassing bank savings behavior and savings beyond the initial deposit. Analyses also addressed key sociodemographic and psychosocial factors. A mixed-effect and adjusted logistic regression model were applied.</div></div><div><h3>Results</h3><div>At enrollment, the participant’s mean age was 15.37 years. The intervention improved bank saving behavior, evidenced by significant intervention-by-time interaction effects [χ2(2) = 43.38, p < 0.01], demonstrating a substantial increase in the odds of bank saving behavior in the intervention group at Wave 2 (OR = 78.85, 95% CI: 18.76, 331.51, p < 0.01) and Wave 3 (OR = 80.95, 95% CI: 19.31, 339.26, p < 0.01) compared to baseline within the control group. In the analysis of additional saving beyond the initial deposit, participants whose schools were located within 2 km of their home had significantly higher odds of saving (OR = 2.74, 95% CI: 1.72–4.37, p < 0.01), while older participants had lower odds (OR = 0.83, 95% CI: 0.68–0.99, p = 0.04). Living nearer to a bank was associated with increased odds of additional saving (OR = 1.74, 95% CI: 0.84–3.62, p = 0.13), though this association did not reach statistical significance.</div></div><div><h3>Conclusions and implications</h3><div>These findings suggest that, overall, CDA-based micro-saving programs implementation is possible even in resource limited communities like Uganda, and when given the opportunity, families living in low-income households can utilize the CDA “infrastructure” to save. Overall, for the saving intervention to yield its intended benefits, institutional barriers need to be addressed, including bringing the bank services to the people and providing financial literacy training to instill the culture of saving from a young age.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"183 ","pages":"Article 108792"},"PeriodicalIF":1.7,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146102899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-29DOI: 10.1016/j.childyouth.2026.108801
Tina Gerdts-Andresen , Eva Lill Fossli Vassend
This study investigates how children’s perceptions of the causes of family violence influence their development, framed through causal attribution theory. By analysing emergency care order decisions from the Norwegian Child Welfare Tribunal, the research identifies three primary themes in children’s interpretations of violence: behaviour-related justifications, parental emotional reactions, and discipline and control mechanisms. Findings reveal that children often attribute violence to their own behaviour, parental stress, or emotional states and view it as a form of discipline. These perceptions can lead to significant risks, including feelings of guilt, anxiety, and the adoption of passive coping strategies, which may result in unresolved emotional issues. These insights highlight the importance of tailored interventions in child welfare practices to address and reshape children’s attributions, enhancing their sense of safety and stability at home. Further research is recommended to explore the long-term effects of these attributions and the effectiveness of specific interventions.
{"title":"Causal attribution: a theoretical framework for understanding the significance of children’s perceptions of family violence","authors":"Tina Gerdts-Andresen , Eva Lill Fossli Vassend","doi":"10.1016/j.childyouth.2026.108801","DOIUrl":"10.1016/j.childyouth.2026.108801","url":null,"abstract":"<div><div>This study investigates how children’s perceptions of the causes of family violence influence their development, framed through causal attribution theory. By analysing emergency care order decisions from the Norwegian Child Welfare Tribunal, the research identifies three primary themes in children’s interpretations of violence: behaviour-related justifications, parental emotional reactions, and discipline and control mechanisms. Findings reveal that children often attribute violence to their own behaviour, parental stress, or emotional states and view it as a form of discipline. These perceptions can lead to significant risks, including feelings of guilt, anxiety, and the adoption of passive coping strategies, which may result in unresolved emotional issues. These insights highlight the importance of tailored interventions in child welfare practices to address and reshape children’s attributions, enhancing their sense of safety and stability at home. Further research is recommended to explore the long-term effects of these attributions and the effectiveness of specific interventions.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"182 ","pages":"Article 108801"},"PeriodicalIF":1.7,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146188543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-29DOI: 10.1016/j.childyouth.2026.108794
Yiqiu Huang , Xuan Wang
While extensive research has examined how discrimination impacts second-generation immigrants’ educational outcomes, few studies distinguish between actual and perceived discrimination. The latter involves interpreting ambiguous experiences as discriminatory and may influence outcomes even without overt acts. This study investigated whether perceived discrimination during middle adolescence predicted educational attainment in young adulthood among U.S. second-generation immigrants. It also explored the mediating role of self-esteem and the moderating role of familism values in late adolescence. Data were drawn from the Children of Immigrants Longitudinal Study, which consisted of 2,848 second-generation immigrant youth in the U.S., surveyed at mean ages of 14, 17, and 24. Results indicated that perceived discrimination was positively associated with educational attainment, with gender shaping the underlying mechanisms. Among young men, this effect was both direct and indirect via self-esteem, but the indirect effect emerged only for those with high familism values. Among young women, the indirect pathway was not significant; the direct positive effect was significant only among those with low familism values. The findings indicate that perceived discrimination may serve as a catalyst for academic success depending on gendered cultural resources. Familism values may enhance resilience for young men by reinforcing self-esteem but may constrain adaptive coping for young women. This divergence underscores the dual role of familism as both a protective and restrictive factor, shaped by gendered dynamics. Culturally informed, gender-sensitive interventions are essential to support diverse developmental pathways among second-generation immigrant youth.
{"title":"Unpacking gender differences: The role of familism values in the relationship between perceived discrimination and educational attainment among second-generation immigrant youth","authors":"Yiqiu Huang , Xuan Wang","doi":"10.1016/j.childyouth.2026.108794","DOIUrl":"10.1016/j.childyouth.2026.108794","url":null,"abstract":"<div><div>While extensive research has examined how discrimination impacts second-generation immigrants’ educational outcomes, few studies distinguish between actual and perceived discrimination. The latter involves interpreting ambiguous experiences as discriminatory and may influence outcomes even without overt acts. This study investigated whether perceived discrimination during middle adolescence predicted educational attainment in young adulthood among U.S. second-generation immigrants. It also explored the mediating role of self-esteem and the moderating role of familism values in late adolescence. Data were drawn from the Children of Immigrants Longitudinal Study, which consisted of 2,848 second-generation immigrant youth in the U.S., surveyed at mean ages of 14, 17, and 24. Results indicated that perceived discrimination was positively associated with educational attainment, with gender shaping the underlying mechanisms. Among young men, this effect was both direct and indirect via self-esteem, but the indirect effect emerged only for those with high familism values. Among young women, the indirect pathway was not significant; the direct positive effect was significant only among those with low familism values. The findings indicate that perceived discrimination may serve as a catalyst for academic success depending on gendered cultural resources. Familism values may enhance resilience for young men by reinforcing self-esteem but may constrain adaptive coping for young women. This divergence underscores the dual role of familism as both a protective and restrictive factor, shaped by gendered dynamics. Culturally informed, gender-sensitive interventions are essential to support diverse developmental pathways among second-generation immigrant youth.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"182 ","pages":"Article 108794"},"PeriodicalIF":1.7,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146188541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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