Children and Youth Services Review最新文献

{"title":"Parental attachment and mental health in Chinese early adolescents: The mediation role of narcissism","authors":"Yingmin Chen,&nbsp;Kang Liu,&nbsp;Yue Zhu,&nbsp;Xiaoqian Fang,&nbsp;Yatong Ding,&nbsp;Wenjun Jiang","doi":"10.1016/j.childyouth.2024.107966","DOIUrl":"10.1016/j.childyouth.2024.107966","url":null,"abstract":"<div><div>The generalization of multiple attachment models in Chinese youth is still unknown, and the specific effect of combined parental attachment on the mental health of early Chinese adolescents and the mechanism behind it remains unclear. Therefore, the aim of this study was to empirically investigate the effect of parental attachment on early Chinese adolescents’ mental health, to examine which multiple attachment model could best explain this impact, and to explore the mediating effect of narcissism between them. A sample of 834 early adolescents was recruited to complete standard questionnaires. Regression analyses, MANOVA, and mediation analysis were performed. We found (1) the effects of parental attachment on the mental health of early Chinese adolescents were generally consistent with the integrative model of multiple attachment; (2) a linear relationship was observed between combined parental attachment and anxiety/depression, while a curvilinear relationship was observed between combined parental attachment and life satisfaction; (3) combined parental attachment could affect mental health through vulnerable narcissism instead of grandiose narcissism. The current study offered one of the first evidence for the association between parental attachments and early adolescents’ mental health within a multiple attachment framework in China and provided valuable insight into the role of narcissism between them, as well as contributing to the literature by suggesting that the integrative model could be better refined by considering the characteristics of the indicators.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107966"},"PeriodicalIF":2.4,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534214","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":"A model of community youth mental health support services in the global South: A description and use of school-based services delivered by a non-governmental organisation in South Africa","authors":"Suzanne Human ,&nbsp;Maria E. Loades ,&nbsp;Hermine Gericke ,&nbsp;Gerrit Laning ,&nbsp;Meriel Bartlett ,&nbsp;Bronwynè J. Coetzee","doi":"10.1016/j.childyouth.2024.107967","DOIUrl":"10.1016/j.childyouth.2024.107967","url":null,"abstract":"<div><h3>Objective</h3><div>Young people in low- and middle-income countries (LMICs), including South Africa, are disproportionately affected by multiple risk factors for developing mental health problems and there are numerous barriers to accessing mental health care. In such contexts non-governmental organisations (NGOs) play a key role in providing support. We report on the mental health care services provided by NGO Community Keepers in South Africa.</div></div><div><h3>Method</h3><div>Community Keepers (CK) offers psychosocial support to young people, parents, and teachers, during regular school hours, and free of charge. At the end of 2019, CK was based at 23 schools in 12 areas in the Western Cape Province, South Africa. In this paper we describe the model of service provision and present descriptive statistics from retrospective observational service data using routinely collected quantitative data from 2019, including details about referrals received, referral sources and reasons, and feedback received from children, parents, and teachers on the psychosocial support CK delivered.</div></div><div><h3>Results</h3><div>During 2019, 34 676 individuals accessed 18<!--> <!-->169 psychosocial support sessions rendered by CK. The most common referral source of learners to CK was self-referrals (40.6%), and the main referral reasons were emotional (psychological) problems, behaviour problems, or family (community) problems. At termination of therapy 320 (79.2%) learners said they <em>strongly agreed</em> that they would recommend CK to someone at their school. At termination of therapy with learners, 95 (39.3%) teachers rated CK’s services as <em>excellent</em>, 139 (57.4%) teachers gave a rating of <em>good</em>, and 204 (79.7%) parents reported an improvement in their relationship with their children.</div></div><div><h3>Conclusions</h3><div>CK is an example of how psychosocial support can be embedded in schools in a LMIC. CK’s multifaceted model of service delivery could be used by other school-based mental health care service providers in other LMICs to inform and/or refine the services that they wish to offer.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107967"},"PeriodicalIF":2.4,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective components of services for recurrent care experienced parents: A literature review of what works","authors":"Vanessa Baxter ,&nbsp;Susan McPherson ,&nbsp;Pamela Cox","doi":"10.1016/j.childyouth.2024.107965","DOIUrl":"10.1016/j.childyouth.2024.107965","url":null,"abstract":"<div><div>Recurrent care services aim to reduce the number of repeat removals amongst birth parents who have already ‘lost’ a child through care proceedings. This literature review aimed to identify published evidence about effective components of services to support parents who have experienced repeat removals of their children to care.</div><div>Searches identified 19 studies that included content relating to the components of service provision within recurrent care services. Across all studies, a range of perspectives were included: birth parents (n = 425); practitioners (n ≥ 151); other professionals (n = 109).