"eprintid","rev_number","eprint_status","userid","importid","source","dir","datestamp","lastmod","status_changed","type","succeeds","commentary","metadata_visibility","contact_email","latitude","longitude","relation_type","relation_uri","item_issues_id","item_issues_type","item_issues_description","item_issues_timestamp","item_issues_status","item_issues_reported_by","item_issues_resolved_by","item_issues_comment","item_issues_count","sword_depositor","sword_slug","creators_name.family","creators_name.given","creators_name.lineage","creators_name.honourific","creators_id","browse_creators","contributors_type","contributors_name.family","contributors_name.given","contributors_name.lineage","contributors_name.honourific","contributors_id","corp_creators","title","ispublished","subjects","divisions","full_text_status","research_status","monograph_type","pres_type","keywords","research_method_note","note","suggestions","abstract","date","date_type","series","browse_by","rel_username_id","rel_username","rel_userid","username_browse_by","publication","volume","numeric_volume","number","publisher","place_of_pub","pagerange","pages","event_title","event_location","event_dates","event_type","id_number","patent_applicant","institution","department","thesis_type","refereed","publication_type","intervention_type","drug_type","isbn","issn","nsid","table_name","edition","item_source","date_start","date_end","organisations_organisation","organisations_role","accession_number","accession_comment","accession_status","copyright_holder","copyright_permission","copyright_granted","copyright_renewal","copyright_fee","toc_html","body_html","call_number","date_received","date_ordered","season_month","issue_title","book_title","editors_name.family","editors_name.given","editors_name.lineage","editors_name.honourific","editors_id","official_url","related_url_url","related_url_type","referencetext","funders","projects","output_media","exhibitors_name.family","exhibitors_name.given","exhibitors_name.lineage","exhibitors_name.honourific","exhibitors_id","num_pieces","composition_type","producers_name.family","producers_name.given","producers_name.lineage","producers_name.honourific","producers_id","conductors_name.family","conductors_name.given","conductors_name.lineage","conductors_name.honourific","conductors_id","lyricists_name.family","lyricists_name.given","lyricists_name.lineage","lyricists_name.honourific","lyricists_id","accompaniment","data_type","pedagogic_type","completion_time","task_purpose","skill_areas","copyright_holders","learning_level","research_dissemination","research_quantitative","research_qualitative","request_form","visible_until","doc_order_by","jv_volume","jv_pub","vol_subject_list","vol_subject_list_words","vol_subject_list_geo_words","vol_subject_list_words_last","vol_subject_list_geo_words_last","ace_words","sticky","home_hide"
"28021","15","archive","5",,,"disk0/00/02/80/21","2017-10-19 14:27:19","2017-10-19 14:28:00","2017-10-19 14:27:19","monograph",,,"show",,,,"","","","","","","","","","",,,,"Smyth","Emer","","","","Smyth:Emer::","",,,,,"","","Growing up in Ireland: National longitudinal study of children. Off to a good start? Primary school experiences and the transition to second-level education.",,"LN36","","public",,,,,,,,"Primary schools can influence young people’s later engagement with education in a number of ways. First, having a positive experience of primary school and good relations with teachers can enhance children’s engagement with school and thus provide a firm foundation for later engagement. Secondly, having a positive experience of school subjects such as Irish and Maths at primary level is likely to influence young people’s attitudes to these subjects in the longer term. Thirdly, acquiring key skills in the form of literacy and numeracy provides the bedrock for later engagement with the second-level curriculum. The analyses presented in this report show that all of these factors came into play in shaping young people’s engagement with school at the age of 13.
Having had conduct difficulties at age nine was associated with the nature of interaction with teachers four years later. However, teacher-student interaction was more strongly related to current levels of misbehaviour, suggesting some changes in the nature of student behaviour over the transition period. The frequency of positive interaction with teachers was associated with fewer transition difficulties among young people, while frequent negative interaction was related to transition difficulties among the most disadvantaged groups.
