Volume 16, numéro 2-3, 2025 Special issue based on papers presented at the FICE-International 35th World Congress Split, Croatia, October 23–25, 2024: “Shaping Tomorrow’s Care for Children And Youth: Quality and Innovation in Alternative Care” Sous la direction de James P. Anglin, Shemine A. Gulamhusein et Alexander Schneider

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The 35th World Congress of FICE-International, “Shaping Tomorrow’s Care for Children and Youth: Quality and Innovation in Alternative Care”, was held in Split, Croatia on October 23 to 25, 2024. The aim of this congress was to explore and promote innovative approaches to elevate child well-being in alternative care and child protection through collaborative efforts. This special issue of the International Journal of Child, Youth and Family Studies (IJCYFS) includes 14 articles based on presentations and discussions in Split. The authors represent 12 countries, thereby offering truly international perspectives, programs, and policies related to the conference themes.

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This contribution to the FICE35 Special Issue was constructed in the form of a draft statement, offering potential elements for organizations that may wish to counter the current movement opposing residential care for children and youth, which is now evident across Europe, North America and, increasingly, around the globe. The framework presented in this article was developed in response to a presentation by representatives of UNICEF at the FICE35 Congress in Split, Croatia, as well as the ongoing international campaign being waged against all forms of residential care for all ages of young people by UNICEF and a number of European and North American organizations, some of which are mentioned at the start of the article. The dimensions of quality for alternative care put forward in this document were also presented and discussed at a plenary panel on Quality in Alternative Care at the FICE35 Congress.

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Recent studies focusing on children and youth in care have emphasized the increased challenges that emerged with the restrictions related to the COVID-19 pandemic. There is, however, not enough comprehensive research on how caregivers could have systematically improved the social participation of young people in care. Here we present initial results based on the qualitative part of a joint project, entitled “JuPa”, which focuses on the social participation of young people during and after the COVID-19 pandemic in Germany. Due to the relevance of young people’s voices in research and practice, the project includes participatory methods to involve youth in care systematically. In the qualitative part of JuPa, 40 interviews with youth in care were analyzed. Pandemic-related effects on youth in care, their coping strategies, and their concepts for the future are emphasized. The youth were optimistic about the future despite the impact the COVID-19 pandemic had had on their lives. The described challenges make clear the necessity of implementing youth-friendly children’s rights.

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The extended professional procedure (EPP) is carried out at primary schools as a special form of preventive work with children who manifest problems in their behavior and their primary environment. This paper aimed to investigate the experiences of experts — educators with backgrounds in social work, social pedagogy, or psychology, involved in the implementation of the EPP. We considered three research questions to investigate: (1) behavioral problems of children who participate in the EPP, (2) educators’ experiences with the implementation of the EPP, and (3) educators’ ideas for improving the program. For data collection, a qualitative focus group method was used, which included experts who have implemented the EPP; for data analysis, thematic qualitative analysis was used. The results show that children who were included in the EPP often manifested milder types of risky behaviors and usually came from families burdened with difficulties, a known risk factor for behavioral problems. Experiences of educators with the implementation of the EPP were both positive and negative. The negative aspects were mainly related to cooperation with the pedagogical service, social work institute, and parents, while the positive aspects were mainly related to the children’s perception of the program and the experts. The experts’ proposals and recommendations included improving the program by developing a clear definition of the EPP in both theory and practice, then paying strict attention to that definition.

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On October 7, 2023, the Hamas organization launched a surprise terrorist attack, to which Israel responded by declaring war on Hamas. The aim of this study was to examine the status and needs of adolescents in residential care facilities (RCFs) throughout Israel in light of the ongoing war. An additional aim was to show that our survey itself conveyed the message to the adolescents that the professionals and administrative staff of the RCFs are concerned about them. The study relied on a quantitative research approach, using a self-report online survey among adolescents in RCFs; 340 questionnaires were collected. The adolescents reported emotional needs that surfaced because of the war: 58% felt sad or depressed, 50% were worried or stressed, and 49% were angry or irritable. However, 62% reported feeling safe in their RCF. A multivariate linear regression analysis revealed that a feeling on the part of the adolescents that (a) the RCF staff care about their well-being and (b) they listen to and support them are predictors of the adolescents’ sense of security in the RCF. The findings suggest that developing policies aimed at strengthening the connection between RCF staff and the adolescents in their care, and enhancing strategies of partnership, are essential for increasing the adolescents’ sense of security.

