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Exploring the relationships between housing, neighbourhoods and mental wellbeing for residents of deprived areas

Housing-led regeneration has been shown to have limited effects on mental health. Considering housing and neighbourhoods as a psychosocial environment, regeneration may have greater impact on positive mental wellbeing than mental ill-health.

This study examined the relationship between the positive mental wellbeing of residents living in deprived areas and their perceptions of their housing and neighbourhoods.

Do social inequalities in health widen or converge with age? Longitudinal evidence from three cohorts in the West of Scotland

The aim of this paper is to examine social inequalities in health as people age using longitudinal data from the West of Scotland Twenty-07 Study to investigate the effect of selective mortality, the timing of the SES measure and cohort on the inequality patterns.

Costs and longer-term savings of parenting programmes for the prevention of persistent conduct disorder: a modelling study

Conduct disorders are the most common psychiatric disorders in children and may persist into adulthood in about 50% of cases. The costs to society are high and impact many public sector agencies.

Parenting programmes have been shown to positively affect child behaviour, but little is known about their potential long-term cost-effectiveness.

This report estimates the costs of and longer-term savings from evidence-based parenting programmes for the prevention of persistent conduct disorder.

The science of prevention for children and youth

Paper that makes the case that prevention science provides a framework for ensuring that prevention initiatives are founded on robust evidence and implemented in a way that will allow progressive growth in knowledge of 'what works' in prevention.

It examines some of the opportunities and challenges in a shift to an evidence-based prevention agenda to improve the lives of children and young people.

Evidence-based practice: a mind-altering substance. A blended learning course teaching information literacy for substance use prevention work

Paper which describes the rationale and philosophy behind the development of a blended learning course for allied health professionals working in the field of substance use prevention and the results of an evaluation of the pilot course.

The course teaches a range of information literacy skills in order to increase the participants’ knowledge of evidence-based practice and enable them to pursue an evidence-based approach in their professional work.