The inclusion of animals in educational practice is becoming increasingly popular, but it is unclear how solid the evidence for this type of intervention is. The aim of this systematic review is to scrutinise the empirical research literature relating to animal-assisted interventions conducted in educational settings. The review included 25 papers; 21 from peer-reviewed journals and 4 obtained using grey literature databases. Most studies reported significant benefits of animal-assisted interventions in the school setting. Despite this, studies vary greatly in methods and design, in intervention types, measures, and sample sizes, and in the length of time exposed to an animal. Furthermore, a worrying lack of reference to risk assessment and animal welfare must be highlighted. Taken together, the results of this review show promising findings and emerging evidence suggestive of potential benefits related to animals in school settings. The review also indicates the need for a larger and more robust evidence base driven by thorough and strict protocols. The review further emphasises the need for safeguarding for all involved—welfare and safety are paramount.

The results indicated that attention is required for identifying road-crossing sites quickly and accurately, especially for younger children. Road safety training programmes for children may need to take into account the development of children's attention.

Teachers play an important role in bullying prevention. This study examines teachers’views on the extent and ways in which they would intervene in bullying situations. The\ud sample comprised 136 teachers from junior high schools in Finland (107 females and 29 males). Years of service ranged from newly qualified to over 20 years of experience.\ud Seventy teachers reported they had previously received training for school bullying situations. Participants completed the Handling Bullying Questionnaire which measures\ud teachers’ responses to five key aspects of intervention: working with bullies, working with victims, disciplining the bully, enlisting other adults and the extent of ignoring the incident. Results indicated that, overall, teachers were most inclined to discipline the bullies, followed by enlisting other adults, working with bullies, working with victims, and finally ignoring the incident. Anti-bullying training was found to be a significant factor\ud in explaining teachers’ handling of bullying. Teachers with over 20 years of experience were more likely to report that they would work with the bully than teachers with less\ud than ten years service. Implications of the findings were discussed with regards to the provision of anti-bullying training

Thisrtud~eumined~orrculturaldi&rencsr in cxpluutionr for the c a m of youtb quatiom were d y r s d wing an attribution theory frmcwork. British children tended to we personal nplrnrtionr of youth aime (75%), in oompuiron, N~~u~u I childnn tended to UIC ntuatid cxpluutionr of youth aimC (61%). Tbm w u a nide Wiety of rapollla within b a e broad categories, the most frequently occunhg verbatim rapona for British 12-yar olda were "for fun" (19.2%) and "baause they M bored" (ZaO%) for the British 14-yar 016. For Nigerian 12-yar d6 the mob frequdy d g verbatim rapom mre "no home trrininp" (27.4%) and "they are poor" (17.0%) for tbe N i i 14-year oldr The raultc indiatc that Britirh children tend to blame the individual for youth crime w h m u N i i children tend to blrms otha person, (mostly tbe M y ) d tbe environamt (economic factors). The 6ndinp rrypsd youth aime is important to discunionr of tbe natwc of lay thsoria and tbeir poaibk applicrtiool. Impliationr md futun nrevch direction, M dimmad. ahrre m n g British and N i -12-d 14-ye^ 01dr Rapom to opmcaded that an ioaeued padartrndineof the dturrl dirmity in children'r lay tbsoria of INTRODUCI'ION Various explanations for juvenile crime exist in acadcmic literature, but as Hollin and Howells (1987) argue, views about crime go beyond academic theories into public opinion and lay theories. T h m is a substantial amount of literature on adult lay theories of juvenile crime (e.g., Banks et d., 1975; Furnham and Henderson, 1983; Hollin and Howells, 1987) emphasising differences between various sectors of the population, including political affiliation (Furnham and Henderson, Author for Corrsrpoodena. 21

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Negotiating traffic requires the ability to focus attention on the traffic environment and ignore distracting stimuli. The aims of this study were (1) to examine the effect of distractors on children's ability to identify safe and dangerous road-crossing sites and (2) to examine the relationship between identification of safe/dangerous sites and attention (selective attention, attention switching sustained attention and divided amtion), Participants\ud were 88 children (aged between 6 and 11 years) and 29\ud adults. Ability to identify safe and dangerous road-crossing sites was assessed using computer presentations of sites with and without visual and auditory distractions. Measures of attention were examined using the Test of Everyday Attention (child and adult versions). The ability to identify safe and dangerous road-crossing sites and performance on the attention tests were found to improve with increasing age, Correct identification of safe/\ud dangerous roadcrossing sites was related to selective attention and divided attention for children but not for adults. Road safety training should take into account the development of these skills

Objective: The objective was to review research that examined the effects of polygyny (a specific form of polygamy) on children and adolescents. A systematic literature search and review was conducted of research published 1994 -2014 that focused on psychological variables, primary data collection, and compared data on children and adolescents from polygynous families with monogamous families. Critical analysis included the relevance of methods to the culture, including the psychometric properties reported.Main outcomes: A total of 13 papers satisfied the inclusion criteria. The review found more mental health problems, social problems and lower academic achievement for children and adolescents from polygynous than monogamous families. Similarities between children and adolescents from polygynous and monogamous families included self-esteem, anxiety and depression scores. Conclusions:Although polygynous family structures appear to have detrimental effects on children and adolescents, the mediating effects of parental education, economy and family functioning need to be investigated.

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