The study findings point to the importance of both primary and second-level experiences in shaping student perspectives and outcomes. Thus, even taking account of the profile of students, the individual primary and second-level school attended shape the nature of the transition and of skill development among young people.","2017-10",,,"Smyth Emer",,"","",,,,,,"Stationery Office","Dublin",,"84 p.",,,,,"Report 5",,,,,,"","","","978-1-4064-2969-5",,,,,,,,"","","","","","","","","","",,,,,,,,,,,,,"",,"http://www.esri.ie/growing-up-in-ireland/","web",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"LN36 , NF2-6-2 , TA12 , TN , TN2-4-2 , TP4 , VH4-2","L Social psychology and related concepts > Social context > School context -- N Communication, information and education > Education and training > Educational institution > School -- T Demographic characteristics > Child -- T Demographic characteristics > Student (secondary level) -- T Demographic characteristics > Student (primary level) -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Social context - School context -- Education and training - Educational institution - School -- Child -- Student (secondary level) -- Student (primary level) -- Early school Leaver","Europe - Ireland","Smyth Emer","0","yes"
"28021",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"NF2-6-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"28021",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TA12",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"28021",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TN",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"28021",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TN2-4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"28021",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"28021",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27682","12","archive","1684",,,"disk0/00/02/76/82","2017-07-27 09:02:36","2017-07-27 09:03:07","2017-07-27 09:02:36","monograph",,,"show",,,,"","","","","","","","","","",,,,,,,,"",,"",,,,,"","Ireland. Department of Education and Skills.","DEIS plan 2017.","pub","LN36","","public",,,,,,,,"The DEIS Plan 2017, which replaces the current Action Plan launched in 2005, sets out our vision for future intervention in the critical area of social inclusion in education policy.","2017-07","published",,"Ireland. Department of Education and Skills.",,"","",,,,,,"Department of Education and Skills","Dublin",,"60 p.",,,,,,,,,,,"","","",,,,,,,,,"","","","","electronic_only","","","","","",,,,,,,,,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"LN36 , NF24 , TP4 , VH4-2","L Social psychology and related concepts > Social context > School context -- N Communication, information and education > Educational environment (school / college) -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Social context - School context -- Educational environment (school / college) -- Early school Leaver","Europe - Ireland","Ireland. Department of Education and Skills. Ireland. Department of Education and Skills.","0","yes"
"27682",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"NF24",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27682",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27682",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27246","13","archive","1684",,,"disk0/00/02/72/46","2017-05-05 10:20:56","2017-05-05 10:20:56","2017-05-05 10:20:56","monograph",,,"show",,,,"","","","","","","","","","",,,,"O'Brien","Karl","","","","O'Brien:Karl::","",,,,,"","","“Its only weed”. Rethinking our response to young people’s cannabis use.","pub","AA2","","public",,,,,,,,"The origins of this report arose from the Equal Youth Initiative in Ballymun. Equal Youth aims to develop a model of inter-agency co-operation between service providers supporting young early school leavers between the ages of 16 and 24. In recent years, it had been noted that a particular profiled group of Equal Youth clients were not maintaining appointments and those who did attend were demonstrating low levels of motivation in key-working sessions with practitioners. The impact of this on retention and progression rates for this target group was concerning and needed further analysis to determine what factors were contributing to high drop off rates or poor progression options for this particular cohort.","2017-05","published",,"O'Brien Karl",,"","",,,,,,"Ballymun Youth Action Project","Dublin",,"44 p.",,,,,,,,,,,"","","","978-1-78808-601-1",,,,,,,,"","","","","electronic_only","","","","","",,,,,,,,,,,,,"",,"http://www.byap.ie/","web",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"AA2 , B6 , TL4-6 , TP4 , VH4-2-5","A Drugs and alcohol use, abuse, and dependence > Prevalence of drugs and alcohol use -- B Drugs and alcohol substances > Cannabis / Marijuana -- T Demographic characteristics > Young drug user -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland > Dublin","Prevalence of drugs and alcohol use -- Cannabis / Marijuana -- Young drug user -- Early school Leaver","Europe - Ireland - Dublin","O'Brien Karl , Foley Brian","0","no"
"27246",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Foley","Brian","","",,,,,,,,,,,,"B6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27246",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TL4-6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27246",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27246",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2-5",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27959","15","archive","1684",,,"disk0/00/02/79/59","2017-10-06 14:28:50","2017-10-06 14:28:50","2017-10-06 14:28:50","monograph",,,"show",,,,"","","","","","","","","","",,,,,,,,"",,"",,,,,"","Adolescent addiction service","Adolescent addiction service report 2016.","pub","B6","","public",,"annual_report",,,,,,,"2016","published",,"Adolescent addiction service",,"","",,,,,,"Health Service Executive","Dublin",,"1 p.",,,,,,,,,,,"","","",,,,,,,,,"","","","","electronic_only","","","","","",,"In 2015 the Adolescent Addiction Service worked with 58 young people and their families with a mean age of 15.5years (range 14–18 years), comprising new referrals, re-referrals and continuances. The majority (76%) were male representing an increase on previous year by 7%.
