Workshop 1: Early Career Scientific Writing Workshop: Tips for a Reviewer-Satisfying Methods Section (Other)

• Zila Sanchez (Universidade Federal de São Paulo)
• Giovanni Aresi (Università Cattolica del Sacro Cuore)

Room: Innere Medizin/1-401 - Seminarraum 401 Authors: Zila Sanchez (Universidade Federal de São Paulo), Giovanni Aresi (Università Cattolica del Sacro Cuore) This workshop is part of a series of workshops offered at EUSPR conferences. It is specifically aimed at those at the beginning of their careers in prevention (early career). It is designed to help researchers improve their skills in writing scientific articles. It aims to provide practical guidance on how to structure, write, and prepare a clear and strong manuscript that meets international publication standards. The workshop will be divided into two parts: In the first part, all participants will attend a plenary session. This session will cover the key elements of scientific writing, including how to organize the main sections of a manuscript (Introduction, Methods, Results, and Discussion), how to write effective titles and abstracts, and how to avoid common mistakes. This workshop will focus on writing the methods section of a manuscript. In the second part, participants will be divided into two small groups based on their main interest: - Group 1: Qualitative research methods section - Group 2: Randomized Controlled Trial (RCT) methods section Each group will work with real excerpts from published manuscripts. Participants will analyze and discuss these excerpts using relevant reporting guidelines (e.g., COREQ for qualitative studies, CONSORT for RCTs). The goal is to help participants recognize the characteristics of high-quality writing and understand how to apply guidelines to improve the clarity, transparency, and scientific rigor of their own work. The workshop will be co-facilitated by Zila Sanchez and Giovanni Aresi, Editor-in-Chief and Associate Editor, respectively, of the Journal of Prevention, the Official Journal of the European Society for Prevention Research.

Workshop 2: Developing methodological recommendations for multiple outcomes evaluations in health promotion interventions (Other)

• Claire COLLIN (Université Paris Cité, France)

Room: Innere Medizin/2-403 Authors: Claire Collin (Université Paris Cité, France), Clara Eyraud (ECEVE UMR 1123 - Inserm - Paris Cité University - France), Philippe Martin (Inserm CIC1426 / U1123), Noëline Vivet (Université Paris Saclay, Ined, France), Lorraine Cousin Cabrolier (AP-HP. Nord-Université Paris Cité, Hôpital Universitaire Robert Debré, Unité d'épidémiologie Clinique, Inserm, CIC-1426, Paris, France.), Enora Le Roux (U1123, INSERM, Paris Cité University, PARIS, France; CIC1426, INSERM, Paris, France; SHU-SMAJA, FSEF, Paris, France), Corinne Alberti (Université Paris Cité, France) **Background:** Evaluating health promotion interventions often involves assessing multiple outcomes, introducing methodological challenges such as increased risk of type I errors, complex sample size calculations, and difficulties interpreting conflicting results. Despite these challenges, no guidance exists for selecting, analysing, and interpreting multiple, multidimensional outcomes to determine intervention success. This workshop aims to collaboratively refine and extend methodological recommendations for multiple outcome evaluations in health promotion research through expert input and consensus-building activities. **Methods:** The workshop will follow a structured three-part approach. *Part 1. Presentation of research findings.* We will present findings from a systematic review and expert consultations on multiple outcome evaluations in health promotion. Five preliminary recommendations will be introduced: (1) developing core outcome sets tailored to health promotion interventions, (2) selecting multidimensional outcomes through multidisciplinary steering committees, (3) applying multiple criteria decision analysis and consensus-driven methods for transparent outcome combination, (4) strengthening methodological reporting throughout intervention development and evaluation, and (5) increasing complex intervention experts' involvement in ethics, funding, and evaluation committees to strengthen evidence recognition. *Part 2. Small-group critical analysis.* Participants will engage in facilitated small-group discussions to identify additional challenges and critically analyse the proposed recommendations. Each group will document their insights, suggested modifications, and potential new recommendations. *Part 3. Collective validation and refinement.* A whole-group discussion will synthesise small-group insights through structured consensus-building exercises, refining recommendations and identifying new methodological strategies. **Results:** Participants will contribute to evidence-informed recommendations to improve the transparency and methodological rigour of multiple outcome evaluations in health promotion, supporting the development of standardised approaches. **Discussion:** The workshop will foster opportunities for future collaborations around methodological research in health promotion evaluation and lay the foundation for an enduring network of researchers, institutions, and practitioners dedicated to advancing methodological research to support high-quality evidence generation and evidence-based decision-making in prevention and health promotion.

Workshop 3: Backstage Stories: Barriers and Facilitators in Conducting Prevention Research with Immigrant Youth and Families (Other)

• Metin Özdemir (Örebro University)

Room: Innere Medizin/1-401 - Seminarraum 401 Auhtors: Metin Özdemir (Örebro University), Hasnaa Amouri (Örebro University, Sweden), Layan Amouri (Örebro University), Linda Juang (University of Potsdam, Germany), Maja Schachner (Martin Luther University, Halle-Wittenberg, Germany), Maja Västhagen (Karolinska Institutet), Sandra Altebo Nyathi (Örebro University) This workshop aims to present the barriers and facilitators of conducting prevention research with youth and families from immigrant and refugee backgrounds. Conducting such research involves unique challenges, including language barriers, cultural differences, limited understanding of or different views about research, distrust, and instability in living conditions. These are just a few of the unique challenges that researchers must address to ensure the quality implementation of their research. However, there are limited resources available to guide novice researchers and practitioners in learning from the experiences of others. Experiences from two large-scale projects in different contexts, Germany and Sweden, will form the basis of this workshop. We will present the strategies that were effective in achieving the project goals, as well as the failures and lessons learned. The facilitators include senior researchers, a doctoral student, project assistants who worked on project administration and data collection, and intervention leaders who ran intervention sessions with the participants. Workshop participants will have the opportunity to interact with both senior and junior research staff, who will share firsthand experiences from different phases of project development, implementation, and dissemination. Overall, this workshop is designed to empower novice researchers and practitioners by enhancing their understanding of the challenges, barriers, and facilitators of conducting prevention research with youth and families from immigrant and refugee backgrounds. The program will include interactive group activities to provide hands-on experiences for the participants.

Workshop 4: Systems mapping methods for prevention research (Other)

• Geoff Bates (University of Bath, United Kingdom)
• Wesley Hughes (University of Bath, United Kingdom)

Room: Innere Medizin/2-403 Authors: Geoff Bates (University of Bath, United Kingdom), Wesley Hughes (University of Bath, United Kingdom) **Background:** Systems thinking and methods can help us to understand and tackle complex behaviours or problems. This workshop aims to support participants to take a ‘systems approach’ for prevention, specifically through using system mapping methods. Systems mapping is an increasingly common method used in public health to understand the factors influencing a behaviours or outcome that we want to prevent or change, and to visualise how these factors relate to one another in a connected system. The learning and outputs developed through system mapping can be used to identify and evaluate interventions. **Methods:** Participants will 'learn by doing' and, in groups, develop their own system map through activities based on group model building methods. The activities will be supported by presentations introducing theoretical aspects, practical issues, and different methods for mapping systems drawing on the facilitators’ own research. Participants will be given a choice of topic areas to focus on including drug prevention, healthcare professional prescribing, and mental health. They will participate in group discussions to reflect on key concepts and methods used, and consider their application to their own topic/ research areas. **Results:** The intended outcomes of the workshop for participants will be (i) increased understanding about how systems thinking and systems approaches can support prevention science and (ii) development of the skills and knowledge to undertake systems mapping. Through creating a systems map, participants will also improve their understanding about their own role in the systems that they work in. **Discussion:** Applying systems methods can help researchers, practitioners and policymakers develop a deeper understanding of the causes of problems and behaviours. By analysing and mapping how complex systems work they can identify opportunities for interventions to prevent and change these outcomes. Importantly, systems mapping can also help to identify and mitigate unintended consequences of interventions. Other information: We suggest including up to 20 participants, although we could adapt it for higher numbers if required. If it is possible to engage with participants before the workshop, we could also adapt the topic areas for the systems mapping activities to any common research/ practice topics e.g. gambling, obesity, etc. **Duration:** We propose to deliver a full-day (6 hours) workshop and the timings can be adjusted to fit around any scheduled breaks. However, it could be modified to be delivered as a half-day workshop if that was the preferred option. **Materials:** Participants will not be required to bring any materials with them. It will be most useful for participants interested in applying systems methods but they do not require any prior experience to participate. Martials required in the workshop are sticky notes, pens and print outs of templates (ideally A1 or A2 paper). **Conflict of interest:** The authors declare no conflict of interest

Symposium 1A: The Guiding Good Choices Parenting Program: Preventing substance use and mental health concerns by supporting families across the prevention continuum (Adolescents and Risky Behaviours)

• Dalene Beaulieu (University of Washington)
• Margaret Kuklinski (University of Washington, Social Development Research Group)
• Eva-Lotta Björk (Prevention Sverige)
• Nicole Eisenberg (University of Washington)

Room: CrossOver - Auditorium/0-Auditorium - Auditorium Authors: Margaret Kuklinski (University of Washington, Social Development Research Group), Dalene Beaulieu (University of Washington), Nicole Eisenberg (University of Washington), Eva-Lotta Björk (Prevention Sverige), Rivka Schwartz (SAR High School), Mats Glans (Swedish Institute for Applied Prevention Science), Birgitta Mansson (Swedish Institute for Applied Prevention Science), Sara Heide (Swedish Institute for Applied Prevention Science), Romina Veas (San Carlos de Maipo Foundation), Raul Perry (San Carlos de Maipo Foundation), Marcelo Sanchez (San Carlos de Maipo Foundation), Crisitian Meneses (San Carlos de Maipo Foundation), Jim Leighty (University of Washington) Chair: Margaret Kuklinski Cross-cultural research studies affirm that warm, nurturing relationships between parents and their children, along with clear guidelines for children’s behavior, promote healthy development across a variety of contexts and cultures. Guiding Good Choices (GGC) is an evidence-based universal prevention program for parents of children ages 9-14, that reduces risk factors for substance use and other behavioral health concerns, and enhances protective factors by teaching parents strategies and skills that promote bonding and enable clear guidelines. Research trials have demonstrated that GGC strengthens connection between parents and children, increases parenting skills, reduces family conflict, and improves substance use, depression symptoms, and delinquent behavior. GGC is currently available for in-person or virtually delivery to groups of parents in English, Spanish, and Swedish. This symposium features four presentations. The first describes GGC, including its theoretical underpinnings, target audience, evidence base, outcomes, and recommendations for successful implementation. The second provides international examples of GGC implementation in two very different countries, Sweden and Chile, including describing adjustments made to align with local context. The third presentation reports on GGC implementation in a school setting, illustrating the process from program selection, to adaptation, implementation, and saturation among families in the school. The final presentation highlights the program’s acceptability and utility across diverse settings (e.g., schools, pediatrics clinics), modes (in-person, virtual), and populations (universal, selective, indicated). These presentations reveal that GGC can be an effective tool for supporting parents and fostering adolescent health across diverse contexts and settings. Acceptability in multiple countries and cultures holds promise for extending reach of effective parenting supports globally. Implementing virtually and in diverse settings points to opportunities for reducing attendance barriers and further extending reach. The GGC program has the potential to support families and adolescents globally by equipping them with strategies aimed at preventing behavioral health problems and promoting wellbeing. **Abstract 1** What is Guiding Good Choices? Margaret Kuklinski (University of Washington, Social Development Research Group), Dalene Beaulieu (University of Washington), Nicole Eisenberg (University of Washington) **Background**: Over the last decade, behavioral health problems have risen dramatically among youth worldwide. Broader dissemination of effective family-focused prevention programs could reduce these concerns, promote health and wellbeing, and support parents and families, with positive effects on global public health. Guiding Good Choices (GGC) is an evidence-based family-focused prevention program for parents with children ages 9 to 14. It has been shown in two randomized controlled trials to sustainably reduce substance use, depression symptoms, and delinquent behavior, and to support positive, nurturing family relationships. This presentation describes GGC’s theoretical foundation; the goals of each GGC session; the tools, training, and technical assistance available to support high quality implementation; and overviews the feasibility of GGC implementation and impact in diverse countries, cultures, and context. **Method**: GGC is theoretically grounded in the Social Development Strategy, which underscores the importance of strong positive bonds, which are broadly protective, and clear guidelines, which serve as guardrails against health risking behaviors. Each of GGC’s 5 sessions offers parents tools, skills, and strategies (e.g., setting consistent guidelines, conflict management, dealing with peer pressure) that promote family bonding and increase the likelihood of healthy behavior in adolescence. Information, opportunities for discussion, skills demonstration, and ample time to practice facilitate the use of tools, skills, and strategies in the home environment. **Results**: In addition to evidence of positive impact on families and adolescent health, recent evaluations have demonstrated the feasibility, acceptability, and preliminary effectiveness of implementing the program in multiple settings (e.g., community-based organizations, healthcare settings), languages (e.g., Spanish, Swedish), and when delivered virtually. **Discussion**: GGC is a universal anticipatory guidance curriculum with high potential for equipping families across the globe with skills to prepare for the teenage years. Training and technical assistance are routinely available to facilitators and agencies wishing to implement the program. **Abstract 2** International implementation of Guiding Good Choices: Lessons learned from Sweden and Chile Eva-Lotta Björk (Prevention Sverige), Nicole Eisenberg (University of Washington), Sara Heide (Swedish Institute for Applied Prevention Science), Birgitta Mansson (Swedish Institute for Applied Prevention Science), Mats Glans (Swedish Institute for Applied Prevention Science), Romina Veas (San Carlos de Maipo Foundation), Crisitian Meneses (San Carlos de Maipo Foundation), Raul Perry (San Carlos de Maipo Foundation), Marcelo Sanchez (San Carlos de Maipo Foundation), Dalene Beaulieu (University of Washington) **Background**: While there is a strong need for preventive interventions worldwide, there is a dearth of evidence-based programs that are linguistically and culturally relevant for use across multiple countries, especially in underserved areas (e.g., Latin America), where prevention needs are high, or in countries that lack interventions in the desired language. We share results from the implementation of Guiding Good Choices—a universal preventive parenting intervention—across two very different countries: Chile and Sweden. **Method**: GGC was developed in the U.S. as a bilingual program; all materials and trainings are available in English and Spanish. In Chile, the Spanish-language version was piloted in 2021-2 as part of a feasibility study that examined implementation fidelity and participant satisfaction using surveys and observer ratings. Recruitment was tailored to the local context and Chilean substance use data were included in the curriculum, but the program was not adapted any further. In Sweden, all program materials and trainings were translated into Swedish, including creating new videos used in the curriculum. GGC implementation began in 2021 as part of city-wide community prevention efforts in two Swedish cities. **Results**: In Chile, trained facilitators delivered the program to 46 parents in 4 groups. Self-report and observational data indicated that implementation fidelity and parent satisfaction were very high. Focus groups also pointed out some areas for improvement. In Sweden, 24 facilitators were trained, and to date, they have delivered GGC to 150 families. GGC has been very well accepted and has played an important role in the city's prevention efforts. **Discussion**: Findings indicate it is possible to deliver GGC with high fidelity and acceptability in a new country. Despite significant cultural and political differences, GGC showed a good fit to the new settings. Families reported relating to the concepts and benefiting from the program. **Abstract 3** From early considerations to reaching saturation in Guiding Good Choices implementation Dalene Beaulieu (University of Washington), Rivka Schwartz (SAR High School) **Background**: Despite evidence that parenting programs can improve behavioral health outcomes, achieving high levels of parent participation and attendance has traditionally been challenging. This presentation highlights an effective approach to engaging parents and families in a Modern Orthodox Jewish high school community in Guiding Good Choices, an evidence-based program for parents with children ages 9 to 14, in a large urban area. The school’s thoughtful stepwise approach, supported by coaching from a GGC Specialist, resulted in high levels of exposure among families in the school. **Method**: In 2019 SAR high school engaged the University of Washington’s Center for Communities that Care (Center) when staff sensed there were some significant behavioral health concerns among in students. The Center and SAR collaborated to (a) collect student self-report data to understand strengths, problem behaviors, risk factors, and protective factors, (b) select GGC in response to high levels of alcohol use revealed in the data, (c) tailor GGC to meet the population’s unique needs, and (d) implement it with fidelity and reach. **Results**: Adaptations focused on increasing cultural resonance (e.g., aligning images with Orthodox teachings) prior to implementation. A small initial pilot helped build support within the school and among rabbis and parents, and provided the foundation for broader implementation within SAR. Data from parents propelled further adjustments (e.g., scheduling, Shabbat-specific examples). The community’s positive response undergirded SAR leaders’ decision to adopt a policy of mandatory participation in GGC for all incoming 9th grade parents, which has led to over 90% of parents completing the program. **Discussion**: By working stepwise through a process that included close collaboration among school leadership, the SAR community, and GGC experts, SAR achieved high-fidelity implementation and optimized saturation and engagement among parents. SAR’s replicable process can be tailored to help future GGC implementers achieve their reach goals. Abstract 4 Extending the reach of Guiding Good Choices across settings and across the prevention continuum Nicole Eisenberg (University of Washington), Margaret Kuklinski (University of Washington, Social Development Research Group), Jim Leighty (University of Washington) **Background**: Many parent-focused preventive interventions have had limited uptake even though they have demonstrated health impact, and participants who attend report high degrees of satisfaction. In this paper we highlight multiple pathways to greater reach of an evidence-based parenting intervention, Guiding Good Choices (GGC), in new contexts and populations across the prevention continuum. **Method**: GGC was developed in the U.S. for in-person community or school-based delivery. We describe several innovations and strategies aimed at increasing GGC’s reach, implementation feasibility, and acceptability. They include adapting GGC for synchronous virtual delivery, broadening implementation to include healthcare settings, and increasing access among caregivers in recovery from opioid use disorder. We share results from surveys and interviews documenting fidelity, parent engagement and satisfaction and preliminary effectiveness. **Results**: (a) GGC was adapted for synchronous virtual group delivery during the COVID-19 pandemic (b) and delivered to ~300 caregivers from pediatrics clinics in 3 U.S. states, who were recruited via pediatrician invitation. Implementation was satisfying to parents. Fidelity was high. Pretest-posttest comparisons showed statistically significant improvements in parenting attitudes and knowledge. (c) In one U.S. state, GGC was integrated into settings serving families in recovery from opioid use disorder; ~75 caregivers in recovery participated in GGC. Surveys and interviews revealed parents were highly satisfied, learned new skills, and observed positive impacts on their children. **Discussion**: Innovations showcase the flexibility and acceptability of GGC in varied settings serving children and families. They demonstrate that GGC can be implemented virtually with high fidelity, with related gains in parent knowledge and attitudes. Finally, they show GGC’s relevance as a universal intervention and also when offered selectively to populations in which children are at higher risk for behavioral health concerns. Collectively innovations suggest GGC’s potential for stronger public health impact through broader dissemination and implementation.

