behaviour

This review investigates the impact of parental separation and divorce on children’s well-being and development. The review incorporates evidence concerning family breakdown, and its consequences, in the context of understandings of ‘the family’, ‘breakdown’ and the ‘well-being’ of children and young people, and includes research relating to both married and cohabiting parents. ‘Well-being’ is defined as incorporating children’s mental, emotional and physical health.

This rapid review was undertaken to examine the effectiveness of behavioural interventions for sleep problems in young disabled children (up to age eight years), specifically interventions that can be carried out by parents in the home. Nineteen studies were identified, four were RCTs and 15 were before and after studies, most of which had less than 10 participants. Three of the four RCTs had been conducted in a UK setting.

Report of the Steer Review of standards of pupil behaviour in schools in England. The report presents the conclusions of the review and makes forty-seven recommendations grouped under the themes of legal powers and duties, supporting the development of good behaviour and raising standards higher.

There a clear need to change attitudes, knowledge and behaviour relating to alcohol in the UK. This report presents seven case studies, each telling the story of an initiative designed to bring about attitudinal, behavioural or policy change, for example sustainable transport use or youth smoking prevention. This novel approach provides a unique insight into how the application of new thinking may help to reduce harmful drinking patterns. This report examines how initiatives successfully used in other fields can help inform new strategies for tackling alcohol related harm.

Four Radio 4 programmes in a series about the health and wellbeing of the seven ages of humanity, presented by Connie St Louis. These four programmes explore the teenage years. The first programme looks at the hormonal changes that are the hallmark of the teenage years, the second looks at teenage behaviour and the third at how adolescents relate to those around them. The final programme of the series looks at the later stages of adolescence.

Report that considers some of the ways that affluence and disadvantage influence children’s educational attainment. It focuses on a broad set of factors, varying across childhood, classified under the broad umbrella term ‘aspirations, attitudes and behaviours’. The implications for policy are also explored.

Tackling antisocial behaviour is a key activity for housing organisations across the UK. This ‘action framework’ focuses specifically on Scottish policy and practice. It uses a systematic process approach towards tackling antisocial behaviour organised in seven photocopiable core tasks. Designed to develop staff awareness, and strategic planning and monitoring, it can also form the basis of in-house training programmes.

Document which forms part of a series that summarises key findings from the fourth sweep of the survey, which was collected in 2008/09 when children in the birth cohort were aged 3-4 years and those in the child cohort were aged 5-6 years. It presents key findings from the Growing Up in Scotland study (GUS) report Children’s social, emotional and behavioural characteristics at entry to primary school.

This document represents a consultation on three elements: new legislation covering behaviour and discipline contained in the Education and Inspections Act 2006; revised guidance on the use of force; and new powers to search for weapons contained in the Violent Crime Reduction Act 2006.

This briefing presents the findings from a review of the impact of parental separation and divorce on children’s well-being and development. The review incorporated evidence concerning family breakdown and its consequences, and included research relating to both married and cohabiting parents. Findings are summarised in the areas of: family breakdown and its impact on children; contributory factors and optimising positive outcomes.