Children in care are particularly vulnerable to school-related difficulties, and the differences in academic performance between children in care and those living with their natal families are widely stated. This exploratory study aimed to examine the impact of living in residential care and cognitive abilities on academic performance in a sample of Portuguese school-aged children. Ninety-two children were engaged in this study, of which 45 were in care (22 boys) and 47 were children living with biological families (23 boys). A serial mediation effect was observed, as a significant effect of group on academic performance, mediated by cognitive functioning and verbal cognitive abilities, was found. The combination of living in residential care and poor cognitive functioning seemed to lead children in care to face increased challenges when dealing with school demands, resulting in poorer academic performance. Therefore, cognitive abilities, particularly verbal ones, appeared to function as both protective and risk factors, depending on whether they remain preserved or become compromised. Careful monitoring of the cognitive development of children in care, particularly of verbal abilities, and implementing educational support measures tailored to their needs are essential for fostering their learning and academic success. In addition, to ensure the quality of residential care homes, mostly in what concerns cognitive stimulation, is crucial.
This article advances a theoretical reconceptualization of youth councils by introducing the concept of adaptive civic infrastructure to explain how youth participation unfolds within community-based organizational contexts, specifically Refugee-Led Organizations. Existing frameworks of youth participation are often applied as static typologies of program design models that insufficiently account for the temporal, relational, and organizational dynamics shaping participation in practice. In response, this article develops a dynamic framework that conceptualizes youth councils as participatory infrastructures capable of supporting multiple modes of engagement over time. Participatory orientations are reinterpreted as fluid modes that emerge and shift in relation to leadership development, organizational context, and changing community conditions. The framework examines how organizational relationships, resources and power dynamics within Refugee-Led Organizations shape the possibilities for adaptive participation. A practice illustration drawn from a youth council within a Congolese Refugee-Led Organization in the United States informs and illustrates the conceptual argument. The adaptive civic infrastructure model highlights the importance of organizational context in shaping youth participation and positions Refugee-Led Organizations as key sites of youth civic engagement. Implications are discussed for supporting refugee youth leadership and participation within child and adolescent social work practice.
Black young adults are at a higher risk for exposure to trauma and violence due to established structural inequalities. Despite this, some young people can identify positive childhood experiences as a resource to promote resilience in adulthood. This study aims to address a critical gap in trauma-informed research by focusing on the validation of the Positive Childhood Experiences Scale (PCE) scale within an underexplored demographic — young adult Black Americans. A sample of 619 young Black adults aged 18–29 provided self-reports on positive childhood experiences using the PCE scale. Validity assessments were evaluated based on participants’ self-report of cultural pride, heritage, and other culturally relevant reports. Confirmatory factor analysis (CFA) was employed to evaluate the appropriateness of the single-factor structure. Findings: The single-factor CFA model demonstrated good model fit indices, χ2/df = 2.12, comparative fit index (CFI)=0.980, root mean square error of approximation (RMSEA) =0.043, and standardized root mean square residual (SRMR) = 0.064. Additionally, all items had statistically significant loadings onto the factor (all ps < 0.001), further implying that the single-factor model is an appropriate fit. Noteworthy were the statistically significant positive correlations between PCE score and flourishing (r = .39), Afrocultural orientation (r = .33), Afrocentric self-regard (r = .31), interconnectedness (r = .26), and emotional regulation (r = .18). Statistically significant negative correlations emerged between PCE scores and attitudes toward substance use (r =-.12). This study highlights the critical need for incorporating positive childhood experiences in trauma-informed research and emphasizes the role these play in shaping resilience and well-being among Black young adults.
Given the high rates of pregnancy for young adults involved in the child welfare system, there is a need for comprehensive and holistic programs that provide a variety of supportive services, including parent education, life skills training, and mental health services. These resources can alleviate the pressures faced by system-involved young adults and enable them to learn how to parent their child while also learning the skills to reach independence. The present study sought to understand the experiences of pregnant or parenting young mothers who are aging out of the foster care system, and how those experiences impact their ability to parent effectively. Using a descriptive case study methodology, interviews and case reviews were conducted with young mothers who were enrolled in an independent living program (ILP) in Baltimore, Maryland. Eight case studies explored the experiences of these young mothers with prenatal and labor and delivery care, available support networks, and ILP services. Analyses of these case studies point to several commonalities among the young mothers who participated, including positive prenatal experiences, having support from family and friends during childbirth, and an overall confidence in ability to raise their child. Findings also suggest the desire for increased program support immediately following childbirth, greater financial support, and a higher level of independence in making decisions for themselves and their child.
Evidence-based practices (EBPs) can support the delivery of high-quality, evidence-informed care for children and adolescents, yet are rarely implemented in German Child and Youth Welfare Service (CYWS) facilities. Although attitudes toward EBPs have been associated with EBP use, implementation is also shaped by organizational and individual factors. However, little is known about these relationships among child welfare workers (CWWs) in German CYWS facilities. This study therefore examined attitudes toward EBPs and their associations with perceived implementation climate and professional quality of life among CWWs. Baseline data of 161 child welfare workers in 37 German CYWS facilities from multi-center cluster-randomized controlled trial BETTER CARE were analyzed. Associations between the implementation climate (Implementation Climate Scale (ICS)) and the Professional Quality of Life (ProQOL) on attitude toward EBPs (Evidence-Based Practice Attitude Scale (EBPAS)) were examined using LASSO-based predictor selection followed by multiple linear regression analyses with cluster-robust standard errors. The ICS subscales recognition (β = 0.22, p = .002), rewards (β = -0.21, p = .004), and selection for openness (β = 0.26, p = .002), as well as the ProQOL subscales burnout (β = -0.60, p < .001) and compassion satisfaction (β = 0.32, p = .022) were significant predictors of the attitudes toward EBPs among CWWs. Among CWWs in German CYWS facilities, attitudes toward EBPs were associated with selected dimensions of implementation climate and professional quality of life. The findings suggest that attitudes toward EBPs should be considered within their organizational and individual context.
