Pub Date : 2026-02-09DOI: 10.1007/s10560-026-01087-5
Michal Dolev-Cohen, Polet Kakun, Bar Toizner
Following the terrorist attack of October 7, 2023, Israeli social media platforms were inundated with uncensored, violent “snuff” videos. Adolescent girls, who research consistently shows to be more emotionally and socially vulnerable to violent online content, particularly within peer driven digital environments, found themselves exposed to severe and distressing material. This study adopts a gender sensitive lens, recognizing that girls’ heightened empathy, emotional attunement, and social connectedness may shape both their exposure to and coping with extreme online violence in distinct ways. This study aimed to explore their emotional experiences, coping strategies, and perceptions of adult support following exposure to these traumatic online materials. A qualitative phenomenological approach was employed. Fifteen Israeli girls, aged 15–18, who had viewed war-related snuff videos on social networks, were interviewed in-depth. Interviews were recorded, transcribed, and thematically analyzed. Results: The analysis revealed four central themes: (1) Ubiquitous exposure, wherein participants felt unable to avoid violent content; (2) Intense emotional and physiological responses, including fear, horror, shivering, and vomiting, suggesting traumatic stress reactions; (3) Coping strategies and resilience, as some participants ceased viewing voluntarily or with external intervention, sought peer support, and gradually regained a sense of control; and (4) The perceived role of significant adults, with participants noting that parents and educators were sometimes emotionally unavailable due to their own distress. The lack of open dialogue and the reliance on restrictive measures rather than meaningful guidance led to frustration and unmet emotional needs. The findings highlight the importance of preventative conversations, supportive adult involvement, and the development of non-intrusive coping strategies to mitigate the harmful effects of online violent content on vulnerable youth populations.
{"title":"Digital Wounds: The Coping Experiences of Adolescent Girls Exposed to Snuff Videos Online","authors":"Michal Dolev-Cohen, Polet Kakun, Bar Toizner","doi":"10.1007/s10560-026-01087-5","DOIUrl":"https://doi.org/10.1007/s10560-026-01087-5","url":null,"abstract":"Following the terrorist attack of October 7, 2023, Israeli social media platforms were inundated with uncensored, violent “snuff” videos. Adolescent girls, who research consistently shows to be more emotionally and socially vulnerable to violent online content, particularly within peer driven digital environments, found themselves exposed to severe and distressing material. This study adopts a gender sensitive lens, recognizing that girls’ heightened empathy, emotional attunement, and social connectedness may shape both their exposure to and coping with extreme online violence in distinct ways. This study aimed to explore their emotional experiences, coping strategies, and perceptions of adult support following exposure to these traumatic online materials. A qualitative phenomenological approach was employed. Fifteen Israeli girls, aged 15–18, who had viewed war-related snuff videos on social networks, were interviewed in-depth. Interviews were recorded, transcribed, and thematically analyzed. Results: The analysis revealed four central themes: (1) Ubiquitous exposure, wherein participants felt unable to avoid violent content; (2) Intense emotional and physiological responses, including fear, horror, shivering, and vomiting, suggesting traumatic stress reactions; (3) Coping strategies and resilience, as some participants ceased viewing voluntarily or with external intervention, sought peer support, and gradually regained a sense of control; and (4) The perceived role of significant adults, with participants noting that parents and educators were sometimes emotionally unavailable due to their own distress. The lack of open dialogue and the reliance on restrictive measures rather than meaningful guidance led to frustration and unmet emotional needs. The findings highlight the importance of preventative conversations, supportive adult involvement, and the development of non-intrusive coping strategies to mitigate the harmful effects of online violent content on vulnerable youth populations.","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"11 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-09DOI: 10.1007/s10560-026-01086-6
Ben Arnold Lohmeyer, Joel Robert McGregor, Loryn Anne Sykes
Mentoring is a popular mode for supporting young people through periods of uncertainty. Youth mentoring frameworks have been developed in countries including Australia, the USA and New Zealand to guide the creation and evaluation of mentoring programs. Yet, how frequently and to what degree these frameworks are utilised is unknown. In addition, the research on youth mentoring is international and multi-disciplinary, leading to fragmentation and disorganisation of key ideas and benchmarks. This paper investigates how frequently and to what degree established youth mentoring frameworks are employed in the literature using a scoping review methodology. The searchers returned 318 results. After screening, 37 studies were included in the review. Included literature was organised into three themes: 1) papers that did not report using a mentoring framework or guidelines in the development of the program/intervention under examination; (2) papers that did report a framework, but did not attempt to create new guidelines; (3) and papers that did not report a framework, but did attempt to create new guidelines. We argue that youth mentoring frameworks do not strongly inform research and that there is a clear need for international collaboration to develop and integrate youth mentoring frameworks.
