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In social marketing practice, there is no all-encompassing approach that guides researchers and practitioners to build theory-driven social marketing interventions. While the Co-create–Build–Engage (CBE) process offers a roadmap for marketing application, including outlining when and where social marketing’s eight benchmark principles have been applied, limited practical guidance on how and when theory should be applied is offered. This paper reports one case study demonstrating how theory was applied to deliver a theory-informed well-being behavior change intervention.

This paper proposes and applies a new five-step theory-driven social marketing intervention build process (BUILD) drawn from an extensive base of social marketing research and application. Using a case study method, we showcase how the five-step process was applied to inform the design, build and implementation of a well-being behavior change intervention.

This study proposes a five-step process to build theory-driven social marketing interventions called BUILD: Begin with the objective, Use theory, Initiate program design, Let’s produce and Develop the engagement plan. This study provides a step-by-step and easy-to-follow BUILD process which outlines how social marketers can apply a selected theory to inform program design and implementation.

The BUILD process offers a roadmap to build theory-driven social marketing interventions that include all elements of intervention development, namely, objective-setting, theory evaluation, selection and application, producing the program and planning for program engagement.

This study provides a novel five-step process to help social marketing researchers and practitioners build theory-driven social marketing interventions.

This paper serves several purposes. It provides a brief exposition on the general definitions and features of skills and competence in organizations, presents an overview of skill charting, offers specific methods to demonstrate training for skill development using constructivist approaches (skill charting/competency mapping); and then presents the results of a brief study that encompasses the approaches discussed. The findings of the study indicate that the skill charting methods have value, promise, and that they require further study.

Knife crime and serious violent crime (SVC) among youth has been growing at an alarming rate in the UK (Harding and Allen, 2021). Community and school-based intervention and prevention services to tackle knife crime are being developed with some evaluation; however, these are independent and of varied quality and rigour. Therefore, the purpose of this study is to record the approaches being developed and synthesise existing evidence of the impact and effectiveness of programmes to reduce knife crime. In addition, the complex factors contributing to knife crime and SVC are discussed.

A systematic approach was used to conduct this knife crime intervention evidence review using two search engines and four databases. Inclusion and exclusion criteria were applied to ensure focus and relevance. The results of searches and decisions by the research team were recorded at each stage using Preferred Reporting Items for systematic reviews and meta-analyses (PRISMA).

Some evidence underpins the development of services to reduce knife crime. Much of the evidence comes from government funded project reports, intervention and prevention services reports, with few studies evaluating the efficacy of intervention programmes at present. Some studies that measured immediate impact in line with the programme’s aims were found and demonstrated positive results.

This systematic review specifically synthesised the evidence and data derived from knife crime and weapon carrying interventions and preventions, integrating both grey and published literature, with a novel discussion that highlights the importance of outcome evaluations and issues with measuring the success of individual level interventions and their contributions to the overall reduction of violence.

The uptake of reprocessed construction materials (RCMs) derived from demolition waste (DW) is limited, which questions the long-term sustainability of DW reverse logistics (RL). To address this gap, the current study focused on identifying informational and structural interventions to promote the uptake of RCMs among Australian construction professionals (CPs).

Following a qualitative research approach with thirty-one semi-structured interviews, the study explored potential interventions that can drive broader RCM usage. The study's strength lies in the in-depth qualitative insights gathered through extensive interviews with CPs experienced in using RCMs.

Sixteen informational and structural interventions to promote the uptake of RCMs were identified and mapped against the industry levels at which they should be implemented. RCM suppliers should focus on improving material quality, supply and marketing while minimising material costs. Governments should encourage using RCMs through incentivisation, supportive legislation and approval processes. The significance of awareness building and research was also recognised, which requires the collective efforts of suppliers, governmental and non-governmental bodies and educational institutes.

Despite the talk around sustainable consumption, the actual walk towards this is limited from a construction perspective, as seen through the low uptake of RCMs. This study attempts to bridge this mismatch by outlining informational and structural interventions that would drive CPs to walk the talk and use RCMs for construction applications. While most studies on DW RL have focused on improving waste recovery processes, this study takes a less-trodden path and explores the potential for developing markets for RCMs.

This chapter explains how HR executives can leverage social network understanding in order to facilitate post-merger integration. We describe two social network mechanisms (brokerage and contagion) and explain their effect on organizational functioning. We then present a framework incorporating interventions in three core areas of HR involvement in mergers and map those interventions on the timeline of the merger so as to provide a roadmap for developing and implementing interventions based on social network insight. We argue that an understanding of social networks and the proposed interventions would allow HR executives to better monitor and steer post-merger integration.

