Children and Youth Services Review最新文献

{"title":"Foster carer experiences of vicarious trauma: A qualitative interpretive meta-synthesis","authors":"Sam Arthurson,&nbsp;Ben Lohmeyer,&nbsp;Damien W. Riggs","doi":"10.1016/j.childyouth.2025.108421","DOIUrl":"10.1016/j.childyouth.2025.108421","url":null,"abstract":"<div><div>Vicarious trauma (VT) is a form of indirect traumatisation that typically affects professionals working with trauma victims, leading to psychological distress, impaired relationships and diminished care quality. Foster carers are at risk of VT due to their close contact with traumatised children, yet little research has examined VT in this context specifically. Moreover, foster carers’ experience of VT appears to be unique when accounting for distinct features of the role and overlap with other conditions. This study reports on experiences of VT in foster care using a qualitative interpretive <em>meta</em>-synthesis (QIMS) framework. 15 qualitative studies were identified, synthesising data that were consistent with carers’ experiences of VT. Four themes were developed: <em>emotional impact of VT</em> described changes to carers’ emotional selves; <em>embodied impact of trauma</em> explored adaptations to exhaustion; <em>forced changes and adaptations</em> concerned with coping strategies, worldview changes and impaired relationships; and <em>system failure</em> dealt with inadequacy of support and its compounding effects on VT. The findings suggest that VT affects foster carers in unique ways, and provide insight into carers’ adaptations to trauma in the care environment, demonstrating that these adaptations amount to negative changes in carers’ worldview, self-image and relationships. These insights give direction for future research to examine VT in this context.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108421"},"PeriodicalIF":2.4,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366062","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}

{"title":"Understanding professional sensitivity to child violence: A cross-sectoral study on child welfare in Turkey","authors":"Cagla Yigitbas Assoc. Prof. Dr. ,&nbsp;Aliye Bulut Assoc. Prof. Dr.","doi":"10.1016/j.childyouth.2025.108418","DOIUrl":"10.1016/j.childyouth.2025.108418","url":null,"abstract":"<div><div>Protecting children from Violence Against Children, a persistent global issue, requires interdisciplinary cooperation and coordinated action. This study aimed to examine whether the professional backgrounds and selected sociodemographic characteristics of individuals working in education, healthcare, security, and judicial sectors in Turkey influence their perceptions and responses to violence against children. This research was designed as a descriptive and cross-sectional study. The sample size was determined via G*Power analysis, with 280 participants included. Participants’ professions and sociodemographic features were treated as independent variables, and the Violence Sensitivity Toward Children Scale was utilized as the dependent variable. While all professionals acknowledged the severity of violence against children, their sensitivity levels varied significantly based on profession, legal knowledge, and personal exposure to violence. Healthcare and education professionals displayed higher sensitivity, whereas security personnel and judicial staff adopted more procedural approaches. Age, previous experience with violence, and familiarity with child protection laws were key determinants of higher sensitivity scores. Conducting research on professional sensitivity toward violence against children poses significant challenges due to the sensitive nature of the topic and potential biases in self-reporting. Despite these challenges, this study makes a substantial contribution by providing a cross-sectoral comparison of sensitivity levels and identifying key factors influencing professional attitudes. Findings revealed that while professionals across different sectors recognize the severity of child violence, their sensitivity varies according to legal awareness and personal experiences with violence.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108418"},"PeriodicalIF":2.4,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335863","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}

{"title":"Parental sense of competence in kinship and non kinship foster care in Chile: A study of associated factors and predictive variables","authors":"María Isabel Zavala ,&nbsp;Manuela Garcia-Quiroga","doi":"10.1016/j.childyouth.2025.108411","DOIUrl":"10.1016/j.childyouth.2025.108411","url":null,"abstract":"<div><div>In recent years, the study related to the restitution of rights of children who have experienced complex situations of previous adversity and with protective measures in foster families has presented significant progress. In this context, foster care is aimed at promoting the restorative processes of children, in which the role of foster caregivers, together with the support of professionals, plays a central role. In this regard, a recent and little researched area of interest refers to the sense of parental competence of the foster caregivers due to its link with the quality of the care process provided. The main objective of this study is to analyze the sense of parental competence and its relationship with dimensions of family functioning and psychological adjustment of children in foster care. The sample consisted of 53 kinship and non-kinship foster care from 4 regions in Chile. The characteristics of foster care, family functioning and psychological adjustment of the foster child were explored. Regression analysis identified predictors of parental sense of competence and perceived role satisfaction and effectiveness among foster parents. The regression data identified parental stress, satisfaction with foster care and the child’s development in foster care as the main determinants of the foster caregivers’ sense of competence. This work contributes to international research on the subject and deepens the areas of intervention to promote professional support and the rights of children in foster care.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108411"},"PeriodicalIF":2.4,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330777","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}

