A summary of research findings is prepared for those seeking to address the 17 UN Sustainable Development Goals for 2030, highlighting themes from an exploration of child protection and safeguarding in residential child and youth care across 71 developing countries in Africa, the Middle East and Asia, Europe, Oceania and the Caribbean and South America. Care and education for children anywhere are shaped by local and regional sociocultural histories, health, poverty, and gender equality practices there, availability of education in peaceful circumstances, and climate change. International advisors need to respond to seven alternative care questions concerned with child safeguarding and child protection in the provision of care and education for any country’s most vulnerable children.

Relational Child and Youth Care is articulated through twenty-five characteristics which are organized in a three-part framework of ways of being, interpreting, and doing. These characteristics seek to express Child and Youth Care practice in the life-space and in the moment of interaction between the practitioner and the young person, family, or community. This revision comes after nearly fifteen years from the first expression of the characteristics and is based on extensive feedback and observations from around the world. It includes a focus on inclusive practice related to culture, race, trauma, and other historic contexts important to the Child and Youth Care field.

Whittaker, Holmes, Del Valle, and James are to be commended for this latest scholarly effort that builds from more than a decade of focus group consultations with established experts, and publication of core debates operating in the field whenever residential care is considered. The editors have been careful to narrow the focus of their efforts to Anglo-American exemplars (England, Scotland, Canada, USA, and Ireland) and Continental European exemplars of planful uses of residential group living with young people (Spain, Netherlands, Germany, Denmark, Italy, Portugal, Finland, and France). Exemplars were also provided for illustrative purposes from Argentina, Australia, and Israel, even though this latter example – which includes early military training for nearly two-thirds of the youthful population – is not illustrative of residential care operating in the Middle East. Residential care and education in contemporary Israel is closely aligned with Anglo-American exemplars, with boarding schools closely aligned with Continental European exemplars.

INTRODUCTION: The Ministerial Advisory Committee Report on a Māori Perspective for the New Zealand Department of Social Welfare (1986) offers an historic reference point from which to examine education and training reforms initiated at Aotearoa New Zealand’s oldest school of social work and designed to better address the needs and aspirations of Māori and those working with Māori. Pūao-te-Ata-tū is an internationally unique example of social research facilitated by distinguished Māori leaders and senior government officials using indigenous methods. The Vice Chancellor of Victoria University was approached in 1986 along with its new Professor of Social Work about becoming drivers of Pūao-te-Ata-tū Recommendation 10(c) to “assess the extent to which tertiary social work courses are meeting cultural needs for those public servants seconded as students to the courses”. The early passing of alumnus- Elder John Rangihau, shortly after Pūao-te-Ata-tū was published, left a legacy—acknowledged posthumously by the Council of Victoria University in 1989—when a senior Te Rangihau Scholar teaching and research position was established with Ngāi Tūhoe. A decade of reform in social work education and research at Victoria University saw important movement towards supporting and promoting Māori perspectives in the delivery of community social services in three New Zealand regions. IMPLICATIONS: Five lessons learned about partnerships from the Victoria University experience are highlighted as issues that promote cultural responsiveness in support of Māori whānau, tamariki and rangatahi. The Wellington programme closed at the start of the new millennium without addressing the VUW Council relationship with Ngāi Tūhoe, highlighting broken promises.

Harlow (Practice: 1–13, 2021) argued for the development of foster care world-wide, potentially funded through the closure of residential institutions. This rejoinder highlights a selective literature review in these arguments, along with comparative research challenges. Social work career paths rarely traverse between family case work and residential or looked after care practices, thereby influencing professional perspectives. Assumptions about universal access to primary and secondary education in the Developing World are unfounded, as are assumptions about availability of community health and welfare services in local communities world-wide. Because residential care homes are largely operated in Developing World countries by local benefactors or rely on donations with little, if any, support from the state, it follows that closure of children's homes will not release funds for the support of families and foster care. Cross-cultural, and religious differences require careful consideration to account for meanings, use and acceptability of Western notions of foster care operating in the Developing World as well as in multi-cultural UK cities.

