Women's experiences of a pregnancy whilst attending a specialist antenatal service for pregnancies after stillbirth or neonatal death: a qualitative interview study.

Aim: Pregnancy after the death of a baby is associated with numerous, varied psychological challenges for pregnant women. This study aimed to explore women's experiences of pregnancy whilst attending a specialist antenatal service for pregnancies after a perinatal death.Methods: Semi-structured interviews with twenty women in a subsequent pregnancy after a perinatal death were conducted and analyzed taking an inductive thematic analysis approach.Results: All women expressed a heightened "awareness of risk". Two subthemes demonstrated how increased awareness of risk affected their experience and their desire regarding antenatal and postnatal support. Women talked about stillbirth being a "quiet, unspoken subject" causing them internal conflict as they had an awareness of pregnancy complications that other people did not. Navigating subsequent pregnancies relied on them "expecting the worst and hoping for the best" in terms of pregnancy outcomes. Women viewed specialist antenatal care in pregnancy after perinatal loss favorably, as it enabled them to receive tailored care that met their needs stemming from their increased awareness of and personal expectations of risk.Conclusion: Women's experiences can be used to develop models of care but further studies are required to determine to identify which components are most valued.

School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct.

BACKGROUND: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. AIM: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. METHOD: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T1 ), school-related subjective well-being and adaptability at the second and third waves (T2 and T3 ), and achievement and behavioural conduct again in the fourth wave of data collection (T4 ). RESULTS: A structural equation model showed that T2 school-related subjective well-being predicted higher T3 adaptability, but not vice versa. T3 school-related subjective well-being predicted greater T4 achievement and positive behavioural conduct, and T3 adaptability predicted greater T4 positive behavioural conduct. CONCLUSION: School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students.

The gender suicide paradox under gender role reversal during industrialisation.

OBJECTIVES: To test for social structural effects on the gender paradox in suicidal behaviour. METHODS: We analyzed newspaper reports of completed and attempted suicides in the Scottish city of Dundee during the mass movement of women into the paid labour force in the 19th and early 20th Centuries. We calculated rates of suicides per 100,000 of the male and female populations. RESULTS: We found that the female suicide rate dropped during this time period, whereas there was only a significant reduction in attempted suicide amongst men. CONCLUSIONS: Our understanding, and action to prevent, suicide in men and women must take place in the context of our gendered social world.