{"title":"Reliability, validity, and response patterns of the Juvenile Victimization Questionnaire in a sample of adolescents in residential care","authors":"Alexandra M. Lino ,&nbsp;Luiza Nobre-Lima ,&nbsp;Isabel Alberto","doi":"10.1016/j.childyouth.2025.108413","DOIUrl":"10.1016/j.childyouth.2025.108413","url":null,"abstract":"<div><h3>Background</h3><div>International research has been relying on data from the original study of the JVQ to support the validity of this instrument in child welfare samples. Despite the JVQ’s extensive history of research, it is important to establish its appropriateness for use in diverse populations, namely youth in residential care.</div></div><div><h3>Objectives</h3><div>This study sought to examine the internal consistency reliability and construct validity of the self-report lifetime version of the JVQ in a sample of 116 adolescents living in Portuguese Residential Care Homes, boys and girls aged between 12 and 17 years old. With the authors’ permission, the instrument was adapted for the purpose of collecting detailed information on the chronicity, timing, and perpetration of victimization experiences. Patterns of endorsement to both screener items and follow-up questions were also analyzed.</div></div><div><h3>Results</h3><div>The Cronbach’s alpha value for the full JVQ was very good (0.92), whereas for most aggregates it ranged from acceptable (0.70) to good (0.82). Positive and significant correlations with psychological and trauma symptoms were found for all aggregates and for most of the individual screener items. Patterns of endorsement to victimization screeners differed according to sex. The chronicity rate was significantly higher in most screeners. Endorsement rates for most victimization screeners were lower for events occurring after placement in residential care. Peer violence was highly reported by adolescents in this sample.</div></div><div><h3>Conclusions</h3><div>Findings suggest that the JVQ is a reliable and valid screening tool for victimization and polyvictimization among adolescents in residential care.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108413"},"PeriodicalIF":2.4,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330780","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}

{"title":"Rehabilitation of at-risk youth via educational nomadism program and development of place identity","authors":"Miriam Billig,&nbsp;Michal Giar Bushari","doi":"10.1016/j.childyouth.2025.108410","DOIUrl":"10.1016/j.childyouth.2025.108410","url":null,"abstract":"<div><div>Youth need support and mediation during the ongoing process of their maturation, especially at-risk youth who are characterized by a tendency towards escape patterns and avoid seeking help from formal simulations. This article deals with an innovative “educational nomadism” program for at-risk youth aged 14–19 that takes place at the Shepherd’s Farm. Our study, based on qualitative methods, including observations, semi-structured interviews, and analysis of official documents from the farm management, assumes the perspective of the youth to examine the key factors in the program that helped them change their worldview and desire for rehabilitation. The research findings point to two central factors that led to significant transformations in the rehabilitation process: the isolated physical environment and minimalist living conditions that characterized the farm, and the connection to a meaningful actor who guided them and gave them responsibility for a field of work on the farm. It turns out that cultivating a place identity and an emotional attachment to the farm allowed the youth to rebuild their confidence in their abilities, strengthen their sense of self and personal meaning, and promote their ability to develop a future orientation. This study showcases the effectiveness of “cultivating place identity” by bringing about change in the field of rehabilitation, which has not received sufficient attention to date.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108410"},"PeriodicalIF":2.4,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313093","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}

