The PMTO parenting course is for carers of children who exhibit minor behavioural difficulties. The course is taught once a week for 8 weeks. It lasts for 2 hours per session and is held in the late afternoon. The course fee is modest. Each group has 20 participants. The PMTO course is suitable for parents of children aged 4-12.

PMTO group therapy is suitable for carers of children aged 4-12 whose behavioural difficulties have become significant. Sessions are held once a week for 10–14 weeks, lasting 1.5 hours. The carer is called after each session to review the situation. The course takes place either during working hours or in the evening and is free of charge. Each group has 12-14 participants.

The treatment is for carers of children aged 4-12 where behavioural difficulties have become pervasive. At this stage, third-tier services have often been engaged for the children and their families (such as child protection or BUGL). The course is taught during term time, once a week for one hour at a time, for 20-30 weeks. Follow-up calls are made to review progress. The treatment is free of charge.

Peers is a social skills programme for children who have difficulties with social interaction and friendships. The programme runs for 14 weeks, once a week for 90 minutes per session. The same carer must attend with the child for at least 11 of the 14 sessions. Participation will be withdrawn if a family misses more than three sessions, or the first two sessions. It is important that the child takes part and attends voluntarily.

The target group for the course is children aged 12-18 with a diagnosis of a disorder on the autism spectrum without severe impairments in cognitive development. Selection for the group is based on specific criteria (for example, age and diagnosis), not on a first-come, first-served basis. An application can only be submitted if a guardian requests it or consents to it.

The main focus of the course is to enhance communication skills. The course covers how to choose appropriate friends, and how to deal with teasing, bullying, disagreements and more. Parents are taught how to help their child make and keep friends by acting as their coach between sessions. The children are taught specific skills which they then get the opportunity to practise. At the end of each session, they are given homework where they practise these skills further under the guidance of a parent or guardian.

A support worker is part of a social support service for disabled children and young people, or children living in socially demanding circumstances. The aim of the service is to break down social isolation, promote life skills, community participation and empower children to become more self-sufficient.

The aim of parenting education and advice is to assist and guide parents or guardians in ensuring a nurturing environment and well-being for children. Support is provided both in and out of the home, for example through advice. All support is aimed at meeting the different needs of the carers and empowering them in their role. A time-limited agreement is made with the supervising officer, the parents, and the case manager or adviser from the Family and Child Services Department, where work is carried out according to pre-defined objectives.

The aim of a support family is to support a parent or carer in their parenting role, provide them with respite or strengthen the child's support network as appropriate, and increase their opportunities for social participation. The target group consists of children with disabilities and children living in socially demanding circumstances. A case manager or adviser at the Family and Child Affairs office can activate the resource based on a professional assessment and case processing.

Beanfee is an Icelandic software and methodology that supports the behavioural training of individuals. The software is based on behaviour analysis methods and uses reward systems and achievement badges to train positive behaviour. In the case of primary and nursery schools, the programme works with pupils, parents and teachers to achieve set goals in a personalised way. Beanfee has been shown to increase academic engagement and reduce behavioural problems in classrooms.

A consultant in applied behaviour analysis works on the application of the principles of behaviour. They seek to gain a better understanding of what predicts and influences an individual's behaviour. After a functional assessment of the client's behaviour and environment has been carried out, the consultant recommends an intervention aimed at reinforcing positive behaviour, reducing undesirable behaviour, or both.

Parents can receive specialised divorce counselling in Hafnarfjörður to promote better co-parenting. The counselling places the child's best interests at the forefront and is provided to prevent or reduce conflict between parents who are going through a divorce or have been through one.

Innherji is a vocational programme available to students from the age of 14 (Year 9) who require learning support and have a reduced timetable. The student has the opportunity to work for a few hours a week (maximum 12 hours) and receives a wage paid by the Hafnarfjörður Work School. The work counts as part of the student's school day.

If a primary school pupil participates in Innherja alongside their primary school studies, it is possible for the secondary school's careers adviser to be authorised to extend their participation in the project into their secondary school years, up to the age of 18.

Innherji is a collaborative project between the primary schools of the City of Hafnarfjörður, school counsellors, and the Department of Education and Public Health. The project is overseen by the Sports and Leisure Officer of Hafnarfjörður, and is run by the Hafnarfjörður Work Experience School in collaboration with the relevant primary schools.

