This study demonstrates the safety of the midwifery-led birth center model of collaborative care as well as continued low obstetric intervention rates, similar to previous studies of birth center care. These findings are particularly remarkable in an era characterized by increases in obstetric intervention and cesarean birth nationwide.

This study examined the extent to which a range of child characteristics (sex, age, socioeconomic status, reading skill and intrinsic and extrinsic reading motivation) predicted engagement (i.e., time spent) in different reading activities (fiction books, factual books, school textbooks, comics, magazines and digital texts). In total, 791 children (aged 8–11 years) participated. There was considerable variation in the factors predicting engagement in different reading activities. Although intrinsic reading motivation was a good predictor of recreational book reading, age was a stronger predictor of engagement with digital texts. Furthermore, specific dimensions of motivation predicted engagement in different reading activities; being motivated to read challenging texts predicted recreational book reading, whereas being motivated to achieve good grades predicted schoolbook reading. On the other hand, social reasons predicted engagement with magazines and comics. Implications for education and the relationship between child characteristics and choice of reading activities are discussed.

The education of children in foster care has long been considered problematic. One contributing factor may be the lack of educational support from key adults in these children's lives. High turnover of school and home placements may preclude the presence of a consistent adult who is actively involved in a foster child's education. Moreover, research suggests that education is sometimes viewed as a low priority by carers in comparison with other aspects of a foster child's life. The aim of the study reported here by Cara Osborne, Julia Alfano and Tanya Winn was to address this issue by directly involving carers in supporting their child's literacy skills through the use of a ‘paired reading’ literacy intervention. Thirty-five carers and children took part in the project over a 16-week period. The results revealed an average improvement in reading age of 12 months during this time, suggesting that the programme offers a constructive way of enhancing foster children's literacy skills. Feedback from carers supported this view and suggested that the impact of the project may extend beyond the realm of literacy per se, resulting in improvements in confidence and motivation as well as reading ability.

No abstract

Looked after children (LAC) often experience multiple placements although different rates of placement instability apply across different local authorities. The aim of this research by Roger Norgate, Amy Warhurst, Carol Hayden, Cara Osborne and Maria Traill was to examine social workers' views on factors influencing placement instability. The research focused on a local authority with higher than average rates of placement changes. Eight groups of social workers across the area were identified and members from each team (N = 71) completed a questionnaire and participated in group interviews. The main themes emerging from staff responses were a difficulty accessing mental health services, lack of placement options and limited foster placements, and over-hasty placement decisions due to strict time restrictions on emergency placements. Additionally, children's challenging behaviours and foster carers' unwillingness to manage, or inexperience in managing, such behaviour was identified as a contributory factor. The need to offer more support to foster carers, with a view to improving recruitment and retention, was identified as a key aspect in reducing the need for placement moves.