To facilitate the teamwork of NPs and MDs while improving utilization of NPs as primary care providers, VHA officials should routinely clarify roles, monitor quality of care of both MDs and NPs, and provide feedback to all concerned.

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The paper is informed by the findings of mixed method study of the Duke of Edinburgh intervention at selected secure estate establishments in England and Wales, drawing on the findings of an Attitude to Offending instrument (CRIME-PICS11) and accounts of young people and secure estate staff. Young people's CRME-PICS responses are examined through qualitative data from focus groups with young people and interviews with staff delivering the intervention. The findings highlight the importance study participants placed on development of interpersonal relationships between young people, and between them and others within and outwith the secure estate. The authors suggest that, notwithstanding constraints on delivering interventions in the secure estate, reparation activities can be achieved with incarcerated young people, which may assist young offenders' short-term strategies in managing day to day incarceration and longterm strategies of re-integration, acceptance by the community, and improved life opportunities in the future. The authors argue that while reparation activities, which do not involve face to face contact with victims, are often presented as a poor relative of restorative justice 'proper', they are not only more realisable in custody, but offer potential to facilitate development of fundamental social interpersonal skills which underpin young people's rehabilitation.

Recent policy highlights schools' responsibility for safeguarding children and promoting their health and welfare and addressing their emotional and behavioural needs. In doing so, it is anticipated that their emotional literacy and social competence might be enhanced. Recognizing that an increasing number of children exhibit emotional and behavioural difficulties affecting their learning, Wrexham Local Education Authority implemented a Student Assistance Programme (SAP). SAP offers primary prevention and early intervention to pupils who exhibit high‐risk behaviours and supports those whose circumstances affect their ability to engage with others at home and school, through participation in support groups. A study was conducted to evaluate the effectiveness of SAP. The study aimed to illuminate changes in student behaviour as described by themselves and facilitators, and to identify any wider implications of the SAP in terms of its effects on peers, teachers and family members. Using an interactive, responsive evaluation design, 11 focus group interviews were conducted involving 21 facilitators, seven head‐teachers and 64 children. Data were analysed using qualitative content analysis. The findings revealed benefits, challenges and issues of sustainability. This paper discusses the findings of the study and the implications for future sustainability.

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