{"title":"Who Uses Youth Mentoring Frameworks and Guidelines?: A Scoping Review","authors":"Ben Arnold Lohmeyer, Joel Robert McGregor, Loryn Anne Sykes","doi":"10.1007/s10560-026-01086-6","DOIUrl":"https://doi.org/10.1007/s10560-026-01086-6","url":null,"abstract":"Mentoring is a popular mode for supporting young people through periods of uncertainty. Youth mentoring frameworks have been developed in countries including Australia, the USA and New Zealand to guide the creation and evaluation of mentoring programs. Yet, how frequently and to what degree these frameworks are utilised is unknown. In addition, the research on youth mentoring is international and multi-disciplinary, leading to fragmentation and disorganisation of key ideas and benchmarks. This paper investigates how frequently and to what degree established youth mentoring frameworks are employed in the literature using a scoping review methodology. The searchers returned 318 results. After screening, 37 studies were included in the review. Included literature was organised into three themes: 1) papers that did not report using a mentoring framework or guidelines in the development of the program/intervention under examination; (2) papers that did report a framework, but did not attempt to create new guidelines; (3) and papers that did not report a framework, but did attempt to create new guidelines. We argue that youth mentoring frameworks do not strongly inform research and that there is a clear need for international collaboration to develop and integrate youth mentoring frameworks.","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"51 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-07DOI: 10.1007/s10560-025-01071-5
Jennifer M. Vaughn, Lisseth Rojas-Flores
Faced with multiple simultaneous adversities that extend beyond traditional adverse childhood experiences (ACEs), including systemic oppression and family separation due to detention or deportation, children of immigrants, a growing segment of the US population, face a public health crisis necessitating immediate attention. Experiencing these potentially traumatic events during the critical period of young childhood, especially in the absence of protective resources, can yield substantive short- and long-term developmental problems. Accordingly, there is an urgent need for evidence-based strategies for responding to ACEs and immigration-related adversities in young children of immigrants. This systematic review synthesizes literature indexed in PsycINFO from 2000 to 2025 on programs aimed at addressing ACEs in young children of immigrants in their natural settings ( n = 15). Eligible studies were screened following PICOTS inclusion criteria requiring programs to address ACEs or trauma exposure among young children of immigrants and be deliverable in early childhood education or faith-based settings. The review is framed by three interrelated core protective systems identified by ACE researchers as important for the prevention, detection, and intervention of ACEs in children: (1) building children’s individual strengths; (2) developing attachment to nurturing caregivers; and (3) building a protective community (Sciaraffa et al., 2018). From this perspective, we present evidence-based strategies and programs that address one or more of these protective systems, can be implemented with young children in early childhood education and care centers (ECEC) or faith communities, and are appropriate for addressing immigration-related adversity.
