Relevant bibliographies by topics / Looked after children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Looked after children'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 August 2022

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Journal articles on the topic "Looked after children"

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Appleton, Jane V., and Peter Sidebotham. "Children Looked After." Child Abuse Review 23, no. 6 (November 2014): 383–86. http://dx.doi.org/10.1002/car.2368.

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Munro. "Empowering looked-after children." Child Family Social Work 6, no. 2 (May 2001): 129–37. http://dx.doi.org/10.1046/j.1365-2206.2001.00192.x.

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Martindale, Darren. "Supporting looked after children." SecEd 2018, no. 24 (September 20, 2018): 8–9. http://dx.doi.org/10.12968/sece.2018.24.8b.

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Pinto, Carmen, and Matt Woolgar. "Introduction: Looked-after children." Child and Adolescent Mental Health 20, no. 4 (October 16, 2015): e1-e3. http://dx.doi.org/10.1111/camh.12125.

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Munro. "Empowering looked-after children." Child & Family Social Work 6, no. 2 (May 2001): 129–37. http://dx.doi.org/10.1111/j.1365-2206.2001.00192.x.

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Ashford, Bob, and Rod Morgan. "Criminalising Looked-after Children." Criminal Justice Matters 57, no. 1 (September 2004): 8–38. http://dx.doi.org/10.1080/09627250408553636.

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Taylor, Claire. "Justice for Looked after Children?" Probation Journal 50, no. 3 (September 2003): 239–51. http://dx.doi.org/10.1177/0264550503503005.

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Goddard. "The education of looked after children." Child & Family Social Work 5, no. 1 (February 2000): 79–86. http://dx.doi.org/10.1046/j.1365-2206.2000.00143.x.

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Nicholas, Bridget, Sophie Roberts, and Catherine Wurr. "Looked After Children in Residential Homes." Child and Adolescent Mental Health 8, no. 2 (April 1, 2003): 78–83. http://dx.doi.org/10.1111/1475-3588.00050.

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Hare, A. D., and Roger Bullock. "Dispelling Misconceptions about Looked after Children." Adoption & Fostering 30, no. 4 (December 2006): 26–35. http://dx.doi.org/10.1177/030857590603000405.

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Dissertations / Theses on the topic "Looked after children"

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Woollam, Kimberley Louise. "Appreciative inquiry and looked after children." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/appreciative-inquiry-and-looked-after-children(16206804-4d42-419e-a5db-1e39192d2ec1).html.

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Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.
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Banbury, Sarah Jane. "Aspiration formation in looked after children." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10482.

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The portfolio has three parts: Part one: A systematic literature review of evidence based and theoretically derived models of civic engagement development in adolescence. Part two: A qualitative research study using Interpretative Phenomenological Analysis (IPA) to explore looked after children’s ideas for the future and the factors that contribute to the formation of these aspirations. Part three: Appendices consisting of documents relating to the systematic literature review and the qualitative research study. A reflective statement and an epistemological statement are also included.
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Perry, Mary. "Planning for looked after children under the Children Act 1989." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/31351.

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This thesis examines practice in planning for looked after children after the implementation of the Children Act 1989. It is a case study of policy and practice in looking after children, and outcomes in terms of looked after careers, in one local authority between 1991 and 1997. A systemic approach is taken in which social work practice is seen as an interactive process, and decisions about children are 'situated actions'. This means that social work practice has to be considered within the context of the law (the Children Act and associated Guidance and Regulations), policy interpretations of the law made locally, and the circumstances of the children and families themselves. Looked after career patterns and outcomes, and patterns of social work practice in planning for children, are described and examined and related to the policy aims of the Act. The thesis concludes that the Act has led to some changes but local policy interpretations of the Act were influential and some aspects of the Act were not encouraged in written policy. 'Drift' as experienced by children in public care in the seventies and eighties was no longer evident and social work processes introduced by the Regulations played a role in planning for children. But the thesis concludes that the paradigm shift that was required by focusing practice on 'social needs' as opposed to 'problems' had not been sufficiently recognised in the implementation of the Act. Social workers and their managers were still relying on pre-Children Act ways of thinking and conceptualising client' situations and some new processes had been grafted onto old ways of thinking.
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Mcardle, Patrick. "Supporting the executive function development of children in foster care using conjoint consultation." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/supporting-the-executive-function-development-of-children-in-foster-care-using-conjoint-consultation(fc2e40a5-202d-4978-9ac9-127a11a9600c).html.

