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This article draws attention to the relevance of young care leavers' exercise of agency as one possible key ingredient in overcoming barriers to engagement in work. Several previous studies show difficulties in entering adult life, both in relation to higher and further education as well as entrance into work life. The article analyses interviews with young adults from six countries, who have spent at least part of their childhood and youth in out‐of‐home care and the results indicate that the care leavers have the ability to make plans and set up goals for the future that they in many cases are able to achieve or at least are striving for over time. In many instances, they show a strong motivation, for example, to educate themselves pursuing their goals. To support this transition of young care leavers, it is important to listen to 'successful' cases such as the ones presented. [ABSTRACT FROM AUTHOR]

Research highlights the role of key actors and relationships in supporting the educational attainment and progress of children in care and care leavers. We know less about how relationships influence the educational journeys of people with care experience over time and how to support the educational progress and engagement of adults with care experience. The principle of "linked lives" is central to the life course perspective referring to the interdependence of human lives throughout the life course. This paper explores how the principle of linked lives can illuminate our understanding of how relationships positively influence the educational journeys of adults with care experience over time. Educational life history interviews were conducted with 18 care‐experienced adults (aged 24–36) in Ireland. Findings suggest that the principle of linked lives is a valuable conceptual tool for providing new insights on this issue. Four key themes were identified: (a) opportunities for educational support are present across the life course; (b) "family" is a central source of educational support; (c) there is intergenerational capacity for educational support; and (d) relationships beyond the "family" are supportive of education. Implications for practice, policy, and research are explored. [ABSTRACT FROM AUTHOR]

Research examining the low educational attainment of children in care and care leavers tends to underuse social theory (Berridge, 2007). To contribute to addressing this gap, we use life course theory to explore the role of agency in shaping the educational pathways of 18 Irish adults (aged 24–36 years) with care experience. Findings suggest that agency is a valuable conceptual tool for examining the nuance and complexity of how individual actions shape the education of care‐experienced adults throughout the life course and interact with contextual and structural factors over time. [ABSTRACT FROM AUTHOR]

This is a pilot study on the sensitive issue of how children and young people experience family contact in foster care, and the views of key adults in their lives on the same issue. There is a special focus on the children's experiences, opinions, and feelings. The study is a response to the relative scarcity of literature on family contact based on the experiences of children and adults in caring roles. This is a qualitative and exploratory study, with a sample of 10 children and young people in care in the district of Porto, aiming to identify key issues and areas for further examination. The results allow us to conclude that the possibility of maintaining contact is positively evaluated. However, perspectives on the relationships involved, and on the reactions to and difficulties associated with visits, revealed considerable disagreement among the actors. A possible set of implications drawn from the findings pointed out to the importance of developing a monitored cooperation that improves communication processes in order to take into account the children's and young people's views in the decision‐making process; and to develop more attentive and open working relationships with parents throughout the foster care placement. [ABSTRACT FROM AUTHOR]

The aim of this component of a preliminary cross-national study (Ireland and Catalonia) of care leavers' experience in the world of work is to explore how carers may influence the entry of young people in care into the world of work and how they may also influence the young people's progress in that world. A total of 22 care leavers, aged 23-33 years, were recruited on the basis of their having substantial employment experience since leaving care. Evidence from the interviews reveals the importance of the role of carers in the work-related progression of the young care leavers, especially in relation to gaining work experience while they were still in care. The qualitative analysis shows that carers were influential in promoting (and sometimes hindering) progress in work and education. Carers were often reported to play an important role in opening up opportunities, giving support (modelling skill development, giving practical help, etc.), being role models and cultivating the young person's agency. On the basis of these findings, we propose an initial conceptualization of carer roles in positive work support. [ABSTRACT FROM AUTHOR]

