ABSTRACT
Much of the expertise concerning the solution of children’s problems rests with children and families themselves. Effective prevention and early intervention begins with professionals asking how children and families cope with specific problems. There is good evidence that prevention and early intervention activity can change the pattern of social and psychological difficulty among children in need. It is increasingly acknowledged too that skilful judgement in relation to interventions, whether early or late, light or heavy, is an essential component of an effective response. It is generally accepted that existing services have many strengths but that they are not achieving their full potential. The effects of good prevention and early intervention activity may be delayed for several years, for example when effective parenting support for pre-school children reduces later anti-social behaviour. Evaluations have to allow for the measurement of such delayed effects.
