Our aim in SAM is to develop a computer-based tool which can measure parent-child Attachment across the population in a cost-effective way. The National Children's Bureau states that "secure attachment promotes health and wellbeing" while the Early Childhood Forum advocates "the right of children to [...] form secure, long lasting attachment relationships [...] which shape their future capacities for wellbeing". When the problem is neglected, the consequences are dire: children who have abnormal family attachments are at much higher risk of aggressive behaviours. By early adulthood, individuals with aggressive behaviour cost society 10 times more than their peers and have a mortality rate almost 10 times higher, in part due to increased risk of suicide and violent behaviour, but also due to physical problems such as coronary heart pathologies. Identifying Attachment problems early, at a population level, would be of significant benefit to society and drastically reduce the costs of dealing with the resulting issues. Large-scale screenings of Attachment insecurity should be routine among children. The problem is that Attachment assessment methods are expensive and time-consuming. MCAST (Manchester Child Attachment Story Task) is the standard method used in middle childhood. During MCAST administration, assessors show vignettes to the child, using a dolls-house, which portray mildly stressful situations. They are then asked to act out what happens in the rest of the story using dolls that represent both the child and a caregiver. The way the child completes the story and their behaviour during the test provides the cues necessary to assess their Attachment status. Each MCAST takes 30 minutes to administer and a further two hours to be transformed into a usable medical record. Furthermore, professionals must attend expensive courses followed by lengthy reliability training to use MCAST, so accredited Attachment assessors are a rare commodity. This means that MCAST cannot be applied on a large scale, as needed to make a significant impact on population health and wellbeing. Our goal is to make large-scale Attachment screening possible by reducing time and costs required for MCAST assessment. Our approach consists of automating the key steps of MCAST to 1) reduce the time needed to complete the test (higher efficiency) and, 2) allow the involvement of personnel with no MCAST training (lower costs). We also expect the automation of MCAST to provide new insights into Attachment and its observable, machine detectable behavioural markers, enabling better future measurement of Attachment. We will develop a computer-based tool which can be used to measure Attachment across the population in a rapid, cost-effective way to support MCAST assessors. The children will be guided through the story vignettes by an on-screen avatar. The detailed movements and positions of the dolls in space will be captured in real time. We will also record speech sounds from the children to analyse prosody and vocalisations. Using these data, we will develop novel algorithms to categorise Attachment patterns automatically and rapidly, locating each child in one of the four Attachment categories (Secure; Insecure Resistant-Ambivalent; Insecure Avoidant and Insecure Disorganised/Disorientated) with a level of confidence. To do this, we will develop novel techniques based on Social Signal Processing (SSP), in which Vinciarelli is a leading expert With SAM, the screening sessions and preliminary data analysis can be done without the presence of trained MCAST assessors; they would only be needed if a child was tagged as being in one of the problem categories, where a standard MCAST assessment would be undertaken, allowing large-scale population screening of Attachment patterns for the first time. The development of SAM and the rapid screening of Attachment in large groups will create a paradigm shift in the treatment of child psychiatric disorders.

Four one day Knowledge Exchange Events (KE Events) set within the different 'countries' of the UK, supported by four online discussions each led by a lead academic and including key policy leads and practitioners. Each event will be followed by a structured online discussion of between 4-6 weeks duration, to develop key themes, exchange best practice, and consolidate outcomes on emerging areas in public disclosure, which will be facilitated by one of the proposers, include presenters from the KE Events, and invited key policy makers and practitioners. KE Event 1:Access, impact and value-added (Scotland; co-hosted with the Risk Management Authority & led by Kemshall, Murray (ipsos) & Chan (ipsos). To focus on the value-added to child protection and reasons for limited impact; strategies to maximise impact; development & future use of impact measures. To share learning and best practice on access, targeting and marketing strategies, with a focus on increasing take-up by marginal and excluded groups, and increasing the scheme's responsiveness to diverse populations. Online discussion 1:(led by Kemshall & Murray/Chan). This discussion will focus on both minority offending and victim groups, examining the unique issues, concerns and impacts that disclosure has upon these groups. KE Events 2: Localism, community and reintegration (Northern Ireland; co-hosted with PPANI & NOTA (NI), led by McCartan, Maruna (QUB) & McAlinden (QUB)). This event will take a dual stream approach with one addressing northern Ireland related issues (issues of localism, with particular reference to the 'troubles' in Northern Ireland and policing, offender management, community activism) and the other addressing the republic of Ireland (cross border issues, the development of public disclosure scheme, austerity and a focus on particular Irish issues (i.e., cultural attitudes to sexuality, sexual abuse).This event will examine the social mechanisms that either reintegrate or exclude sex offenders. Online discussion 2:(led by Kemshall, McCartan & Wilson (McMaster)) This discussion will focus on the realities of sex offender reintegration and management in the community, in the light of disclosure, austerity and changes to the CJS. Online discussion 3:(led by Dr Donald Findlater (Stop it Now)) This discussion will focus on the public's understanding of issues around sexual offending and whether existing professional educational techniques are working, or is a change in tactics needed. KE Events 3: Devolution, Context & Partnership Networks (Wales;co-hosted with WCCSJ & led by Hudson). This event would address the impact of devolution and its links to 'shared' Criminal justice services; cultural/social/economic differences in rural and urban contexts; existing local networks/partnerships and their role in shaping the design and delivery of public disclosure. This is event would therefore address the relationship between govermentality, austerity and the reality of offender management. Online discussion 4:(led by Kemshall, Lieb & Thomas (Leeds Met Uni))This discussion will focus on international aspects of sexual offending, including, what this means in terms of aetiology, offending, treatment, policy, practice and management. KE Events 4:Public perceptions, media framing, and risk policy formation (England;co-hosted with SWM Probation and lead by kemshall/lieb). To review the formulation of risk policies on sex offender regulation & management in the community. Comparison to the USA position and an overview of policy development around the public disclosure scheme in the UK provide important lessons for understanding and managing public expectations, media pressure, & political responses to risk anxieties; with a key theme being risk communication around sexual offending with the public, particularly in an age of austerity. The KE Event will also consider the use of evidence in future risk responses to sex offenders, & future likely directions for disclosure.

