The Incredible Years® parenting programme targets parents of children aged 0-12 years of age with the aim of strengthening parenting skills, including involvement in children’s education, and to promote positive skills and behaviour in children. This programme can be delivered as an intervention/ treatment programme for parents who are engaging in problematic parenting practices or who have children with Oppositional Defiant Disorder or ADHD. It can also be used as a prevention programme for families who may be at risk of problematic parenting or for parents with children at risk of having behavioural issues, although not yet displaying them at a significant level. All studies submitted show significant positive change in both parenting skills and child behaviour post-programme involvement.
The Incredible Years® parenting programme targets teachers of children aged three to eight. The focus is on strengthening teachers’ classroom management strategies, promoting children’s prosocial behavior and school readiness, and reducing children’s classroom aggression and noncooperation with peers and teachers. The programme also helps teachers work with parents to support their school involvement and promote consistency between home and school. In summary, the Teacher Classroom Management Programme aims to provide teachers with the skills to effectively manage their classroom and promote children’s social, emotional and academic competence.
The Incredible Years® Child Dinosaur programmes target children aged 3-8 years of age; it can be delivered either as a treatment programme for children who are already exhibiting behaviour problems, or as a prevention programme in classroom settings. Children are taught cognitive, emotional self-regulation and behavioural strategies and emotional literacy for managing angry, negative, and depressive self‐talk and increasing prosocial behaviour, self‐esteem, and confidence. In follow-up studies, adolescents showed increased social and emotional competence with peers in classroom, increased problem-solving skills, reductions in behaviour problems and increased academic readiness and cooperation with teachers.
Risk-Avert was developed by Essex County Council and The Training Effect (a provider of school-based interventions focusing on risk-taking behaviours, emotional health, wellbeing and PSHE). It is a multicomponent school based intervention targeting secondary school children aged 12 and 13 years old. The programme seeks to contribute to the improvement of young people’s health and wellbeing, empowering them to effectively manage risk and achieve positive outcomes. The programme focuses on the drivers behind behaviour and on supporting young people to develop practical skills to enable them to effectively manage risks they may encounter in everyday life.
The Second Step programme is a universal, classroom-based programme designed to increase students’ school success, improve peer relationships, and decrease problem behaviours by promoting social-emotional competence and self-regulation. It teaches skills that strengthen students’ ability to learn, have empathy, manage their emotions and behaviours and solve problems. The Second Step programme was developed by Committee for Children (CfC), a non-profit organisation in Seattle, Washington, dedicated to fostering the safety and well-being of children through social-emotional learning and development.
The Mind and Body Programme was developed by Addaction’s Young Persons’ Services in Kent as a multi-component risk reduction programme for young people who are vulnerable to risk taking behaviours. Its primary aim is to reduce students’ and young people’s self- harming and develop better coping strategies. Other risky behaviours, such as those related to drug and alcohol misuse, are also targeted by strategies developed by the Mind and Body Programme.
The RisKit programme is a multi-component risk reduction programme for young people aged 14 – 16 years old who are vulnerable to risk-taking behaviour. These risks include drug and alcohol abuse, early/unprotected sex and offending. The programme aims to reduce risk behaviours in vulnerable adolescents, particularly related to alcohol and drug abuse and risky sex behaviour.
The Lions Quest Programme is a whole-school approach to youth development and children’s social and emotional well-being. Drawing from literature in emotional learning, resilience and connectedness, the programme aims to promote social and emotional learning (SEL), character education, bullying prevention, drug awareness and service learning. The programme includes three stages with three different curricula: Skills for Growing (US grades K-5, UK Years 1 – 6), Skills for Adolescence (US grades 6 – 8, UK Years 7 – 9), and Skills for Action (US grades 9 – 12, UK Years 10 – 13). They are designed to be part of a school-wide programme.
London Youth’s Athan 31 -My Team, My Club, My Community- is a youth leadership scheme which supports young people to develop and deliver projects they have developed themselves. The programme helps young people develop confidence, character, leadership and team membership skills to improve their youth clubs and have a positive impact on their community. Athan 31 aims at developing a culture of youth innovation and leadership by providing young people with the framework and resources to deliver activities in their communities.
Despite the many years it takes for early tobacco use to translate into tobacco-related morbidity later in life, evidence suggests that addiction is usually established during adolescence. Preventing young people from starting smoking is therefore crucial to developing effective tobacco prevention strategies.
The ASSIST (A Stop Smoking In School Trial) programme is a peer-led intervention aimed at promoting smoke-free behaviours among children aged 12-13 years. ASSIST combines a peer-led approach with the diffusion of innovation theory: it encourages the development and dissemination of new norms of smoking behaviour through the training of influential Year 8 students who work as peer supporters.