</div><div>The evidence reviewed indicates the importance of relationship-based practice, building a trusted relationship between parents and practitioners, continuity and tenacity in engaging with mothers and a non-judgemental approach. Services should be flexible, holistic and client led, with a long duration of support and a flexible end date. Services should: have a trauma-informed approach; recognise unresolved loss, complex grief and trauma experienced by mothers who have ‘lost’ their children through care proceedings; and provide emotional support, therapeutic support, practical support and advocacy. Services need to have a skilled and multi-disciplinary workforce with robust supervision and ongoing training.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"167 ","pages":"Article 107965"},"PeriodicalIF":2.4,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Foster care adoption recruitment methods: A review of the literature amid calls for reform in the United States","authors":"Amy Cressman","doi":"10.1016/j.childyouth.2024.107962","DOIUrl":"10.1016/j.childyouth.2024.107962","url":null,"abstract":"<div><div>Over 113,000 children in the child welfare system have had their parent’s rights terminated in America. Family preservation and reunification should be priority goals for child welfare systems to prevent termination of parental rights and lessen the need for foster care adoptions. Systemic change is needed to preserve family bonds and lower the number of children aging out of foster care each year without family. Until that change occurs, foster care adoption is one of the options for permanency for children when returning to family is not possible. Millions of dollars are spent yearly on adoption recruitment strategies to find adoptive homes. There is little research on the outcomes of these models. This scoping review examines the state of the literature on foster care adoption recruitment efforts. The review found a small number of adoption recruitment studies (n = 15). More research should be implemented to better focus child welfare professionals’ effort, time, and funding on the most effective strategies to create permanent homes while also continuing to work on system reform to lessen the need for such adoptions in America.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107962"},"PeriodicalIF":2.4,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432240","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":"A randomized trial of trauma-informed training content: Effects on preschool teachers’ trauma-informed attitudes, stress, and coping","authors":"Alysse M. Loomis,&nbsp;Devon Musson Rose","doi":"10.1016/j.childyouth.2024.107963","DOIUrl":"10.1016/j.childyouth.2024.107963","url":null,"abstract":"<div><h3>Background</h3><div>The harmful effects of early childhood trauma, such as abuse, on children’s educational outcomes is well documented. Efforts to provide trauma-informed training to preschool teachers are increasing, however, the research base regarding the type and delivery of such trainings is limited.</div></div><div><h3>Objective</h3><div>The current study examines changes in trauma-informed attitudes, stress, and coping following a 6-week trauma-informed training among preschool teachers.</div><div>This study explores differential effects of training content on teacher outcomes using a randomized design, comparing Trauma-Informed Skills training, (e.g., strategies for responding to trauma related behaviors) with Trauma-Informed Self-Reflection training (e.g., impact of a teacher’s own trauma on their teaching, impact of vicarious trauma)</div></div><div><h3>Participants and Setting</h3><div>Seventy-four preschool teachers from seven programs in a Mountain west state were randomized to receive one of two trauma-informed trainings.</div></div><div><h3>Methods</h3><div>Teachers completed pre- and post-training surveys on their trauma-informed attitudes, stress, burnout, and emotion regulation strategies. Linear growth modeling was used to chart within person change in trauma-informed outcomes over time.</div></div><div><h3>Results</h3><div>There were small significant increases in the Reactions subscale of trauma-informed attitudes (related to awareness of vicarious trauma; B = 0.23, <em>SE</em> = 0.11, <em>p</em> = 0.032) as well as moderate significant increases in reappraisal emotion regulation (B = 0.51, <em>SE</em> = 0.10, <em>p</em> &lt; 0.001), with no significant changes in overall trauma-informed attitudes or burnout. There were no differences in training effects based on training group.</div></div><div><h3>Conclusions</h3><div>This study supports the utility of trauma-informed training in shifting teacher awareness of and responses to stress and coping rather than specific trauma-informed attitudes.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107963"},"PeriodicalIF":2.4,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432238","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":"Early childhood education contingencies for sustaining learning during school closures: Lessons from preschool remote education home visits in Indonesia during the COVID-19 pandemic","authors":"Maila D.H. Rahiem","doi":"10.1016/j.childyouth.2024.107955","DOIUrl":"10.1016/j.childyouth.2024.107955","url":null,"abstract":"<div><div>Maintaining kindergarten education amid emergency situations is difficult. The COVID-19 pandemic highlighted the difficulties faced by early childhood education institutions in ensuring that children continue education despite school closures and prolonged social isolation. The transition from in-classroom learning to remote learning, which was mostly online for older age groups, was especially complicated for younger pupils due to their nature and limited family resources. In contrast, numerous kindergartens in Indonesia initiated home visit programs that enabled children to learn face-to-face with their teachers and peers during