The search for factors essential to the achievement of congruence in residential youth care services in Ireland led to the discovery of five critical success factors, each of which affects all three organizational levels of such services. These critical factors included: needs-led, not regulation-driven, care; senior managers with workforce responsibility require domain expertise; shared vision and purpose across three organizational levels; practice-led planning and service development; and bureaucratic policies and practices that are congruent with corporate parenting obligations to provide developmental care that serves each child's best interests.

A daily life approach to residential child care Safe and secure: the idea of belonging Nurtured: the idea of upbringing Healthy: the idea of wellbeing Achieve and enjoy: the idea of fun Active: the idea of purpose Respected and responsible: the Idea of citizenship Contributing: the idea of generosity Included: the idea of community participation Conclusion.

Find out how group care for children has changed in the last 20 yearsGroup Care Practice with Children and Young People Revisited focuses on the core issues that shape the quality of care that’s provided in institutional and residential care settings, as well as day care services that rely on the group process. Leading authorities on residential group care practice from around the world examine practice concepts centered on three broad themes: working directly with children; working indirectly to support children and their families; and organizational influences on practice. This unique book offers valuable insights for dealing with the daily challenges of working with young people in responsive group care. Group Care Practice with Children and Young People Revisited builds on contemporary themes that were explored by the editors more than 20 years ago in Group Care for Children: Concept and Issues, and Group Care Practice with Children, both out of print. Contributors to this updated collection put a fresh spin on the original material, as well as cross-cultural analysis from both sides of the Atlantic, Australia and New Zealand, Malaysia, China, and the United Arab Emirates. They revisit the key issues identified in the earlier books and provide personal and professional reflections on what has happened to their practice themes since the early 1980s. Special attention is paid to how social policy imperatives—normalization, de-institutionalization, mainstreaming, least restrictive environment, minimal intervention, and diversion—have reshaped the field, group care methods and skills needed for direct and indirect care, and group care as an occupational.Group Care Practice with Children and Young People Revisited examines (and re-examines): the relationships between group care practice and education how group care programs can become hostile to families primary care in secondary settings the importance of shared language in a group care center group development how group composition can influence the overall functioning of the group managing occupational stresses in group care practice patterns of career development in child and youth care economic influences that impact group care challenges facing the future of group care services for children and much moreGroup Care Practice with Children and Young People Revisited is a must-read for youth case workers, child and youth care educators, and anyone working in child welfare, including youth justice managers, administrators, and policymakers.

In order to promote developmental outcomes with children and young people and to nurture their positive health and well-being in foster care, social workers and case managers are required to direct professional attention toward both the child or young person and her/his daily living environment(s)—at home, at school, and in the local neighborhoods in which they live. When viewed from an ecological perspective, foster care environments are represented conceptually as a nested cluster of settings ranging from immediate life spaces and networks of relationships in a foster home, at school, and in a neighborhood, to organizational contexts holding a statutory duty of care for children and young people assigned looked after status, along with national policies and statutes which frame foster-care environments. This article explores how social-work roles and tasks with children and young people in foster care change as Social Workers transition from case management roles within state, provincial, or local authority departments to become Supervising Social Workers, or Team Managers of Foster Carers, or Directors of foster care services.

AbstractSix voices are introduced to review social care interventions from the perspectives of looked after children and young people, family members, health, education and welfare professionals, politicians and policy makers, service regulators and research scholars. Then six ideologies that have shaped social care practices during the past half-century are reviewed, including normalisation, deinstitutionalisation, mainstreaming, minimal intervention, diversion and use of the least restrictive environment. To conclude, care innovations are highlighted posing implications for social care management.Keywords: CHILD AND YOUTH CARESOCIAL CARECHILD WELFAREYOUTH SERVICESSOCIAL WORK WITH CHILDRENYOUNG PEOPLE AND THEIR FAMILIES