Symposium 1B: Prevention focused on families affected by incarceration – how can research be brought to practice with at-risk families? Experiences from the international context (Adolescents and Risky Behaviours)

• Rosi Enroos (Tampere University)
• J. Mark Eddy (The University of Texas at Austin)
• Anita Mehay (City St George’s, University of London)
• Åsa Norman (Karolinska Institutet)

Room: Innere Medizin/2-402 Authors: Anita Mehay (City St George’s, University of London), Charles R. Martinez, Jr (College of Education, The University of Texas at Austin, Austin and Oregon Social Learning Center, Eugene), Essi Julin (Tampere University), J. Mark Eddy (The University of Texas at Austin), Jabeer Butt (City St George’s, University of London), Jean Kjellstrand (University of Oregon), Jenni Repo (Tampere University), Leandra Box (City St George’s, University of London), Rachel Duncan (City St George’s, University of London), Richard G. Watt (City St George’s, University of London), Rosi Enroos (Tampere University), Åsa Norman (Karolinska Institutet) Chair: J. Mark Eddy This symposium gathers experiences from a variety of countries to discuss prevention efforts that bring research to practice to target at-risk families that face complex adversities: families affected by incarceration. Incarcerated parents, their children, their partners, and their relatives often run a high risk of ill-health and marginalization, a situation which has been documented through a large body of research conducted across the globe. These families vary greatly in terms of needs and levels of difficulty and preventive efforts need to be multi-faceted, targeting not only the entire family but also various aspects of the communities within which they live. These types of efforts can be difficult to put into practice for several reasons. For example, families can be difficult to reach and to develop and maintain relationships with. Further, the political landscapes that impact practice and policies related to these families are quite dynamic and can be unpredictable. Such situations call for innovative and flexible strategies to develop, assess and implement evidence-based interventions that prevent risk. This Symposium brings together practice-based researchers from England, Finland, Sweden, and the US with a variety of welfare structures and political context with examples of interventions targeting these families. Current projects from these countries are in various stages, from development, assessment, and implementation in practice. The Symposium will also highlight how various forms of data and designs (e.g., registry-based, co-creative design, mixed-methods, and observation) are essential in the progress of prevention for at-risk groups. Finally, the Symposium will pinpoint the need to use knowledge from a variety of contexts across the globe when launching new initiatives, with the intent of informing the construction of innovative and flexible preventive programs for at-risk and hard-to-reach groups within specific environments.

Symposium 2A: Advancing Addiction Prevention: Connecting Research, Practice, and Intersectoral Collaboration Across Europe (Substance Use Prevention)

• Jeroen Aerts (Integra Limburg)
• Frank Schulte-Derne
• Bartosz Kehl (National Centre for Prevention of Addictions, Poland)
• Rebekka Kleinat (LWL)

Room: CrossOver - Auditorium/0-Auditorium - Auditorium Authors: Frank Schulte-Derne (LWL-Coordination Office for Addiction Issues, Germany), Bartosz Kehl (National Centre for Prevention of Addictions, Poland), Rebekka Kleinat (LWL), Jeroen Aerts (Integra Limburg), Sylwia Opasińska (National Centre for Prevention of Addictions, Poland), Robert Rejniak (The Polish Society for the Prevention of Drug Abuse), Ellen Gibney (Integra Limburg) Chair: Frank Schulte-Derne This international symposium explores how early intervention and selective prevention in the field of substance use can be strengthened through cross-sector collaboration and European cooperation. Organized under the umbrella of the euro net network (euronetprev.org), it brings together experiences from Belgium, Poland and Germany to highlight innovative strategies for supporting young people and families at risk. The symposium focuses on two key projects. FreD (Early Intervention for First-Time Drug Offenders) is a German prevention program developed by LWL and adapted in various European countries through euro net partners. It targets young people who have come into contact with police or been noticed in schools due to their substance use. The first two presentations explore findings from an evaluation of FreD in Poland and the program’s ongoing development in Germany, including digitalization and adaptation to the new policy contexts of the cannabis decriminalization. Make the Difference (MTD), in contrast, is a project that was developed within the euro net network from the outset. It focuses on structural prevention by fostering intersectoral collaboration—especially between addiction services, child protection, and youth services—to support families affected by addiction. The final two presentations explore the development of MTD as a model for collaborative prevention and its real-world implementation in Belgium. Across both projects, professionals from euro net countries have shared expertise and worked toward common goals. This symposium illustrates how shared values and coordinated action across Europe can advance inclusive, evidence-informed prevention that responds to real needs in vulnerable populations. **Abstract 1** FreD Next Level – Digitalization of early intervention for first-time drug users Frank Schulte-Derne (LWL-Coordination Office for Addiction Issues, Germany) **Background**: The FreD intervention program (early intervention for first-time drug users) has been established in Germany for 25 years. In 2007 - 2010, the program was transferred to other European countries. After further developments, “FreD Next Level” (12/2022-12/2024) was launched by blu:prevent (Blaues Kreuz e.V.) and the LWL Coordination Office for Addiction Issues in Germany. The aim of this was to transform FreD digitally. The initiative was triggered by increasing digitalization, the changing communication habits of young people (14 - 21 years) and the legal changes brought about by the new Cannabis Act. At the heart of the project was the co-creation approach, in which young people were actively involved in designing the content to ensure relevance and accessibility. **Methods**: Using a co-creation and user-centred design process, the team developed a digital course called "fred_online", which was piloted at five model sites across Germany. A blended learning approach enabled both fully online and hybrid interventions. The implementation included the development of a social media marketing strategy and a dedicated youth-friendly website (www.wastutfred.de). In addition, schools were involved through awareness-raising materials and a practical guide, distributed nationally. **Results**: fred_online is available for all FreD locations and is embedded in blu:prevent's platform. Despite a temporary decrease in participant numbers due to the introduction of the Cannabis Act (KCanG), new referral pathways via schools and youth services were established. Digital tools also improved access for young people in rural areas. **Discussion**: Initial feedback indicates increased outreach and acceptance of digital formats. However, sustained referrals and long-term integration remain ongoing challenges. Strengthened collaboration with schools and youth services will be essential for the sustainability of the programme. FreD Next Level serves as a model for future digital prevention initiatives. Conflict of interest: No conflics of interest. Project-Funding by German Federal Ministry of Health. **Abstract 2** Implementation of FreD in Poland Sylwia Opasińska (National Centre for Prevention of Addictions, Poland), Bartosz Kehl (National Centre for Prevention of Addictions, Poland), Robert Rejniak (The Polish Society for the Prevention of Drug Abuse) **Background**: The FreD goes net program was introduced in Poland in 2010 as a tool for youth experimenting with psychoactive substances. Since then, regular trainings and seminars on Motivational Interviewing have been held. A comprehensive evaluation conducted in 2019-2020 confirmed the effectiveness of the program and identified areas for improvement. Based on these results, the implementer's manual was updated. In response to the challenges of the COVID-19 pandemic, a pilot version of the program was developed in an online format. **Methods**: The FreD is implemented in Poland mainly to people aged 13-19 who experiment or use harmful psychoactive substances and experience related problems. The program uses a strategy of brief preventive intervention and motivation to change risky behavior using Motivational Interviewing. The evaluation of the FreD program in Poland was aimed at assessing its effectiveness as an early intervention tool for youth experimenting with psychoactive substances. The program’s impact on participants’ behavior and motivation was assessed, complemented by IDI interviews with facilitators. **Results**: The FreD program in Poland currently involves around 400 facilitators and reached about 1,800 participants in 2024. Evaluation included data from 312 participants at two stages and 241 participants at all three stages. The findings were summarized in a comprehensive report and a doctoral dissertation. **Discussion**: Experiences of the FreD program in Poland demonstrate that this model can be an effective tool for early intervention, especially when supported by well-prepared staff and continuous improvement of working methods. Further efforts are needed to develop the remote format, which could increase the program’s accessibility. Conflict of interest: No conflicts of interest. **Abstract 3** Structural Prevention & Cross-Sector Collaboration in Supporting Families with Addiction Issues (Make the difference) Rebekka Kleinat (LWL),Frank Schulte-Derne (LWL-Coordination Office for Addiction Issues, Germany) **Background**: Children from families with addiction issues face increased risks of adverse childhood experiences (ACEs), which can affect their mental health and development. The Make the Difference (MTD) project (2021–2023) aimed to promote child protection in these families by fostering cooperation between addiction and child protection services across 12 EU countries. The follow-up project Qualification Makes the Difference (2024) developed a comprehensive curriculum for professional training that integrated lived experiences. **Methods**: The project focused on practical, action-oriented interventions based on existing research. These efforts aimed to bridge gaps in professional practice by providing tools, training and support for cooperation between help services. In MTD, professionals co-developed a guide for cooperation agreements between addiction and child protection services while also developing these agreements themselves. International workshops facilitated peer exchange and mutual learning. In the second project, insights were gathered from 64 families across 9 countries, using interviews and surveys. A Design Thinking process was used to co-create a modular training curriculum, ensuring it was adaptable across sectors. **Results**: MTD resulted in 12 signed cooperation agreements, an international seminar with 43 professionals, and the creation of a practical guide on cooperation agreements. Core messages include prioritizing child safety, addressing addiction and parenting simultaneously, and fostering intersectoral collaboration. The second phase produced an open-access curriculum to enhance professional practice across sectors, emphasizing lived experience and intergenerational trauma. **Discussion**: The projects demonstrate how international collaboration can address complex family needs and prevent ACEs, despite challenges like legal frameworks, cultural differences and stigma. Insights from multiple countries emphasize the importance of a coordinated, stigma-free approach, with the potential for scaling up across Europe.

