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The purpose of this paper is to describe and analyse the implementation by a non‐governmental organization (NGO) of an intervention with two different strategies – one employing confrontational approaches, the other cooperative ones – aiming to reduce the rate of successful purchase attempts (PAs) of medium‐strength beer in Sweden.

The Swedish Youth Temperance Movement (UNF) has been responsible for the development and implementation of the intervention, and a research team at Örebro University for the evaluation. The outcome analysis is based on 1,475 PA from 25 Swedish cities during 2003‐2006. Annual reports, discussions and telephone interviews have been used to understand the intervention process.

In 40 per cent of all registered PAs, beer is sold to minors. In the eight cities using a structured strategy, there is a significant decrease from 2003 to 2006 (44‐27 per cent; p<0.001). The confrontation method, compared to no model, is more than four times (OR = 3.8; CI 2.0‐7.0) more likely to yield a positive result. Compared to the cooperation method, it is even more likely to yield a positive result (OR = 4.7; CI 2.1‐10.7).

Working with a structured strategy gives significantly better results than working without one. The confrontation method is more successful than the cooperation method. Developing a preventive strategy takes time, cooperation perhaps requiring even more time to succeed than confrontation. The result reveals the importance of building local networks in the municipalities.

The advocacy for Swedish alcohol policy by the young members of UNF and participatory research is a unique combination.

Alcohol stands in an ambiguous relationship to sports, and there is a common belief that participation in sports prevents alcohol consumption. Although this is not always the case, sports clubs can be important settings for health promoting alcohol policy interventions .The purpose of this paper is to explore the process of implementing alcohol policies in eight football clubs in Sweden and, in particular, how the implementation process is conveyed in the clubs’ alcohol policy projects, the similarities and differences between this case study and Durlak and DuPre's implementation model and the recommendations for successful alcohol policy implementation in relation to the result.

In total, 15 semi‐structured interviews on the subject of sports’ club alcohol policies were conducted with project leaders and board members from eight sports clubs. The interviews were analysed using Durlak and DuPre's model of factors affecting implementation processes.

The results show that almost all the factors in Durlak and DuPre's model were comprehensively manifested in the football clubs’ alcohol policy projects, although with slightly different significance and emphases.

The results are discussed in relation to recommendations for successful alcohol policy implementation in sports clubs. Recommendations are presented in six areas: an explicit message; fit; internal policy dissemination; alcohol policy as a part of overall policy; support; and actors.

Many sports clubs do an excellent job of implementing alcohol policies successfully and it is imperative to incorporate their “good” practices into research and provide assistance to those whose policies and practice are less developed.

A vehicle to reduce health inequalities and improve public health has been provided by programmes at a neighbourhood level. The purpose of this paper is to analyse the development processes in four municipalities for achieving sustainable structures in area‐based development programmes during and after a formal partnership period.

A case‐study database was compiled based on the strategic and local work of four municipalities and four municipal housing companies who cooperated in the Partnership for Sustainable Welfare Development 2003‐2009. The case‐study database includes nine in‐depth studies with interviews (n=68), participant observations (n=125), a survey (n=1,160), and documents. The data are analysed using three theoretical concepts: political support, alliances, and citizen participation.

Political support, alliances, and citizen participation are important building blocks in neighbourhood development work. However, when the partnership ended there was little left that could function as a sustainable structure. Political support seems to be a means to reach the target, including ensuring a consistent approach and allocation of resources. However, the support must continue also after the intervention period, when the formal partnership collaboration ends, otherwise the established structure will soon decompose. Citizen participation is another precondition for a sustainable structure able to continue despite reduced municipal support. Alliances have the best chance of forming sustainable structures when they involve both the strategic and the operational level.

Even though many evaluations have been conducted to capture the process of interventions, little attention has been given to the challenges facing the outcomes of the intervention when it comes to making permanent the activities for reducing health inequalities. This paper is an attempt to deal with these challenges.

The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries.

The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students.

The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback.

This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.