{"title":"Family first policy to practice: Using implementation science and CQI to advance prevention focused practice","authors":"Leanne Heaton,&nbsp;Kristine Creavey,&nbsp;Yolanda Green-Rogers,&nbsp;Jennifer O’Brien,&nbsp;Larry Small,&nbsp;Arya Harison,&nbsp;Charlotte Goodell,&nbsp;Krista Thomas","doi":"10.1016/j.childyouth.2025.108403","DOIUrl":"10.1016/j.childyouth.2025.108403","url":null,"abstract":"<div><div>Enacted in February 2018, the Family First Prevention Services Act represents a fundamental shift in federal child welfare policy that enables state child welfare systems to receive federal title IV-E reimbursement to provide evidence-based programs (EBPs) and services to prevent children from entering foster care. Despite this significant opportunity to drastically reduce the use of foster care, states are not maximizing spending for prevention services because the infrastructure for a true prevention-oriented child welfare service delivery system does not exist. Technical and adaptive infrastructure is needed to support the child welfare workforce in making the transition to prevention casework practice. We offer a change management approach grounded in Implementation Science that leverages continuous quality improvement as the mechanism for system change.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108403"},"PeriodicalIF":2.4,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330781","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}

{"title":"Exploring adolescent & youth worker perspectives in co-creating a smoking prevention intervention","authors":"Babette Demeester ,&nbsp;Maïté Verloigne ,&nbsp;Sara Willems ,&nbsp;Kenji Leta ,&nbsp;Lieve Bradt ,&nbsp;Emelien Lauwerier","doi":"10.1016/j.childyouth.2025.108409","DOIUrl":"10.1016/j.childyouth.2025.108409","url":null,"abstract":"<div><h3>Background</h3><div>Smoking initiation disproportionately affects certain population groups, including adolescents experiencing societal vulnerability. Co-creation, an innovative approach, contributes to developing tailored interventions that address smoking initiation disparities. For this study, a smoking prevention intervention was co-created with adolescents and youth workers from two youth social work organisations. This paper analyses the perspectives of participants engaged in this co-creation process.</div></div><div><h3>Methods</h3><div>Data were collected sequentially throughout the process of co-creative intervention design and involved two focus group discussions with seven adolescents each (of which six participated in both focus groups) and semi-structured interviews with five youth workers. A reflexive thematic analysis was performed.</div></div><div><h3>Results</h3><div>Three main themes emerged from the data, capturing the co-creation process: active involvement and engagement, creating meaning, and capacity building. These themes were influenced by specific contextual factors (i.e. the physical environment of youth social work organisations and the social context, such as group dynamics) and demonstrated dynamic interactions, rather than existing independently.</div></div><div><h3>Conclusion</h3><div>This study gives insights into the collaborative dynamics and processes that emerged throughout our co-creation process, enabling us to give recommendations for future co-creation projects. Incorporating innovative and creative methods into the co-creation process, such as the co-creation camp, appeared to be particularly impactful in fostering collaboration, trust, and a safe space for sharing opinions. Key recommendations include prioritizing inclusivity, adapting methods to participants’ needs, considering contextual influences, and ensuring the process is both enjoyable and meaningful.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108409"},"PeriodicalIF":2.4,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307287","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}

{"title":"Children with special educational needs: An impact evaluation","authors":"Maria Bezze,&nbsp;Devis Geron","doi":"10.1016/j.childyouth.2025.108396","DOIUrl":"10.1016/j.childyouth.2025.108396","url":null,"abstract":"<div><div>Children with special educational needs related to socioeconomic, language or cultural disadvantage (SENs) frequently do not have a positive attitude towards school, they are not motivated to study and have difficulty achieving satisfactory school results. The “RIBES” project, carried out in 9 Italian regions from 2019 to 2022, implemented two main interventions i.e. “Family Coaching” (where a family without any SEN children helps another family having at least one SEN child) and “Class Coaching” (a set of school activities aimed at supporting both children with SENs and their peers in the class group), aimed at improving the well-being of children with SENs and their families involved in the project. An impact evaluation aimed to explore outcomes of the project experienced by the children, families and communities involved. By adopting a multimethod approach, using both quantitative tools (scales and questionnaires, allowing also pre-post comparisons) and qualitative tools (focus groups, documentation used by professionals), such evaluation highlighted positive outcomes for multiple targets. First of all, children with SENs experienced outcomes mainly related to relational and personal growth and school performance. Other children (without SENs) within Class Coaching also experienced an increase in their well-being. Families supported through Family Coaching improved in terms of network development, ability to use services, and awareness of their own capabilities. Other actors in the community also benefited from their participation in the project, especially in terms of developing their network and enhancing their skills and knowledge. These results suggest that Family Coaching and Class Coaching interventions involving several actors in the community (families, private non-profit organizations, schools, …) and focusing on the specific needs of disadvantaged children and families can generate positive outcomes and social impacts.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108396"},"PeriodicalIF":2.4,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330778","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}