移民儿童是美国人口中日益增长的一部分，他们面临着多重同时发生的逆境，这些逆境超出了传统的不良童年经历（ace），包括系统性压迫和因拘留或驱逐而导致的家庭分离，他们面临着一场需要立即关注的公共卫生危机。在幼年的关键时期经历这些潜在的创伤事件，特别是在缺乏保护资源的情况下，可能会产生实质性的短期和长期发展问题。因此，迫切需要基于证据的策略来应对移民儿童的ace和移民相关逆境。本系统综述综合了PsycINFO收录的2000年至2025年期间旨在解决移民儿童在自然环境中出现的ace问题的项目的文献（n = 15）。符合条件的研究是根据PICOTS纳入标准筛选的，该标准要求项目解决移民幼儿的ace或创伤暴露问题，并在早期儿童教育或基于信仰的环境中可交付。本研究以ACE研究人员确定的三个相互关联的核心保护系统为框架，这些系统对儿童ACE的预防、检测和干预至关重要：(1)建立儿童的个人优势；(2)发展对养育者的依恋；(3)建立保护性社区（Sciaraffa et al., 2018）。从这个角度来看，我们提出了基于证据的策略和计划，解决了这些保护系统中的一个或多个，可以在幼儿教育和护理中心（ECEC）或信仰社区的幼儿中实施，并且适用于解决与移民相关的逆境。
{"title":"Adverse Childhood Experiences among Young Children of Immigrants: Challenges and Opportunities for Early Childhood Education Centers and Communities of Faith","authors":"Jennifer M. Vaughn, Lisseth Rojas-Flores","doi":"10.1007/s10560-025-01071-5","DOIUrl":"https://doi.org/10.1007/s10560-025-01071-5","url":null,"abstract":"Faced with multiple simultaneous adversities that extend beyond traditional adverse childhood experiences (ACEs), including systemic oppression and family separation due to detention or deportation, children of immigrants, a growing segment of the US population, face a public health crisis necessitating immediate attention. Experiencing these potentially traumatic events during the critical period of young childhood, especially in the absence of protective resources, can yield substantive short- and long-term developmental problems. Accordingly, there is an urgent need for evidence-based strategies for responding to ACEs and immigration-related adversities in young children of immigrants. This systematic review synthesizes literature indexed in PsycINFO from 2000 to 2025 on programs aimed at addressing ACEs in young children of immigrants in their natural settings ( <jats:italic>n</jats:italic> = 15). Eligible studies were screened following PICOTS inclusion criteria requiring programs to address ACEs or trauma exposure among young children of immigrants and be deliverable in early childhood education or faith-based settings. The review is framed by three interrelated core protective systems identified by ACE researchers as important for the prevention, detection, and intervention of ACEs in children: (1) building children’s individual strengths; (2) developing attachment to nurturing caregivers; and (3) building a protective community (Sciaraffa et al., 2018). From this perspective, we present evidence-based strategies and programs that address one or more of these protective systems, can be implemented with young children in early childhood education and care centers (ECEC) or faith communities, and are appropriate for addressing immigration-related adversity.","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"30 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-23DOI: 10.1007/s10560-025-01078-y
Hayley Wainwright, Helen Skouteris, Emma Galvin, Melissa Savaglio, Ruby Sait, Heather Morris
Transition planning is mandated to support young people (YP) in residential out-of-home care (OoHC) to prepare them for independent living by age 18. Yet, it often falls short of meeting YP’s developmental and material needs, particularly for overrepresented cohorts with additional and intersecting needs. Two such cohorts are those living with disability and those from multicultural and multifaith (MCMF) backgrounds. The overall aim of this study was to generate knowledge to support the successful implementation of transition planning for these two cohorts of YP. The specific aims were to identify (a) barriers and enablers that prevent or facilitate successful implementation; and (b) strategies that improve the design and delivery of transition planning. Qualitative semi-structured interviews and focus groups were conducted with staff ( n = 60) involved in supporting YP leaving residential OoHC in Victoria. Data were analysed using abductive approaches guided by the Consolidated Framework for Implementation Research (CFIR). We identified barriers and enablers across all CFIR domains: Outer Setting (6 factors, e.g., legislation), Inner Setting (4 factors, e.g., access to knowledge), Characteristics of Individuals (3 factors, e.g., capability), Innovation (5 factors, e.g., complexity), and Implementation Process (2 factors, e.g., engaging YP). Recommended strategies to improve the design and delivery of transition planning for YP with disability and from MCMF backgrounds included practice adaptations, legislative reform, cross-government agreements, and workforce capability building.
