Department of Education

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Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Caitlin is a DPhil student in the Department of Education working on how teachers interact with refugee and unaccompanied asylum-seeking pupils in UK schools.

Her DPhil study uses survey data, interviews, observation, and document analysis to examine teacher knowledge, attitudes, and practices in relation to refugee pupils. Previously, Caitlin worked as a primary school teacher in Aberdeen, London, and at Rose Hill Primary School in Oxford. She completed an MA (Gaelic Medium Education, Oral History) and a PGDE (Primary Education) at the University of Aberdeen, and a BA (Human Geography, Environmental Studies) at Middlebury College in the US. She has a general interest in improving inclusion and equity in education.

Aine is interested in improving the health outcomes of children and young people in the care system.

Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.

For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.

Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.

Jane is a part of the Rees Centre for Fostering and Education. Jane’s research interests lie in the socioemotional development of young children, especially areas related to challenging behaviour, self-regulation, and early intervention.

Prior to her beginning as a DPhil student, Jane read for the M.Sc in Child Development and Education at the University of Oxford and a BA in Early Childhood and Families Studies at the University of Washington.

Publications
  • Sohn, B., Buchanan, A., Heo, K., & Lee, J. J. (2019). Explanatory effects of young childhood caregiving environment, child’s pro-social behavior, and child’s self-regulation skills on adolescent problem behavior. Children and Youth Services Review, 100, 298-303. DOI: 10.1016/j.childyouth.2019.03.01
  • Lee, J. J. & Sohn, B. (2020). Effects of student-teacher relationships on the problem behavior trajectories of children and adolescent. Academic Journal of Pediatrics & Neonatology, 9(5), 47-49

Vânia is a DPhil Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1),