This special issue began its life in 2015 in a series of workshops funded by the University of Adelaide that ran under the theme ‘Dis/located Children: Children in/and Care’. The goal of the workshops was to take seriously the concept of ‘care’ as it applied to the lives of children. The workshops had a particular focus on childhoods that were in some sense beyond the normative, whether that was migrant or refugee children adapting to a new culture, children who lived outside the nuclear household, or children whose identities marked them as ‘different’. They were underpinned by developments in both childhood and emotions studies that seek to destabilise the ‘naturalness’ of both childhood and emotion by exploring the ways that both are contingent, shaped by culture, and situated in historical time (Davin, 1999; Rosenwein, 2010). Over four events, the workshops brought together over 40 scholars and practitioners from a variety of disciplines, including history, literature, gender studies, law, education, social work, and psychology. The articles brought together in this special issue reflect this diversity of disciplinary approach.

As a significant social problem at the foreground of social and political commentary violence, and violence against women (VAW) in particular, is receiving a great deal of local and global attention (Hooker, Kaspiew, & Taft, 2016). Following years of campaigning by women's groups, there appears to be substantial will and determination to redress this social problem both here and abroad. The movement started back in the late 1960s, with Scotland being one of the countries that led the way and ‘Much of this work was undertaken by women's units, equalities units, and later, community safety units.’ Various efforts were made to address violence towards women and sexual abuse; and ‘Undoubtedly the most high profile example of this was the development in 1992/1993 of the Zero Tolerance poster campaign by Edinburgh District Council Women's Unit’ (The Scottish Government, 2005).

Welcome to the final edition of Children Australia for 2016. For this edition, I am pleased to be guest co-editor along with regular editors Jennifer Lehmann and Rachael Sanders. Living in rural and remote Australia can bring a high level of satisfaction and many rewards, including a strong caring community, rich, longstanding social relationships, outdoor lifestyle, happy childhood memories and psychological, cultural, spiritual and economic connections to country. Rural living and working can also bring unique challenges including harsh climatic conditions and crises, a tyranny of distance, isolation, family hardships, limited services and infrastructure, reduced education and employment opportunities; and increased risk of mental health issues, family violence and child safety concerns. The demands of providing remote area health, welfare and other professional services include high visibility and trying to ‘fit in’, managing confidentiality, and dual and inter-relationships. These and other geographical and environmental challenges lead to low workforce retention rates that, in turn, leave significant gaps in service provision for children, families and communities, including Aboriginal communities (Jervis-Tracey et al., 2016; Lehmann, 2015; Robinson, Mares, & Arney, 2016).

Welcome to our first Issue for 2016 which comes to you as the seasons change from summer to autumn and from winter to spring – a time when we move away from extremes of heat or of cold, of flooding or of droughts. In a sense, it is the need for change from the extremes to something more moderate that underpins the topic of this editorial, which I dedicate to those who, despite their expertise and commitment to the delivery of human services, have found themselves unwanted due to management and governance processes. Indeed, this editorial commentary has been inspired by the story of a man who, after more than 30 years of dedicated and innovative work in the not-for-profit (NFP) sector, was declared redundant just prior to Christmas. It is not the particularities of his treatment that are important here, though many were disgusted by the process. Rather, it is the flow-on effects of governance within the managerialist, neoliberal environment that are my concern – especially their impacts on the ground. My commentary is in two parts: the first summarises the changes in our sector over the last 15 to 20 years with which most of you will be very familiar; the second draws attention to the processes that translate into less than optimum conditions for staff and clients.

Professor Briggs began her career as a clerk at a chemical plant at age 14 years, and in 1950 she joined the London Metropolitan Police, New Scotland Yard where she worked in the child protection unit. It was here that she witnessed child abuse and the challenging social circumstances for many children, igniting her great interest in the protection of children. After marrying her long-time sweetheart Kenneth Briggs, having children and becoming a foster carer, she undertook her Year 12 studies by correspondence. She furthered her education by studying teaching at Warwick University. She then taught at Chesterfield Primary School.