{"title":"Implementation Determinants of Transition Planning in Residential Out-of-Home Care for Young People with Disability and from Multicultural and Multifaith Backgrounds","authors":"Hayley Wainwright, Helen Skouteris, Emma Galvin, Melissa Savaglio, Ruby Sait, Heather Morris","doi":"10.1007/s10560-025-01078-y","DOIUrl":"https://doi.org/10.1007/s10560-025-01078-y","url":null,"abstract":"Transition planning is mandated to support young people (YP) in residential out-of-home care (OoHC) to prepare them for independent living by age 18. Yet, it often falls short of meeting YP’s developmental and material needs, particularly for overrepresented cohorts with additional and intersecting needs. Two such cohorts are those living with disability and those from multicultural and multifaith (MCMF) backgrounds. The overall aim of this study was to generate knowledge to support the successful implementation of transition planning for these two cohorts of YP. The specific aims were to identify (a) barriers and enablers that prevent or facilitate successful implementation; and (b) strategies that improve the design and delivery of transition planning. Qualitative semi-structured interviews and focus groups were conducted with staff ( <jats:italic>n</jats:italic> = 60) involved in supporting YP leaving residential OoHC in Victoria. Data were analysed using abductive approaches guided by the Consolidated Framework for Implementation Research (CFIR). We identified barriers and enablers across all CFIR domains: Outer Setting (6 factors, e.g., legislation), Inner Setting (4 factors, e.g., access to knowledge), Characteristics of Individuals (3 factors, e.g., capability), Innovation (5 factors, e.g., complexity), and Implementation Process (2 factors, e.g., engaging YP). Recommended strategies to improve the design and delivery of transition planning for YP with disability and from MCMF backgrounds included practice adaptations, legislative reform, cross-government agreements, and workforce capability building.","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"24 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-23DOI: 10.1007/s10560-026-01084-8
Kati Kallinen, Susanna Rautio, Anna Nikupeteri, Riitta Vornanen, Agnieszka Repo, Merja Laitinen
In this paper, we explore social workers’ perspectives of a child-centred approach in high-conflict parental separations. The aim is to define a child-centred approach in social work with children, adolescents and families in these situations. The data consists of vignette interviews with Finnish child protection and child and family social workers ( N = 46). The research question is: How do social workers construct a child-centred approach in high-conflict separations when presented with case vignettes? We found that social workers construct a child-centred approach through three different conceptualisations: (1) Child-centredness as a child’s active involvement advocated by the social worker, (2) Child-centredness mediated through interaction with parents to support the child, and (3) Child-centredness achieved by professional collaboration. These conceptualisations reflect that child-centredness in social work is a dimensional, cumulative and evolving process, and it should be understood as a multilayered and context-related entirety. It is also important to recognise the social worker’s role as a designer and a leader of child-centred practices in high-conflict parental separations. To uphold a child-centred approach in these complex situations, social workers need awareness, education, support, and confidence in their own expertise and in collaborating with other professionals.
