Looked after children are significantly more likely than other children to go missing. They face significant risk of harm through, for example, exposure to alcohol, drugs and sexual victimisation. While research identifies some factors which may reduce the likelihood of looked after children going missing, it is recognised that a greater understanding of effective practice is needed. The aim of the study was to investigate young people's experiences of going missing from care and to identify the issues that contributed to them running away; trigger factors that prompted episodes of going missing; support received during or following instances where they went missing; and factors that might prevent future absconding. Research on children's experiences is often reported from the adult's perspective rather than allowing children to have a voice. We therefore recruited two young people to collaborate with the researchers as peer researchers. A qualitative study was undertaken using the Critical Incident Technique. Twenty-eight young people with a history of running away were recruited from different locations in Scotland. They took part in six focus groups, which were held during May 2012. Data were analysed using a framework approach. Four themes were identified regarding reasons for running away: authority and power; friction; isolation; and environmental issues. Commonly cited consequences were being 'grounded' and having shoes removed (to prevent further running away). Young people were critical of a lack of support on return and a lack of boundaries. They stressed the importance of being heard, being treated with respect, being able to exercise autonomy and feeling that someone cares. Copyright © 2013 John Wiley & Sons, Ltd. KEY PRACTITIONER MESSAGES:• Looked after children are significantly more likely than other children to go missing.• When missing, young people are exposed to significant risk of harm.• Reasons for running away are: authority and power; friction; isolation; and environmental issues.• Approaches to responding to young people who go missing should be supportive and facilitative rather than punitive.• Being heard, being treated with respect, being able to exercise autonomy and feeling that someone cares are crucial preventative factors.

A B S T R AC TThis paper is about an evaluation of three centre-based projects established by a voluntary organization under the Scottish Government's Youth Crime Prevention Fund, to work with primary schoolaged children displaying challenging and antisocial behaviour. Following a brief overview of what is known about effective interventions, the paper describes the projects' ways of working, including their remit and ethos. The core intervention chosen was the welltested Webster-Stratton training programme, The Incredible Years. Wrap around services were also developed and staff modelled the projects' ethos, promoting children's participation and parents' empowerment. The evaluation is described, noting the limited time and resources at the disposal of the evaluation team. The evaluation team adopted a broad definition of evidence, using a range of measures to explore the processes of project development and service intervention, the meaning to the children and families who used the services, and the impact on children's behaviour and parents' levels of stress. The results were modest but encouraging. They suggested that the projects had provided valuable turning points for some of the children with out-of-control behaviour and their families. Finally, it is suggested that a better way to evaluate such projects could be to use complexity theory