The problem of child homicide continues to be of major concern to researchers, policy makers and child welfare advocates everywhere. In particular, there is debate around the fundamental issues of defining and classifying such deaths. Here, a revised typology of child homicide is developed, by way of an update of the categories of fatal assault first delineated in Lawrence (2004). Taking into consideration significant advances in the field over the past decade, the typology is based primarily upon the developmental stages of the child, with the concept of homicide as the extreme manifestation of aggregate violence and maltreatment also central. The problem is further placed into the context of (1) child death research and review, it being argued that child homicide should ideally be studied as a sub-set of the entire cohort of child deaths for a particular jurisdiction, and (2) child maltreatment generally, in that wherever practicable child homicide research should consider fatalities in conjunction with other serious or near-fatal cases of abuse and neglect.

England's Catholic religious minority devised various strategies for its survival in the seventeenth and eighteenth centuries, including the establishment of seminaries and convents in continental Europe, predominantly in France and the Spanish Netherlands. These institutions educated the next generation of English Catholic clergy, nuns and lay householders. Although convent schools were usually small, the nuns educated young girls within their religious cloisters. The pupils followed a modified monastic routine, while they were taught the skills appropriate for young gentlewomen, such as music and needlework. While many students were placed in convents with the intention that they would become nuns, not all girls followed this trajectory. Some left the cloister of their childhood to join other religious houses or to return to England to marry and raise a new generation of Catholics. Although we have few first-hand accounts of these girls’ experiences, it is possible to piece together a sense of their lives behind cloistered walls from chronicles, obituaries and letters. While the exiled monastic life for children was difficult, surviving evidence points to the vital role of convent care in Catholic families’ strategies, and the acknowledgement of their importance by the girls placed there, whether temporarily or permanently.

Removing a child from parental care is an important and difficult decision to make. There are far reaching consequences for the child and family. Whilst there is a plethora of literature in relation to child protection practice generally, research on decision making is minimal. In this practice paper, I present 12 decision-making criteria to assist practitioners make decisions about child removal. It is important for child protection practitioners to apply the same set of principles and consider the same factors when making these decisions. These criteria are as follows: the severity of the abusive incident; the presence of cumulative harm; whether the perpetrator has access to the child; the functioning of the parent; whether the perpetrator has been responsible for child abuse or intimate partner violence in the past; the cooperation of the parent; the intent of the perpetrator; the age of the child; the functioning of the child; the voice and expressed wishes of the child; protective relationships available to the child and the statutory requirement to cause no further harm. Referring to these criteria will assist practitioners be clear and explicit about how they reach a decision, and result in greater consistency of outcome for children and families.

In this article, the authors describe the development, piloting and evaluation of a parenting programme delivered to Aboriginal families of young children in remote NSW. The parenting programme was based on Parents as Teachers, an evidence-based early intervention and prevention home visiting programme that draws on child development theory, and was developed in collaboration with representatives from the local Aboriginal community. The impetus for the programme came from concern about the poor early learning and child wellbeing indicators in this community, pointing to the need for early parenting support that could be effectively delivered by trained Aboriginal workers in a remote area where early childhood resources were very limited. The sessions, implemented within a group setting, were structured and intensive. Six topics identified as being most important to parents of children aged from birth to 18 months, and six topics for parents of children aged from 18 months to 3 years were presented, with three sessions developed for each topic. An evaluation of the programme to date revealed that parent satisfaction with the programme was very high, as were reports of increased knowledge of child development and parenting skills, and increased connection with other families. Aboriginal staff valued the structured programme and resources that were developed. They reported increased knowledge of child development and how to run groups effectively, and observed positive changes in the participating families.

The present study aimed to identify themes emerging from an inclusive therapeutic recreational camp experience for children with disabilities who attended a 10-day summer camp. Concept mapping was used to analyse the experience of 42 participants. Results emerged with seven themes: Personal Growth; Nurturing Relationships; Non-judgmental Environment and Attitude; Traditional/Classic Camp Fun; Beneficial and Unique Opportunities; Learning/Thinking with Structures and Rules; and Independence and Recognition. Results suggested that children with disabilities experienced positive personal growth and learned new skills from an integrated, therapeutic camp. These children benefited from the social and psychological aspects of the camp experience, as well as the learned skillset and behaviours. Clinical implications and future research directions are also discussed.

