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A case study reviewing the establishment of the evidence-based Incredible Years programme in Wales, describing the rationale for selecting the programme, the outcomes achieved in Wales, and the influence on policy leading to a Wales-wide dissemination strategy. The UK context features a growing trend towards evidence-based anti-violence services and significant increases in funding for early intervention. Factors that contributed to the success of this project included careful selection of a programme with evidence, establishing a local evidence base for it, ensuring that information was disseminated to government and service providers, and the need to build in a sustainability plan. The biggest challenge, lack of leader time and resources to deliver the programme effectively, is explored and solutions from Wales, including leader feedback surveys and manager training days are described. Adapted from the source document.

An investigation of whether and to what extent a peer-led model is able to counteract mechanisms underlying bullying in peer groups, seeking clarification of divergence in reported results on the efficacy of peer-led models. Two studies were carried out in Italy within a project tackling bullying and cyberbullying in secondary schools. In the first study (n = 386), concerning the first phase of the project, a significant decrease was found only for cyberbullying, most of all for male peer educators. For the second study (n= 375) the model was improved and significant effects were found for several participating groups (peer educators and the experimental classes), who exhibited a decrease in bullying, victimization, and cybervictimization. Results suggest that peer educators can act as agents of change in the broader context. Adapted from the source document.

A description and test of the Holistic Student Assessment Tool (HSA), an assessment tool to measure children's and adolescents' resiliencies in relation to externalizing and internalizing problem behaviors. The HSA is based on the authors' research-based clinical-developmental Clover Leaf Model of resilience and psychopathology, and is one of the first attempts at closing the gap between risk and resilience approaches in developmental assessment. The HSA was tested in a cross-sectional sample of 423 children and adolescents. The results lend support to the HSA as a valid measure of children's and adolescents' resiliencies. Furthermore, the resilience scales mostly exhibited the theoretically expected convergent and divergent relationships with the psychopathology scales. In addition, we show how the resilience scales predict adolescents' externalizing and internalizing symptoms. We contend that evidence-based intervention to address youth aggression needs to be based on sound developmental assessment. Adapted from the source document.