",,,,,,,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"B6 , BB , BK , LG2 , TA14 , TN , TP4 , VH4-2","B Drugs and alcohol substances > Cannabis / Marijuana -- B Drugs and alcohol substances > Alcohol -- B Drugs and alcohol substances > Cocaine -- L Social psychology and related concepts > Marital relations > Family and kinship > Family and drugs and alcohol -- T Demographic characteristics > Adolescent / youth (teenager / young person) -- T Demographic characteristics > Student (secondary level) -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Cannabis / Marijuana -- Alcohol -- Cocaine -- Marital relations - Family and kinship - Family and drugs and alcohol -- Adolescent / youth (teenager / young person) -- Student (secondary level) -- Early school Leaver","Europe - Ireland","Adolescent addiction service Adolescent addiction service","0","yes"
"27959",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"BB",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27959",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"BK",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27959",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LG2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27959",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TA14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27959",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TN",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27959",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27959",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"25567","14","archive","1684",,,"disk0/00/02/55/67","2016-05-27 11:07:24","2016-05-27 11:07:24","2016-05-27 11:07:24","monograph",,,"show",,,,"","","","","","","","","","",,,,"Smyth","Emer","","","","Smyth:Emer::","",,,,,"","","Learning from the evaluation of DEIS.","pub","JF10-10","","public",,,,,,,,,"2015",,,"Smyth Emer",,"","",,,,,,"Economic and Social Research Institute","Dublin",,"109 p.",,,,,,,,,,,"","","",,,,,,,,,"","","","","electronic_only","","","","","",,,,,,,,,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"JF10-10 , LN36 , NF24 , TN , TN2-4-2 , TP4 , VH4-2","J Health care, prevention and rehabilitation > Prevention by sponsor or setting > School-based prevention -- L Social psychology and related concepts > Social context > School context -- N Communication, information and education > Educational environment (school / college) -- T Demographic characteristics > Student (secondary level) -- T Demographic characteristics > Student (primary level) -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Prevention by sponsor or setting - School-based prevention -- Social context - School context -- Educational environment (school / college) -- Student (secondary level) -- Student (primary level) -- Early school Leaver","Europe - Ireland","Smyth Emer , McCoy Selina , Kingston Gillian","0","yes"
"25567",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"McCoy","Selina","","",,,,,,,,,,,,"LN36",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"25567",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Kingston","Gillian","","",,,,,,,,,,,,"NF24",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"25567",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TN",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"25567",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TN2-4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"25567",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"25567",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27961","14","archive","1684",,,"disk0/00/02/79/61","2017-10-06 14:41:33","2017-10-06 14:41:33","2017-10-06 14:41:33","monograph",,,"show",,,,"","","","","","","","","","",,,,,,,,"",,"",,,,,"","Adolescent addiction service","Adolescent addiction service report 2014.","pub","B6","","public",,"annual_report",,,,,,,"2014","published",,"Adolescent addiction service",,"","",,,,,,"Health Service Executive","Dublin",,"1 p.",,,,,,,,,,,"","","",,,,,,,,,"","","","","electronic_only","","","","","",,"In 2013 the Adolescent Addiction Service worked with 53 young people and their families of which 68% (36) were new referrals with a mean age of 15 years (range 13–18 years). The majority (63%) were male.
