Asylum‐seeking unaccompanied minors contend with numerous challenges as they adjust to living in a new country. Although increasing attention has been paid to their capacity for resilience, little research has been done on the exact manner in which they cope. This paper describes some of the insights gleaned from a qualitative study undertaken with unaccompanied minors living in Ireland. Six different coping strategies are identified, namely: (1) Maintaining continuity in a changed context, (2) Adjusting by learning and changing, (3) Adopting a positive outlook, (4) Suppressing emotions and seeking distraction, (5) Acting independently, and (6) Distrusting. These are described in turn. Particular attention is paid to the role of religion in relation to the participants' coping strategies.

This paper argues for the value of resilience as a key concept in work with young people in need and considers some of the implications of a resilience led approach for policy and practice. Resilience refers to a capacity to do well despite adverse experience. Social and developmental factors influencing a child or young person's degree of resilience are discussed, with particular reference to the resilience enhancing potential of school experiences and spare time activities.

Our work group wishes to thank CFRC staffer Laura Dale at Loughborough for extraordinary efforts in producing this statement in record time and for her care and assistance with all phases of our Summit activity.

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Permanence has long been regarded as a key element in child placement planning and practice. While upholding its benefits, Robbie Gilligan argues that reliance on permanence as a guiding framework has gone too far. Instead he advocates a shift towards a resilience-based perspective which embraces the positive aspects of the permanence framework but more accurately reflects the complexity of child care problems and needs.

The article begins by challenging what is considered to be the relative neglect by child and family social work of the importance for children of school and teachers. Key roles of school in children's lives are conceptualized. School is argued to have potential as an ally for children, a guarantor of basic protection, a capacity builder, a secure base from which to explore the self and the world, an integrator into community and culture, a gateway to adult opportunities and a resource for parents and communities. It is suggested that school can have a special supportive value for children experiencing adversity, including those in state care or under supervision, those whose parents have divorced, and those recovering from abuse or neglect. The implications of the central importance of schools and teachers for child and family social work are discussed with reference to the child as client, work with teachers, work with the wider school and community, and policies in social work agencies and in education and training programmes for social workers and teachers.

This paper argues for the value of resilience as a key concept in work with young people in need and considers some of the implications of a resilience led approach for policy and practice. Resilience refers to a capacity to do well despite adverse experience. Social and developmental factors influencing a child or young person's degree of resilience are discussed, with particular reference to the resilience enhancing potential of school experiences and spare time activities.

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