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Children’s problematic behaviour is a common issue in care that must be recognised and understood to be effectively addressed. This study explores how foster carers and care centre staff identify and manage internalising and externalising behaviour problems in children. A quantitative study was conducted in Lithuania using a questionnaire administered to 54 care centre staff and 67 foster carers. The results indicate that foster carers feel more capable of recognising problematic behaviour than care centre staff do, and that staff struggle more with decision-making in cases of internalising problematic behaviour. However, staff feel more capable of directly helping children than supporting foster carers. While foster carers can seek additional help for children, they are less likely to do so for themselves, despite knowing where to find it. The study highlights the need to strengthen staff’s ability to identify internalising behaviour, support foster carers, and determine necessary interventions. Additionally, foster carers should be encouraged to seek help for themselves when managing children’s behavioural challenges. It is anticipated that attention to these areas would enhance care quality and caregiver well-being.

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Children from single-parent families may face greater challenges related to both internalized and externalized difficulties compared to those raised in two-parent households. The digital age adds further risks, with the need to protect children from online threats such as sexual harassment. This study examines parental mediation and response strategies in the context of child online sexual harassment, focusing on differences between single-parent and two-parent families. A nationally representative quantitative survey was conducted within the deSHAME2 project in Croatia, which involved 1,667 parents of school-age children. Using structured questionnaires and validated measurement scales, the study explored how parents engage in internet safety discussions with their children, their level of concern about online harassment, and the specific actions they take when faced with such incidents. Data were analyzed using nonparametric statistical methods, including the Mann-Whitney test and Spearman’s rank correlation. Findings reveal that while single-parent and two-parent households adopt largely similar parental mediation strategies and responses to online risks, parents in two-parent families were more likely to engage in discussions with their children when a problem was identified. These results suggest that parenting behaviors such as communication, monitoring, and readiness to act may play a more significant role in child online protection than family structure alone. By highlighting these patterns, the study emphasizes the importance of systematic education and support programs for all parents. Fostering proactive parental involvement in and open communication about online safety remain essential steps in reducing children’s exposure to digital risks, regardless of family composition.

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The project described here aimed to assist the Residential Placement Unit of the Ministry of Welfare and Social Affairs in developing tools for planning interventions for children in their care, monitoring activities and practices, and assessing outcomes. A major requirement was to ensure that the data produced would be relevant to field workers and support their daily therapeutic work with the children. The tools also facilitate ongoing follow-up on the children’s characteristics, needs, strengths, and prior interventions, including evaluating their effectiveness. This information is organized and can be presented in outputs tailored to the needs of field workers, supervisors, and policymakers. Key principles that guided the project were: collaboration among a multitiered team; involvement of service recipients and care leavers (“experts by experience”); balancing the needs of policymakers, staff and field workers; use of standardized and accepted terminology; reliance on a shared measurement framework; and use of outcome-based thinking to structure the system and its components. The implementation of such a computerized system often raises apprehension or resistance among both managers and staff. To address this, a lengthy and in-depth process of building trust took place, including training sessions that communicated the rationale behind the system’s development and the principles underlying its design, and the establishment of a structured feedback mechanism to assess the staff’s acceptance of the system. The system was successfully assimilated and is in routine use in all the residential care facilities of the Ministry of Welfare. Several factors were identified to explain this success: the commitment of the administration of the Residential Placement Unit to this project; the availability of an existing computerized system upon which to develop the project; and the involvement of the research team in the characterization of the system, training the staff, and refining and modifying the system based on the feedback received.