",,,,,,,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"B6 , BB , HK2 , TA14 , TN , TP4 , VH4-2","B Drugs and alcohol substances > Cannabis / Marijuana -- B Drugs and alcohol substances > Alcohol -- HJ Treatment method > Drugs and alcohol disorder treatment method -- T Demographic characteristics > Adolescent / youth (teenager / young person) -- T Demographic characteristics > Student (secondary level) -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Cannabis / Marijuana -- Alcohol -- Drugs and alcohol disorder treatment method -- Adolescent / youth (teenager / young person) -- Student (secondary level) -- Early school Leaver","Europe - Ireland","Adolescent addiction service Adolescent addiction service","0","yes"
"27961",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"BB",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27961",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"HK2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27961",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TA14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27961",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TN",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27961",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"27961",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868","18","archive","5",,,"disk0/00/02/18/68","2014-05-23 08:51:48","2015-09-04 10:09:40","2014-05-23 08:51:48","article",,,"show",,,,"","","","","","","","","","",,,,"Apantaku-Olajide","Tunde","","","","Apantaku-Olajide:Tunde::","",,,,,"","","Association of educational attainment and adolescent substance use disorder in a clinical sample.","pub","FS38-6-2","","none",,,,,,,,"This study explores substance use, psychosocial problems, and the relationships to educational status in 193 adolescents (school dropouts, 63; alternative education, 46; mainstream students, 84) who attended a substance abuse treatment facility in Dublin, Ireland. The study found that the 3 groups exhibited statistically significant differences in their substance use problems, with the school dropouts displaying significantly more problems. The need for early detection and intervention of at-risk students, and collaborative interagency work aimed at addressing substance use, cannot be overemphasized as strategies to ultimately prevent school dropout.","2014","published",,"Apantaku-Olajide Tunde",,"","",,"Journal of Child & Adolescent Substance Abuse","23","3","3","Taylor & Francis",,"169-176",,,,,,,,,,,,"","","",,"1067-828X",,,,,,,"","","","","","","","","","",,,,,,,,,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","","display_if_logged_in",,"1","23","Journal of Child Adolescent Substance Abuse","FS38-6-2 , JA6-6 , JB2-4 , JC4-4 , JE , JF10-10 , JG10-12 , JG10-4 , NF16-2 , NG4-4 , TA14 , TP4 , VH4-2","F Concepts in psychology > Specific attitude and behaviour > risk-taking behaviour -- J Health care, prevention and rehabilitation > Risk and protective factors > risk factors -- J Health care, prevention and rehabilitation > Drugs and alcohol prevention > Drugs and alcohol use harm reduction -- J Health care, prevention and rehabilitation > Basic prevention categories > Targeted prevention -- J Health care, prevention and rehabilitation > Prevention programme or service -- J Health care, prevention and rehabilitation > Prevention by sponsor or setting > School-based prevention -- J Health care, prevention and rehabilitation > Prevention approach > Early intervention (young children) -- J Health care, prevention and rehabilitation > Prevention approach > Prevention through information and education -- N Communication, information and education > Education by subject > AOD education -- N Communication, information and education > Educational level > Secondary education level -- T Demographic characteristics > Adolescent / youth (teenager / young person) -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Specific attitude and behaviour - risk-taking behaviour -- Risk and protective factors - risk factors -- Drugs and alcohol prevention - Drugs and alcohol use harm reduction -- Basic prevention categories - Targeted prevention -- Prevention programme or service -- Prevention by sponsor or setting - School-based prevention -- Prevention approach - Early intervention (young children) -- Prevention approach - Prevention through information and education -- Education by subject - AOD education -- Educational level - Secondary education level -- Adolescent / youth (teenager / young person) -- Early school Leaver","Europe - Ireland","Apantaku-Olajide Tunde , James Philip , Smyth Bobby P","0","no"
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"James","Philip","","",,,,,,,,,,,,"JA6-6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Smyth","Bobby P","","",,,,,,,,,,,,"JB2-4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JC4-4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JE",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JF10-10",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JG10-12",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JG10-4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"NF16-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"NG4-4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TA14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"21868",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079","32","archive","1684",,,"disk0/00/02/30/79","2014-12-03 12:31:19","2017-01-23 10:56:21","2014-12-03 12:31:19","monograph",,,"show",,,,"","","","","","","","","","",,,,"Munton","Tony","","","","Munton:Tony::","",,,,,"","","The efficacy and effectiveness of drug and alcohol abuse prevention programmes delivered outside of school settings.","pub","JB2","","public",,"other",,,,,,,"2014","published",,"Munton Tony",,"","",,,,,,"Health Research Board","Dublin",,"68 p.",,,,,"HRB drug and alcohol evidence review 2",,"Health Research Board",,,,"","","",,,,,,,,,"","","5315","","available","","","","","",,"This paper reports the results of an evidence review on the efficacy and effectiveness of drug and alcohol abuse prevention programmes delivered outside of school settings. It has been written for a practitioner audience, with the objective of providing stakeholders with key messages from recent research that can inform the decisions they need to make.