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The educational achievement and well-being of looked after children are a priority nationally and locally. The majority of looked after children enter the care system due to abuse and neglect and foster care is the most common placement type (DfE, 2012). Early experience of abuse and neglect is associated with changes to development in the frontal brain regions resulting in executive function difficulty. Executive functions are a collection of interrelated but distinct functions with responsibility for purposeful, goal-directed, problem-solving behaviour (Gioia, Isquith, Guy, & Kenworthy, 2000). Evidence of neural plasticity in the prefrontal cortex suggests executive function development can be supported. The two main methods of support are computer based training, such as in working memory training which yields immediate gains but may not be sustained or generalised (Melby-Lervåg & Hulme, 2013) and ecological executive function interventions, which are promising but are mainly used with pre-school samples (Bryck & Fisher, 2012).Parental involvement in children’s education is promoted nationally (DCSF, 2008) and valued by carers (Cooper & Johnson, 2007). Consultations between carers and professionals can indirectly support fostered children (Osborne & Alfano, 2011) but few studies have evaluated the use of consultation to support executive function development in fostered children (Lansdown, Burnell, & Allen, 2007). A multiple case-study design, with embedded units of analysis, was adopted to qualitatively explore the implementation processes and outcomes of a school-based intervention that adapted conjoint behavioural consultation (CBC) (Sheridan & Kratochwill, 2007) to support executive function development of children in foster care. Both cases consisted of a school-aged fostered child, living in the north west of England, with prior experience of abuse and/or neglect. The participants across cases were two educators and three carers and data gathering consisted of semi-structured interviews and participant-observation. Data analysis utilised thematic analysis (Braun & Clarke, 2006) and a cross-case analysis (Yin, 2009) identified common themes alongside themes pertinent to each case. The findings indicate that an adapted CBC retains the relational objectives which are received positively by participants but outcome objectives are more variable. The limitations of the study and the implications for educational psychologists, stakeholders, and future research are highlighted.
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Woodhouse, Chloe. "Exploring the physical education and school sport experiences of looked-after children and young people." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/33496.

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This qualitative study explores the Physical Education and School Sport (PESS) experiences of young people who are or who have been looked-after , i.e. who have been under the care of their local authority at some point. In recent years, there has been unprecedented awareness within policy and research of the disadvantageous trajectories that children and young people in care often face; particularly in relation to their education, health and wellbeing (Sempik et al., 2008). Despite the perceived capacity of sport/physical activity to contribute to young people s positive development (e.g. Holt, 2008; Bailey et al., 2009), few studies have considered the role of sport and physical activity in the lives of looked-after children and young people (LACYP). Indeed, to date, there remains a dearth of research on LACYP s experiences of sport and physical activity in educational contexts. This study, therefore, seeks to contribute to an increased understanding of this under- researched area. In keeping with more recent attempts to place person and circumstance at the heart rather than the periphery of sociological research (Holland et al., 2008) and in the interests of promoting the voices of marginalised and vulnerable young people (e.g. Heath et al., 2009; O Sullivan and MacPhail, 2010), this thesis provides new insights into the ways in which LACYP experience PESS, and how their broader life circumstances impact and shape those experiences. In so doing, the study adopts a conceptual framework in the form of a social ecological model that possesses five levels of influence at the individual, interpersonal, institutional, community and public policy level (see McLeroy et al., 1988). Considering both adult and youth voices (generated through semi-structured surveys and interviews with young people, PE teachers and local authority professionals), the empirical data presented makes an original contribution to knowledge by foregrounding the multiple social ecological influences that are at play within LACYP s experiences of PESS. For example, the study highlights how the social ecological context for each LACYP presents notable difficulties in relation to personal and physical environment, pre-care experience, health and wellbeing, and educational engagement. What the resultant findings depict is that LACYP s lives are highly complex and multi-dimensional and should not be viewed in isolation from wider life circumstance. To this end, the study seeks to challenge the wayin which PESS is currently offered to LACYP (and others with complex needs) and therefore has implications for research, policy and practice. This includes issues with regards to the different perspectives of adults and young people; the appropriate training for PE teachers; and the methodological challenges of doing research with LACYP.
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Lewis, Sarah Elizabeth. "Assessment of mental health for looked after children." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10528.

