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The aim of this article is to contribute to ongoing discussions about the recently passed Canadian legislation, drawing on lessons learned in the United States context.
The objective of this paper is to report on the development and implementation strategy of a tool to be used for practice intervention during the pandemic.
This study aimed to explore questions relating to caseworker’s training on ethnocultural diversity in connection with racial disparities and overrepresentation of Black children in child welfare services.
This article presents findings from the Co-Creating Evidence (CCE) project, a three-year evaluation of eight multi-service programs located in six Canadian jurisdictions.
This treatment-process research aims to (1) identify profiles of families participating in intensive family intervention programs, based on youth and family characteristics and (2) compare the intervention received by families with different clinical profiles.
"Indigenous communities across Canada wanting to create their own child welfare system may be looking to the Anishinabek Nation in Ontario for advice," says this article from CBC News.
This paper compares incidence data on Black and White families investigated by Ontario’s child welfare system over a 20-year period.
An agreement between the Assembly of First Nations and the Canadian federal government has added funding to a bill passed last year "— officially known as An Act Respecting First Nations, Inuit and Métis Children, Youth and Families — to reduce the number of youth in care, and allow communities to create their own child welfare systems to bring and keep their youth home," according to this article from CBC News.
This article examines rates of disparity using secondary longitudinal clinical-administrative data provided by a child protection agency in Quebec for a subsample of Black, White, and other visible minority children over a ten-year span.
This study explored (1) the role of ethnic identity in predicting internationally adopted adolescents' expectancies for success and task values and (2) the extent to which school belonging mediated these relations.