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Journal article Full text available online for free

Antidepressants and public health in Iceland: time series analysis of national data

Journal article citation:
British Journal of Psychiatry, 184(2), February 2004, pp.157-162.
Royal College of Psychiatrists

Major depressive disorder is the second leading cause of disability-adjusted life-years in developed regions of the world and antidepressants are the third-ranking therapy class worldwide. Nationwide data from Iceland are used as an example to study the effect of sales of antidepressants on suicide, disability, hospital admissions and out-patient visits. Sales of antidepressants increased from 8.4 daily defined doses per 1000 inhabitants per day in 1975 to 72.7 in 2000, which is a user prevalence of 8.7% for the adult population. Suicide rates fluctuated during 1950–2000 but did not show any definite trend. Rates for out-patient visits increased slightly over the period 1989–2000 and admission rates increased even more. The prevalence of disability due to depressive and anxiety disorders has not decreased over the past 25 years. The dramatic increase in the sales of antidepressants has not had any marked impact on the selected public health measures. Obviously, better treatment for depressive disorders is still needed in order to reduce the burden caused by them

Book Full text available online for free

Access to specialised victim support services for women with disabilities who have experienced violence. Comparative Research Report: Austria, Germany, Iceland and United Kingdom

WOODIN Sarah, SHAH Sonali
University of Leeds. Centre for Disability Studies
Publication year:
Place of publication:

This comparative report presents the results of research into violence against women with disabilities for the project 'Access to specialised victim support services for women with disabilities who have experienced violence', which was funded by the EU Daphne III programme. It is based on research which took place in Austria, Germany, Iceland and United Kingdom between 2013 and 2014 and involved 187 women with disabilities (106 women in focus groups and 81 women in individual interviews). The research included women with mobility and sensory impairments, women with intellectual impairments, women with mental health conditions and women with multiple impairments. Specialised service providers assisting women who have experienced violence also took part in this study (602 responses to an online survey and 54 individual interviews with representatives from services). Research findings are discussed in the following areas: perceptions and understanding of violence; experiences of violence and support over the life course; women's knowledge about their rights; knowledge about use of services; experience of barriers; helpful aspects of support. Suggestions for improvement and good practice are also included. The report highlights the need for support services that recognise the type and extent of violence against disabled women need to be developed, and for both mainstream and specialised strategies to be pursued. (Edited publisher abstract)

Journal article

School participation of pupils with physical and psychosocial limitations: a comparison

Journal article citation:
British Journal of Occupational Therapy, 72(4), April 2009, pp.144-152.
College of Occupational Therapists

Several features in the school environment affect pupils with disabilities, serving as either supports or barriers to their school participation. This Icelandic study investigated differences in the pupil-environment fit of students with physical and psychosocial limitations, using the School Setting Interview (SSI). The SSI is a client-centred instrument, which focuses on school activities where adjustments need to be made to accommodate pupils with disabilities and to enable their participation. Descriptive statistics and Mann-Whitney U tests were employed to compare the fit of the two groups and their school environment. The results reveal that, in order to participate actively, both groups of pupils required adjustments to many school settings. Pupils with physical limitations frequently need adjustments, but their needs were met by the schools to a more satisfactory extent than were the needs of pupils with psychosocial limitations. The findings support the usability of the SSI for pupils with various types of limitations. They also stress the importance of eliciting the perspectives of the pupils themselves in order to facilitate the planning and implementation of client-centred occupational therapy interventions in school.

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