{"title":"Daily relationships between elementary school students’ perceived teacher/peer support and school behaviors: the mediating role of negative emotions and the moderating role of mindfulness","authors":"Xue Wen ,&nbsp;Zh Yeng Chong ,&nbsp;Jackelyn De Alwis ,&nbsp;Xiaoyan Liu ,&nbsp;Wei Xu","doi":"10.1016/j.childyouth.2025.108408","DOIUrl":"10.1016/j.childyouth.2025.108408","url":null,"abstract":"<div><div>In environments characterized by intense academic demands and competition, elementary school students frequently experience negative emotions and exhibit poor school performance. This study investigates the role of teacher and peer support as crucial elements of social support and their protective impact on students’ psychological well-being. Despite limited teacher resources and widespread peer conflict that may not allow most students to perceive high level of support, only a minority exhibit poor school-based behaviors such as disciplinary infractions, academic procrastination, and in-class distractions. This resilience might be attributed to the buffering effect of mindfulness, which can mitigate the adverse impacts of negative emotions on school-based behaviors. This research examines the relationship between daily perceived teacher and peer support and students’ school performance, exploring the mediating role of negative emotions, and testing the moderating effect of trait mindfulness within the mediation model. The study recruited 178 students (39.89 % female) from grades 3–6 in an elementary school. Trait mindfulness was measured at baseline, followed by a 10-day consecutive daily diary stage to measure levels of perceived teacher/peer support, negative emotions, and maladaptive school-based behaviors—the latter reported by teachers. Results show that negative emotions mediated the relationship between perceived teacher support and both disciplinary infractions (indirect effect = −0.037, 95 % CI = [−0.062, −0.014]), and in-class distractions (indirect effect = -0.037, 95 % CI = [−0.060, −0.014]), respectively, and between perceived peer support and both disciplinary infractions (indirect effect = −0.031, 95 % CI = [−0.050, −0.014]), and in-class distractions (indirect effect = −0.028, 95 % CI = [−0.047, −0.012]) respectively. Furthermore, mindfulness was found to moderate the impact of negative emotions on disciplinary infractions, influenced by both types of social support. The present research emphasizes the significant role of teacher support in enhancing school-based behaviors through the reduction of negative emotions and underscores the critical buffering role of mindfulness in managing disciplinary infractions.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108408"},"PeriodicalIF":2.4,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298574","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}

{"title":"Latent profile analysis on and influencing factors of preschool children’s social-emotional competence in China: A comparison of only children and non-only children","authors":"Yifei Zhao,&nbsp;Ronghui Chen","doi":"10.1016/j.childyouth.2025.108405","DOIUrl":"10.1016/j.childyouth.2025.108405","url":null,"abstract":"<div><div>Social-emotional competence is considered a core literacy for the 21st century and is of great significance to the growth of individuals. At the same time, preschool children are at the initial stage of individual development and at a critical stage for developing their social-emotional competence. In the context of China’s frequently adjusted fertility policy, it is necessary to study further the social-emotional competence of children in families of different sizes. A questionnaire survey was conducted with 430 only children and 547 non-only-child parents from the middle area of China. The study found that children’s social-emotional competence was generally well-developed, but the social-emotional competence of non-only children was significantly lower than that of only children. Four profiles of social-emotional competence were found for both the only children and the non-only children. This study also found that gender, age, family income, and location of home significantly affected children’s social-emotional competence. Parents’ educational background and place of residence had a unique and significant effect on the social-emotional competence of non-only children. On the other hand, family structure had a significant effect on the social-emotional competence of only children. This study provides practical implications for promoting children’s social-emotional competence in families of different sizes.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108405"},"PeriodicalIF":2.4,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144279543","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}