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Australian Social Work Volume 75, 2022 - Issue 1: Themed Issue: Children and young people in vulnerable situations, with Guest Editorial by Robyn Munford
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Articles

The Efficacy of a Child Protection Training Program on the Historical Welfare Context and Aboriginal Trauma

Karen Menziesa Karen Menzies, School of Nursing & Midwifery, Western Sydney University, Penrith, Australia;b School of Humanities and Social Science, University of Newcastle, CallaghanCorrespondence[email protected]
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Rebekah Gracec TeEACH (Transforming early Education and Child Health), Translational Health Research Institute (THRI), School of Nursing and Midwifery, Western Sydney University, Penrith, AustraliaORCID Iconhttps://orcid.org/0000-0002-7812-8077
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Pages 62-75 | Received 17 Aug 2019, Accepted 29 Jan 2020, Published online: 19 Apr 2020

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Read on this site (4)

N. Freymond, K. Lambert, J. McGonegal & G. Taraba. (2023) Partnering with a child welfare agency to design and deliver a BSW child welfare course: mixed results and lessons learned. Social Work Education 0:0, pages 1-22.
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Michelle Fitts, Jennifer Cullen & Jody Barney. (2023) Barriers Preventing Indigenous Women with Violence-related Head Injuries from Accessing Services in Australia. Australian Social Work 76:3, pages 406-419.
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Robyn Munford. (2022) Children and Young People in the Care System: Relational Practice in Working with Transitions and Challenges. Australian Social Work 75:1, pages 1-4.
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Martine Hawkes, Amanda Paton & Nada Ibrahim. Meeting the training needs of a child-protection workforce: perspectives on professional certificates in understanding, assessing, and responding to childhood trauma. Social Work Education 0:0, pages 1-21.
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Articles from other publishers (2)

Ashlee Reynolds, Steven Roche & Timothy Piatkowski. (2023) Enhancing child safety and well-being in the northern territory: Bridging gaps in support services and strengthening community engagement. Qualitative Social Work 23:1, pages 108-125.
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Meegan Brown, Judith Howard & Kerryann Walsh. (2022) Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma. Frontiers in Education 7.
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