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  • The Reflective Fostering Programme – Improving the wellbeing of children in care through a group intervention for foster carers

    This study found the Reflective Fostering Programme improved carers’ reflective capacity, reduced stress and strengthened child–carer relationships. It was also cost-effective, though children’s emotional and behavioural outcomes did not differ from usual support.

    Authors: Midgley, N., Irvine, K., Redfern, S. et al.

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  • A mixed methods realist evaluation of adolescent-focused low-intensity life story work

    This study explores how low-intensity life story work can better support adolescents in care. It identifies seven key principles, such as flexibility, early support and focusing on everyday experiences, and offers practical guidance for carers and professionals.

    Authors: Hammond, S. P., Seeley, C., Skevington, P. et al.

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  • Reflections on challenges and successes from the Reflective Fostering Study

    Large-scale research in UK fostering is often slowed by healthcare-style bureaucracy and limited administrative capacity in social care. The authors argue research rules should be refined to better reflect the realities of children’s social care.

    Authors: Irvine, K., Rider, B., Cresswell, C. et al.

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  • A qualitative evaluation of the Reflective Fostering Programme - examining foster and kinship carers’ experiences, practical application, and perceived impact

    This study explored foster and kinship carers’ experiences of the Reflective Fostering Programme. Most found it improved relationships and stress management, though some were unsure of its relevance, suggesting a need for better tailoring.

    Authors: Katangwe-Chigamba, T., Murdoch, J., Irvine, K. et al.

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  • How inclusive and representative is research on foster caring in the UK? Findings from a scoping review

    This review found foster care research often underrepresents groups such as kinship and non-White carers and rarely addresses inclusivity, calling for more representative, inclusive research practices.

    Authors: Stemp, R., Izzidien, S., Sharma, S. et al.

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  • The lived experience of co-production: Reflective accounts from the InCLUDE project

    This paper shares reflections from four researchers in a co-produced foster care study, highlighting the value of safe, inclusive research spaces and offering practical recommendations for future co-production projects.

    Authors: Izzidien, S., Stemp, R., Akram et al.

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  • Wellbeing package for foster carers and teachers of looked-after children aged 8 to 11 years: the STrAWB feasibility RCT

    This study tested a new programme to support the mental health of children in care by training foster carers and teachers to work together. While the approach was acceptable to participants, the trial was not feasible due to low recruitment and disruptions caused by the COVID-19 pandemic.

    Authors: Luke N., Banerjee R, Dunn V, Douglas N. et al.

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  • Exploring looked-after adolescents’ reports of their dissociative experiences

    This study examines the relationship between levels of dissociation, several pre-placement factors and other background variables to facilitate the understanding of the high prevalence of dissociation in adolescents living in care.

    Authors: Anderson, K., Hillman, S., Zhong, W., et al.

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  • Attachment Theory and Children in Care - Children in Care: Needs, challenges and evidence

    A book chapter on attachment theory in looked-after children examining needs, challenges and evidence.

    Authors: Hillman, S. & Cirasola, A

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