Children and Youth Services Review最新文献

{"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}

{"title":"Parental awareness of abusive head trauma, shaking intentions, and behaviors in the Taiwanese population","authors":"Yi-Wen Chen ,&nbsp;Yi-Ting Chang ,&nbsp;Hsin-Yi Chang ,&nbsp;Jui-Ying Feng","doi":"10.1016/j.childyouth.2025.108406","DOIUrl":"10.1016/j.childyouth.2025.108406","url":null,"abstract":"<div><h3>Purpose</h3><div>Parental awareness of abusive head trauma (AHT) and its consequences are key to AHT prevention. The study aims to understand parental awareness of AHT, parents’ attitudes toward parental expectations and infant rearing, coping responses and soothing strategies, and shaking intentions and behaviors toward infants in Taiwan.</div></div><div><h3>Methods</h3><div>This was a cross-sectional correlational study. We recruited 361 parents from public health centers, postpartum care centers, pediatric clinics, and hospitals with well-baby clinics and vaccinations in Taiwan using a convenience sampling method. Self-developed questionnaires were used to collect data. Descriptive statistics, Pearson correlation coefficients, independent t-tests, and analysis of variance were used for data analysis.</div></div><div><h3>Results</h3><div>Most parents reported having heard about AHT, and having been informed about the dangers of shaking babies. Most expressed positive feelings regarding parenting; however, approximately one-third had pessimistic childrearing expectations. Nineteen parents reported that they had either intended to or actually shook their infants. Less than 10% reported using inappropriate strategies to soothe infant crying, although they did not intend to do so.</div></div><div><h3>Conclusions</h3><div>AHT risk persists in Taiwan, despite most parents knowing about its dangers. Inappropriate soothing skills were inadvertently used to placate crying infants, and the intention-behavior gap in shaking behavior should not be overlooked. The results of this study can help modify policies for AHT prevention and help improve clinical practice.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108406"},"PeriodicalIF":2.4,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298577","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":"Mental health services for refugee youth in the United States","authors":"Kate Lloyd ,&nbsp;Stacey A. Shaw ,&nbsp;Kelsey LeBrun","doi":"10.1016/j.childyouth.2025.108404","DOIUrl":"10.1016/j.childyouth.2025.108404","url":null,"abstract":"<div><div>Youth resettling as refugees in the U.S. navigate adjustment and development in a new and often challenging environment. Mental health needs suggest services could benefit many youth, though standard resettlement services are limited to health screening and school enrollment. This study examines mental health programs for refugee youth living in the United States using the integrative risk and resilience model for immigrant youth adaptation proposed by Suárez-Orozco and colleagues. A review of published literature and online resources identified programs that support refugee youth at the microsystem and individual levels, including individual therapy, group therapy, family supports, art, music, mentoring, leadership, justice work, empowerment, resource access, relationship-building, cultural celebration, adjustment, and community building. In total, 30 programs are reviewed, with attention to communities served, intervention type, associated adaptation tasks, and program results. While the variety of available programs for refugee youth demonstrates promise, additional research is needed to assess program efficacy and disseminate potential service models. State and federal policy efforts can incorporate promising models into resettlement and education systems serving all refugee youth.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108404"},"PeriodicalIF":2.4,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330779","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":"Political factors shaping national systems of care for orphans and vulnerable children in low-income countries: Scoping review and framework","authors":"Yusra Ribhi Shawar ,&nbsp;Shafkat Meraj ,&nbsp;Adam D. Koon ,&nbsp;Jeremy Shiffman","doi":"10.1016/j.childyouth.2025.108377","DOIUrl":"10.1016/j.childyouth.2025.108377","url":null,"abstract":"<div><div>Most low-income country (LIC) governments offer little priority for the care of orphans and vulnerable children (OVC), resulting in poorly functioning national OVC care systems. We conducted a scoping review that examined the political factors that shape OVC care systems in low-resource countries. While many countries have policies dedicated to the care of OVC, national policies for OVC care are unduly influenced by external actors, lack overarching policy frameworks, are vague, and/or are limited in scope. Also, many national OVC care systems receive little political commitment, lack strong leadership, are highly fragmented in nature, and are reliant on workforces with limited capacity. Societal problems, such as a high AIDS burden and chronic poverty, have weakened kinship care and left many children vulnerable. Based on the findings, we developed a framework grounded in social science theory, which delineates eight key factors that likely shape the effectiveness of OVC care systems in LIC, organized according to three categories: policymaking, governance, and context. Policymaking refers to the content and production of national legislation, regulations and strategies for OVC care. Governance refers to the quality of collective action on OVC care. Context pertains to the socioeconomic and political environment in which OVC care systems are situated, and that shapes both the problems and the effectiveness of these systems. The framework offers a starting point for guiding research, identifying systems deficiencies, and developing strategies to surmount these deficiencies.