Symposium 2B: Parenting interventions for refugee and immigrant families resettling in a new country: Implications for research and practice (Child and Youth Wellbeing)

• June T. Forsberg (UiT – The Arctic University of Norway)
• Joshua Patras (The Regional Centre for Child and Youth Mental Health)
• Pål Wessel (UiT – The Arctic University of Norway)
• Mer Saus (UiT – The Arctic University of Norway)
• Therese B. Halvorsen (UiT – The Arctic University of Norway)
• Ragnhild Bjørknes (1 The Norwegian Center for Child Behavioral Development, Oslo, Norway, 2 Regional Centre for Child and Youth Mental Health and Child Welfare, NORCE, Bergen, Norway)

Room: Innere Medizin/2-402 Authors: Joshua Patras (The Regional Centre for Child and Youth Mental Health), June T. Forsberg (UiT – The Arctic University of Norway), Mer Saus (UiT – The Arctic University of Norway), Pål Wessel (UiT – The Arctic University of Norway), Ragnhild Bjørknes (The Norwegian Center for Child Behavioral Development, Oslo, Norway; Regional Centre for Child and Youth Mental Health and Child Welfare, NORCE, Bergen, Norway), Therese B. Halvorsen (UiT – The Arctic University of Norway), Lene-Mari Potulski Rasmussen (UiT - The arctic university of Norway), Marcela Douglas (UiT The Arctic University of Norway) Chair: Lene-Mari, P. Rasmussen Discussant: Ragnhild Bjørknes Presenter/Corresponding author: Lene-Mari. P. Rasmussen Description of the symposium: This symposium focuses on different aspects that arise when refugee and immigrant families are being resettled in a new country, especially in relation to parenting interventions. In the Supported Parenting Interventions for Refugee Minorities study (the PIRM-study), we have investigated the effectiveness of two parenting interventions, together with a measurement feedback system (MFS) in a full 2x2 factorial design with nearly 300 parents. In addition to answering questionnaires, both parents and children have been interviewed to provide a more in-depth understanding of the family’s experiences when coming to a new country and being obliged to participate in a preventive parenting intervention. Through the different presentations, the current state of the field based on a recent meta-analysis will be presented together with the preliminary results from the effectiveness trial. Results from the effectiveness trial are based on reports from over 200 families and nearly 300 parents altogether. Initial findings from the parenting interventions and the MFS will be presented, along with qualitative results focusing on how the parents and children experience the parents’ participation in the intervention. Lastly, the implications of the study results for practice and implementation will be discussed. **Abstract 1** Parenting interventions for refugee and immigrant families: The current state of the field Ragnhild Bjørknes (The Norwegian Center for Child Behavioral Development, Oslo, Norway; Regional Centre for Child and Youth Mental Health and Child Welfare, NORCE, Bergen, Norway) **Background**: Migration stressors can significantly impact parental care, placing immigrant and refugee families in vulnerable situations due to challenges like acculturation, poverty, and reduced family functioning. These contextual risk factors detrimentally affect parenting practices and children's development. Strengthening positive parenting practices through parental programs could be essential in improving life for families. However, implementing parental programs also calls for evidence-based research. This review analyzes randomized controlled studies on parenting interventions for refugee and immigrant families in Europe, focusing on those based on social learning theory. **Methods**: This study includes a systematic review and a meta-analysis. Studies included in the analysis had to employ parenting programs based on social learning theory, including immigrant families, and conducted in Europe. We followed PRISMA guidelines and pre-registered the review with PROSPERO. A search through nine databases identified 8,286 publications. **Results**: Seven studies met the inclusion criteria, and they were published between 2010 and 2017. The meta-analysis showed a small but significant effect of parent training on child behavior and parenting styles, with effect sizes of 0.26, 0.24, and 0.20, respectively. However, the systematic review highlighted that few studies have addressed migration or cultural factors in family life, hindering future program development. **Discussion**: This systematic review highlights the lack of studies addressing migration and cultural factors in family life, which hinders program development for immigrant families. The meta-analysis found a small but significant overall effect on child problem behaviors and parenting favoring parent training compared to control conditions. Key topics like cultural adaptation and intersectionality are emphasized to improve evaluators and planners’ practices in prevention research. Further evidence on the effects of parental programs for immigrant and refugee families in Europe is necessary. **Abstract 2** Characteristics of parents and children coming to Norway as refugees Pål Wessel (UiT – The Arctic University of Norway) **Background**: Resettlement in a new country can be experienced as challenging, and some may need support to navigate and adapt to new surroundings. Parental stress and child problem behavior are potential risk factors for newly resettled families. On the other hand, protective factors, such as resilience, are also valuable to focus on during a resettlement process. Acquiring more knowledge about the characteristics of the families is important to tailor and support their needs when they are rebuilding their lives in a new country. **Methods**: Using quantitative methods, we aimed to examine characteristics of the participating families before receiving parent intervention. Demographic characteristics were analyzed, and descriptive statistics were generated using the Parenting Stress Index-Short form (PSI-SF), Eyberg Child Behavior Inventory (ECBI), and Resilience Scale for Adolescents (READ). **Results**: A total of 278 parents (68 % mothers) participated, and 196 children (57 % boys) were assessed by their parents using the ECBI. The results showed that most of the families had fled, in order of frequency (high to low), from Ukraine, Syria, Eritrea, and DR Congo. Most families reported having lived in Norway for two years or less and being full-time participants in the national Introduction Program that supports the integration process. The overall findings indicated that most of the parents reported scores within the normal range on the parenting stress outcome measure. Generally, a high level of resilience, and especially family cohesion, was found. When differentiated by child age and gender, about 10 percent of the children were assessed by their parents within the clinical range of disruptive behavior. **Discussion**: The parents did not report elevated levels of parenting stress, which may indicate that, once settled, they potentially feel a sense of safety for being in a secure environment after experiencing war and flight. At the beginning of the resettlement process, it is possible that the family itself constitutes their primary social resources and source of support, which may explain the high level of family cohesion. **Abstract 3** Effect of parent interventions for families with refugee background in Norway June T. Forsberg (UiT – The Arctic University of Norway) **Background**: Parents with refugee background risk and may experience difficulties with e.g. integration, upbringing, parental stress and child problem behavior after resettling in a new country. In Norway, parents are obliged to attend a parent intervention or program, as a mandatory part of their integration process. The main goals are to provide the parents with information about upbringing in Norway and prevent family maladjustments. The aims of this study were to evaluate the effectiveness of two parent interventions that are widely used in Norway; the Incredible Years (IY) and the International Child Development Programme (ICDP). The focus was on assessing their impact on improving parenting skills and reducing parental stress and problem behavior in children. Additionally, this study aimed to evaluate the effectiveness of a measurement feedback system (MFS) to improve the primary outcomes. **Methods**: This study employs a 2x2 factorial design and nearly 300 parents were recruited to participate. A total of N=135 parents were randomized to an IY group and N=139 parents to an ICDP group. Further, the groups were randomized to either MFS (N=141) or not MFS (N=133). The measures included child behavioral problems with Eyberg Child Behavior Inventory (ECBI), parental stress with Parent Stress Index –Short Form and parent practices using Parent Practices Interview (PPI). **Results**: Preliminary results showed no significant main or interaction effects of the main factors on either child or parent outcomes. This indicates that neither participating in one parent intervention over the other (ICDP vs. IY) nor utilizing MFS or not had a significant influence on the measured outcome variables. Analyses comparing outcome variables at baseline and post-intervention showed a significant decrease in child problem behavior, as measured by the ECBI intensity scale. There was also a significant reduction in parenting stress from pre- to post-assessment, as measured by PSI-SF, specifically in the subscales of parental distress, parent child dysfunctional interaction and difficult child. **Discussion**: Overall, participating in a parent intervention (either ICDP or IY) seems to have a positive impact on parenting stress and child problem behavior. It was hypothesized that the parents that were assigned to MFS would benefit more from the interventions. This was not confirmed. One possible explanation can be that the MFS was not implemented as intended. For optimal usage, the parents must provide feedback, and the group leaders must integrate this feedback to tailor the intervention to the participants’ specific needs. Further implications for practice will be discussed. **Abstract 4** Parents’ experiences of participating in parent interventions Mer Saus (UiT – The Arctic University of Norway), Marcela Douglas (UiT The Arctic University of Norway) **Background**: To bring up children in new countries is challenging for most parents. Raising children as refugees strains the usual stress. This is the background for implementing parenting interventions in the Norwegian integration program for refugees and immigrants. In this presentation, we will discuss the parent’s experiences from participating in parenting interventions. **Methods**: We used qualitative methods and interviewed 45 parents, 26 mothers, and 19 fathers about their experiences and reflections concerning participation in parenting interventions. The informants are from eight municipalities in Norway, some small, rural communities and some cities. The recruitment of informants was done through the PIRM study. **Results**: The qualitative interviews show that the parents are, for the most part, pleased with the interventions. They do not interpret that they must participate because they do not cope as parents but because it is challenging to be parents in new contexts. Learning parent strategies is helpful, but they do not use all of them. Mostly, they like the techniques that help them to implement practice in their homes and help them adapt to Norway for the sake of the children. That can be how to deal with “nagging for sweets at the shops” or maintain an appropriate bedtime. The parents highlight that information about the Norwegian child welfare system is important. This is a system they are the least familiar with, don’t understand, and are afraid of. **Discussion**: The context for parenting appears important. Support that helps them organize their family life, so it is aligned with the expectations of the Norway communities is valued. While the parenting programs are often designed to help parents with their roles or the child’s behaviour, it is more critical for refugee parents to stress how parents’ strategies can be customized to the current contexts. Also, information about systems and governmental roles, such as the child welfare system, seems desirable to parents. **Abstract 5** Refugee children`s experiences with parents participating in parent interventions Therese B. Halvorsen (UiT – The Arctic University of Norway) **Background**: The influence of parental participation in parenting interventions is rarely examined from the perspective of children, despite them being the primary beneficiaries of such initiatives. This study addresses this gap by exploring children’s experiences with these programs and the programs’ influence on their everyday lives. **Methods**: Using a dialogue-based interview method, we interviewed twenty-three children with refugee backgrounds aged 7–13 years. The children originated from the Middle East and Africa and had lived in Norway for 9 months up to 7 years. Participants were recruited through the PIRM study which meant that at the time of the interviews, at least one of their parents had recently participated in the IY or ICDP parenting interventions. The data was analysed through a qualitative content analysis method. **Preliminary Results**: Only a small number of children were aware of the parenting program that their parents had participated in, and a few others held misconceptions about what such programs entailed. However, the majority of children were unaware of their parents’ involvement in these initiatives. Despite this, some children noticed changes in their parents' behaviour. These changes were generally perceived positively, although certain strategies were regarded as less pleasant yet effective. Overall, much of the programs’ influence was reflected indirectly in the children’s everyday experiences. **Discussion**: The study revealed that only a small number of children are aware that their parents participate in parenting support programs. This lack of awareness may stem from the programs being primarily designed with a focus on parents. Traditionally, the effectiveness of parenting interventions is evaluated based on adults' reports. This study highlights that changes are not always immediately evident to children. Many strategies and guidelines introduced in both programs were not clearly reflected in the children's everyday experiences, possibly because these strategies are more abstract and challenging for children to grasp. **Abstract 6** Conducting research in a preventive setting on refugee families: Implications for research and practice Joshua Patras (The Regional Centre for Child and Youth Mental Health) **Background**: Barriers and facilitators encountered during the implementation of support programs for families with refugee backgrounds are similar to those found in other implementation efforts. Characteristics of interventions such as the feasibility, utility, acceptability, and adherence all play roles in successful implementation. Additional key challenges in the work with refugees such as language barriers, cultural differences, and limited access to resources can affect implementation efforts for this group in particular. Two parenting interventions and a measurement feedback system (MFS) designed to support these interventions were implemented in Norwegian services for families with refugee backgrounds. The parenting programs, including The Incredible Years (IY) and The International Child Development Programme (ICDP), aim to improve parenting practices and child development outcomes through structured group sessions (Patras et al, 2021). The MFS was designed to provide regular feedback to interventionists about parents' progress and experiences via a smartphone app, with the aim of enhancing the effectiveness of the parenting interventions. **Methods**: We used a mixed methods approach to assess the users’ experiences with the parenting interventions and measurement feedback system. **Results**: The primary challenges for the use of the parenting interventions included cultural adaptation and language barriers. The main challenge for using the measurement and feedback system involved the level of adoption by the intervention group leaders. **Discussion**: We will discuss the implications based on the successful use of the interventions in this population and potential ways the MFS could be adapted to improve implementation and uptake in group-based interventions such as these.

