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Despite high levels of mental disorders among young people living in residential youth care (RYC) institutions, only a small percentage of these children receive help from mental health services. The aim of the present study is to explore the usefulness of an inter-agency collaboration model from the perspective of service providers, and to investigate factors that promote and hinder effective inter-agency collaboration around early identification and follow up of mental problems and disorders among youth in residential care. A purposive sample of 16 professionals in three RYC institutions and related child and adolescent mental health services and child welfare services that were involved in piloting the collaboration model was recruited. Semi-structured individual and group interviews were conducted, and a thematic analysis was conducted to identify key themes. The results suggest that the collaboration model promoted increased awareness on mental health issues and a greater systematic inter-agency collaborative effort in assessing and following up the mental health of children and adolescents in RYC institutions. However, there were major challenges related to central elements of the collaboration model; the conduction of the multidisciplinary meeting within the deadline of three weeks, and participation of child welfare services-providers at the multidisciplinary meeting. Further dissemination of the collaboration model merits further consideration of the choice of screening assessment battery due to the lack of participation from teachers and parents, the time limit of three weeks and measures to increase participation from the municipal child welfare services. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

This current systematic literature review aims to examine what is known about foster parents' needs, satisfaction and perceptions of foster parent training. A systematized search in relevant databases resulted in 13 publications, with mostly quantitative studies, originating from four countries. Research on foster parent training is scarce, and the satisfaction, needs and perceptions of foster parents were included as secondary outcomes in most of the reviewed studies. A synthesis of the results from the reviewed quantitative studies indicate high levels of user satisfaction, whereas qualitative findings indicate needs for more advanced training on parenting children with special needs, and more real life and flexible practice/training. In conclusion, more research is needed to increase the knowledge on prospective and current foster parents' perceptions of, and satisfaction with foster parent training, and their needs for training. © 2019 The Authors. Published by Elsevier Ltd. Open Access CC BY-NC-ND 4.0

IntroductionIn previous studies, it is estimated that sexual minorities (eg, lesbian, gay, bisexual, transgender and questioning (LGBTQ) individuals) are overrepresented in the child welfare system. However, the numbers are unclear, and there are limited studies in this field. No systematic review of LGBTQ issues across a broader context (ie, youth, foster parents and service providers) of child welfare services exists. The overall objective of this scoping review is to systematically scope the existing research on LGBTQ issues in the context of child welfare services, including policy, practice, service providers and users’ perspectives.Methods and analysisThe scoping review framework outlined by the Joanna Briggs Institute (JBI) based on previous work by Arksey and O’Malley and Levac and colleagues will guide this review. In addition, the PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation will be used throughout the process. We will search electronic databases (PubMed, EMBASE, PsycINFO, Web of Science and Idunn) and grey literature sources to identify studies that are appropriate for inclusion in this review. Using inclusion and exclusion criteria based on the ‘Population–Concept–Context’ framework, two researchers will independently screen titles, abstracts and full-text articles considered for inclusion. Any qualitative, quantitative and mixed-method study of LGBTQ issues in the child welfare context will be described and synthesised using a thematic synthesis approach.Ethics and disseminationA scoping review is a secondary analysis of published literature and does not require ethics approval. This scoping review is meant to provide an overview of the existing literature, aiming to expand policy-makers’ and practitioners’ knowledge of LGBTQ issues in a child welfare context and identify research gaps that can be used as a basis for further research. The results will be disseminated through a peer-reviewed publication, a conference presentation and a presentation to the key stakeholders.

Introduction\ud In this article we focus on young people transitioning to adulthood from child welfare services, and how the concept of recognition can be useful for understanding the complexity of young people’s needs in this transition. We draw upon Honneth’s (1996) theory of intersubjective recognition as a way of understanding young people’s experiences of their contact with child welfare services.\ud \ud We ask how recognition theory can help us to understand young people’s experiences and needs in their transition to adulthood from child welfare services, and what are the practical implications. We focus on relationships, participation and social support as the three components highlighted by the young people who participated in interviews. Previous research also indicates that young people leaving care often face challenges related to creating and maintaining good relationships (Marion et al., 2017; Rutman & Hubberstey, 2016), participating effectively in decisions (Authors reference 1) and receiving good quality social support (Barry, 2010; Höjer & Sjöblom, 2010; Authors reference 2; Authors reference 3; Thomas, 2005). We argue that Honneth’s theory is potentially useful, in that these three elements appear to depend on, and imply, the kinds of recognition that he identifies. This theoretical framework provides us with an analytical tool that enables us to understand the young people’s negative stories as experiences of misrecognition, and to show the complexity of the dynamics that shape recognition and misrecognition for this group (Warming, 2015).