Applications are made through a careers adviser.

The aim of group work is to break down social isolation and promote life skills and community participation. Emphasis is placed on social skills and activities that require interaction, as well as teaching a child how to be part of a group and fostering their self-confidence and positive relationships. Group work is a means of empowering individuals towards greater self-help.

• The aim of short-term care is to give children the opportunity to live temporarily away from their home when they have significant support needs beyond those of their peers, and to support the child's family.
• The rules on short-term stays apply to short-term stays for disabled people with long-term support needs.

Individuals and families with children who have been assessed as needing support and/or assistance services can apply to enter into a user agreement, which outlines the delivery of the service. The regulations on user agreements apply.

Psychologists carry out psychological assessments of pupils if there are concerns about their cognitive development, or if there are worries about their behaviour and well-being. Following an assessment, psychologists provide advice to school staff and parents and, if necessary, refer pupils for further assessment and treatment to other specialists or institutions. An assessment with a psychologist is requested through the pupil's school.

Speech and language therapists assess children if there is a concern about a delay in language development or speech sounds. Following the assessment, they provide advice to school staff and parents and refer children for speech therapy to a private practice speech and language therapist if necessary. An assessment with a speech and language therapist is requested through the child's school. Parental consent for the assessment is always required.

Psychologists provide education for parents and staff of nurseries and primary schools in the form of talks and courses. Training is offered for schools on anxiety and ADHD symptoms, and courses are offered for parents on anxiety symptoms in children and adolescents.

Speech and language therapists provide training for parents and staff of nurseries and primary schools in the form of lectures and courses. They also offer advice regarding individual children within the schools.

If nurseries and primary schools feel they need Level 1 teaching support or advice, they can contact the Early Years or Primary School Teaching Adviser for guidance on organising the school's support services, the daily schedule of classes, or staff training for a diverse student body. Individual cases within the Bridge Team can also apply for advice from the teaching officer with parental consent.

Nursery school
A multicultural educational adviser provides guidance and education for teachers, schools and parents of foreign origin. They have an overview of the academic and social status of foreign pupils in nurseries. His role includes supporting foreign staff. The educational adviser works on developing an induction programme for nurseries and the City of Hafnarfjörður's language policy.

Primary school

• Training for staff groups on matters concerning students from foreign backgrounds, such as reception, parent-school partnership, teaching methods and curriculum, a supportive learning environment, and more.
• Advice for school leaders and staff regarding multicultural school activities, the welcome assembly, the organisation of ISAT teaching, parent-teacher collaboration, the administration of the Stöðumat assessment, and more.
• Advice for teaching groups and individual students.

Human rights education for children in nurseries and primary schools and for staff of Hafnarfjörður, as part of the implementation of the 'Child-friendly Municipality' project and the United Nations Convention on the Rights of the Child.

PMTO stands for „Parent Management Training – Oregon Method“, which is an approach for parents and others involved in parenting. PMTO is an evidence-based approach that reduces behavioural difficulties in children and adolescents and strengthens parents in their role. A variety of resources, courses and advice are available for parents.

SMT school skills is a similar approach to PMTO, with an emphasis on preventing and reducing behavioural problems.

The projects include, for example, providing advice to schools regarding groups of children where there is a suspicion of risky behaviour or cliques forming. Advice is provided to strengthen collaboration, the flow of information and preventative measures in the children's local environment. Consultation and dialogue take place with a multidisciplinary team involved in matters concerning children and young people.

The Prevention Working Group is a multidisciplinary group of stakeholders that follows up on the main prevention priorities of the City of Hafnarfjörður and is appointed by the Education Council. The group meets two to four times a year to review the status of prevention projects prioritised by the Education Council and to make recommendations for improvements where necessary.

Nursery and Year 1 children.

In the course, parents are educated about anxiety and children's anxiety responses. Parents learn to recognise symptoms of anxiety and identify the factors that maintain it. The course also covers helpful ways to support children in managing anxiety and building their self-confidence.

Each course consists of three sessions, two hours each.

In the course, parents are educated about anxiety and children's anxiety responses. Parents learn to recognise symptoms of anxiety and identify the factors that maintain it. The course also covers helpful ways to support children in managing anxiety and building their self-confidence.

Each course consists of three sessions, two hours each.