{"title":"Social Worker’s Perspectives on a Child-Centred Approach in High-Conflict Separations—Three Dimensions of a Child-centred Approach","authors":"Kati Kallinen, Susanna Rautio, Anna Nikupeteri, Riitta Vornanen, Agnieszka Repo, Merja Laitinen","doi":"10.1007/s10560-026-01084-8","DOIUrl":"https://doi.org/10.1007/s10560-026-01084-8","url":null,"abstract":"In this paper, we explore social workers’ perspectives of a child-centred approach in high-conflict parental separations. The aim is to define a child-centred approach in social work with children, adolescents and families in these situations. The data consists of vignette interviews with Finnish child protection and child and family social workers ( <jats:italic>N</jats:italic> = 46). The research question is: <jats:italic>How do social workers construct a child-centred approach in high-conflict separations when presented with case vignettes?</jats:italic> We found that social workers construct a child-centred approach through three different conceptualisations: (1) Child-centredness as a child’s active involvement advocated by the social worker, (2) Child-centredness mediated through interaction with parents to support the child, and (3) Child-centredness achieved by professional collaboration. These conceptualisations reflect that child-centredness in social work is a dimensional, cumulative and evolving process, and it should be understood as a multilayered and context-related entirety. It is also important to recognise the social worker’s role as a designer and a leader of child-centred practices in high-conflict parental separations. To uphold a child-centred approach in these complex situations, social workers need awareness, education, support, and confidence in their own expertise and in collaborating with other professionals.","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Crucial Link: How Institutional Support Shapes the Professional Quality of Life of Foster Parents in France","authors":"Tess Bretesché, Mathieu Pereira, Quentin Hallez, Rebecca Shankland, Fabien Bacro","doi":"10.1007/s10560-026-01081-x","DOIUrl":"https://doi.org/10.1007/s10560-026-01081-x","url":null,"abstract":"","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"45 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146006006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-19DOI: 10.1007/s10560-026-01080-y
Reeve S. Kennedy, Mi Hwa Lee, Zion Sanders, Kaylee Dendy, Mercury Carver
Developmental dyslexia is a specific learning disability characterized by impairments in learning to read and write; however, it impacts more than just school performance. It also impacts self-esteem, self-worth, and overall well-being. Dyslexia has a known genetic component, yet previous literature has not explored the experience of being an adolescent with dyslexia who also has a parent with dyslexia. The current study explored the experiences of adolescents with dyslexia who also had a parent with dyslexia using reflexive thematic analysis to analyze interviews and focus groups with ten adolescents aged 13 to 18. Participants were diagnosed with dyslexia and had a parent who was formally or self-diagnosed with dyslexia. Findings highlight four themes: 1 ) “He would just hold me. And that was the best thing right there , ” (2) “They accept me for who I am , ” (3) “People weren’t doing really much for me…Then I came here , ” and (4) “Perseverance is a word to describe who we are , ” couched within an overarching theme of Resilience. The findings highlight the importance of personal assets and external resources in the resilience of adolescents diagnosed with dyslexia. Specifically, they indicate the need for parental and social support, school-based support, increased education surrounding what is and is not dyslexia, and the importance of healthy coping skills.
{"title":"Dyslexia in the Family: The Experience of Adolescents with Dyslexia","authors":"Reeve S. Kennedy, Mi Hwa Lee, Zion Sanders, Kaylee Dendy, Mercury Carver","doi":"10.1007/s10560-026-01080-y","DOIUrl":"https://doi.org/10.1007/s10560-026-01080-y","url":null,"abstract":"Developmental dyslexia is a specific learning disability characterized by impairments in learning to read and write; however, it impacts more than just school performance. It also impacts self-esteem, self-worth, and overall well-being. Dyslexia has a known genetic component, yet previous literature has not explored the experience of being an adolescent with dyslexia who also has a parent with dyslexia. The current study explored the experiences of adolescents with dyslexia who