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10 April 2018
If Government really wants a ‘step change’ in the balance between prevention and enforcement, it needs to start to engage with the evidence base. We were delighted to hear the Home Secretary say yesterday that she would be placing early intervention at the heart of the Government’s approach to ‘serious’ violence. Youth violence is a chronic problem that needs a sustained, strategic and co-ordinated response. Early intervention is a critical part of the solution, but it mustn’t be consigned to words on a page and to yet another small, short term funding pot for a myriad of activities of uncertain impact.
29 March 2018
EIF Director of Evidence Tom McBride outlines how EIF's programme assessment process and online Guidebook of programmes reflects and represents the variation in the evidence-base for high-profile programmes such as Multisystemic Therapy (MST) and Functional Family Therapy (FFT).
28 March 2018
EIF senior economist Will Teager presents some findings from our analysis of the new longitudinal Study of Early Education and Development (SEED) data, looking at the relationships between children's development and behaviour outcomes, and the home learning environment, region of the country, family circumstances, and mothers' mental health and education.
22 March 2018
Honor Rhodes: "Relationship quality matters – or it should do – to everyone in the array of services that we turn to when we are distressed."
22 March 2018
Richard Meier: "Addressing parental conflict requires a grown-up response from policy-makers and commissioners to acknowledge that we will achieve the best outcomes for everyone through approaches which are designed to improve the lot of both children and adults."
21 March 2018
EIF chief executive Jo Casebourne reports back from the Early Intervention Symposium, at which the Duchess of Cambridge delivered a rousing call for early intervention to safeguard the social, emotional and mental wellbeing of children.
26 January 2018
Stephanie Waddell reviews EIF's recent roundtable on the state of social and emotional learning (SEL) in UK schools, including the key questions schools are seeking to answer, and how these questions will shape our ongoing work in this area.
14 December 2017
Stephanie Waddell outlines the case for social and emotional learning (SEL) as a key part of any approach to preventing mental health problems among children and young people. Reflecting on the government's recent green paper on the issue, Stephanie argues that social and emotional learning should be a core part of the relationships and sex education curriculum and any new PSHE curriculum.
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