PubMed · 5207733
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C L Dennard. 1971. Educating the disadvantaged student.. https://pubmed.ncbi.nlm.nih.gov/5207733/
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OBJECTIVE: To study the effect of material deprivation on prescribing trends in primary care, using a locally derived deprivation score. METHODS: A retrospective analysis of prescribing trends linked to material deprivation by district electoral division (DED) in the Eastern Region of the General Medical Services in Ireland (population of 334,031) was performed. Standardised prescribing ratios were determined for a number of drug classes, including those that could be used to identify particular diseases for 181,647 patients who were assigned a locally derived material deprivation score. RESULTS: Prescribing rates for a number of medications including anti-asthma, nitrate and benzodiazepine medications increased, whilst the prescribing of other medications such as anti-parkinsonian and antidepressive agents decreased with increasing deprivation. CONCLUSIONS: Our results suggest that, even within a population considered to be economically deprived, different levels of deprivation may significantly influence general practitioner prescribing patterns. Within the group of centrally active medications, the prescription of symptomatic medications increased with increasing material deprivation, whilst the prescription of disease-specific medications decreased with increasing material deprivation.
This article assesses whether it is possible to reconceptualize the traditional research approaches to the relationship between poverty and the life cycle on the basis of different sociological perspectives on the life course found in the literature. While the family-cycle approach, which was originally formulated by Seebohm Rowntree (1902), is criticized for being static, descriptive, normative and inflexible, dynamic poverty research is mostly confined to the quantitative analysis of income trajectories, and thus offers only a partial solution to our problem. However, the life-course perspective allows us to combine the best elements of these traditional approaches and to reconceptualize them into a general framework for the study of social exclusion and poverty. To this end, three sociological perspectives on the life course are considered: the traditional North-American life-course perspective formulated by Elder (1974), the Continental institutional approach, and a combined approach which we label the 'political economy of the life course'. Drawing from these three perspectives, we propose a general framework of analysis and formulate hypotheses regarding the phenomena of social exclusion and poverty over the life course which can subsequently be empirically validated.
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