This paper is designed to encourage practitioners to critically reflect on the role diagnostic systems play in their work with children and families.
CFCA produces a range of publications. These include CFCA Papers, which offer an objective exploration of how research applies to policy and practice, and are written by or in collaboration with expert researchers and service providers. CFCA Resource Sheets and Practitioner Resources are shorter papers that focus on a specific issue in depth.
To be notified when CFCA publications are released please subscribe to CFCA news.
A four-guide series on developmental differences intended for professionals supporting vulnerable children and their families.
Developmental differences in children who have experienced adversity: Emotional dysregulation (practice guide 1 of 4)
The focus of this resource is emotional dysregulation; which may put a child at increased risk of social and emotional difficulties over time.
Developmental differences in children who have experienced adversity: Diminished social reward (practice guide 2 of 4)
This resource focuses on diminished response to social reward; which we believe may put a child at increased risk of developing depression over time.
Developmental differences in children who have experienced adversity: Difficulty with executive functioning (practice guide 3 of 4)
A resource on difficulty with executive functioning; which we believe may put a child at increased risk of learning and behavioural issues over time.
Developmental differences in children who have experienced adversity: Threat bias (practice guide 4 of 4)
This series of practitioner resources describes four areas of developmental difference and outlines principles for supporting affected children.
This paper explores the development of the collective impact framework and its ability to create population-level change on complex social issues.
The effect of trauma on the brain development of children: Evidence-based principles for supporting the recovery of children in care
An overview of cognitive development in children who have experienced trauma, and principles to support effective practice responses
This paper defines the types of supported playgroups in operation in Australia, and assesses the evidence for their benefits for parents and children
This paper defines and clarifies what trauma-informed service delivery means in the context of child and family welfare services in Australia