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The authors discuss the results of a study that recorded the extent to which prescriptions and proscriptions for interpersonal practice are specified in the literature and the types of justifications used to substantiate these directives. Implications for social work practice are discussed.

* Summary: This review, which draws mainly but not exclusively on UK material, explores the social work literature on managing risk and uncertainty, with emphasis on community care. Risk has become a major, if not over-arching, preoccupation in social work, reflected in a huge upsurge of written material. * Findings: The article briefly traces the historical development of the concepts of risk and uncertainty and identifies a number of theoretical frameworks, noting that the risk society is marked by change, uncertainty, and a reduced faith in experts. Some commentators have drawn out the implications of these ideas for social work. At present, however, we lack a social model of risk. The article describes a continuum of risk management, marked by controlling attitudes at one end and more empowering approaches at the other. The former is evident in risk avoidance strategies, the latter in positive risk-taking; the literature on each is reviewed. * Applications: The views of service users are largely absent from the literature but their role in taking and managing risks on an everyday basis should not be overlooked, nor their potential to play a more significant role in the process. Pointers for future research are identified.

AIM: The aim of this paper is to report on a systematic review of the world literature to provide information about the most effective forms of health promotion interventions to reduce childhood (0-14 years) unintentional injuries. The findings are of relevance to policy makers at a local or national level, to practitioners and researchers. METHODS: The relevant literature has been identified through the use of electronic databases, hand searching of journals, scanning reference lists, and consultation with key informants. RESULTS: Examples of interventions that have been effective in reducing injury include: bicycle helmet legislation, area wide traffic calming measures, child safety restraint legislation, child resistant containers to prevent poisoning, and window bars to prevent falls. Interventions effective in changing behaviour include bicycle helmet education and legislation, child restraint legislation, child restraint loan schemes, child restraint educational campaigns, pedestrian education aimed at the child/parent, provision of smoke detectors, and parent education on home hazard reduction. For the community based campaigns, the key to success has been the sustained use of surveillance systems, the commitment of interagency cooperation and the time needed to develop networks and implement a range of interventions. Education, environmental modification and legislation all have a part to play and their effect in combination is important. CONCLUSION: The design of evaluations in injury prevention needs to be improved so that more reliable evidence can be obtained. Better information is needed on process, so that successful strategies can be replicated elsewhere. There is also a need for literature reviews on effectiveness to be updated regularly and for their findings to be widely disseminated to policy makers, researchers, and practitioners.

The subject of study presented in the article are the educational projects included in the readers for 1st – 4th grade levels, their varieties and methods of working on a certain project. The objective is to outline the status of the educational project in the readers for primary literature education and reveal the possibilities of application of project-based technologies through the main teaching device. The nature and specific features of project work in the first stage of education are revealed. It is established that there are a variety of project types in the readers. Creative, role-play and information-cognitive projects prevail. Group and collective projects are mainly included, but there is a room also for individual projects. Priority is given to short-term projects, but opportunities for implementation of long-term projects are also presented. The stages in the implementation of the project activity are not developed to the maximum.