the school closure periods. The purpose of this study was to examine how the home visit program for early childhood education was implemented and how teachers and parents viewed this emergency alternative to online learning. A qualitative case study was employed as a method of inquiry. Nine parents and four teachers from a single kindergarten in South Tangerang, a suburb of Jakarta, participated in this study. The data revealed the home visit program’s implementation involved the following measures: dividing children into small groups, a teacher visiting each group’s assigned home once or twice per week for 45–90 min, enforcing health measures, and giving daily activities for students to complete with their parents. Teachers stated that the home visit program was helpful but had significant faults. Among the benefits were the following: It helped children comprehend learning materials, piqued their interest, and served as a possible alternative due to a family’s lack of resources such as electricity, internet connectivity and quota, educators’ competency in implementing online learning, and parents limited or unavailable devices. Meanwhile, some disadvantages of home visits included the following: Parents felt obligated to entertain their children’s teachers and peers, some students were unable to study due to distance, additional time and energy was spent on media preparation and learning activities, and the risk of exposure to COVID-19 was increased. In the future, unexpected health hazards or other situations may occur. These findings indicate the need for early childhood education institutions to be more prepared, develop a strategy and adjust their instructional approaches to respond rapidly to changing circumstances when required.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107955"},"PeriodicalIF":2.4,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415898","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":"Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education","authors":"Kristina Conroy ,&nbsp;Averill Obee ,&nbsp;Elena M. Schiavone ,&nbsp;Anya E. Urcuyo ,&nbsp;Elizabeth Cramer ,&nbsp;Jonathan S. Comer ,&nbsp;Stacy L. Frazier","doi":"10.1016/j.childyouth.2024.107961","DOIUrl":"10.1016/j.childyouth.2024.107961","url":null,"abstract":"<div><div>The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (e.g., COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (<em>N</em> = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curricular demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107961"},"PeriodicalIF":2.4,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534843","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":"Preschool quality and developmental outcomes of preschool children in rural China: Evidence from longitudinal and subgroup analyses","authors":"Lei Wang ,&nbsp;Dingjing Jiang ,&nbsp;Jiao Pang ,&nbsp;Conghong Yang ,&nbsp;Siqi Zhang ,&nbsp;Scott Rozelle","doi":"10.1016/j.childyouth.2024.107956","DOIUrl":"10.1016/j.childyouth.2024.107956","url":null,"abstract":"<div><div>Using a longitudinal data set developed from surveys of 1,285 children (and their families), as well as 683 preschools teachers in 382 preschools in rural western China, we examined the association between preschool quality and the development (cognitive and social-emotional skills) of preschool children. The findings showed that 55 % of the sample children were cognitively delayed, and 49 % of the children were social-emotionally delayed at age 3. The rates of delay decreased to less than 40 % when the children were at preschool age. Although other factors were associated with the decline in development delays, according to the findings, preschool attendance respectively led to an improvement of 0.47 SD (<em>p</em> = 0.001) in child cognitive development (i.e., the fall in delays). More specifically, the global quality and the structural quality of preschools improved child cognitive development by 0.11 SD (<em>p</em> = 0.001) and 0.09 SD (<em>p</em> = 0.004), respectively. The findings of the subgroup analyses suggested that children from disadvantaged backgrounds benefited more from being able to attend quality preschools. Preschool quality also helped to improve developmental outcomes (cognitive abilities and social-emotional skills): for children that were developmentally delayed before age 3, but not for those children that were not delayed when they were 3 years old; for children with lower educated parents, but not for those with more highly educated parents; for children that were from relatively poor families, but not for those that were from relatively rich families; and for children that were attending preschools in rural areas, but not for those who were attending a preschool in an urban area.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107956"},"PeriodicalIF":2.4,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415916","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":"Parents’ experiences of perinatal child protection processes: A systematic review and thematic synthesis informed by a socio-ecological approach","authors":"Samantha Burrow ,&nbsp;Lisa Wood ,&nbsp;Colleen Fisher ,&nbsp;Renée Usher ,&nbsp;Renna Gayde ,&nbsp;Melissa O’Donnell","doi":"10.1016/j.childyouth.2024.107960","DOIUrl":"10.1016/j.childyouth.2024.107960","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Nationally and internationally, researchers and practitioners are increasingly expressing concerns regarding the number of babies removed by child protection systems soon after birth and how child protection processes in the perinatal period (conception to one year following birth) impact families.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This systematic review synthesises qualitative studies to gain an understanding of the experiences and needs of pregnant women, mothers, and fathers involved in perinatal child protection processes that occur in health, welfare, and legal systems.