","HRB library",,,,,,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"JB2 , JB6 , JC4-4 , JF , LC2-14 , LG14-10 , TA14 , TP4 , VH4-2","J Health care, prevention and rehabilitation > Drugs and alcohol prevention -- J Health care, prevention and rehabilitation > Prevention outcome -- J Health care, prevention and rehabilitation > Basic prevention categories > Targeted prevention -- J Health care, prevention and rehabilitation > Prevention by sponsor or setting -- L Social psychology and related concepts > Interpersonal interaction and group dynamics > Peer relations -- L Social psychology and related concepts > Marital relations > Family and kinship > Family structure > Family support -- T Demographic characteristics > Adolescent / youth (teenager / young person) -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Drugs and alcohol prevention -- Prevention outcome -- Basic prevention categories - Targeted prevention -- Prevention by sponsor or setting -- Interpersonal interaction and group dynamics - Peer relations -- Marital relations - Family and kinship - Family structure - Family support -- Adolescent / youth (teenager / young person) -- Early school Leaver","Europe - Ireland","Munton Tony , Wedlock Elaine , Gomersall Alan","0","no"
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Wedlock","Elaine","","",,,,,,,,,,,,"JB6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Gomersall","Alan","","",,,,,,,,,,,,"JC4-4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JF",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LC2-14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LG14-10",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TA14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"23079",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20767","13","archive","1684",,,"disk0/00/02/07/67","2013-10-21 10:05:38","2014-04-09 22:08:06","2013-10-21 10:05:38","monograph",,,"show",,,,"","","","","","","","","","","0",,,"Tickner","Nicola","","","","Tickner:Nicola::","",,,,,"","","Early leavers - What next?","pub","VH4-2","","public",,"other",,,,,,"Report on Early Leavers from Post-Primary schools – pupils enrolled in 2009/2010 and not in 2010/2011.
This report and its companion report ‘School Completers-What Next?’ are the first in a series of reports by the Department of Education and Skills (DES) which track school leavers a year after they leave school. The reports are based on a detailed analysis of the records held in the Department on students who were enrolled in DES-aided post-primary schools (on the Post-Primary Pupils Database), focusing on those pupils who were enrolled in post-primary schools in one academic year but not enrolled in one of these schools one year later. These pupils, using a unique personal identifier (a protected identifier key based on the Personal Public Service Number (PPSN)), were tracked to other data sources that were available at the time.","2013-05","published",,"Tickner Nicola",,"","",,,,,,"Department of Education","Dublin",,"21 p.",,,,,,,,,,,"","","",,,,,,,,,"","","","","electronic_only","","","","","",,,,,,,,,,,,,"",,"http://www.education.ie/en/","pub",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"VH4-2 , TP4","T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Early school Leaver","Europe - Ireland","Tickner Nicola","0","no"
"20767",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"http://www.education.ie/en/Publications/Statistics/School-Completers-What-Next-.pdf",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"18857","18","archive","5",,,"disk0/00/01/88/57","2012-11-29 11:48:35","2014-04-09 22:04:38","2012-11-29 11:48:35","monograph",,,"show",,,,"","","","","","","","","","","0",,,,,,,"",,"",,,,,"","Economic and Social Research Institute","Growing up in Ireland. Key findings: 13-year-olds. No. 1. School experiences among 13 year olds","pub","TA14","","public",,"government_publication",,,,,,"Almost all 13-year-olds had made the transition to second-level education and were broadly positive about their school. However, important gender and social background differences had emerged in relation to school engagement. Boys had more negative attitudes to school, and were more likely to misbehave at school and to experience negative interactions with their teachers than girls.
Those 13-year-olds from professional/managerial, high-income and highly educated households had more positive interaction with teachers, lower levels of misbehaviour and more positive attitudes to school.