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The portfolio has three parts: Part One: A systematic literature review, in which the literature relating to the assessment and identification of mental health problems in looked after children is reviewed. Part Two: A mixed methods empirical research study which qualitatively explores foster carer’s perceptions of screening measures used with looked after children and the ability of these to capture need. Clinicians’ views regarding the same issue are also explored both quantitatively and qualitatively. Part Three: Appendices including all relevant documents related to the systematic literature review and empirical papers and a reflective statement from the researcher on the process of completing the portfolio.
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May, Christine. "The construction of friendship for looked after children." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849440/.

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Looked After Children (LAC) are associated with poor outcomes, but they also demonstrate resilience and strength, particularly when placed in stable, supportive environments. Friendship is known to support resilience in children and adolescents and may be particularly useful to LAC, but there is limited research into LAC’s experiences of friendship. Objective: This study aimed to explore what LAC value in their friendships in order to understand what support may help them gain the maximum benefits from these relationships. Design: Seven 11 to 16 year olds, living in foster care took part in semi-structured interviews using sociograms to discuss their past, present and ideal friendships, particularly focusing on what they valued and how the friendships changed over time. Findings: Results were analysed using inductive thematic analysis resulting in six themes; “They’re like me”, which had two subthemes; “We like to do the same things” and “We are the same”, “They keep my secrets”, which had two subthemes; “I trust them” and “People finding out I’m in care”, “They spend time with me”, “They help me with my feelings”, “They understand me” and “They’re on my side”. Conclusions: This sample of LAC showed similar values and friendship expectations to other adolescents, and had formed and maintained positive relationships, albeit with some challenges relating to their care status, such as fears of disclosure, placement and school disruption. They provide an example of what can be achieved by LAC in a stable environment, but should not necessarily be considered typical of LAC in general. Practice recommendations include open discussion with LAC about their friendships, disclosure of LAC status and support with friendships with children with other difficulties, who may offer increased understanding. Future research with a wider range of LAC and looking at the costs of friendships is also recommended.
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Dobel-Ober, David. "Placement ending for looked after children : processes and outcomes." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4136.

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The mobility of young people within the care system has been a cause for concern for many years. It has often been associated with a number of negative features in the lives of young people during their time in public care but also well into their adulthood. These include low educational achievements, drug and alcohol misuse,teenage pregnancy and social exclusion. However, little seems to be known about the causal relations between such features and care placement endings. A large body of research has been published on the matter of placement endings but it has often concentrated on isolated aspects of the service provided or on characteristics specific to young people. The project aimed at getting a better understanding of the way successive placement endings occur throughout the care career of individual children. A lifelong approach was chosen in order to reflect the premise that young people looked after are engaged in a dynamic process of adaptation to life in substitute care but also to life after trauma. A sample of 43 case files of young people who had been looked after in two local authorities was analysed with a mixed approach including both qualitative and quantitative methods. Three ideal types of care careers were identified and used as a base on which to create a causal model of placement ending. This model encompasses variables related to children’s early parenting experience, to their experience of trauma and to the placement context. The model reflects the dynamic nature of the relation between these three sets of variable.
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Turpie, J. "The participation of looked after children in permanency planning." Thesis, University of Edinburgh, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.663120.