While a wide array of service providers and academic scholars apply the use of “care” in their work, the concept of “care” itself remains largely undefined. This has widespread implications for applied work with children and young people (CYP), particularly since institutions such as schools and non-governmental organisations are increasingly being expected to care for or about children. In this paper, we use thematic analysis to report on interviews with representatives from four service providers and organisations responsible for the care of children. In our analysis, we explore both how care is defined by these organisations, and the implications for practice when working with CYP.

Grandparents play an important role in families, contributing to the maintenance of intergenerational relationships. Recent literature has identified increased incidence of grandparents raising their grandchildren, often after family breakdown. Less evident is the literature highlighting Australian grandparents’ experiences of reduced or lost contact with their grandchildren. Lost contact can result from many factors including family disputes, separation or divorce of adult children, or children being taken into State care. The primary aim of the Honours research project reported here, a component of a larger project, was to explore the lived experiences of Queensland grandparents who had reduced, lost or denied contact with their grandchildren after contact with child protection services. In recent years, almost 8000 Queensland children have reportedly been living in out-of-home care arrangements annually. In this qualitative study, in-depth interviews were conducted with a sample of seven (7) grandparents. An emerging key theme was that grandchildren were very important to grandparents, but that grandparents struggled to maintain contact with their grandchildren after families came to the attention of child protection authorities. These findings can help inform social work practice with families for the wellbeing of both grandparents and grandchildren.

This article reports on qualitative research conducted to evaluate parents’ perspectives of their experiences of Talking Matters Bendigo (TMB), a screening programme initiated between health and educational professionals in regional Victoria to improve access to speech pathologists for parents of preschool-aged children with speech, language and communication concerns. Drop-in clinics are conducted in three Bendigo schools monthly. The programme is a collaborative partnership between the Victorian Department of Education and Training, Maternal and Child Health and ‘Off to an Early Start’ (City of Greater Bendigo), Bendigo Health and the disciplines of Speech Pathology and Education at La Trobe University, Bendigo. La Trobe Education (Honours) student researchers interviewed a group of 10 parents attending TMB using face to face interviews and collected data using an online survey after parents attended a session. Thematic analysis of the data was completed and inter-reliability checks were completed by two external La Trobe PhD students to increase reliability and validity. Results indicated parents were satisfied with the information provided by the speech pathologists and they reported that they intended to utilise this new knowledge at home with their children. This study provides preliminary evidence that novel service delivery options such as TMB can be successful in engaging parents early in health literacy so that speech, language and communication problems in preschool-aged children can be identified, managed and even prevented.

This article discusses the outcomes of a research project undertaken in 2011/2013 by a team of researchers from Edith Cowan University (ECU) in collaboration with Wanslea Family Services. The project aimed to address the relative lack of voice of biological children in the fostering task, despite the increasing acknowledgement of children's rights and their capability to be involved in decision-making processes. Data was collected through the use of focus groups and interviews with a small number of biological children, foster carers and service providers in Western Australia (WA). The data indicated the necessity to reconsider the rights of biological children in the fostering task and the need for specific strategies to address these rights. The findings of the study informed the development of a set of interactive resources for supporting biological children of foster carers during all stages of the fostering process in Australia. The resources also have potential value for use in overseas jurisdictions.

There are many experiences in working with vulnerable children and families that require reflective practice on the part of the practitioner in order to identify issues of crossover between the personal and the professional, and areas of transference and counter transference. This article suggests a particular challenge is presented in the process of the practitioner becoming a parent themselves. Those who have been working with children and families for much of their careers may find becoming a parent presents a range of conflicting and challenging considerations that need to be unpacked throughout the process of transition. The author has a background of working in child protection for over 20 years and became a parent herself just over 4 years ago. She provides clinical and group supervision to a wide range of practitioners as an external supervisor. This practice-based reflection piece draws on the author's experience, with inputs from supervisees and the examined literature, to identify some key themes. The issues raised suggest a need for more research and greater thoughtfulness around the impact of becoming a parent on practitioners themselves and on their practice.

