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Over 200,000 young people in the UK embark on a smoking career annually, thus continued effort is required to understand the types of interventions that are most effective in changing perceptions about smoking amongst teenagers. Several authors have proposed the use of social norms programmes, where correcting misconceptions of what is considered normal behaviour lead to improved behaviours. There are a limited number of studies showing the effectiveness of such programmes for changing teenagers’ perception of smoking habits, and hence this paper reports on the results from one of the largest social norms programmes that used a variety of interventions aimed at improving teenagers’ perceptions of smoking. The paper aims to discuss this issue.

A range of interventions were adopted for 57 programmes in year nine students, ranging from passive interventions such as posters and banners to active interventions such as student apps and enterprise days. Each programme consisted of a baseline survey followed by interventions and a repeat survey to calculate the change in perception. A clustering algorithm was also used to reveal the impact of combinations of interventions.

The study reveals three main findings: the use of social norms is an effective means of changing perceptions, the level of interventions and change in perceptions are positively correlated, and that the most effective combinations of interventions include the use of interactive feedback assemblies, enterprise days, parent and student apps and newsletters to parents.

The paper presents results from one of the largest social norm programmes aimed at improving young people’s perceptions and the first to use clustering methods to reveal the impact of combinations of intervention.

This paper aims to provide a commentary on the previous paper in this issue on “The development of a sex offender assessment and treatment service within a Community Learning Disability Team (the SHEALD project): part 2”.

The authors consider the nature of traditional service delivery for people with learning/intellectual disabilities and the potential that services have for the physical, emotional and sexual abuse of these vulnerable people.

The authors argue that effective community based treatment/support is best delivered in a way that acknowledges and employs the range of skills offered by practitioners from health and social care backgrounds.

Both SHEALD and HIST are examples of community treatment programmes which show that a person‐centred approach supported by a dedicated and consistent team of practitioners may be an effective way of addressing complex, high‐risk behaviours.

This chapter explores the relationships between 12 single mothers with breast cancer and their children, a subtheme of a larger qualitative study.

Qualitative data were collected via interviews. The study used the ecological systems theoretical framework to explain findings.

In speaking with women about how they constructed and altered their social networks post-diagnosis, many talked about their relationships with their children. This chapter explains how these mothers discussed their diagnoses with their children in age-appropriate ways; how they relied on their children during treatment for informational and emotional support; and how relationships with their children changed during treatment and recovery.

Based on findings from this study, family scientists, public health professionals, and oncology care providers may have a better understanding of the specific concerns and experiences related to the children of breast cancer patients without partners.

This study yields new information about the support needs of single breast cancer patients and their children, and offers insight into what researchers and medical teams can do to better support families affected by breast cancer.

This study examined factors associated with depression in 125 informal caregivers to adults living with HIV/AIDS in Lomé, Togo.

Each caregiver completed a questionnaire that assessed primary and secondary stressors, social support and depression. Most of the participants were women (78 per cent), married (53 per cent), and had been giving care to nuclear family members (63 per cent) for about 11 months. OLS regression was used to examine the association of primary and secondary stressors with self‐reported depression.

The analysis showed that caregiving demand, role captivity, and job conflict were positively associated with self‐reported depression. This suggests that work‐related strains and role strains were associated with depression levels among caregivers in our sample.

The study is based on a small convenience sample of volunteers and this may limit the generalisability of the results.

This knowledge can benefit HIV/AIDS service providers in counselling caregivers who need to maintain a healthy quality of life and well‐being for their difficult and challenging task.

This paper contributes to knowledge on caregiving role to people with chronic illnesses by incorporating an understudied population into the knowledge base.

The purpose of this paper is to present a framework for resilience education that can be used by teachers in schools. The paper seeks to identify a common language for exploring the concept of resilience.

The paper presents an overview of the construct of resilience as it appears in the literature. It provides a rationale for resilience education by examining the changing circumstances that impact on the work of educators. It also provides an overview of current Australian programs that promote resilience.

After an extensive examination of the literature, it is suggested that resilience is discussed in the literature as a state, a condition and a practice. Consequently, a three‐dimensional framework has been developed from this to help teachers understand resilience and to provide practical ways in which they can promote the resilience of their learners.

This conceptual paper suggests that the three‐dimensional framework for resilience has implications for supporting the mental health and wellbeing of children and young people. The paper highlights the important role of the school in enhancing resilience for children and young people.

The original work of this paper is the presentation of a three‐dimensional framework for resilience: as a state, a condition and a practice. This framework is useful for preservice teacher education programs and for the professional development of practising teachers.