Doing the right thing and getting it right: professional perspectives in social work on supporting parents from gender diverse communities.

Background: Despite significant shifts in legislative, political, cultural and social contexts, which have improved our understanding of diverse gender identities and family life, this remains under-explored within social work and social care. Trans and non-binary (TNB) parenting experiences are marginalized within mainstream professional practice and action is required to address these inequalities.

Aims: This study explored the practices and meaning of 'parenting' and 'caring' for care professionals in families with parents with diverse gender identities in the UK.

Research Ethics with Gender and Sexually Diverse Persons.

Identifying and developing inclusive policy and practice responses to health and social inequities in gender and sexually diverse persons require inclusive research ethics and methods in order to develop sound data. This article articulates 12 ethical principles for researchers undertaking gender and sexually diverse social, health, and related research. We have called these the 'Montréal Ethical Principles for Inclusive Research.

What do we know about transgender parenting?: Findings from a systematic review.

Transgender issues are under-explored and marginalised within mainstream social work and social care professional practice. The experience of gender transition has a profound impact on the individuals who have diverse gender identities and their family members. We present findings from a systematic review of studies concerning the experiences of transgender parenting conducted during January-September 2017.

Potential value of the current mental health monitoring of children in state care in England.

Background: Routine screening to identify mental health problems in English looked-after children has been conducted since 2009 using the Strengths and Difficulties Questionnaire (SDQ).

Aims: To investigate the degree to which data collection achieves screening aims (identifying scale of problem, having an impact on mental health) and the potential analytic value of the data set.

Method: Department for Education data (2009-2017) were used to examine: aggregate, population-level trends in SDQ scores in 4/5- to 16/17-year-olds; representativeness of the SDQ sample; attrition in this sample.

Improving the mental and emotional well-being of looked after children: connecting research, policy and practice.

The relationships between research, policy and practice in improving the mental and emotional well-being of looked after children are complex. There is a growing body of research that demonstrates that children in state care (or 'looked after children') are particularly vulnerable in terms of poor health and mental health outcomes. The current health and social care policy context is in the midst of tremendous change.