This paper aims to improve community care for people with intellectual disabilities (ID) and/or autism. Lack of coordination between agencies leads to children and young people with the most complex needs falling between services. The North West Operational Delivery Network (ODN) for learning disability and autism set out to develop a model of care for mental health services for children and young people with ID and/or autism in North West England that would improve coordination between services and lead to better community care.

The ODN held a series of good practice events and consultations with stakeholders in North West England to look at gaps in service provision, national guidelines and agree on a pathway for services.

The ODN decided to use the THRIVE framework as the basis for a specific model of care. Interventions were mapped against the THRIVE groupings, including pathways and team specifications for assessment and support for children with autism, and models for child and adolescent mental health service support for ID and/or autism, for keeping children and young people with behaviour that challenges in the community and transition.

This model aims to provide the North West England region with a clear multi-agency approach for supporting the needs of this population and supports multi-agency commissioning, gap analysis, earlier intervention and improving health outcomes for this population.

The purpose of this paper is to describe the course, “Designing Education for Better Prisoner and Community Health,” which provided students with the knowledge, skills and resources needed to build real-world health education materials for persons who are criminal justice involved.

A multiphase engaged scholarship course was designed and implemented through the Brown University School of Public Health in Rhode Island, USA.

Students collaborated closely with instructors, subject matter experts and affected community members to develop highly tailored health education projects across six topic areas. The structure and outcomes of the paper are described with the hope that other instructors and institutions might replicate components of the model.

Engaged scholarship in public health can provide students with rich, collaborative learning experiences, and when executed effectively, these endeavors can provide underserved communities with robust and informed health education interventions and programs.

In response to elevated local self-harm and suicide rates, and the lack of a dedicated pathway for children and young people (CYP) who self-harm, a rapid response pathway united to reduce self-harm (RUSH) was developed and implemented within Norwich (Norfolk, England). This public health case study aims to describe the pathway model and share its outcomes, learnings, and reflections over the pilot year.

RUSH was a community-based pilot pathway aiming to support CYP, 11–18 years old, engaging in or at risk of engaging in repeated self-harm and subsequently at risk of repeated attendance at local emergency departments. From May 2020 to April 2021, RUSH supported 61 CYP using funding from NHS England and Improvement.

This case study shares the pathway’s outcomes, through a mixed-method evaluation. Results indicate statistically significant reductions in self-harm frequency (p = 0.01) and anxiety and depression symptomatology (p < 0.001); a statistically significant increase in progress towards goals (p < 0.001); and a general downward trend in re-attendance at local emergency departments following RUSH. Findings also illustrate high service user satisfaction. Framework analysis of focus group data highlights positive experiences with hope for recommissioning from a staff perspective.

This study will be valuable for services looking to develop and implement a similar service provision, in response to the need to tackle self-harm rates as a broader approach to suicide prevention. In light of the NHS long-term plan (2019), it also serves as an example of how to develop and use a strategic co-production group, and work collaboratively with the voluntary, community and social enterprise sectors.

The purpose of this paper is to critically engage with societal origins of public (dis)trust and public credibility of nutrition science and offer suggestions for addressing its public dismissal.

This viewpoint presents a conceptual analysis of public dismissal of nutrition science, drawing together perspectives on the relationships between science and society from the history, sociology and philosophy of science.

The origin of trust amongst scientists relies is actively tied to their social and moral status and science as a cultural activity is inextricably linked to institutions of power. Accordingly, trust in science relies heavily on public perceptions of those institutions, the ways in which citizens feel represented by them, and to what extent citizens consider these institutions to be held accountable. Ignoring this origin leads to expectations of science and scientists they cannot live up to and inevitable disappointment in those holding such expectations.

Managing responsible expectations asks that we first dismiss dominant portrayals of science as pure, neutral, value-free and fuelled by curiosity. Second, we should pursue a reorganisation of science, favouring social inclusiveness over scientific exceptionalism.

Post-truth dynamics are a source of concern in the dissemination of nutrition science. Rather than dismissing it as a consequence of public ignorance, a comprehensive engagement with post-truth arguments allows a constructive repositioning of nutrition science organisation and communication. It asks that we design research programmes and studies differently, incorporate different voices. Above all else, it asks humility of researchers and tolerant approaches to other perspectives.