Symposium 3A: Engagement across the prevention continuum: Definitions, promoters, and effects of parent engagement in preventive interventions (Adolescents and Risky Behaviours)

• Joanna J. Kim (Arizona State University)
• Lindsey H. Rosenthal (Arizona State University)
• Carlie J. Sloan (Arizona State University)
• Elizabeth Stormshak (University of Oregon)

Room: CrossOver - Auditorium/0-Auditorium - Auditorium Authors: Carlie J. Sloan (Arizona State University), Elizabeth Stormshak (University of Oregon), Joanna J. Kim (Arizona State University), Lindsey H. Rosenthal (Arizona State University), Haylie M. Schramm (University of Colorado Boulder), Jordyn M. Richard (University of Colorado Boulder), Laney Karpel (Arizona State University), Leslie Leve (University of Oregon), Liana Cass (University of Colorado Boulder), Mary Kuckertz (Arizona State University), Nancy A. Gonzales (Arizona State University), Nivedha Jayaprakash (University of Colorado Boulder), Tamar Kodish (University of Colorado Boulder) Chair: Carlie J. Sloan Discussant: Joanna J. Kim **Background**: Participant engagement is key for the success of preventive interventions. Yet, engagement research is complicated by 1) ambiguous definitions of engagement (Staudt, 2007), 2) a dearth of effective strategies for promoting engagement (Ingoldsby, 2010), and 3) the emergence of digital modalities (e.g., mobile apps) in which the dimensions and effects of engagement are not well understood (Breitenstein et al., 2014). **Aims**: This symposium will address gaps in engagement research by contributing to definitions of engagement, understanding how to promote engagement, and determining the role of engagement in the effectiveness of digital health interventions. We explore these themes in the context of caregiver engagement in preventive interventions. This interdisciplinary symposium brings together themes from psychology, family sciences, digital health, and dissemination and implementation science. **Presentations**: The first presentation examines the ways caregiver engagement is operationalized across youth suicide prevention programs in a meta-analysis. Results highlight the diversity of conceptualizations even among interventions with specific shared goals. The second presentation uses a qualitative approach to characterize parent-generated promoters of one component of engagement—home practice—in a universal family-based prevention program. Parents strategies for engagement covered several dimensions, and they can be useful for informing engagement-promoting interventions. The third presentation explores engagement within four clinical trials of a digital family-based intervention. Time spent using the intervention tool was associated with greater parent and youth positive outcomes, suggesting a dosage effect. Families characterized by greater risk were more likely to engage with the intervention, adding to a growing body of literature supporting the viability of digital interventions for families with diverse needs. **Discussion**: Our presentations span the prevention continuum from universal to indicated, as well as representing different phases of the research-to-practice continuum, from efficacy trials to widespread community implementations. Following the presentations, discussant Dr. Joanna Kim will summarize findings across the three studies, highlighting areas of similarities (e.g., operationalization of parent engagement) and places of divergence as a means to understand how to optimize parent engagement for improved preventive effects. **Abstract 1** Examining caregiver involvement and engagement in adolescent suicide prevention programs: Preliminary results of a scoping review Lindsey H. Rosenthal (Arizona State University), Laney Karpel (Arizona State University), Tamar Kodish (University of Colorado Boulder), Liana Cass (University of Colorado Boulder), Nivedha Jayaprakash (University of Colorado Boulder), Jordyn M. Richard (University of Colorado Boulder), Haylie M. Schramm (University of Colorado Boulder), Joanna J. Kim (Arizona State University) **Background**: Suicide is a significant public health issue and is currently the third leading cause of death among 15-29-year-olds (WHO, 2025). Suicide prevention programs that involve caregivers or trusted adults appear to be the most effective (Asarnow & Mehlum, 2019). However, the nature of caregiver involvement within adolescent suicide prevention programs is unclear. This scoping review aims to (1) determine the types of caregiver involvement, (2) determine operationalizations of engagement, and (3) describe rates of engagement. **Methods**: Searches were conducted across PsychInfo, PubMed, and SCOPUS, identifying 7,345 independent records. Each record was double-screened through the title/abstract and full text screening processes with rater agreements of 96.1% and 87.7%, respectively. Inclusion criteria included discussion of a suicide prevention intervention for youth aged 11-25, engagement data, caregiver involvement, suicide-related outcomes, and peer-review publication status. Records were ineligible if they featured a review or meta-analysis, addressed non-suicidal self-injury only, or exclusively examined pharmacological therapies. **Results**: Thirty-two empirical articles met criteria and were included in this review. Caregiver involvement included sharing safety plans with caregivers, caregiver psychoeducation groups, family skills training, and family therapy. Engagement was operationalized in a variety of ways, ranging from reporting intervention completion rates and number of sessions attended to caregiver-reported program satisfaction and acceptability. Nearly all studies (90.25%) presented program drop-out data with an average attrition rate of 16.32%; Half of included studies reported on caregiver session attendance rates, reporting mean number of sessions attended or completion rates per each session in the intervention protocol; 14 studies (43.75%) reported caregiver program satisfaction data or acceptability ratings. **Discussion**: Preliminary findings demonstrate variability in the types of caregiver involvement featured in youth suicide prevention programs as well as how caregiver engagement is operationalized. Implications for different types of caregiver involvement and their association with intervention effectiveness will be discussed. **Abstract 2** Parent-generated promoters of home practice engagement: A novel classification framework and applications in a family-based prevention program Carlie J. Sloan (Arizona State University), Joanna J. Kim (Arizona State University), Mary Kuckertz (Arizona State University), Lindsey H. Rosenthal (Arizona State University), Nancy A. Gonzales (Arizona State University) **Background**: Skill uptake in behavior change interventions requires in situ practice outside of sessions (i.e., home practice). Research suggests on average half of parents in intervention programs do not complete assigned home practice (Chacko et al., 2016), limiting the impact and durability of programs. This study aimed to identify promoters of parents’ home practice engagement within Bridges, a substance use prevention program for families of adolescents. **Methods**: Participants were 305 parents (261 families) participating in Bridges with their adolescent. Parents were encouraged to practice specific skills each week. Parents responded each week to the open-ended item, “What would help you get over your difficulty using [skill name],” using a written worksheet. The item was repeated for seven skills, yielding in 943 responses. **Results**: Our qualitative analysis found that parent-identified promoters of home practice fell on three dimensions: from internal to observable, personal to relational, and stopping/removing behaviors to doing more of/adding behaviors. This framework guided our classification of responses into discrete categories. Example categories include Planning (e.g., “Setting a time to do it”), Removing Distractions (e.g., “Turn off the TV”), using Reminder Strategies (e.g., “Create a reminder on my planner and phone”), and Parent Attunement either to their adolescents’ needs (e.g., “Pay more attention to her”) or to their own emotions (e.g., “Stay more focused”). **Discussion**: Parents’ perceptions of promoters of home practice ranged from internal to observable, personal to relational, and stopping a behavior to doing more of a behavior. The generalizability of this framework to other programs—and to promoters outside of those for home practice—should be evaluated. Furthermore, it is important to determine whether the promoters identified here translate into effective intervention strategies for enhancing engagement in behavioral training programs. This is a critical next step toward improving the impact of evidence-based prevention programs. **Abstract 3** Engaging parents in digital health tools to support behavioral health in children Elizabeth Stormshak (University of Oregon), Leslie Leve (University of Oregon) **Background**: Our research focuses on embedding family-centered prevention and intervention in schools and community health agencies to support child mental health and behavior. To date, we have examined outcomes of the Family Check-Up Online, an evidence-based digital tool, on parenting skills and mental health across 4 distinct clinical trials, but we have not yet integrated findings across these trials to examine how engagement in the digital app improves outcomes. **Methods**: Participants across 4 clinical trials included N = 1,120 parents who were predominantly low-income, resided in both rural and urban areas of the U.S., and had a range of risk factors. Families were randomly assigned to treatment (the Family Check-Up Online) or control. Engagement data was collected via the digital tool, and included data such as time on the app, number of visits, and number of modules visited. **Results**: Across the clinical trials random assignment to the FCU-O intervention led to improved parenting skills, which in turn predicted lower rates of mental health symptoms in youth. Engagement with the app ranged from 88 to 110 minutes. The average number of visits to the app ranged from 5-10, with high levels of provider support and app usage linked to higher levels of risk (e.g., children with greater behavioral concerns), and subsequent greater reductions in targeted outcomes. **Discussion**: The results provide support for the Family Check-Up Online as a viable tool for preventing mental health problems. Parents who spent more time on the app were more likely to have greater risks, such as family stress, parent depression, or concerns about their children’s behavior. Engagement with the app predicted greater outcomes for at-risk families across the 4 different studies.

Symposium 3B: Evaluating Interventions for Youth Offending, Violence and Criminal Exploitation in the UK. (Adolescents and Risky Behaviours)

• Anita Mehay (City St George's, University of London)
• Helen Downham (Institute of Lifecourse Development, University of Greenwich, UK)
• Darrick Jolliffe (Royal Holloway, University of London)
• Sajid Humayun (Institute of Lifecourse Development, University of Greenwich, UK)
• Charlotte Lennox (University of Manchester)
• Nick Axford (University of Plymouth, UK)
• Leandra Box (Race Equality Foundaton)

Room: Innere Medizin/2-402 Authors: Anita Mehay (City St George's, University of London), Charlotte Lennox (University of Manchester), Darrick Jolliffe (Royal Holloway, University of London), Helen Downham (Institute of Lifecourse Development, University of Greenwich, UK), Leandra Box (Race Equality Foundaton), Nick Axford (University of Plymouth, UK), Sajid Humayun (Institute of Lifecourse Development, University of Greenwich, UK), Aile Trumm, Claire Fox, Claire Monks, Cordis Bright Team, Finlay Green, Jo Deakin, Karen Cleaver, Karl Hill (University of Colorado), Kim Turner, Lesley-Anne Carter, Prathiba Chitsabesan, Richard G Watt, Salford Foundation Team, Tim Weaver, Tom Jefford Chair: Sajid Humayun Discussant: Karl G. Hill **Background**: Serious youth violence and offending remains a pressing concern, due to the harm to young people (YP) and other victims and costs to society. Furthermore, despite reductions in crime over the last few decades, recent data suggests serious violence affecting YP is increasing. Whilst a number of promising intervention approaches exist, establishing evidence of their effectiveness remains a challenge. The Youth Endowment Fund (YEF) was established as a What Works Centre in 2019, with the aim of preventing children and young people becoming involved in violence. This symposium presents emerging findings from four YEF funded evaluation studies and addresses overarching issues of measuring outcomes in youth offending and violence trials. **Methods**: We report on four projects and present a paper on measurement challenges shared across them: i) establishing the feasibility of evaluating Strengthening Families, Strengthening Communities: Safer Lives parenting programme, an adaptation of an established parenting programme for YP at high risk of violence; ii) a pilot randomised controlled trial (RCT) (and subsequent efficacy trial) of a creative writing programme in a Young Offender Institution; iii) a feasibility study, pilot RCT and efficacy RCT of Functional Family Therapy for Child Criminal Exploitation and drug crime; iv) a mentoring programme for YP who have associations with peers or family members involved in serious violence, organised crime or gangs. **Results**: We report on challenges to establishing referral pathways and recruitment, acceptability of intervention approaches and of randomised evaluation designs, and measuring primary outcomes, in particular youth offending and violence. **Discussion**: In combination, the studies described provide valuable data on implementing evaluation studies of interventions for preventing or reducing youth violence, offending and criminal exploitation and make a significant contribution to prevention science research. Practical and ethical challenges in engaging parents and young people: a study of the SFSC: Safer Lives Parenting Programme Background Parents and carers play a crucial role in young people's lives. Parenting practices, discipline styles, and community connectedness are important factors associated with youth violence. Parenting programmes can work to reduce the risks and promote protective family factors, but robust evaluations are lacking and fraught with practical and ethical challenges. The SFSC: Safer Lives parenting programme, led by the Race Equality Foundation, works with groups of parents of at-risk youth to enhance parent-child relationships and strengthen family links to their community. This study explores the programme's reach and acceptability, and pertinent issues for a future evaluation. Methods This mixed-methods study included two programmes delivered through Youth Offending Teams (YOTs). Parents of young people in contact with the YOTs were referred to the programmes and young people were asked to complete outcome measures with a researcher. Data was collected through focus groups with parents and interviews with facilitators. Results Twelve parents were recruited but referrals were lower than expected despite high caseloads. Building trust at first contact was crucial to avoid blame and stigma. Parents found the programme highly acceptable and effective, but attendance varied (7.5 sessions out of 13) due to parents’ busy and often chaotic lives. Of the young people, 11 out of 12 completed the baseline and eight completed the follow up measures. Researchers’ responsiveness and flexibility, along with leveraging trusted networks, proved effective. However, significant challenges arose when young people had very strained relationships with parents/carers and YOTs. Young people raised concerns about offending outcome measures, which were seen as direct and stigmatising. Discussion The SFSC: Safer Lives programme has the potential to reduce youth violence by addressing risks and promoting protective family factors. Future evaluations should be carefully codeveloped with parents and young people, with sufficient time and resources for robust and non-stigmatising research practices. Using a creative writing programme (New Chapters) to improve behavioural difficulties for young people in prison: A randomised controlled trial Background Behavioural difficulties are rising within the Children and Young People’s Secure Estate (CYPSE) in the UK, yet there is limited evidence on effective interventions. Randomised Controlled Trials (RCTs) in prisons are complex, often with high attrition rates and challenges in selecting appropriate outcome measures. A recent review found that arts-based interventions may improve wellbeing, self-perception, creativity, and relationships. However, robust quantitative evaluations are lacking. The National Literacy Trust delivers New Chapters, a group-based creative writing programme over 12 sessions. This research is funded by the Youth Endowment Fund (YEF) and aims to assess whether New Chapters can reduce behavioural difficulties. Methods This is a two-arm, individual RCT comparing New Chapters plus Business As Usual (BAU) to BAU alone. A total of 375 young people will be randomised across five recruitment sites. The primary outcome is the Strengths and Difficulties Questionnaire. An internal pilot will report in December 2025 and, if criteria are met, the study will proceed to full trial. A mixed-method Implementation Process Evaluation (IPE) will explore barriers and facilitators to delivering New Chapters, and whether implementation success or failure affects outcomes. Results Recruitment began in November 2024 but has been slower than expected, with only 18 participants randomised as of April 2025. An update on recruitment, pilot criteria assessment, and initial IPE analysis will be presented. Discussion Several changes to eligibility and delivery have been made during the pilot to increase participant availability. However, a major barrier remains the current prison context and limited opportunities for young people to mix. In addition, there have been challenges implementing an efficacy trial (a requirement of the funder), rather than a pragmatic trial, which are often more suitable for a prison environment. A feasibility and pilot study and efficacy randomised controlled trial of Functional Family Therapy-Extra Familial Harm for Child Criminal Exploitation and County Lines Drug Network Involvement Background County Lines Drug Networks (CLDNs) involve the transportation of primarily class A drugs from urban to rural areas and are subsumed under the broader definition of child criminal exploitation (CCE) and extra-familial harm (EFH). Vulnerable young people (YP) are exploited in order to transport, store and distribute drugs and are also likely to be coerced into engaging in other criminal activities. Evidence of effective practice for tackling CLDNs/CCE is rare. Functional Family Therapy (FFT) has demonstrated efficacy in reducing gang involvement in a US study and is therefore a promising approach. Here, we report on a UK evaluation of FFT which, to the best of our knowledge, is the first randomised trial for any intervention to reduce CCE. Methods In collaboration with our delivery partners, Family Psychology Mutual (FPM), we completed a feasibility and pilot study and are conducting an efficacy trial of FFT across three London sites. A total of 288 YP will be recruited and followed up at 6 and 12 months post-randomisation. The primary outcome is Self-Reported Delinquency and secondary outcomes include CCE and conduct problems. We are also undertaking a further IPE as part of the trial. Results The feasibility study demonstrated acceptance of a randomised design by social workers. The pilot study randomised 45 YP and caregivers and demonstrated the feasibility of the randomised design and some positive treatment effects but identified challenges to capturing outcome data. The efficacy trial is close to completing the recruitment phase and 6 month and 12 month assessments are ongoing. Discussion Identifying and capturing primary outcome data has been a significant challenge and our solutions to this will be described. Whilst the study has recruited relatively well, ensuring adequate referral numbers to meet the target sample size has been difficult and required close collaboration with sites and FPM. Evaluation of the Salford Foundation STEER programme to reduce youth offending Background STEER is a six-month mentoring, coaching, family support and case management programme that aims to reduce offending amongst at-risk young people. Delivered by the Salford Foundation in the UK, STEER targets 10-17 year-olds who are at risk of involvement in crime because they have an association with a peer or family member(s) involved in serious violence, organised crime, or gangs, and have demonstrated certain risk factors (such as exhibiting violent behaviour). Delivered by trained youth workers, the programme involves four weeks of initial interactions and assessment, followed by 24 weeks of weekly one-hour, face-to-face, one-to-one mentoring. Methods STEER was evaluated with a two-arm, parallel randomised control trial (RCT). All young people referred into the project who met the eligibility criteria and who consented to be part of the evaluation were allocated at random to a treatment or control group on a 1:1 basis. A total of 524 young people completed baseline measures, were randomly allocated to STEER or the control group and completed Time 2 measures (STEER n=260, Control n=264) Results Data analyses are on-going and will be conducted in line with the published statistical analysis plan. This presentation will detail the impact of STEER on the primary outcome measure, self-reported offending. Discussion The success of this RCT evaluation of STEER was a result of a strong and collaborative working relationship between Cordis Bright and the Salford Foundation. Measuring outcomes in interventions to prevent youth crime and violence: challenges and potential solutions Background There is a clear imperative to prevent youth crime and violence owing to the significant social and economic costs for individuals involved and wider society. A considerable evidence base for ‘what works’ in this space exists but gaps remain. To address these, it is necessary to evaluate the effectiveness of preventive interventions. Methods We draw on the literature and our experience as evaluators to discuss challenges and potential solutions regarding outcome selection and measurement when evaluating preventive interventions. Results We argue that outcome selection should be informed by a robust theory of change, and that for interventions to prevent youth crime and violence this will normally mean focusing on non-crime/violence outcomes, particularly those known to be causally related to crime and violence. While recognising the advantages of youth self-report measures of crime and violence, we identify challenges with this approach and potential adverse effects on participants’ engagement in the intervention and the quantity and quality of data they provide. For instance, young people may find questions stigmatising and choose not to answer or provide inaccurate answers. We consider alternative self-report options that may address such issues. We also discuss using administrative data on youth crime and violence in evaluations and the practical, scientific and ethical issues this raises. For example, such data may be partial and hard to access or interpret. Discussion While measurement challenges can partially be addressed, we suggest that currently evaluations of preventive interventions should mostly focus on intermediate outcomes with a known causal link to crime and violence. The impact on crime and violence can be tracked longer-term using administrative data accessed via an archive, notwithstanding limitations of that approach. Meanwhile, it is essential to test the feasibility and acceptability of alternative approaches to measuring youth crime and violence in evaluations of preventive interventions and to share the learning.