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In India, millions of vulnerable children, particularly those without parental care and living in alternative care settings, and girls from vulnerable sections of society, face significant barriers to accessing quality education. This compromises their fundamental right to education and often leaves their potential unfulfilled. There are also many cross-sectional barriers, such as poverty, gender, caste, and social norms, that reduce opportunities for education. Despite strong legislative and policy mandates in India that emphasise the government’s obligation to protect children’s rights and ensure access to education, gaps persist. Inadequate education hampers children’s overall well-being and development, leaving them unprepared for independent living. This paper highlights the efforts of Udayan Care, a practitioner organization, in regard to improving educational access and outcomes for vulnerable young people. It highlights the role of practitioners in two key programs run by Udayan Care when it comes to supporting academic pursuits and their effects on life outcomes for the recipients of its two programs: Udayan Ghars (Sunshine Homes), a residential program for children without parental care; and Udayan Shalini Fellowship, a program to support girls from underserved families through higher education and leadership. This paper explores the systematic and sociocultural barriers to education for children in care and for young adolescent girls in the communities, and demonstrates how individualised support, mentoring, and a trauma-informed approach can transform their lives. Findings are based on internal program evaluations and practitioner insights and experiences. This paper also offers recommendations to empower vulnerable children through comprehensive education and skill-building initiatives. These best practices demonstrate the transformative power of tailored interventions in shaping the lives of marginalised children and creating a foundation for their independent and successful futures.

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In Romania in 2024, 33.9% of children faced poverty and social exclusion, the third highest rate in the EU. Despite the European Child Guarantee’s initiatives, public resources remain insufficient to meet the needs of vulnerable children. Non-governmental organizations (NGOs), such as our own CONCORDIA Humanitarian Organization, play a crucial role in addressing these gaps through multidisciplinary interventions. CONCORDIA’s Day Center model offers essential services to improve school retention and reduce family abandonment, including educational support, social assistance, and medical care. Recognizing the need for systemic impact, CONCORDIA launched CentreZi RO, a national network of Day Centers, to foster collaboration among service providers and advocate for policy improvements. However, the existing 860 centers are far from sufficient, with an estimated 3,000 more required nationwide. To sustainably expand its reach, CONCORDIA has introduced a social franchise model, enabling the structured replication of its intervention strategy while maintaining service quality. This model prioritizes child participation, family engagement, and community empowerment, aligning with the Lundy Model of Child Participation. Strengthening public–private partnerships and increasing investment in social services are essential for breaking the cycle of intergenerational poverty. Through integrated social and educational interventions, CONCORDIA demonstrates a scalable solution for reducing child poverty and fostering long-term systemic change.

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Parental incarceration represents a significant challenge for children living in residential child care, exacerbating their psychosocial vulnerabilities and negatively affecting their development. This study, initiated by FICE Czech Republic, examines the prevalence and impact of parental incarceration on children and young adults in Czech residential child care facilities. The research combines data collected through a mixed-methods design with insights gained from the practical operation of a children’s home. The issue is approached not only from an academic perspective but also from the viewpoint of an everyday educator. The quantitative part of the study covered 67 Czech residential child care facilities with a population of over 2,000 children. These findings were contextualized using qualitative data, leveraging my close connection to the researched environment. Among the target group, I identified severe disruptions in social competencies, emotional deprivation, and challenges in trust-building, all linked to parental incarceration. My contribution highlights systemic shortcomings and insufficient interdisciplinary cooperation, among numerous additional challenges. Based on the research findings, I propose necessary modifications, particularly in fostering cross-sector collaboration, implementing targeted prevention strategies, and significantly strengthening support measures. These recommendations aim to support this highly vulnerable group of children and enable them to better cope with the burdens associated with parental incarceration.