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;Multi-disciplinary electronic databases (13) were searched for relevant peer-reviewed journal articles written in English and published since 2000. Twenty-four articles met the inclusion criteria. Analysis adopted a socio-ecological approach and thematic synthesis. An expert advisory group comprised of lived experience advisors, service providers, and academics contributed to development of the thematic framework.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;Although the reviewed studies were conducted between 2005 and 2023 with diverse participants from six countries, they highlight parents’ similar experiences of perinatal child protection processes. Parents’ experiences were synthesised according to spheres of the socio-ecological model:&lt;/div&gt;&lt;div&gt;(i) At the &lt;em&gt;individual&lt;/em&gt; level, parents described their love, hope, confusion, fear, agency, and anguish.&lt;/div&gt;&lt;div&gt;(ii) Within &lt;em&gt;relationships&lt;/em&gt; parents recounted broken parent-baby bonds, limited personal and professional support, and the implications of trauma and trust for parent-professional relationships.&lt;/div&gt;&lt;div&gt;(iii) When engaging with &lt;em&gt;organisations&lt;/em&gt; parents reported pervasive surveillance and harmful processes, inadequate communication and support, and power imbalances.&lt;/div&gt;&lt;div&gt;(iv) At &lt;em&gt;policy and societal levels&lt;/em&gt; parents’ experiences pointed to dominant Western norms and values, increased poverty and homelessness, compromised rights, and prejudicial perinatal policies.&lt;/div&gt;&lt;div&gt;Also synthesised are parents’, professionals’, and researchers’ recommendations for improving perinatal child protection processes and supporting families.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions&lt;/h3&gt;&lt;div&gt;Over the last 20 years, qualitative studies from around the globe have consistently reported the adverse biopsychosocial impacts of removing babies from their families. Addressing poverty and trauma, redressing power imbalances, and mitigating the enduring impact of perinatal child protection processes is critical for parents’ to be able to keep or be reunified with their babies. Shifts at institutional, policy, and societal levels are needed to: prioritise prevention and early intervention; enable relational practice and cross-sector collaboration; and move beyond traditional Western notions of family. Centring parents’ voices in efforts to improve child protection ","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107960"},"PeriodicalIF":2.4,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142442115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of the family’s ethnicity and correlates in social workers’ risk perceptions: Evidence from a vignette study in Hungary","authors":"Marianna Kopasz ,&nbsp;Tamás Bartus ,&nbsp;Ildikó Husz","doi":"10.1016/j.childyouth.2024.107950","DOIUrl":"10.1016/j.childyouth.2024.107950","url":null,"abstract":"<div><div>Studies have shown that children from some ethnic minority families are disproportionately represented in the child protection system. Ethnic-based treatment is problematic because it challenges whether child protection decision-making is based on the principle of ’the best interests of the child’. Roma children are also overrepresented in the child protection systems of many European countries, but little research has explored why this is so. The present study seeks to address this gap by examining child welfare workers’ perceptions of risk at the early stages of child protection decision-making. The main research question is whether they perceive higher levels of risk if the parents are Roma. <em>Method:</em> We use data from a vignette-based survey conducted among child welfare workers (N = 600) in Hungary in 2018. The factors influencing social workers’ risk perceptions are analysed using multilevel ordinal logistic regressions. The regression models of risk perception include case variables (harm to child, parents’ ethnicity, mother’s education, parents’ employment, housing conditions, living environment, parental alcoholism, mother’s willingness to cooperate), and the individual characteristics of the social worker. Ethnicity is examined individually as well as in interaction with other case characteristics. <em>Results:</em> Findings show that physical harm to the child, parental alcoholism, a messy living environment, and the non-cooperative behaviour of the mother increase the level of risk perceived by child welfare workers. There is no evidence of a statistical association between parental socioeconomic status and the social worker’s perception of risk. Family ethnicity also does not have a statistically significant impact on risk perception (main effect). However, some case characteristics affect risk perception differently when the family is of Roma origin (interaction effects). Physical abuse has a strong effect on the social worker’s perception of risk, but this effect is more modest when the family is of Roma origin. Likewise, the mother’s non-cooperative behaviour is a risk-increasing factor, but this effect disappears for Roma families. <em>Conclusions:</em> Although, no ethnic bias was found in social workers’ perception of risk, our findings indicate that the perception of risk for Roma families is less dependent on the circumstances of the case than for majority families. In some cases, this may lead to an unjustified overestimation of risk or, conversely, an underestimation when the family is Roma.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107950"},"PeriodicalIF":2.4,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}