Symposium 4A: Preparing for Communities that Care: Building Readiness and Infrastructure for Science-based Community Prevention (Community Health)

• Frederick Groeger-Roth (Ministry of Justice Lower Saxony)
• Karin Streimann (National Institute for Health Development)
• Nicole Eisenberg (University of Washington)
• Mats Glans
• Steven Joyce
• Dalene Beaulieu (University of Washington)
• Margaret Kuklinski (University of Washington, Social Development Research Group)
• Darren Shanahan

Room: CrossOver - Auditorium/0-Auditorium - Auditorium Authors: Nicole Eisenberg (University of Washington), Steven Joyce (County Kildare SW Regional Drug and Alcohol Task Force), Darren Shanahan (County Lois SW Drugs Prevention & Education Initiative), Dalene Beaulieu (University of Washington), Mats Glans (Swedish Institute for Applied Prevention Science), Karin Streimann (National Institute for Health Development), Frederick Groeger-Roth (Ministry of Justice Lower Saxony), Margaret Kuklinski (University of Washington, Social Development Research Group), Birgitta Månsson (Swedish Institute for Applied Prevention Science), Katarina Bremer, Ricarda Brender, Ulla Walter Chair: Nicole Eisenberg Discussant: Margaret Kuklinski **Symposium Abstract** CTC is an evidence-based preventive framework that assists multisectoral community coalitions in selecting and implementing locally tailored prevention strategies known to improve youth behavioral health. In three large trials, CTC yielded 20-30% population-level improvement in youth substance use, violence, delinquency, arrests, handgun carrying, depression symptoms, and college completion; many effects lasted a decade or more. Training and technical assistance for implementing CTC are available to communities, regions, and countries around the globe. However, because CTC is complex and requires cross-systems collaboration and coordination, readiness and capacity for carrying out CTC’s key elements are crucial early considerations for those wanting to implement CTC. This symposium includes five presentations focusing on factors to consider early in CTC implementation. We first introduce the CTC framework, highlighting its goals, theoretical basis, phases, and evidence. The second presentation draws on ongoing work in Ireland to showcase the importance of engaging key leaders and organizing coalition work from the beginning. The third presentation uses examples from Estonia and Sweden to illustrate the importance of gathering, analyzing, and reporting on CTC Youth Survey data to aid in prevention planning. The fourth focuses on the need for linguistically and culturally appropriate tested and effective prevention strategies, using Germany’s Green List as an example. The fifth describes the importance of securing ongoing training and technical assistance (TTA) to support sustained high-quality implementation. Presentations highlight CTC’s generalizability across multiple countries and contexts. They show that with strong local coordination, key leader support, efforts of a diverse coalition, local youth data, effective prevention strategies, and TTA throughout, diverse countries and communities can progress through the various aspects of CTC implementation. After the presentations, the discussant will provide some overarching comments and facilitate a discussion with the audience focused on readiness and early considerations in CTC implementation. **Abstract 1** An introduction to Communities that Care, a community-based prevention framework Nicole Eisenberg (University of Washington) **Background**: CTC is an evidence-based approach in which communities select and implement prevention strategies known to foster youth behavioral health. To assist in this challenging multisectoral effort, CTC provides a step-by-step process facilitated by a paid coordinator, coaching tailored to context, and web-based tools. Decision-making and leadership are centered in a diverse, representative community coalition that uses local data to understand key underlying issues facing youth. It prioritizes the most pressing and puts into place a comprehensive set of prevention strategies that reduce the likelihood of youth developing behavioral health problems. The coalition monitors and adjusts implementation to ensure progress towards prevention goals. This presentation describes CTC’s theoretical foundation, community-based implementation in diverse context and cultures, and results from four high-quality trials and studies showing youth behavioral health impact. **Methods**: CTC’s theory of change is that building capacity in community coalitions drives local systems transformation towards greater use of locally tailored effective prevention strategies that improve youth behavioral health by addressing underlying causes. A Milestones and Benchmarks tool structures the 5-phase implementation process (Get Started; Get Organized; Develop a Community Profile; Create a Plan; Implement and Evaluate) over approximately 18 months. Coalitions receive training and technical assistance throughout. **Results**: Trials demonstrated CTC fostered the development of effective coalitions, increased science-based prevention, and reached more young people with effective prevention strategies. It also sustainably reduced population-level mental and behavioral health problem onset (e.g., alcohol use, cigarette use, delinquency, handgun carrying) in adolescence by 20-30% within five years of initial implementation. Youth impacts have been corroborated in the United States, the state of Pennsylvania, and Australia. CTC also reduced aggravated assaults and robberies over 10 years in an urban “high-burden” community. **Discussion**: CTC is an evidence-based approach to developing prevention systems that improve youth behavioral health in diverse countries and contexts. **Abstract 2** Mobilizing communities and key leaders to implement CTC: an illustration from Ireland Steven Joyce (County Kildare SW Regional Drug and Alcohol Task Force), Darren Shanahan (County Lois SW Drugs Prevention & Education Initiative), Dalene Beaulieu (University of Washington) **Background**: Communities That Care (CTC) is a community-based approach to positive youth development in which coalitions of diverse community members transform the local prevention system towards a more science-based approach. Support and action from key leaders with influence in the community are essential to launching and sustaining CTC. Gaining their support requires intentional engagement strategies and awareness of local issues and priorities. It is a central focus of the first phase of CTC implementation. This presentation describes the process by which an Irish county built readiness for CTC, including engaging the support of the Substance Use Regional Forum (SURF), an influential body tasked with implementing national drug and alcohol policy at a regional level. **Method**: CTC uses a Milestones and Benchmarks tool to guide communities through the five phases of CTC implementation. We will overview Milestones and Benchmarks for Phase 1: Getting Started, which include considerations for organization, scope of prevention efforts, and readiness issues—as well as engaging key leaders. We will then highlight steps the Ireland county took to complete these milestones in preparation for CTC. **Results**: The county engaged the regional SURF and, with its support, established a CTC Core Group, which includes Irish leaders with national, regional, and community-level knowledge and perspectives. The Core Group selected a backbone agency to lead a pilot of CTC, secured funding for the work, and engaged CTC technical assistance providers to support implementation. The Core Group outlined the scope and geographical area and engaged multisectoral organizations and efforts aligned with CTC goals. Work has begun on ensuring access to student self-report surveys to assist in identifying prevention priorities and building support for broader data collection in Ireland. **Discussion**: CTC is complex, but aided by Milestones and Benchmarks and key leader support, communities can build readiness and support for CTC implementation. **Abstract 3** Developing readiness to collect youth data on risk and protective factors using the Communities that Care Youth Survey Mats Glans (Swedish Institute for Applied Prevention Science), Karin Streimann (National Institute for Health Development), Birgitta Månsson (Swedish Institute for Applied Prevention Science), Nicole Eisenberg (University of Washington) **Background**: Collecting epidemiological data on malleable risk and protective factors that predict youth wellbeing and problem behaviors is critical for prevention planning. For communities implementing the Communities that Care (CTC) framework, such data guides priority setting and informs the selection of preventive interventions. This presentation aims to help communities understand steps needed to prepare and adequately collect this type of prevention data, using examples from two European countries: Estonia and Sweden. **Method**: The CTC Youth Survey (CTCYS) enables communities to assess the local prevalence of a broad range of youth behavioral problems and underlying risk and protective factors, and report them in a user-friendly format that can aid decision-making. Developed in the U.S., it was adapted for use in Estonia and Sweden, including translation and cultural adaptation of survey measures; school engagement; ethics committee review; pre-testing and piloting with local students; and assessing psychometric properties. In Sweden, adopting the CTCYS as part of city-wide prevention efforts required ensuring adequate representation of survey responses and building local capacity for data collection, analysis and reporting. **Results**: The CTCYS was piloted in Sweden in 2014 and then administered biannually since 2017, to over 60,000 students in 17 communities. Data are used as part of community-wide prevention efforts, inform the selection of preventive strategies based on local need, and track change over time. In Estonia, the CTCYS was adapted and piloted with 265 students in 2022 and will be administered to larger samples in 3 communities in Fall 2025. **Discussion**: Communities, agencies or countries planning for CTC implementation must ensure that they have the resources, logistics and capacity to collect, analyze and report data on youth risk and protective factors. Efforts must include appropriate adaptation of measures while preserving crucial aspects of the survey, sharing results with communities, and psychometric validation in different countries. **Abstract 4** Increasing the availability of culturally and linguistically appropriate, evidence-based interventions across the prevention continuum Frederick Groeger-Roth (Ministry of Justice Lower Saxony), Katharina Bremer, Ricarda Brender and Ulla Walter **Background**: Research has shown that implementing tested and effective interventions that reduce risk factors for problem behaviors, and increase protective factors, can improve health outcomes. Communities that Care (CTC) is a framework that helps communities align effective preventive programs, policies and practices with local need, and implement them with fidelity and reach. When effective preventive interventions are unavailable, communities face more difficulties reaching their prevention goals. This presentation will share how Germany expanded the supply of evidence-based preventive interventions in their country. **Methods**: In 2009, the Crime Prevention Council of Lower Saxony began compiling a list of preventive interventions available in Germany and developing standards of evidence to assess the effectiveness of such interventions. Interventions that met certain standards of evidence were included in a registry. An extended literature review systematically collected published and unpublished (gray literature) evaluation studies on available interventions. **Results**: In 2011 the first version of the “Green List Prevention” registry was published online, including 25 interventions, 6 of which were in the highest rating level “proven effective.” The registry included interventions in different settings (e.g. family, school, after school) and addressing a range of risk/protective factors. The development of the registry—which indicated the availability of a small but promising number of evidence-based interventions available at that time in Germany—informed the ongoing CTC pilot from 2009 to 2012. The Green List has since expanded, and currently includes 111 interventions, 30 of which are in the highest rating level. **Discussion**: Communities preparing to implement CTC must consider the availability of programs, practices and policies that are linguistically and culturally relevant to their populations, and that span the prevention continuum, including universal, selective and indicated strategies. **Abstract 5** Building local capacity for prevention: training and technical assistance for Communities that Care Dalene Beaulieu (University of Washington), Nicole Eisenberg (University of Washington) **Background**: Implementation science has shown that complex interventions may benefit from technical assistance throughout the implementation process to ensure benefits shown in scientific trials translate to real-world impact. To support successful implementation of the Communities that Care (CTC) system, communities can access coaching, tools, training, and technical assistance (collectively “TTA”) as they progress through five implementation phases. Notably, TTA is available regardless of community readiness, as it assists locales in proactively thinking through what is needed to implement CTC and to build up core elements step by step (e.g., funding, youth data, evidence-based strategies, training infrastructure). This presentation will describe CTC training and technical assistance (TTA) in diverse communities around the globe. **Method**: Since 2014, the Center for Communities That Care (Center) has supported high-fidelity CTC implementation through the CTC PLUS platform, which includes a vast library of tools, training materials, and demonstrational videos that help local coalitions implement CTC with fidelity—including templates, examples from actual communities, and curriculum modules with general prevention science and CTC-specific content. CTC specialists train regional CTC coaches, directly coach individual CTC sites, and provide TTA to regions, states, and countries seeking to implement CTC and build local prevention capacity. They also support communities of practice for CTC coalitions, coalition coordinators, and CTC coaches. TTA is offered primarily digitally/online, saving time and cost. **Results**: The Center has served over 200 communities in 17 U.S. states and multiple countries, and has strong affiliations with CTC colleagues across 5 continents. TTA has evolved over the past decade as more communities, regions, states, and countries have adopted the framework and provided input. **Discussion**: CTC is a flexible, tailored framework that has been implemented across multiple countries, regions, and cultural contexts. TTA is available to assist communities across the spectrum from building readiness to full implementation of CTC.