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Youth homelessness is a complex issue. The experience of living in alternative care, combined with a lack of support, is a key risk factor that increases the likelihood of youth becoming homeless. This study aimed to explore the lives of homeless youth through their personal experiences, focusing on their pathways to homelessness and the support they would have required to avoid it. Qualitative research was conducted with six young people aged 15 to 29 who were homeless and residing in a shelter in Zagreb. Data were collected through semi-structured interviews and analyzed using a thematic analysis approach. The results showed that the participants all had a background in alternative care, often with multiple placements while in care. Key factors contributing to homelessness included aging out of the care system, broken family relationships, mental health issues, and unemployment. The findings showed that these young homeless individuals primarily relied on formal support systems. They emphasized the need for practical assistance, access to social welfare assistance, professional support and empowerment, and emotional support from trusted individuals. This research underscores the importance of providing targeted, systematic, support to help young homeless people overcome the challenges they face on their path to a stable and independent life.

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In 2020, Slovenia implemented the Act on the Treatment of Children and Adolescents With Emotional and Behavioural Problems or Disorders in Education. Using a mixed-methods approach, we investigated how professionals in expert centres and social work centres, youth judges, and paedopsychiatrists, as key stakeholders responsible and competent for the professional and lawful treatment of such youth, seek and implement the most appropriate forms of assistance for them, and how they assess the implementation of the Act and the cooperation amongst them. Data were collected through four tailored questionnaires, as well as focus groups and semi-structured interviews. The research is part of a larger Slovenian study entitled Phenomenological and aetiological analysis of emotional and behavioural problems and disorders and the development of didactic approaches for specific subtypes of problems and disorders, not yet published. Based on the opinions of these experts from various fields, we identified shortcomings in the system of support, including what should be eliminated or changed, and what new forms of support and cooperation among stakeholders would be reasonable and necessary to introduce. The results of the survey are also important for understanding the competences, responsibilities, and cooperation among social work centres, expert centres, paedopsychiatrists, and youth judges.

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FICE International is a network of professionals and organizations from over 30 countries that is committed to child and youth care. Its members work in social pedagogy, social work, psychology, and education to ensure high-quality support for children and young people. To assist vulnerable children during crises such as the war in Ukraine, FICE created the “Hand in Hand” task force in August 2022. Its mission is to improve safety and well-being for displaced children, especially those in alternative care. These children face trauma, loss, disrupted education, and mental health challenges, including acute stress and post-traumatic stress disorder. Hand in Hand provides vital social–emotional resources and ensures access to education and services, making a meaningful difference in the lives of crisis-affected children.

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In the context of academic training for social educators in Vienna, increasing emphasis is being placed on supporting the development of core competencies with a focus on forming a detailed appreciation of the client’s situation — “case understanding”. The method of Work Discussion described in this article is based on a psychodynamic theory founded in the psychoanalytic tradition. It enables seminar groups to reflect on, and think in a differentiated manner about, interactions and relationship dynamics between people in psychosocial fields of work. The article introduces key ideas on the professionalism of social pedagogical professionals and explains common theories of professionalization in this research field. Using the example of Work Discussion, I elaborate characteristics of psychodynamically oriented professionalization in academic education and training for social work professionals. The final part of the article is a discussion of how psychodynamically oriented professionalism could facilitate a transformation in professional practice.

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The Students for Children program has been running for more than 15 years in Hungary, offering university students an opportunity to engage in child protection work through a trauma-informed, interdisciplinary approach. The program serves a dual purpose: supporting children in specialized care while equipping students with practical experience in working with vulnerable populations. Through structured classroom training, supervised volunteer work, and collaborative partnerships with child protection institutions, the program fosters professional preparedness, ethical engagement, and social responsibility. This paper explores the program’s development, key guidelines, and bridging function of linking disciplines, institutions, and international networks to strengthen child welfare efforts. Insights from student testimonials and micro-research findings illustrate the program’s impact, highlighting its role in promoting trauma-informed care, emotional safety, and sustainable professional engagement.