Housing repossessions, evictions and common mental illness in the UK: results from a household panel study

Background: The numbers of housing repossessions and evictions in the UK are increasing. This study investigates whether repossessions and evictions increase the likelihood of common mental illness and examine patterns over time. Methods: Data come from the core longitudinal panel of the British Household Panel Survey (N=12 390) of adults living in private households. Multivariate fixed-effects regression models are used with weighted data. Common mental illness is measured by the 12-item General Health Questionnaire. Results: Housing repossession is associated with an increased risk of common mental illness (adjusted odds ratio 1.61, 95% confidence interval 1.10 to 2.36), whereas eviction from rented property shows no increased risk (0.97, 0.76 to 1.20). The pattern over time shows a clear increase in the years before repossession. Conclusions: Repossession of owned property, although a relatively rare event in the panel, significantly increases the risk of common mental illness immediately after the event. In contrast, eviction from rented property is a more common event but is not associated with an increased risk of common mental illness. This difference in association may be due to losing the security of owned housing and the often transitory nature of the rented housing population

Investigating long-term retest effects in the GHQ-12

The aim of this analysis was to examine data from a general population sample for any retest effects in the 12-item General Health Questionnaire. A core panel was drawn from the British Household Panel Survey (n=4749) of those who had completed the GHQ-12 seven times from 1991 to 1997. The panel results were compared with cross-sectional data from the Health Surveys for England for the same years. No evidence of retest effects was found. The age composition of the panel and the distribution of GHQ scores with age are discussed in light of these findings

Psychometric Properties of the Perceived Social Support from Family and Friends Scale: Data from an Adolescent Sample in Ghana

Several studies have found that perceived social support plays a crucial role in the psychological and physical wellbeing of young people. A number of instruments measuring perceived social support have been developed and validated, including the Perceived Social Support from Family and Friends subscales. The psychometric properties of the Perceived Social Support from Family and Friends subscales have been demonstrated in a range of samples, although not in Ghana. The purpose of this study is to investigate the psychometric properties of the Perceived Social Support from Family and Friends subscales in Ghanaian adolescents using data from a school-based survey (N = 770; 14–21 years). Participants completed a self-report questionnaire containing the Perceived Social Support from Family and Friends subscales, the Adolescent Stress Questionnaire, and the 12-item General Health Questionnaire. An exploratory factor analysis in addition to simultaneous confirmatory factor analyses with structural equation modelling were performed to evaluate the factor structure and factorial validity of the subscales along with Cronbach’s α and intercorrelations. Three factors and two factors were extracted for the Friends and Family subscales respectively. While the unidimensional model of the friends subscale had a better fit with the data than the three-factor model, the two-factor model of the family subscale had a better fit than the unidimensional model, even though the unidimensional models of both subscales produced higher internal consistency coefficients. With respect to construct validity, the family subscale demonstrated some evidence of convergent and discriminant validity, but the friends subscale demonstrated some evidence of only discriminant validity, in terms of the association between social support and common mental illness and perceived stress. It appears that the Perceived Social Support subscales are useful instruments for assessing social support from family and friends and could therefore be used to further our understanding about the role of social support in stressful life events and psychological functioning of Ghanaian adolescents, although further research is required for the friends subscale

Who has a child as a teenager?

This paper uses data from the British Household Panel Survey (BHPS) and the British 1970 Cohort Study (BCS70) to investigate the family background and childhood factors that are associated with having a child as a teenager. The advantage of combining results from these two sets of data is that the BHPS analyses are restricted to a few background factors while the BCS70 analyses have far more. However, the results obtained from the BHPS data are reasonably replicated with the BCS70 data in that family social class and having lived with one parent during childhood are significantly associated with a higher likelihood of a teenage birth. From the BCS70 data we show that the effect of having lived with one parent is not significant once child-specific variables, such as self-esteem and teacher rated behaviour, are included in the models. Mothers age at the birth of the cohort member and mothers education have significant, consistent and robust associations with the likelihood of teenage birth. The analyses reported in this paper are part of a larger programme of work for the Department of Health examining the medium and long-term consequences of early childbearing

Demonstrating cultural competence within health-visiting practice: working with refugee and asylum-seeking families

This qualitative study explored the experiences of health visitors working with refugee and asylumseeking families in central London, and assessed the dimensions of their cultural competency using Quickfall's model (Quickfall, 2004, 2010). In-depth interviews were conducted with 14 health visitors. Data were analysed using Framework, a thematicbased analytical method. The findings revealed that the health visitors demonstrated aspects of culturally competent care in relation to Quickfall's five-step model which was developed from the literature specifically for working with asylum applicants within a primary care setting. Shortcomings with regard to demonstrating cultural competence were related to working for an organisation whose work is governed by external factors such as national legislation and policy. In addition, the complexity of the needs of these vulnerable populations and limited resources sometimes compromised the cultural competence of the health visitors. However, they showed many positive xamples of how they provided equity, access and non-discriminatory services, health promotion and socially inclusive services

Using the Principle Based Model to Improve Well-Being in School: A Mixed-Methods Pilot Study

The contemporary school environment in England has been identified as stressful for both staff and pupils. School-based interventions aimed at improving well-being and mental health have shown mixed results. The Principle Based Model (PBM) of Mind, Consciousness, and Thought is an untried intervention in English schools and as a working model there is a paucity of research into its potential. The aim of this mixed-methods pilot study was to investigate the effectiveness of the PBM as a means of increasing the psychological well-being of staff and pupils. The study was a 16-week pre, post, and follow-up study using the Friedman Well-Being Scale (FWBS) as a measure of psychological well-being, and analyzed using matched sample t tests and repeated measures ANOVA. The study was carried out in a high school in the east of England with 10 staff and nine pupils. The staff and pupils involved received the PBM as a psychoeducational program. During the follow-up period, six members of staff and one pupil were interviewed and the transcripts analyzed using Thematic Analysis. The pre to post total FWBS scores showed an increase in psychological well-being for both staff and pupils but only the change for pupils was statistically significant. Post to follow-up total FWBS scores for both staff and pupils showed no significant change. This study provides some initial evidence to suggest that the PBM may be a useful tool for schools to utilize in attempting to increase psychological well-being