Whilst teachers are increasingly being asked to provide ‘care’ for students in their classrooms, very little research has explored what care might look like for students with migrant or refugee backgrounds. This paper reports on the findings of a study conducted with children when they began school in Australia in the Intensive English Language Program (IELP), with a focus on how care might be provided and defined. Participants were 63 migrant or refugee children aged between 5 and 13 years of age (M = 7.40 years, SD = 2.39), and 14 IELP teachers. The aims of the broader study of which this paper forms one part were to explore experiences at school through a mixed-methods, participatory methodology. The current paper takes a deductive approach, and focuses specifically on the relationships between students and teachers as one dimension of care for students. We found that students had positive relationships with their teachers, and reported feeling safe at school. Teachers reported some challenges in relation to their relationships with students, particularly in the case of students with refugee backgrounds. We suggest that the concept of care for children with refugee and migrant backgrounds needs further work, particularly in mainstream education settings.

This paper reports on one aspect of data gathered in an Australian Research Council (ARC) funded project which sought to uncover how children are responded to when their parents are arrested and imprisoned. This paper presents initial specific insights into how Victorian schools understand and respond to these children. Due to the limited research previously conducted in this area of study, a flexible and exploratory approach was implemented. Data were obtained from eight Victorian education staff members, from a variety of professional domains, and were analysed using thematic analysis. Results indicate that a school's ability to respond appropriately to this group of students is shaped by the general and specific knowledge of parental imprisonment held by schools. Access to such knowledge is limited, however, by both the stigmatised nature of the problem and the current, fragmented, service system. More optimistically, it seems that when schools have greater awareness, positive responses can be implemented. Implications for this are discussed, with a particular focus on the need for clear channels of communication and collaborative work.

Social workers face unique challenges in working with families, young people and children in rural and remote communities. Simultaneously, workers juggle dual relationships, personal boundaries and high visibility. Social work practise in rural Australia also faces high staff turnover, burnout and difficulties with recruitment, retention and available professional supervision. A lack of professional supervision has been identified as directly contributing to decreased worker retention in rural and remote areas. This paper reports on emerging themes from a qualitative research study on peer supervision in virtual teams in rural and remote Australia. Data collection consisted of pre- and post-trial individual interviews, monthly group supervision sessions, online evaluations and focus groups. A key conclusion from the study is that peer group supervision worked in supporting rural and remote workers to perform their everyday professional roles. The ease and access afforded by the use of simple technology was noteworthy. Whilst the research was conducted with social workers in rural and remote areas, the use of peer group supervision could be applicable for other professionals who work with families and communities in rural and remote Australia.

One in three Australian children attend school-age childcare. School Age Care (SAC) services have increased to meet the growing demand for children to have somewhere safe to go before and after school while their parents work. SAC services have continued to grow in size, but are still considered a “care” rather than “education” service. This literature review highlights some current features of Australian SAC childcare sector. Key features detailed include the growth in service usage and the particular organisation types that characterise the sector. Other themes identified relate to parent expectations, venues, workforce needs and children's wellbeing. This literature review advocates for more research about the SAC sector.

yourtown's Expressive Therapies Intervention (YETI) is a trauma and attachment informed creative arts and play therapy intervention developed for young children with emotional and behavioural problems stemming from traumatic exposure. YETI aims to improve participants’ emotional and social wellbeing; behavioural adjustment; quality of attachment relationships and self-concept. The intervention is integrated within holistic family support programmes, chiefly a domestic and family violence refuge and a young parents programme. This paper describes YETI's therapeutic model and presents findings of a two-year outcome evaluation. The findings suggest that the intervention can achieve significant positive outcomes for preschool-aged children associated with healing from developmental trauma and attachment difficulties. Analysis of pre/post assessments of participants’ social, emotional and behavioural functioning using the Child Behaviour Checklist revealed significant improvements from intake to exit in children's internalising, externalising and total problems. There were also marked decreases in the proportion of children with symptoms in the clinical or borderline clinical ranges. Thematic analyses of parent/carer surveys and therapists’ end-of-therapy reports similarly indicate widespread improvements in social, emotional and behavioural functioning as well as improvements in children's self-confidence and self-esteem, and in the quality of the parent–child attachment relationship.