Symposium 4B: Implementing and evaluating the KiVa school based antibullying programme in the UK. (Child and Youth Wellbeing)

• Judy Hutchings (Bangor University)
• Jeremy Segrott (Cardiff University)
• Lucy Bowes (Oxford University)
• Anwen Rhys Jones (Bangor University)

Room: Innere Medizin/2-402 Authors: Anwen Rhys Jones (Bangor University), Jeremy Segrott (Cardiff University), Judy Hutchings (Bangor University), Lucy Bowes (Oxford University) Chairs: Frances Gardner Discussant: Christina Salmivalli **Background**: The levels of victimisation and bullying are impacted by the behaviour of all pupils. The Stand Together trial show reductions in victimisation. This symposium describes the introduction and evaluation of the KiVa programme from its initial implementation in the UK in 2012 to the completion of the NIHR funded Stand Together RCT. The papers will be discussed by Professor Salmivalli of Turku University whose initial research on bullying led to the funding of KiVa by the Finnish Government i.) The first paper explores early pre-post results from initial schools implementing the programme and the establishment of a UK co-ordinating structure for dissemination as well as implementation lessons learned from a pilot RCT in 22 schools (Dr Anwen Jones). ii.) The second paper describes the NIHR Stand Together RCT trial in 118 primary schools from across the UK with 11,000 pupils and its outcomes (Professor Lucy Bowes). iii.) The third paper explores the universal and targeted processes that operated within the trial and their implementation (Dr Jeremy Segrott). iv.) The fourth paper explores the social architecture model on which the KiVa programme is built (Professor Judy Hutchings). **Methods**: A two-arm pragmatic multicentre cluster randomized controlled trial with embedded economic evaluation. Schools were randomized to KiVa-intervention or usual practice. Primary outcome: student-reported bullying-victimization. Secondary outcomes; bullying-perpetration, participant roles in bullying, empathy and teacher-reported child behaviour. Fidelity was assessed for KiVa curriculum delivery, dealing with identified bullying and wider school activities, via questionnaires, qualitative interviews and classroom observations. **Results**: The published results showed reduced victimisation and benefits to pupil empathy and peer problems for the KiVa relative to the control arm. **Discussion**: The KiVa anti-bullying programme is effective at reducing bullying victimization with small-moderate effects of public health importance. **Abstract 1** Implementation of KiVa school based antibullying programme in the UK: History and outcomes from the dissemination leading up to the Stand Together trial Dr Anwen Jones, Bangor University The KiVa evidence-based school based antibullying programme, developed at Turku University, Finland, was introduced into Wales in 2012 with Welsh Government grant funding to schools. The Bangor (Wales) based Children's Early Intervention Trust (CEIT) charity was subsequently appointed as UK KiVa licenced partner since which time the programme has been disseminated and evaluated in several communities. This talk presents the story of KiVa in the UK leading up to the funding of the Stand Together trial, including developments in the dissemination of training for schools over the last 13 years. It presents the key findings from earlier work led from the Centre for Evidence Based Early Intervention including successful implementation in the first 17 primary schools, using pre-post pupil-reported levels of bullying and victimisation and the subsequent successful implementation in the first 41 schools to implement the programme. This was followed by a small-scale RCT (n= 22 schools) that highlighted implementation issues and led to the NIHR funding of the stand together RCT trial. KiVa’s UK journey also continues to explore factors associated with effective implementation. This includes determining possible trends from longitudinal pupil self-reported surveys to improve future bullying prevention, and examining the different challenges that may arise when increasing roll-out in secondary schools. **Abstract 2** Evaluating the Stand Together KiVa school based anti-bullying programme trial in the UK, results from an RCT with 11,000 children Professor Lucy Bowes, Oxford University **Background**: School based bullying has significant short and long term detrimental effects for victims, bullies and even for children who are neither initiators or victims. Rates of school-based bullying depend on the behaviour of other children who either support or stand against bullying so addressing bullying requires a whole school approach. The KiVa school based antibullying programme, developed in Finland, was based on the social architecture model of bullying which identified pupils as bullies, helpers of bullies, reinforcers of bullying, silent observers who appear not to notice and supporters of victims. KiVa has both universal and targeted components and worked well in Finland but the UK educational system is different and its introduction into the UK required evidence. UK schools must have an antibullying policy but the content is not specified. **Methods**: The KiVa programme was trialed in an RCT in 118 state primary schools from across the UK with 7 – 11 year old children. Schools were randomised to KiVa or usual practice in addressing bullying and over 11,000 pupils participated. **Results**: After a year of KiVa implementation, the results showed KiVa to have a significant 13% reduction in victimisation relative to the usual practice schools as well as significant benefits to pupil reported empathy and teacher-rated peer problems. Furthermore, the approach was equally effective across socio-economically diverse schools, and in schools ranging in size from small rural to large urban schools. There were also benefits in terms of significant reductions in pupil reported bullying, bully helpers and supporters of bullying in KiVa schools. **Discussion**: The implications are discussed, and although the results were not as good as those achieved in Finland, the work was undertaken in the post-COVID year when schools faced disruption and absenteeism of both pupils and staff and still represent a significant public health outcome. **Abstract 3** Aims and objectives of the Process Evaluation of the Stand Together trial Dr Jeremy Segrott, Cardiff University The process evaluation was undertaken to aid interpretation of the main trial findings by describing and assessing the implementation of KiVa and its mechanisms of action. It had the following objectives: 1) assess implementation fidelity; 2) identify influences on KiVa implementation and how the intervention interacts with school contexts, including school-level free school meals entitlement as a measure of socioeconomic status; 3) examine intervention mechanisms, including intervention receipt by pupils and parents; 4) describe control schools’ usual practice (UP) in relation to preventing and dealing with bullying. The paper describes the methods used to achieve these objectives and summarises the results Implementation fidelity Overall, good completion of indicated actions, lessons (some variation), and activities within lessons (where observed) Influences on KiVa implementation Staff commitment to intervention, including achieving goals of lessons COVID impacts on whole school activity and attendance (staff and pupils) Intervention mechanisms, including intervention receipt Evidence of pupil learning/engagement, and building across school Usual practice Intervention distinctiveness & good fit with context **Abstract 4** Participant Roles in Bullying Among 7–11 Year Olds: Results from the Stand Together UK-Wide Randomised Controlled Trial of the KiVa School-Based Antibullying Programme Professor Judy Hutchings, School of Psychology, Bangor University **Background**: This paper describes the social architecture model of school-based bullying behaviour. The model, based on work by Salmivalli and colleagues (1996) proposes that the behaviour of all students affects rates of bullying. Alongside self-reported victims and bullies, the model identified four bystander roles: assistant, reinforcer, outsider, and defender. The level of support for bullies varies based on school policies that address bullying and promote school connectedness. The universal components of the KiVa school-based anti-bullying programme designed to teach pupils to stand against bullying are described. **Methods**: The Stand Together trial, a UK-based randomised controlled trial, recruited 11,000+ students from 118 schools across the UK, half of whom received the KiVa programme whilst the remainder delivered usual practice to address bullying. The main trial results reported a significant reduction in victimisation in favour of KiVa. This paper examines data collected on the pupil-reported Participant Role Questionnaire (PRQ), one of the secondary measures used to explore whether significant reductions in victimisation were accompanied by changes in bystander behavior. **Results**: The results showed reductions in the student response rates of self-identified roles as bullies, assistants, and reinforcers in favour of KiVa, but outsider roles increased, and defender roles reduced. **Discussion**: This provides tentative support for the social architecture model as taught in the Stand Together KiVa trial but also suggests that further work needs to be conducted to support the development of defender behaviours to address this important public health challenge.

Symposium 5A: Implementation of Parenting and Family Support Initiatives in Europe: An Evidence-Based and Culturally Sensitive Approach to Quality Assurance (Prevention Methodology)

• Lucía Jiménez (University of Seville)
• Patty Leijten (University of Amsterdam)
• Ninoslava Pecnik (University of Zagreb)
• Ana Catarina Canário (Faculty of Psychology and Education Sciences of the University of Porto)

Room: CrossOver - Auditorium/0-Auditorium - Auditorium Authors: Lucía Jiménez (University of Seville), Ana Catarina Canário (Faculty of Psychology and Education Sciences of the University of Porto), Ninoslava Pecnik (University of Zagreb), Patty Leijten (University of Amsterdam), Sofía Baena (Universidad Loyola Andalucía), Sonia Byrne (University of La Laguna), Orlanda Cruz (Faculty of Psychology and Education Sciences of the University of Porto), Carmel Devaney (University of Galway), Ivana Dobrotic (University of Zagreb), Anna Jean Grasmeijer (University of Huelva), Victoria Hidalgo (University of Seville), Nina Mesl (University of Ljubljana), Cristina Nunes (University of Algarve), Metin Özdemir (Örebro University), Rita Pinto (Faculty of Psychology and Education Sciences of the University of Porto), María José Rodrigo (University of La Laguna) Chair: Lucía Jiménez **Background**: Implementation science has shown that adopting evidence-based practices in daily professional routines is a complex challenge that requires both structural integration and cultural sensitivity. The "Quality Assurance for Family Support in Europe" project, funded through a COST Innovators Grant, addressed this challenge in the field of parenting and family support by developing and implementing a Quality Assurance Protocol. Building on collaborative work by EurofamNet, the protocol offers a shared, measurable, and adaptable framework to guide and assess the quality of family support services. **Method**: The first presentation describes the development and implementation of the protocol in 19 countries. The second and third presentations provide national case studies from Portugal and Croatia, showcasing the implementation and evaluation of evidence-based parenting programs in community settings and examining their alignment with the quality assurance framework. The final communication combines a national example from the Netherlands—focused on trends in brief and online parenting support—with cross-country lessons learned and the formulation of European policy recommendations. **Results**: This symposium highlights how the application of a common quality framework enabled participating countries to reflect on both the strengths and gaps within their family support systems. The national case studies demonstrated that parenting programs, when adapted to local contexts, can lead to significant improvements in parenting practices, parental mental health, child behavior, and service accessibility. These findings underline the potential of evidence-based interventions to be effectively translated into real-world services. The collaborative process also contributed to the development of six European policy recommendations targeting legislation, intersectoral coordination, professional training, family participation, and the use of evidence. **Discussion**: The symposium illustrates how a structured quality assurance approach can support national improvement efforts while generating shared knowledge across countries. This collaborative process contributes to a joint roadmap for sustainable, evidence-informed policymaking in family support. **Abstract 1** Development and Implementation of a Quality Assurance Protocol for Family Support in 19 European Countries Lucía Jiménez (University of Seville), María José Rodrigo (University of La Laguna), Sofía Baena (Universidad Loyola Andalucía), Sonia Byrne (University of La Laguna), Ana Catarina Canário (Faculty of Psychology and Education Sciences of the University of Porto), Orlanda Cruz (Faculty of Psychology and Education Sciences of the University of Porto), Carmel Devaney (University of Galway), Anna Jean Grasmeijer (University of Huelva), Victoria Hidalgo (University of Seville), Nina Mesl (University of Ljubljana), Cristina Nunes (University of Algarve), Metin Özdemir (Örebro University) **Background**: Child and family wellbeing is a key priority in European social frameworks and policies, placing a clear responsibility on governments to ensure adequate support. In this context, social policy increasingly promotes the use of evidence-based practice as a guiding principle for investment, decision-making, and the dissemination of high-quality professional practices. However, despite the emphasis on quality assurance in social and care services, there remains a significant gap in implementation—particularly due to the absence of a model specifically tailored to the field of family support and suitable for assessment. This study aimed to develop a comprehensive, integrated, and measurable approach to quality family support across European countries through the creation of a Quality Assurance Protocol. **Methods**: The protocol was developed by an expert panel, informed by documentary analysis of European regulations, quality frameworks, and previous empirical work, and drawing on lessons from the EurofamNet network. An initial set of principles, quality standards, and indicators was proposed and refined through a two-round Delphi study with 31 experts from research, policy, and practice. The final protocol included 21 principles, 28 quality standards, and 29 measurable indicators, organised across three systems: provision, practice, and evidence. It was implemented in 19 countries through a self-assessment process led by national family support networks, involving 283 participants (M = 14.89; SD = 10.57). **Results**: National networks rated the provision and practice systems close to strength status, while the evidence system was positioned between strength and area for improvement. A rights-based approach was widely integrated, but economic support and innovative models were less developed. The evidence system showed the greatest need for improvement. Variability across countries and sectors reflected diversity, while also revealing shared progress. **Discussion**: This initiative represents the first attempt to establish a consensual, cross-sectoral, and measurable model for assessing the quality of family support at the European level. Its implementation in 19 countries has enabled a structured mapping of national systems, fostering mutual learning, stakeholder engagement, and a shared understanding of quality benchmarks. The protocol not only helps identify national strengths and priorities for improvement but also offers a solid foundation for the development of coherent and evidence-informed European recommendations aimed at enhancing equity and effectiveness in family support services across diverse contexts. **Abstract 2** Implementation and evaluation outcomes of Standard Triple P delivered in real-world settings in Portugal: Challenges to the family support practice system Ana Catarina Canário (Faculty of Psychology and Education Sciences of the University of Porto), Rita Pinto (Faculty of Psychology and Education Sciences of the University of Porto), Orlanda Cruz (Faculty of Psychology and Education Sciences of the University of Porto) **Background**: Parenting programs are structured interventions known to improve parenting practices and reduce children's behavioral difficulties. Despite the large body of evidence on these programs, we still know very little about how families under circumstances of vulnerability, such as those engaged with child welfare, benefit from parenting programs. In the current study, we evaluate the implementation characteristics and effects of the parenting program Standard Triple P (STP) delivered to parents of children engaged with Child Protective Services. We discuss the findings according to those of the QA[4]EuroFam family support quality assurance protocol implemented in Portugal. **Method**: Following a quasi-experimental design, the study included 94 parents of children aged 6 to 12. Participants received either the STP (n=43) or care as usual (n=51) in community-based services. Parents completed measures on their parenting practices, mental health, and children's behavior and social skills at baseline and after the intervention. STP practitioners completed the fidelity checklists for each session delivered. **Results**: Parents who received STP reported less ineffective parenting practices and improved mental health, and their children showed less behavior and emotional problems and increased pro-social behavior. The practitioners delivered the program with fidelity, having made minor adjustments to enhance parents' comprehension of the contents, but without compromising the program's core components. **Discussion**: STP seems to be a promising resource for supporting parents in community-based services. Even though the Portuguese family support services acknowledge the needs and specificities of children and their families in the support provided, the implementation of evidence-based programs is still scarce. As in the example provided, the few evidence-based programs available are mostly from an indicated level of prevention, being implemented by institutions from the social sector. It is thus crucial to promote a culture of evidence-based practice and increase the qualifications of the professionals towards evidence-based family support. **Abstract 3** The benefits of implementing (‘growing’) quality family support programmes within social services in Croatia Ninoslava Pecnik (University of Zagreb), Ana Catarina Canário (Faculty of Psychology and Education Sciences of the University of Porto), Ivana Dobrotic (University of Zagreb) **Background**: Despite challenges in provision of evidence-based family support in Croatia, social services have recently implemented several locally developed family support programs, with positive impact observed on multiple levels, from families to practitioners and the child welfare system as a whole. The current study is focused on one of the implemented programmes, Growing Up Together – Count Us In! (15 weekly workshops with parents, aimed at enhancing parents’ psychosocial resources for positive parenting and simultaneous workshops with their children (3-6 years old) aimed at promoting children’s wellbeing and resilience, followed by a session of joint parent-child play focused on strengthening parent-child relationship). **Method**: Pre-post design with no comparator was used. Parents engaged with social welfare and/or child protection services who received the program completed measures at pre-and at post-intervention (41 parents) and at follow-up (25 weeks after the post-intervention, 22 parents). **Results**: The program was followed by positive changes in parents’ self-efficacy, experience, morale, responses to challenging child behaviours, as well as in interactions with their children over time. Parents’ perceptions of global quality of life and health, and social relationships also improved, whereas children’s conduct problems, peer problems, and total difficulties decreased over time. QALY scores suggest that the program contributed to children’s, parents, and dyads’ quality of life, with the impact being more remarkable for parent-child dyads. **Abstract 4** Developments in scalable parenting support in the Netherlands Patty Leijten (University of Amsterdam) **Background**: Parenting support is as key prevention strategy to reduce violence against children and mental health problems in children. In the past decades, we have gained a better understanding of the defining features of effective parenting support. This led to the development of a range of empirically supported parenting programs. Implementation of these programs remains challenging, due to a lack of infrastructure and resources in most European countries. **Methods & Results**: In this presentation, I will critically appraise trends towards the use of brief and online parenting support programs. I will illustrate these trends with examples from the Netherlands, including three-session parenting support programs (e.g., the Family Check-Up and Behavioral Parent Training Groningen) and online parenting programs. I will discuss the increased use of brief and online programs in the light of systematic literature reviews on the effectiveness of parenting programs with different lengths and delivery formats. **Discussion**: Developments in scalable parenting support in the Netherlands will be linked to the “European Policy Guidelines for Quality Child and Family Support Services” developed within the framework of the Cost Innovators Grant QA4EuroFam (https://www.cost.eu/actions/IG18123/). These guidelines include six recommendations: (i) Strengthen legislation and policy towards the dual goal of children’s rights and family well-being, (ii) recognise and respond to diversity in family structures, cultures and needs, (iii) invest in an inter-sectoral and interdisciplinary approach, (iv) include parents and children as rights-holders subjects, not mere recipients of interventions, (v) provide high quality education and training for professionals working with families, and (vi) use evidence production, analysis, and translation as models of professional practice. The recommendations will be illustrated with exemples and discussed in the light of ongoing developments in prevention research in Europe.

