ISSDA
Irish Social Science Data Archive
New Datasets Available
16 March 2023
Measuring secondary school staff confidence and concerns around youth mental health
https://www.ucd.ie/issda/data/infor-parent-self-harm/
The main aim of this research was to explore the information needs of parents supporting an adolescent who has engaged in self-harm. The research also aimed to gain a better understanding of parental preferences for accessing this information (e.g. online, via SMS message, leaflets). The study used a cross-sectional quantitative design and data was collected online via Qualtrics. Survey items were generated from a rapid review of previous research on the information needs of parents of adolescents who self-harm. Participants were recruited via social media.
The data set includes parents’ (N=128; 115 female) ratings of the importance of 37 information topics derived from the rapid review of the literature. All participating parents indicated that they had personal experience of supporting an adolescent who self-harmed. In addition to ratings of each of the information topics, parents rated the ways in which they would like to access the data (e.g. online v leaflets) and who they would trust to provide the information (e.g. MH professionals, health services). The dataset also includes demographic details from each participant in relation to themselves and their adolescent as well as their responses to the Parental Attitudes Toward Psychological Services Inventory (PATPSI). The survey also included detailed demographic questions, capturing information both about the participants and their adolescents.
Measuring secondary school staff confidence and concerns around youth mental health, 2021
https://www.ucd.ie/issda/data/schoolstaffconfidence/
This study collected data on secondary school staff confidence and worries around delivering mental health content to students. The aim of the study was to assess the psychometric properties of two new measures developed in Canada and previously tested on a sample of elementary school teachers (Linden &Stuart, 2019).
A comprehensive mixed-methods survey was developed including the two measures in question: The Teacher Confidence Scale to Deliver Mental Health Content (TCS-MH) and the What Worries Me Scale (WWMS), as well as a measure of mental health knowledge (MHKS; Dooley et al 2014), mental health stigma (RIBS; Evans-Lacko et al, 2011), teacher efficacy (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), and anxiety (DASS; Lovibond & Lovibond, 1995). The survey also included detailed demographic questions, capturing information both about the participants and their schools. Finally, the survey included an open question where participants were asked to describe their experience of addressing mental health in school.
StudentSurvey.ie (Irish Survey of Student Engagement), 2022
https://www.ucd.ie/issda/data/studentsurveyie/studentsurveyie2022/
The central aim of StudentSurvey.ie (Irish Survey of Student Engagement) is to develop a valuable source of information about students’ experiences of higher education in Ireland. The results of the survey are intended primarily to add value at institutional level, and to inform national policy. A detailed online survey was offered to first year undergraduates, final year undergraduates and postgraduate students on taught programmes. Data are presented as responses to individual items and as calculated scores for nine indicators that relate to broad aspects of student engagement, such as Collaborative Learning and Higher Order Learning. StudentSurvey.ie has formative links with the US National Survey of Student Engagement (NSSE) and the Australasian Survey of Student Engagement (AUSSE). Thus, Irish data can be evaluated in the context of other jurisdictions in addition to the national or sector contexts. Note that a there was a substantial revision of questions deployed in 2016 results in the fact that 2020, 2019, 2018, 2017 and 2016 data may be compared directly, but do not fully compare to data from previous years. Another review was carried out in 2021, and some changes were made to the questions used in 2022.