also had a parent with dyslexia using reflexive thematic analysis to analyze interviews and focus groups with ten adolescents aged 13 to 18. Participants were diagnosed with dyslexia and had a parent who was formally or self-diagnosed with dyslexia. Findings highlight four themes: 1 <jats:italic>) “He would just hold me. And that was the best thing right there</jats:italic> , <jats:italic>”</jats:italic> (2) <jats:italic>“They accept me for who I am</jats:italic> , <jats:italic>”</jats:italic> (3) <jats:italic>“People weren’t doing really much for me…Then I came here</jats:italic> , <jats:italic>”</jats:italic> and (4) <jats:italic>“Perseverance is a word to describe who we are</jats:italic> , <jats:italic>”</jats:italic> couched within an overarching theme of <jats:italic>Resilience.</jats:italic> The findings highlight the importance of personal assets and external resources in the resilience of adolescents diagnosed with dyslexia. Specifically, they indicate the need for parental and social support, school-based support, increased education surrounding what is and is not dyslexia, and the importance of healthy coping skills.","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"116 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146006011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-13DOI: 10.1007/s10560-026-01082-w
Namkee G. Choi, Mark Longley, Leslie Goldstein, Stephanie Mata, Darling Membreño
{"title":"Mental Health Literacy Boot Camp for Adolescents and Parents/Guardians in a Low-Resource Community: Acceptability and Recommendations for the Future","authors":"Namkee G. Choi, Mark Longley, Leslie Goldstein, Stephanie Mata, Darling Membreño","doi":"10.1007/s10560-026-01082-w","DOIUrl":"https://doi.org/10.1007/s10560-026-01082-w","url":null,"abstract":"","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"50 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145955054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Complex Trauma Evolution and the Influence of Motherhood: A Qualitative Exploration among Young Mothers Formerly in Residential Care Using Ideal-Type Analysis","authors":"Madeleine Prévost-Lemire, Geneviève Paquette, Anne-Marie Tougas","doi":"10.1007/s10560-026-01079-5","DOIUrl":"https://doi.org/10.1007/s10560-026-01079-5","url":null,"abstract":"","PeriodicalId":51512,"journal":{"name":"Child and Adolescent Social Work Journal","volume":"83 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145961800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-12DOI: 10.1007/s10560-025-01073-3
Eva R.E. Onstenk, Hilde H. Wierda-Boer, Chris H.Z. Kuiper, Marion J.C. van Hattum
The social and physical characteristics of neighborhoods significantly impact child development, yet children’s perspectives on their environment are underexplored. Understanding these perceptions provides valuable insights for improving their surroundings. To better understand the living environment of children aged 10–14, a mixed methods systematic review of 31 studies (2002–2025) was conducted, in accordance with the PRISMA guidelines. The search was conducted in the following databases: PsycInfo, CINAHL, Web of Science, SocINDEX, ERIC and MEDLINE. A converted integrated approach was used to analyze the findings. Preliminary results were discussed in meetings to reduce interpretation bias. The review revealed that children have clearly defined views of what a living environment should entail. Children emphasized that their living environment should support them by fostering a sense of belonging and safety. For children, there is a strong connection between the presence of a supportive living environment, characterized by its conditions, elements, and important role of adults, and their development. However, an important issue that emerges from this review concerns the potential impact of adult researchers on children’s perceptions of their living environment. Future research should be conducted on the living environment from children’s perspectives, recognizing children as both active participants and researchers. PROSPERO: CRD42023468194.
社区的社会和物理特征显著影响儿童的发展，但儿童对环境的看法尚未得到充分探讨。了解这些感知为改善他们的环境提供了有价值的见解。为了更好地了解10-14岁儿童的生活环境，根据PRISMA指南，对31项研究（2002-2025）进行了混合方法系统评价。检索在以下数据库中进行：PsycInfo， CINAHL, Web of Science, SocINDEX， ERIC和MEDLINE。采用转换综合方法分析研究结果。初步结果在会议上进行了讨论，以减少解释偏差。审查显示，儿童对生活环境应该包括什么有明确的看法。孩子们强调，他们的生活环境应该通过培养归属感和安全感来支持他们。对于儿童来说，支持性生活环境的存在（以其条件、要素和成年人的重要作用为特征）与他们的发展之间存在着密切的联系。然而，从这篇综述中出现的一个重要问题是成人研究人员对儿童对其生活环境的看法的潜在影响。未来的研究应该从儿童的角度对生活环境进行研究，认识到儿童既是积极的参与者也是研究者。普洛斯彼罗:CRD42023468194。
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