Symposium 5B: Unlocking the true value of best practice portals: boosting their impact across Europe (Prevention Methodology)

• Djoeke van Dalen (National Institute for Public Health and the Environment)
• Yvette Shajanian Zarneh (Federal Institute of Public Health (BIÖG))
• Marika Kylänen (Finnish Institute for Health and Welfare (THL))
• Laetitia Gouffé-Benadiba (Santé publique France)
• Elke Hackländer (Federal Institute of Public Health (BIÖG))
• Katarzyna Lewtak (National Institute of Public Health (PZH))

Room: Innere Medizin/2-402 Authors: Djoeke van Dalen (National Institute for Public Health and the Environment), Elke Hackländer (Federal Institute of Public Health (BIÖG)), Marika Kylänen (Finnish Institute for Health and Welfare (THL)), Yvette Shajanian Zarneh (Federal Institute of Public Health (BIÖG)) Katarzyna Lewtak (National Institute of Public Health (PZH)), Laetitia Gouffé-Benadiba (Santé publique France) Chair: Yvette Shajanian Zarneh Presenter/Corresponding author: Yvette Shajanian Zarneh What if decision-makers had immediate access to interventions that are proven to work—clearly assessed, policy-relevant, and ready to implement? Best practice portals promise exactly that. Yet, in reality, their transformative potential often goes untapped. As health systems across Europe confront rising chronic disease burdens and limited resources, structured access to practice-based evidence is more essential than ever. Best practice portals—or programme registers—are designed to collect, evaluate, and disseminate proven public health interventions. When aligned with policymaker needs, they enable more strategic, evidence-informed investments. Yet, many portals remain fragmented, poorly promoted, or disconnected from national strategies and funding processes. The result: limited visibility, reduced uptake, and missed opportunities for impact. To address this gap, seven countries have come together through the EuroHealthNet Thematic Working Group on Best Practice Portals. Their aim: to identify what works, share lessons, and strengthen the role of portals in shaping public health policy and funding. Insights from this collaboration are now informing key initiatives, including the Joint Action PreventNCD, Joint Action MENTOR and activities under the Polish Presidency of the Council of the EU. This interactive workshop presents the core findings from this European knowledge exchange. Through real-world examples and structured dialogue, it explores how national and European portals can evolve into more user-centred, strategically integrated, and politically visible tools for advancing public health and health equity. Objectives Participants will: • Understand how best practice portals can support more effective public health investment through evidence-informed decision-making • Learn about ongoing efforts to harmonize criteria and enhance comparability across countries • Explore how portals can be embedded into national strategies, and linked to funding instruments and EU-level initiatives. Key messages • Best practice portals are critical policy tools—when they are visible, accessible, and aligned with policy priorities • European cooperation is essential to unlock their full transformative potential

Symposium 6A: Financial well-being support to improve child and youth outcomes: emerging evidence from studies in Sweden and the UK (Other)

• Nina Johansson (Uppsala University)
• Eleanor Bryant (University of Exeter, UK)
• Claire Cameron (University College London, UK)
• Mary-Alice Doyle (Nesta, UK)
• Nick Axford (University of Plymouth, UK)
• Vashti Berry (University of Exeter, UK)
• Georgina Warner (Uppsala University, Sweden)
• Amy Bond (University of Exeter, UK)

Room: CrossOver - Auditorium/0-Auditorium - Auditorium Authors: Georgina Warner (Uppsala University, Sweden), Amy Bond (University of Exeter, UK), Vashti Berry (University of Exeter, UK), Eleanor Bryant (University of Exeter, UK), Nick Axford (University of Plymouth, UK), Nina Johansson (Uppsala University), Claire Cameron (University College London, UK), Mary-Alice Doyle (Nesta, UK), Georgia Smith (University of Exeter, UK), Kath Wilkinson (University of Exeter, UK), Rebecca Summers (University of Exeter, UK), Morwenna Rogers (University of Exeter, UK), James Hall (University of Southampton, UK), Iain Lang (University of Exeter, UK), Kristin Liabo (University of Exeter, UK), Ida Hedkvist (Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Sweden), David Isaksson (Health Services Research, Department of Public Health and Caring Sciences, Uppsala University, Sweden), Anna Sarkadi (Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Sweden), Angela Bartley (East London Foundation Trust, UK), Elizabeth Cecil (Thomas Coram Research Unit, University of College London, UK), Laura Austin Croft (East London Foundation Trust, UK), Catherine Harris (Thomas Coram Research Unit, University College London, UK), Siew Fung Lee (Thomas Coram Research Unit, University College London, UK), Matthew Oultram (East London Foundation Trust, UK), Michelle Heys (Thomas Coram Research Unit, University College London, UK), Abigail Knight (Camden Council, London, UK), Ghazal Moenie (Nesta, UK), Jun Nakagawa (Candeb Council, London, UK), Dea Nielsen (Nesta, UK), Moria Sloan (Nesta, UK and Cabinet Office, UK), Benny Souto (Camden Council, London, UK), Carla Stanke (Camden Council, London, UK), Zoe Tyndall (Camden Council, London, UK) Chair: Georgina Warner **Background:** Children who experience economic disadvantage have an increased risk of poor health, social and educational outcomes. A range of interventions across the prevention continuum exist to prevent or address poor child and youth psychosocial outcomes. Often, however, they focus on issues such as parent-child relationships, parenting skills and family functioning, paying less attention to issues such as families’ low income, debt or other financial stressors. While such issues demand a policy response, there is also scope for frontline services to support families financially and materially to improve child outcomes. This might include the direct provision of money and goods but also advice or support with income maximisation, debt reduction, money management and income generation. **Aims:** This symposium explores evidence on the potential for financial well-being support (FWbS) delivered by frontline services to improve family financial well-being and thereby improve child outcomes. It focuses on the provision of such support in the context of social and health services and lessons about its nature, acceptability, implementation and impact. **Overview of presentations:** Paper 1 (Bond) draws on survey and interview data from family support service managers and commissioners in England to identify models of integrated financial well-being support in family support provision. Paper 2 (Bryant) presents findings from a scoping review of the international literature on programmes that integrate parenting support and FWbS. Paper 3 (Johansson) draws on qualitative data to explore how prevention is conceptualised within Swedish Budget and Debt Counselling, with a focus on how counsellor perceptions align with formal service guidance. Paper 4 (Cameron) presents findings from a study on the feasibility and acceptability of integrating routine health appointments with welfare benefits advice in inner-city east London. Paper 5 (Doyle) outlines an ongoing pilot programme that provides low-income families in pregnancy with a cash grant alongside one-on-one advice on services and benefits. **Connection to symposium theme:** The economic determinants of poor child and youth outcomes are present at all levels of the prevention continuum. Low income and related financial stressors are particularly elevated among families targeted for selective, indicated or treatment interventions, yet such interventions tend to treat them as context rather than intervention focus. FWbS can take multiple forms, with different forms and levels of intensity potentially relevant at different levels of the prevention continuum.

Symposium 6B: Joys and challenges: Using pooled Individual Participant Data Meta-Analysis (IPDMA) to advance our understanding of what works for whom in preventive interventions (Child and Youth Wellbeing)

• PATTY LEIJTEN (UNIVERSITY of AMSTERDAM)
• FRANCES GARDNER (OXFORD UNIVERSITY)
• Francisco Calderon (University of Oxford, UK)
• Liina Björg Laas Sigurðardóttir (University of Oxford)
• Sophia Backhaus
• Nina Heinrichs (Dept of Psychology, Universität Bielefeld, Germany)

Room: Innere Medizin/2-403 Authors: Frances Gardner (Oxford University), Francisco Calderon (University of Oxford, UK), Liina Björg Laas Sigurðardóttir (University of Oxford), Nina Heinrichs (Dept of Psychology, Universität Bielefeld, Germany), Patty Leijten (University of Amsterdam), Sophia Backhaus, Ankie Menting, Bram O. De Castro, Constantina Psyllou, European Parenting Program Research Consortium, GJ Melendez Torres, Ignacia Arruabarrena, Jamie Lachman, Judy Hutchings, Maria Filomena Gaspar, Qing Han, Sophia Backhaus, Vashti Berry Co-chair: Frances Gardner Discussant: Nina Heinrichs Symposium background: For many preventive interventions there is substantial knowledge about their effectiveness from RCTs. However, evidence is more limited when it comes to understanding for whom they work, partly because of limitations in traditional methods for analysing moderators. There are compelling reasons to investigate moderators: to inform appropriate targeting of interventions, to identify where programmes may need to be adapted for subgroups, and to advance personalisation. Traditionally there are two main approaches to evaluating moderators, i) analysing individual RCT data; ii) synthesising data at trial-aggregate level in meta-analyses, but each has distinct drawbacks; typically both have limited power. Our symposium focuses on a solution that solves many problems of each approach, Individual Participant Data Meta-Analysis (IPDMA). We first introduce principles and advantages of IPDMA, then show 4 examples of how IPDMA can yield more powerful, precise and transparent estimates of moderator effects, addressing questions such as how moderators operate longitudinally across time; how IPDMA can help understand equity effects of interventions; and developmental change in prevention effects, plus discussant. Methods: Presentations utilise two pooled datasets: parenting intervention RCTs conducted in i) Europe- 38 trials, 5500 families; ii) low-middle-income countries- 6 trials, 2000 families. Paper 1: Sets the scene, providing a brief primer on principles and methods behind IPDMA. Paper 2: Examines moderators of longitudinal trajectories of prevention effects on child maltreatment, using IPDMA from in low-middle-income countries in Europe, Asia, Africa. Paper 3: Examines at what levels of baseline risk parenting programs are effective, using the large European IPDMA dataset. Paper 4: Investigates whether earlier interventions are more effective than those delivered later in childhood, using the large European IPDMA. Paper 5: Shows how IPDMA and traditional meta-analysis can together assess equity effects of parenting interventions for preventing maltreatment, using i) large European IPDMA and ii) traditional aggregate-level, global meta-analysis. Finally, Discussant.