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Children’s rights have achieved considerable legal status in Scotland, propelled by both the United Nations Convention on the Rights of the Child and the Children (Scotland) Act 1995. Now in key areas of law, children have the right to be consulted and have their views considered when major decisions are being taken that affect their lives. At the same time, adults have the responsibility to protect children and to prioritise children’s best interest in making such decisions. Although legislation and policy are increasingly emphasising children’s participation rights, it is less clear to what extent these rights are realised for children in practice. This is a particularly salient issue for looked after children, as their lives are governed by a number of adults in various settings. Furthermore, looked after children are generally subjected to more formal decision making processes than their peers. This study looks at one such process: decisions on permanency planning, which involve children growing up in the foster care system, away from their birth families. It asks how and to what extent these children’s views are given ‘due regard’ in such decision making processes. This study argues that, despite child care legislation and policy advancing children’s participation rights, translating these procedural rights in permanency planning practice is limited. Drawing on a review of current legislation and policy, in-depth interviews with looked after children, social workers and other professionals, and a review of a sample of looked after children’s files from one Scottish local authority, this study explores the inherent complexities of incorporating children’s participation rights into permanency planning practice. In doing so, it argues that a series of interacting factors, for example the uncertainties and inconsistencies associated with permanency planning and protecting children from potentially harmful and/or uncertain information and processes act as unintended barriers to looked after children’s participation in, arguably the most significant decision affecting their childhoods.
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Horsburgh, Jacqueline Janet. "A study of seven looked after primary school children." Thesis, Open University, 2018. http://oro.open.ac.uk/53947/.

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This study explores the experiences of seven looked after children in two Scottish primary schools. The rationale behind this study is that if looked after children could be supported effectively during their time in primary school then they may be more likely to remain engaged with secondary school and increase their chances of educational success. Literature on looked after children has tended to highlight the barriers they experience in education. This thesis examines ways in which these barriers may be overcome. The main research question asked is: ‘What practices and approaches might be used to support looked after children to engage in learning?’ Subsidiary questions explore how looked after children are regarded by teachers, including the impact that the term ‘looked after’ may have on expectations, and what looked after children are able to tell us about the support they find most helpful. This dissertation draws on socio-cultural theories of learning in order to identify perceptions underpinning support provided to looked after children. The wider theoretical framework incorporates resilience, inclusion, collaborative learning and children’s voice. This qualitative research utilises case study methods. It explores data gathered from looked after children (N=12), their carers (N=6) including, relatives, foster carers and staff in a children’s home and school staff (N=10) comprising teachers, support staff and members of school management teams. Through the use of individual case studies an insight is offered into the support needs of a small group of looked after children. The main findings reveal that practitioners provide support in diverse ways. However, a common theme permeating the findings is the importance of establishing relationships prior to considering appropriate materials or programmes. In addition, the views of children captured in this study emphasise the importance of supporting the development of agency in those who are looked after. The conclusions presented include recommendations for a change in focus of staff development activities for those supporting looked after children.
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Books on the topic "Looked after children"

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Ball, Caroline. Looked After Children. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9.

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Great Britain. Department of Health. Outcome indicators for looked-after children. [London]: Department of Health, 2003.

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Lambert, Catherine. Promoting resilience in 'looked-after' children. Norwich: School of Social Work and Psychosocial Studies, University of East Anglia, 2001.

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Health, Great Britain Department of. Outcome indicators for looked after children. London: Dept. of Health, 2001.

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Health, Great Britain Department of. Children looked after in England: 1997/98. London: Department of Health, 1998.

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Great Britain. Department of Health. Social Services Inspectorate. Someone else's children: Inspections of planning and decision making for children looked after and the safety of children looked after. Wetherby: Department of Health, 1998.

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Carol, Joughin, ed. The mental health needs of looked after children. London: FOCUS College Research Unit/Gaskell, 2000.

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Jackson, Sonia. What works in creating stability for looked after children? Ilford: Barnardos, 2000.

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Addis, Rachel. Professional perceptions of twin-tracking for looked after children. Norwich: University of East Anglia, School of Social Work and Psychosocial Studies, 2004.

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Edinburgh (Scotland). Scrutiny Panel, Children and Young People. Edinburgh's looked after children: Report of a commissioned review. [Edinburgh]: [City of Edinburgh Council], 2002.

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Book chapters on the topic "Looked after children"

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Fawcett, Barbara, Brid Featherstone, and Jim Goddard. "Looked After Children." In Contemporary Child Care Policy and Practice, 71–92. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-00623-2_5.

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Bolger, Janine. "Looked after children." In Social Work in a Changing Scotland, 121–30. 1st Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315100821-13.