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108377"},"PeriodicalIF":2.4,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338746","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":"Transitioning out of foster care: the co-development of adolescents’ coping, depressive symptoms, and intrapersonal and interpersonal resources","authors":"Gary R. Germo ,&nbsp;Jacob Shane ,&nbsp;Susan P. Farruggia","doi":"10.1016/j.childyouth.2025.108402","DOIUrl":"10.1016/j.childyouth.2025.108402","url":null,"abstract":"<div><div>Adolescents in foster care are confronted with unique challenges, making their transition to adulthood difficult. Drawing on a lifespan model of coping proposed by <span><span>Taylor and Stanton (2007)</span></span>, the present study assesses the co-development of coping, depressive symptoms, and intrapersonal (optimism, self-esteem, perceived control) and interpersonal resources (relationship quality with biological parent, sibling, peers, and mentors) among a random sample of older adolescents in foster care. Data were drawn from a three-year longitudinal study of adolescents in foster care (T1 n = 188; M_age = 17.4 years), with results indicating significant concurrent and longitudinal associations among coping strategies, depressive symptoms, and intrapersonal and interpersonal resources. Our findings provide insight into the processes of coping among adolescents transitioning out of foster care.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108402"},"PeriodicalIF":2.4,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330772","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":"Community readiness to prevent child maltreatment in Mozambique: An investigation among key informants at country level and from Maputo city","authors":"Sergio Nhassengo ,&nbsp;Lucie Laflamme ,&nbsp;Mathilde Sengoelge","doi":"10.1016/j.childyouth.2025.108400","DOIUrl":"10.1016/j.childyouth.2025.108400","url":null,"abstract":"<div><h3>Background</h3><div>Prevention of child maltreatment (CM) stakeholder assessments are required to determine the level of readiness and aspects in need of special attention in high-risk settings. Although instruments have been proposed to measure community readiness, few have been implemented in low-income countries. This applies to Mozambique where a CM prevention law has been in place for some time.</div></div><div><h3>Objective</h3><div>To assess the readiness of Mozambican stakeholders to prevent CM, including ones at national level one “local” level, that of Maputo city.</div></div><div><h3>Participants and setting</h3><div>Eighteen key stakeholders at national (n = 11) and “local” (n = 7) level were interviewed. Maputo city is Mozambique’s capital and most populated city; it is also one of its 11 provinces.</div></div><div><h3>Methods</h3><div>Interview-based, the study utilised the WHO 10-dimensional Readiness Assessment for the Prevention of Child Maltreatment (RAP-CM) tool. Average scores of community readiness to prevent CM were compiled overall and by dimension, all respondents aggregated and for the national and, Maputo ones separately.</div></div><div><h3>Results</h3><div>The overall community readiness was 5.4 out of 10 corresponding to the <em>preparation</em> stage; those of the stakeholders from the country and Maputo were comparable. The dimension-specific scores reached varied from vague awareness to initiation work. Four 10 dimensions scored below the overall average (current programme; scientific data; material resources; and human and technical resources) And six were equal to or above it (will to address the problem; institutional links and resources; informal social resources; attitudes; legislation and knowledge). No remarkable differences emerge in scores between stakeholders from national and Maputo.</div></div><div><h3>Conclusion</h3><div>Enhanced material, human and technical resources are needed as prerequisite for the country to move beyond the preparation stage with regards to addressing CM. The country would benefit from synergies with developments in other violence-related areas and invest in the coordination of wide-ranging types of intervention.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108400"},"PeriodicalIF":2.4,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264023","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":"‘The whole system is designed to create more trauma than it solves’: Australian foster and kinship carers navigating child protection systems","authors":"Damien W. Riggs ,&nbsp;Ben Lohmeyer ,&nbsp;Shoshana Rosenberg ,&nbsp;Yvonne Clark ,&nbsp;Clemence Due","doi":"10.1016/j.childyouth.2025.108401","DOIUrl":"10.1016/j.childyouth.2025.108401","url":null,"abstract":"<div><div>In Australia, two thirds of children who are removed into care due to abuse or neglect are placed in long-term care with foster or kinship carers. While such carers undertake the day-to-day role of parenting children placed in their care, they must do so in the context of statutory child protection systems that are highly regulatory. The present paper explores how a sample of Australian foster and kinship carers perceive statutory child protection systems and staff. Interviews with 28 Australian foster or kinship carers were undertaken in early 2024, and included a focus on participant views about child protection systems. Thematic analysis of the interview data resulted in the development of five themes: 1) Barriers to trusting relationships with statutory staff, 2) Systems that are premised on trauma, 3) Grappling with inconsistency in rules, 4) Navigating punitive, risk-oriented systems that require compliance, and 5) Triangulation and parenting alongside the state. The paper concludes by considering how the negative aspects of systematisation may be addressed in the context of statutory child protection.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"176 ","pages":"Article 108401"},"PeriodicalIF":2.4,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298578","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}