Asylum-seeking unaccompanied minors contend with numerous challenges as they adjust to living in a new country. Although increasing attention has been paid to their capacity for resilience, little research has been done on the exact manner in which they cope. This paper describes some of the insights gleaned from a qualitative study undertaken with unaccompanied minors living in Ireland. Six different coping strategies are identified, namely: (1) Maintaining continuity in a changed context, (2) Adjusting by learning and changing, (3) Adopting a positive outlook, (4) Suppressing emotions and seeking distraction, (5) Acting independently, and (6) Distrusting. These are described in turn. Particular attention is paid to the role of religion in relation to the participants' coping strategies. [ABSTRACT FROM AUTHOR]

The article explores how homelessness may impact on the educational participation of children and young people in families living in emergency accommodation in Dublin. Many difficulties arise in terms of maintaining consistent schooling for children when they are part of a homeless family, including problems getting to and from school if living at a distance from their original schools, frequent changes in school and inadequate facilities and overcrowding in their temporary accommodation. Despite the many difficulties involved in maintaining children's regular school attendance, it is evident that school may represent the only stability for a child in an otherwise insecure and changing routine. [ABSTRACT FROM AUTHOR]

Increasingly, policy measures are emerging at national or agency level in different countries to improve the lot of children in state care. Most of these rely heavily on social workers for their implementation. Yet the capacity of social workers to carry out such an ever increasing range of complex tasks seems never to be properly recognised as an issue. This paper argues, from an international perspective, that the continuing central role of social work in the lives of children in care merits much more emphasis in policy and service delivery. The nature of the increasing demands on social workers in this area of work are explored. Possible strategies to help build the capacity of social workers to respond to the needs of children in state care in the new millennium are discussed. Such capacity building necessitates government and agency initiatives to ensure realistic staffing levels, renewed training, and adequate support for social work services to children in state care. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper argues for the value of resilience as a key concept in work with young people in need and considers some of the implications of a resilience led approach for policy and practice. Resilience refers to a capacity to do well despite adverse experience. Social and developmental factors influencing a child or young person's degree of resilience are discussed, with particular reference to the resilience enhancing potential of school experiences and spare time activities. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article begins by challenging what is considered to be the relative neglect by child and family social work of the importance for children of school and teachers. Key roles of school in children’s lives are conceptualized. School is argued to have potential as an ally for children, a guarantor of basic protection, a capacity builder, a secure base from which to explore the self and the world, an integrator into community and culture, a gateway to adult opportunities and a resource for parents and communities. It is suggested that school can have a special supportive value for children experiencing adversity, including those in state care or under supervision, those whose parents have divorced, and those recovering from abuse or neglect. The implications of the central importance of schools and teachers for child and family social work are discussed with reference to the child as client, work with teachers, work with the wider school and community, and policies in social work agencies and in education and training programmes for social workers and teachers. [ABSTRACT FROM AUTHOR]

This paper explores the dilemmas involved in selecting appropriate theoretical and research material to help social workers in practice. Concentrating on the needs of those working in child care and protection, the paper uses the example of the area of child development knowledge to illustrate a process of presenting theory for practice. Specifically, the focus is on the redevelopment of a child development module for a post-qualifying certificate course in child care and protection that aims to encourage students to make critical use of current research and theory. The paper explains the reasoning behind the choice of attachment theory as the underpinning theoretical framework. It also addresses possible pitfalls in an uncritical use of such theory. The paper finally sets out how the module addresses the need social workers have for a framework to guide intervention in individual cases. The dimensions described are those of individual vulnerability or resilience and factors in the environment that are adverse or protective. [ABSTRACT FROM AUTHOR]

A list of books that can be use for research on child psychology is presented. This includes "A Service for People: Origins and Development of the Personal Social Services of Northern Ireland," "Irish Child Care Services: Policy" and "Focus on Children: Blueprint for Action." Information regarding the authors and a brief description of each book is also provided.

The author reflects on the topics published within the issue. He pointed that several changes happened to the government policy on children's rights in Ireland. The author elaborates within the articles there is a mix of disciplines, including psychology, social work, education and health and of interest covering social policy. Moreover, he hopes that the readers will better understand the lives children and their careers and the characteristic of children's services.