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Ball, Caroline. "Introduction." In Looked After Children, 1–13. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_1.

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Ball, Caroline. "Looked after Children’s Transition to Adulthood." In Looked After Children, 121–31. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_10.

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Ball, Caroline. "Overview of Legislation, Guidance and Key Research." In Looked After Children, 14–22. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_2.

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Ball, Caroline. "Accommodation Under Section 20." In Looked After Children, 23–37. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_3.

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Ball, Caroline. "Other Routes to ‘Looked After’ Status." In Looked After Children, 38–47. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_4.

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Ball, Caroline. "Local Authorities’ Responsibilities Towards Looked after Children." In Looked After Children, 48–59. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_5.

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Ball, Caroline. "The Voice of the Looked After Child and the Role of the Family." In Looked After Children, 60–73. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_6.

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Ball, Caroline. "The Accommodation of Looked after Children." In Looked After Children, 74–91. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28652-9_7.

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Conference papers on the topic "Looked after children"

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Masand, TM, NK Kiddo, and VS Sadavarte. "G286(P) Blood borne infections in looked after children." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.248.

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Teh, Corina, and Heather Peet. "388 Longitudinal health outcomes of looked after children (LAC)." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.28.

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Lai, ETC, D. Taylor-Robinson, and DL Bennett. "RF26 Quantifying inequalities in looked after children in england." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.141.

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Gray, Stuart, Rachel Hahn, Kirsten Cater, Debbie Watson, Keir Williams, Tom Metcalfe, and Chloe Meineck. "Towards A Design For Life: Redesigning For Reminiscence With Looked After Children." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376824.

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Banerjee, Tapomay, Amjad Khan, Samira Ajmal, and Rishi Arora. "36 Overview of health needs of looked after children: observations from initial health assessment." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.24.

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Keene, J., A. Mohiddin, and I. Wolfe. "G82(P) An assessment of equity in access to local services for looked after children." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.81.

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Tirupatikumara, L., and S. Khan. "G530(P) Looked after children health assessments: using voice of child as a measure of quality." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.513.

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Unsworth, H., R. Dack, and V. Sadavarte. "G218(P) Mapping of the Health Needs of Looked After Children to Improve Inter-Agency Working." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.215.

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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.
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Wilson, S., R. Gibbs, and J. Young. "G175(P) The impact of close liaison with social work on health assessments in looked after children." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.170.

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Reports on the topic "Looked after children"

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Hodges, Helen, and Dan Bristow. Analysis of the Factors Contributing to the High Rates of Care in Wales: Briefing Paper (Revised). Wales Centre for Public Policy - Cardiff University, May 2019. http://dx.doi.org/10.54454/20190514.

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On 31st March 2018, there were 6,405 children looked after in Wales, almost 1,900 more children than were looked after in 2006. Over that time Wales has consistently had more children looked after per 10,000 of the population than the rest of the UK, and that gap has widened. Within Wales, while most Local Authorities have seen a rise in both the number and rate of children looked after, there is significant variation; and some have seen the rate of children looked after fall since 2014. Using published data, this report explores what we can say about the factors that are driving these trends. The following infographics drawing on our data analysis show the kinds of placements children in Wales are in and where they’re placed.
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Forrester, Donald, Sophie Wood, Charlotte Waits, Rebecca Jones, Dan Bristow, and Emma Taylor-Collins. Children's social services and care rates in Wales: A survey of the sector. Wales Centre for Public Policy - Cardiff University, March 2022. http://dx.doi.org/10.54454/20220311.

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Wales has seen a rise in both the number and rate of children looked after. The rate is now higher than any time since the 1980s. In addition, Wales has consistently had more children looked after per 10,000 of the population than the rest of the UK. This trend is a cause for concern; particularly the impact on the outcomes of children who are taken into care in terms of educational attainment, health, unemployment, homelessness, and criminal justice. Moreover, the Covid-19 pandemic is expected to have worsened the situation. To understand better the factors influencing care rates, the Welsh Government commissioned the Wales Centre for Public Policy and the Centre for Children’s Social Care Research and Development (CASCADE) at Cardiff University to undertake a survey with the children’s social care (CSC) workforce.
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