Level of suicidal intent predicts overall mortality and suicide after attempted suicide: a 12-year follow-up study

BACKGROUND: The aim of this study was to comprehensively examine clinical risk factors, including suicide intent and hopelessness, for suicide and risk of death from all causes after attempted suicide over a 12-year follow-up period. METHODS: A systematic sample of 224 patients from consecutive cases of attempted suicide referred to health care in four Finnish cities between 1 January and 31 July 1990 was interviewed. RESULTS: After 12 years of follow-up 22% of these patients had died, 8% by committing suicide. The only statistically significant risk factor for eventual suicide was high scores on Beck's Suicidal Intention Scale. Male gender, older age, physical illness or disability and high scores on Beck's Suicidal Intention Scale predicted death overall. CONCLUSIONS: Following attempted suicide, high intention to kill oneself is a significant risk factor for both death from all causes and suicide

From universalism to selectivity? The background, discourses and ideas of recent early childhood education and care reforms in Finland

Universal public childcare for children under seven has been central in Finland since the mid-1990s, capacitating both gender equality and children’s human capital and wellbeing. In 2015, as a further step in the development of this system, early learning and childhood pedagogy was strengthened through the early childhood education and care (ECEC) reform (statute 580/2015). Some months later, however, the right to full-day ECEC was restricted to children with employed parents (statute 108/2016). This paper discusses the objectives, framing and ideational drivers of these reforms on the basis of government bills and parliamentary debates. We argue that the development reflects a shift in emphasis from a universal and child-oriented social mobility ECEC rationale to a more austere rationale focussing on parents’ and notably mothers’ employment. We believe that the reforms will have negative effects on the quality of ECEC and increase inequalities in children’s human capital and learning