Suchergebnisse

Aim:To describe the application of intervention mapping in the development of a family-centred approach to reduce violence in the family.Methods:Development towards a family-centred approach is described, in which only the first three steps of the five intervention mapping steps have been detailed. These three steps are unpacked as phases. Phase I, a family violence needs assessment which includes a policy analysis. Phase II determines appropriate theoretical and practical approaches through systematic reviews and lastly, Phase III as a Delphi study.Results:Intervention mapping as a form of programme development is inclusive of all relevant stakeholders and allows diverse engagement with family-centred information through its structured development process.Conclusion:Family violence should be seen as a holistic phenomenon which affects all members of the family and future interventions must be mindful of this to address family violence effectively.

Aim: The aim of the systematic study was to determine the effect of parenting practices on adolescent risk
behaviours such as substance use and sexual risk behaviour.



Method: Quantitative research studies were systematically collected from various databases such as Academic Search
Complete, MEDLINE (Pubmed), JSTOR, Project Muse and SAGE for the duration of 2003-2013 which was within the 10
year period of relevant literature to the date of study.



Results: Findings established that parental monitoring and communication prevented drug initiation, delayed alcohol
initiation, and sexual debut, increased alcohol refusal efficacy, and decreased delinquent behaviour and risk taking
behaviours in high risk adolescents.



Conclusion: This review shows that parental practices play significant protective and promotive roles in managing
adolescent risk behaviours.

Leaving school, whether to move on to training, work or education, is a fundamental rite of passage the world over. This volume draws on a wealth of international sources and studies in its analysis of the 'transitions' young students make as they move on from their secondary schooling. It identifies how these transitions are planned for by policymakers, enacted by school staff and engaged with by students themselves. With data from a range of nations with advanced industrial economies, the book delineates how the policies relating to these transitions need to be conceived and implemented, how the transitions themselves are negotiated by young people, and how they might be shaped to meet the varied needs of the students they are designed to help. The authors argue that the relationship, often complex, between what schools provide in the way of preparation, and the ways in which students take up what is on offer, is the crucial nexus for understanding the experience of transitions by young people, and for enhancing that experience. With a host of case studies of transition policies themselves, as well as evaluative data on how they were received by the school leavers whom they were designed for, this valuable addition to the educational literature deserves to be read by all those with roles in preparing the young for their journey into a complex adult world full of pitfalls as well as opportunity.