Promoting improved understanding of how children's daily lives are influenced by the digital world that now surrounds them and how they experience family, peer and school life as a result represents a substantial challenge and opportunity relative to facilitating positive mental health and development for children and young people. Historically, researchers have emphasised the role of supportive parenting and positive school experiences (including peer relationships) as primary social environmental influences on children's mental health, with most interventions targeting family and school-based influences aimed at remediating poor mental health outcomes for children and young people. It is increasingly recognised that the digital environment constitutes a new dimension or common denominator to these traditional agencies of socialisation influence on children's mental health. Yet, little progress has been made in equipping parents, teachers and the professional agencies that work with families and schools with new knowledge that harnesses potential strengths while offering protection from substantial risks posed to children by the digital world. How do we equip parents, teachers, practitioners, policy makers and youth themselves with information, support and resources that promotes positive mental health in a contemporary (and future) digital age? Addressing this core challenge represents the primary objective of our multi-disciplinary e-Nurture network. While significant advances have been made in relation to highlighting and understanding the genetic and biological underpinnings of poor mental health and mental health disorders in recent years, it is recognised that the social environments children experience and interact with remain a substantial influence on their positive and negative mental health trajectories (even when genetic factors are considered). Three primary areas of social environmental influence on children's mental health have dominated past research and practice in this area. First, family socialisation processes, specifically parenting practices are recognised as a substantive influence on children's mental health. Second, peer influences are noted as an important influence on children's mental health. Third, school-based factors are recognised as a further influence on children's mental health and development. Increasingly, the digital environment is recognised as a factor that both infuses traditional agencies of socialisation for children and that can influence children directly. Policy makers have recently directed significant attention to the prevalence rates and support needs among children and young people who experience mental health problems. The digital environment and its potential for positive and negative influences on children's well-being, mental health and development has also received substantial research, policy and media attention. Building on this policy platform, the primary objectives of our network are to (1) explore how the digital environment has changed the ways in which children experience and interact with family, school and peer-based influences and what these changes mean for children's mental health, (2) identify how we can recognise and disentangle digital risks from opportunities when working with families, schools and professional agencies in developing intervention programmes to improve mental health outcomes for children and young people, and (3) identify how we effectively incorporate and disseminate this new knowledge to engage present and future practice models and the design and development of digital platforms and interventions aimed at promoting mental health and reducing negative mental health trajectories for young people. The network will engage a collaborative, cross sectoral approach to facilitating impacts by directly engaging academic, charity, industry, policy and front-line beneficiaries (e.g. families, parents, schools, teachers, children and young people).

Promoting improved understanding of how children's daily lives are influenced by the digital world that now surrounds them and how they experience family, peer and school life as a result represents a substantial challenge and opportunity relative to facilitating positive mental health and development for children and young people. Historically, researchers have emphasised the role of supportive parenting and positive school experiences (including peer relationships) as primary social environmental influences on children's mental health, with most interventions targeting family and school-based influences aimed at remediating poor mental health outcomes for children and young people. It is increasingly recognised that the digital environment constitutes a new dimension or common denominator to these traditional agencies of socialisation influence on children's mental health. Yet, little progress has been made in equipping parents, teachers and the professional agencies that work with families and schools with new knowledge that harnesses potential strengths while offering protection from substantial risks posed to children by the digital world. How do we equip parents, teachers, practitioners, policy makers and youth themselves with information, support and resources that promotes positive mental health in a contemporary (and future) digital age? Addressing this core challenge represents the primary objective of our multi-disciplinary e-Nurture network. While significant advances have been made in relation to highlighting and understanding the genetic and biological underpinnings of poor mental health and mental health disorders in recent years, it is recognised that the social environments children experience and interact with remain a substantial influence on their positive and negative mental health trajectories (even when genetic factors are considered). Three primary areas of social environmental influence on children's mental health have dominated past research and practice in this area. First, family socialisation processes, specifically parenting practices are recognised as a substantive influence on children's mental health. Second, peer influences are noted as an important influence on children's mental health. Third, school-based factors are recognised as a further influence on children's mental health and development. Increasingly, the digital environment is recognised as a factor that both infuses traditional agencies of socialisation for children and that can influence children directly. Policy makers have recently directed significant attention to the prevalence rates and support needs among children and young people who experience mental health problems. The digital environment and its potential for positive and negative influences on children's well-being, mental health and development has also received substantial research, policy and media attention. Building on this policy platform, the primary objectives of our network are to (1) explore how the digital environment has changed the ways in which children experience and interact with family, school and peer-based influences and what these changes mean for children's mental health, (2) identify how we can recognise and disentangle digital risks from opportunities when working with families, schools and professional agencies in developing intervention programmes to improve mental health outcomes for children and young people, and (3) identify how we effectively incorporate and disseminate this new knowledge to engage present and future practice models and the design and development of digital platforms and interventions aimed at promoting mental health and reducing negative mental health trajectories for young people. The network will engage a collaborative, cross sectoral approach to facilitating impacts by directly engaging academic, charity, industry, policy and front-line beneficiaries (e.g. families, parents, schools, teachers, children and young people).