Symposium 7A: Promoting Adjustment and Well-being of Youth and Families with Immigrant and Refugee Backgrounds (Child and Youth Wellbeing)

• Fatumo Osman (School of Health and Welfare, Dalarna University, Sweden)
• Hasnaa Amouri (Center for Lifespan Development Research, Örebro University, Sweden)
• Layan Amouri (Center for Lifespan Development Research, Örebro University, Sweden)
• Maja Västhagen (Department of Clinical Neuroscience, Karolinska Institutet, Sweden)
• Sandra Altebo Nyathi (Center for Lifespan Development Research, Örebro University, Sweden)
• Lucia Jiménez Garcia (University of Seville, Spain)
• Metin Özdemir (Örebro University)
• Giovanni Aresi (Università Cattolica del Sacro Cuore)

Room: CrossOver - Auditorium/0-Auditorium - Auditorium Authors: Fatumo Osman (School of Health and Welfare, Dalarna University, Sweden), Giovanni Aresi (Università Cattolica del Sacro Cuore), Hasnaa Amouri (Center for Lifespan Development Research, Örebro University, Sweden), Layan Amouri (Center for Lifespan Development Research, Örebro University, Sweden), Lucia Jiménez Garcia (University of Seville, Spain), Maja Västhagen (Department of Clinical Neuroscience, Karolinska Institutet, Sweden), Metin Özdemir (Örebro University), Sandra Altebo Nyathi (Center for Lifespan Development Research, Örebro University, Sweden), Ata Ghaderi (Department of Clinical Neuroscience, Karolinska Institutet, Sweden), Birgitta Kimber (Umeå University, Sweden), Brit Oppedal (Norwegian Institute of Public Health, Norway), Daniela Marzana (Università Cattolica del Sacro Cuore, Centro di ricerca CERISVICO, Milano e Brescia, Italy), Elena Marta (Università Cattolica del Sacro Cuore, Centro di ricerca CERISVICO, Milano e Brescia, Italy), Martina Mutti (Università Cattolica del Sacro Cuore, Centro di ricerca CERISVICO, Milano e Brescia, Italy), Pia Enebrink (Department of Clinical Neuroscience, Karolinska Institutet, Sweden), Sevgi Batram Özdemir (Center for Lifespan Development Research, Örebro University, Sweden) Chair: Metin Özdemir Co-chair: Giovanni Aresi Discussant: Lucía Jiménez **Integrative Summary** The prevailing approach in basic psychological and prevention research on youth and parents with immigration backgrounds is deficit-based. This model focuses on mental health and psychological symptoms. This symposium aims to shift the focus from deficit-based models to strengths-based perspectives, highlighting effective interventions and strategies. The symposium aims to explore and promote strengths-based approaches to enhance the adjustment and well-being of immigrant and refugee families. The presentations will address a range of subjects related to this theme, including mentoring, social inclusion, emotional development, parenting programs, and culturally tailored interventions. The first presentation provides an overview of the current literature and discusses the potential benefits of adopting strengths-based approaches in developing interventions for immigrants and refugees. The second paper presents a systematic review of studies focusing on mentoring programs for refugees in high-income countries. The third paper presents findings from a qualitative study with participants of a strengths-based promotion program targeting recently settled adolescents. The fourth paper reports findings from a randomized controlled trial of a brief parenting program for recently settled parents of adolescents. The last presentation discusses the implementation and findings from two culturally tailored parenting support programs for immigrant families. The presenters include both senior and junior researchers from four different universities in Italy and Sweden. Collectively, these presentations pose a challenge to prevailing views on immigrant and refugee youth, offering alternative approaches to studying their development and adjustment. By embracing a more comprehensive understanding, the field can progress towards a more inclusive and insightful research agenda. **Abstract 1** Beyond Deficit Models: Strengths-Based Perspectives on Studying Youth and Families with Immigration background Metin Özdemir (Associate Professor of Psychology, Center for Lifespan Development Research, Örebro University, Sweden), Sandra Altebo Nyathi (Center for Lifespan Development Research, Örebro University, Sweden), Layan Amouri (Center for Lifespan Development Research, Örebro University, Sweden), Hasnaa Amouri (Center for Lifespan Development Research, Örebro University, Sweden) In societal discourse and academic research, individuals with immigration backgrounds are often portrayed as vulnerable and at risk. The term "risk" includes internalizing and externalizing issues such as poor mental health and adjustment difficulties. Despite increasing research on resilience and strengths-based approaches, psychological and prevention research remains focused on deficits. For instance, a keyword search on the Web of Science database for peerreviewed publications revealed that approximately 25% of studies on immigrant children and adolescents focused on some form of risk, while only around 3% listed resilience or strength as keywords. Several systematic reviews and meta-analyses demonstrated that interventions for individuals with immigrant backgrounds predominantly focused on mental health. Although mental health challenges may be more prevalent among individuals with immigrant backgrounds compared to the majority population, especially with those who experienced displacement and trauma, mental health support represents only one aspect of the broader spectrum of psychosocial needs among those with immigration experience. Building on this background, we will first provide an overview of current research and the portrayal of youth and families with immigration backgrounds. Following this, we will discuss the shortcomings of deficit-based approaches in prevention research. Finally, we will propose a contextualized developmental approach that may facilitate the development and implementation of strengths-based approaches to promote adjustment and well-being of immigrants and refugees. In summary, this paper aims to challenge the prevailing negative discourse about immigrant youth and parents as vulnerable and at-risk. Instead, the paper will discuss how a strengths-based approach may move prevention research targeting these groups forward, while also helping overcome the negative portrayal of immigrants and refugees as inherently at-risk. **Abstract 2** Mentoring for Social Inclusion with Refugees in the Post-Migration Context in HighIncome Countries: A Scoping Review Giovanni Aresi (Università Cattolica del Sacro Cuore, Centro di ricerca CERISVICO, Milano e Brescia, Italy), Martina Mutti (Università Cattolica del Sacro Cuore, Centro di ricerca CERISVICO, Milano e Brescia, Italy), Daniela Marzana (Università Cattolica del Sacro Cuore, Centro di ricerca CERISVICO, Milano e Brescia, Italy), Elena Marta (Università Cattolica del Sacro Cuore, Centro di ricerca CERISVICO, Milano e Brescia, Italy), Oscar Prieto Flores (University of Girona, Girona, Spain) **Introduction**: Mentoring has emerged as a potentially effective strategy for promoting the integration and social inclusion of refugees in host societies. This social intervention fosters the development of meaningful relationships between a mentor, typically a volunteer, and a mentee from a disadvantaged background or in transition to a new social or cultural environment. However, mentoring with refugees has received comparatively little attention from scholars. **Aim and methods**: The objective of this scoping review was to map and assess the nature and characteristics of studies that have reported on formal social mentoring with refugees in the postmigration context in high-income countries. A search strategy was implemented in three databases (Scopus, Psychinfo, and Web of Science). A comprehensive review of studies published in English since 2015 (i.e., the refugee crisis) was conducted, with a particular focus on the type of publication and characteristics of the mentoring program and, where applicable, its evaluation study. The review protocol is available in the Open Science Framework database (https://doi.org/10.17605/OSF.IO/R6MSN). **Results**: Preliminary searches identified 189 publications, of which 28 met the inclusion criteria. The included publications report the results of qualitative or quantitative studies and, to a lesser extent, mixed methods studies. Studies focus on specific aspects of mentoring programs (e.g., characteristics of the mentor-mentee relationship) or describe implementation with subgroups of the refugee population (e.g., unaccompanied minors). Few studies have been conducted to assess the effectiveness of the intervention in promoting social inclusion and other health outcomes among refugees. **Conclusions**: This scoping review provides a mapping of key concepts and empirical findings related to mentoring programs with refugees. It also provides a comprehensive assessment of the methodologies employed and identifies gaps for future research. **Abstract 3** Facilitating Belonging and Integration: Exploring the PIA Youth Program’s Role in Social and Emotional Development Among Newly Arrived Youth Layan Amouri (Center for Lifespan Development Research, Örebro University, Sweden), Hasnaa Amouri (Center for Lifespan Development Research, Örebro University, Sweden), Sandra Altebo Nyathi (Center for Lifespan Development Research, Örebro University, Sweden), Metin Özdemir (Center for Lifespan Development Research, Örebro University, Sweden) **Background**: Adolescence is a period of identity development and relational growth. For newly arrived youth, this process is complicated by the overlapping challenges of migration, language learning, and psychosocial adjustment. While many interventions for this group focus on clinical or academic outcomes, fewer address everyday experiences that shape social belonging and emotional wellbeing. The PIA Youth Program responds to this gap as a universal, school-based, dialogue-driven intervention designed to support integration through experience sharing,reflection, and positive reinforcement. **Method**: This presentation examines 19 semi-structured qualitative interviews with newly arrived adolescents (aged 14–16) who participated in the PIA Program, exploring their experiences of its impact on their social, emotional, and communicative development. **Results**: Using thematic analysis of in-depth interviews, key themes were identified as Language and communication skill development, Development of behavior, Emotional and social skills and Importance of leadership. Youth described sessions as safe and enjoyable spaces where they could speak without fear of judgment, reflect on identity and social norms, and enhance confidence. Participants emphasized that relatable texts, meaningful discussions, and a supportive facilitator helped them build emotional resilience, social courage, and communicative skills. They described increased perspective-taking, better understanding of cultural differences, and stronger abilities to handle social uncertainty. Expressed challenges included fear of mistakes, unfamiliar group settings, and linguistic barriers, especially among those less confident in Swedish or their mother tongue. Youth suggested improvements such as simplified language, visual materials, and more interactive and flexible session formats. **Discussion**: Findings underscore the importance of culturally sensitive dialogical spaces in schools to support integration beyond academic achievements. Findings highlight the value of incorporating culturally representative role models who serve as facilitators, using culturally responsive practices, and providing flexible interventions. These facilitators help foster reflection and connection, making the PIA Youth Program a meaningful contributor to participants’ integration journey. **Abstract 4** The Effectiveness of a Universal Parenting Program for Immigrants in Sweden: A Cluster Randomized Controlled Trial Maja Västhagen (Department of Clinical Neuroscience, Karolinska Institutet, Sweden), Pia Enebrink (Department of Clinical Neuroscience, Karolinska Institutet, Sweden), Birgitta Kimber (Umeå University, Sweden), Ata Ghaderi (Department of Clinical Neuroscience, Karolinska Institutet, Sweden), Sevgi Bayram Özdemir (Center for Lifespan Development Research, Örebro University, Sweden), Brit Oppedal, Ph.D., (Norwegian Institute of Public Health, Norway), Metin Özdemir (Center for Lifespan Development Research, Örebro University, Sweden) **Background**: Immigrant parents face significant stressors in the post-migration context, yet they lack equitable access to health-promoting and preventive interventions, such as parenting programs. These programs have been proposed as means to support the remarkable resilience demonstrated by immigrant parents during resettlement. This cluster randomized controlled trial evaluated the effectiveness of a brief parenting program delivered in a community setting to recently settled immigrant parents. The program aimed to strengthen the parent-child relationship and communication, enhance parental efficacy in supporting children’s schooling, and promote resilience, optimism, a sense of societal belonging, and overall mental health and well-being. **Methods**: From 2024 to 2025, a four-session intervention was conducted across multiple Swedish municipalities, delivered in Arabic, Dari, and Somali by trained bilingual group leaders. The program targeted parents who arrived in Sweden after 2015, had at least one child aged 10-18, and spoke one of the included languages. Participants were randomly assigned to either the intervention group (92 parents in 13 clusters) or the wait-list control group (40 parents in 7 clusters) after baseline data collection. Latent Change Models were employed to assess changes in outcomes. **Results**: The intervention group demonstrated significant improvements in resilience (β = .17, p = .026) and efficacy in supporting their child's education (β = .42, p = .005) compared to the control group. Notably, parents who initially exhibited higher levels of mental symptoms, lower well-being, and rated lower on parent-child relationship quality showed greater benefits from the program. Many parents across all language groups had limited or no formal education. **Discussion**: This study highlights the benefits of a brief, universal parenting program delivered in the mother tongue for strengthening parents' perceived resilience and efficacy in supporting their child's schooling in a new cultural context. These findings may be of interest to practitioners working with immigrants, researchers, and policymakers. **Abstract 5** Tailoring parenting support programmes for immigrant Families: Impact on mental health and parent-child relationships Fatumo Osman (School of Health and Welfare, Dalarna University, Sweden) Families forcibly displaced by violence, war, and conflict often face substantial pre-displacement trauma and post-migration acculturative stress, including navigating unfamiliar social norms and encountering systemic racism and discrimination. Despite bringing valuable skills and experiences to their host countries, immigrant parents frequently struggle with acculturative stressors that can undermine their parental self-efficacy and hinder their ability or willingness to seek parenting support. Strengthening the parental role is critical, as research consistently highlights the importance of empowering immigrant parents to facilitate integration, enhance parent-child relationships, and promote mental health. A substantial body of evidence demonstrates that parenting support programmes can effectively improve mental health outcomes for both parents and children, strengthen parenting skills, and foster positive parent-child relationships. However, access to such programmes remains uneven, and many initiatives lack the cultural sensitivity necessary to engage immigrant families facing additional challenges. This presentation will describe the implementation of two culturally adapted parenting support programmes—Connect and the International Child Development Programme (ICDP)—delivered within community settings and Swedish language schools for immigrants (SFI). The Connect programme has demonstrated moderate to large, sustained improvements in children's and parents' mental health and has proven to be cost-effective. Preliminary findings from the ICDP also indicate enhancements in parental self-efficacy and family relationships. In conclusion, culturally tailored parenting support programmes are crucial for promoting the mental health of both children and parents in immigrant families. Additionally, offering these programmes across diverse community settings is essential to increase their accessibility and impact.

Symposium 7B; Advancing Prevention Science Through Social Network Analysis: From Theory to Practice (Prevention Methodology)

• Joan Pons Bauza (University of the Balearic Islands)
• Elena Gervilla Garcia (University of the Balearic Islands)
• Victoria Romero Feliu (University of the Balearic Islands)
• Maria Wei Blanes Perez (University of the Balearic Islands)

Room: Innere Medizin/2-403 Authors: Elena Gervilla Garcia (University of the Balearic Islands), Joan Pons Bauza (University of the Balearic Islands), Maria Wei Blanes Perez (University of the Balearic Islands), Victòria Romero Feliu (University of the Balearic Islands) Chair: Elena Gervilla, Joan Pons This symposium develops the applications of Social Network Analysis (SNA) in prevention research, integrating theoretical and methodological explanations, and a real application in the sports field. The four presentations address: (1) past and potential contributions of SNA to prevention research, (2) Some data measurement and depuration challenges in implementing SNA (3) How to implement SNA using R, and (4) a case study in sports teams to demonstrate practical utility. Collectively, the symposium provides a complete view about how SNA uncovers relational dynamics and its potential to be implemented in prevention research. Attendees will gain actionable insights into methodological implementation and practical advantages of SNA.