These gender and social background differences are of policy concern, given the importance of school engagement for longer-term achievement and retention.","2012-11","published",,"Economic and Social Research Institute",,"","",,,,,,"Department of Children and Youth Affairs","Dublin",,"8 p.",,,,,,,,,,,"","","",,,,,,,,,"","","","","electronic_only","","","","","",,,,,,,,,,,,,"",,"http://www.growingup.ie","web",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"TA14 , NF2-6-2 , LN36 , VH4-2 , TP4","T Demographic characteristics > Adolescent / youth (teenager / young person) -- N Communication, information and education > Education and training > Educational institution > School -- L Social psychology and related concepts > Social context > School context -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland","Adolescent / youth (teenager / young person) -- Education and training - Educational institution - School -- Social context - School context -- Early school Leaver","Europe - Ireland","Economic and Social Research Institute Economic and Social Research Institute , Trinity College Dublin Trinity College Dublin","0","yes"
"18857",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Trinity College Dublin",,,"NF2-6-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"18857",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LN36",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"18857",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"18857",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"17335","19","archive","1684",,,"disk0/00/01/73/35","2012-04-12 11:22:56","2015-08-07 14:04:28","2012-04-12 11:22:56","monograph",,,"show",,,,"","","","","","","","","","","0",,,"Ivers","Jo-Hanna H","","","","Ivers:Jo-Hanna H::","",,,,,"","","Current Steps and future horizons for CASPr : review of CASPr North-East Inner City after schools project.","pub","NF2-6-2","","public",,"other",,,,,,"CASPr (Community Afterschools Project) is a community development agency whose overall mission is to counter educational disadvantage in Dublin’s North East Inner City in order to contribute to the elimination of poverty in their community. This review seeks to assess the quality and effects of CASPr’s work on children, parents and the local community, in order to guide CASPr’s future work and offer independent examination of CASPr’s activities. A review of the profile of the area of North East Inner City Dublin clearly indicates the area’s need for such a project, while international and Irish research illustrates the potential social and economic gains of investment to prevent early school leaving. Furthermore, based on international and Irish research on afterschool projects, it is evident that the potential benefits of such projects are with regard to a number of dimensions. These dimensions include afterschool projects to modify the impact of poverty, as a protective factor against early school leaving, as a space to foster social skills and social support for positive mental health in contexts of psychological stress. The potential benefits according to research is also with regard to helping overcome pupil fear of failure, to develop a positive climate of self directed learning which can also impact on a child’s language development and safety. Research further emphasises the potential of the Arts in afterschool projects, as well as its role in offering supports for parents minding children, while being cognisant of the importance of staff quality in producing better outcomes for children at risk of social exclusion.
This evaluation of CASPr consisted of focus groups, individual interviews and qualitative questionnaires. Focus groups involved children currently attending the after school programme, a group of early school leavers currently attending a local alternative education programme and Home-School Liaison teachers. 26 individual interviews with children currently participating in CASPr were undertaken, approximately one quarter of the total sample of children attending CASPr. These interviews were based on an adaptation of indicators of satisfaction with a service adapted from McKeown et al (2001). 7 individual interviews with parents of children currently using the service took place, while 6 individual interviews with current CASPr staff were undertaken. 10 past participants of CASPr’s training programme provided questionnaire responses.","2012",,,"Ivers Jo-Hanna H",,"","",,,,,,"CASPr","Dublin",,"68 p.",,,,,,,,,,,"","","",,,,,,,,,"","","","","electronic_only","","","","","",,,,,,,,,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"2",,,"NF2-6-2 , JF10-10 , TP4 , VH4-2-5","N Communication, information and education > Education and training > Educational institution > School -- J Health care, prevention and rehabilitation > Prevention by sponsor or setting > School-based prevention -- T Demographic characteristics > Early school Leaver","VA Geographic area > Europe > Ireland > Dublin","Education and training - Educational institution - School -- Prevention by sponsor or setting - School-based prevention -- Early school Leaver","Europe - Ireland - Dublin","Ivers Jo-Hanna H , McLoughlin Valerie , Downes Paul","0","yes"
"17335",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"McLoughlin","Valerie","","",,,,,,,,,,,,"JF10-10",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"17335",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Downes","Paul","","",,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"17335",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2-5",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807","25","archive","1684",,,"disk0/00/02/08/07","2013-10-29 12:05:51","2013-12-04 11:03:16","2013-10-29 12:05:51","article",,,"show",,,,"","","","","","","","","","","0",,,"Haase","Trutz","","","","Haase:Trutz::","",,,,,"","","Risk and protection factors for substance use among young people. A comparative study of early school-leavers and school-attending students.","pub","BG","","none",,,,,,,,"Summary of a report commissioned by the National Advisory Committee on Drugs.","2011",,,"Haase Trutz",,"","",,"Youth Studies Ireland","6","2","2","Irish Youth Work Press",,"1-9",,,,,,,,,,,,"","","",,"1649-8747",,,,,,,"","","","","electronic_only","","","","","",,"
",,,,,,,,,,,"",,"http://youthstudiesireland.ie/index.php/ysi/index","pub",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","","display_if_logged_in",,"1","6","Youth Studies Ireland","BG , TA14 , NF24-6 , VH4-2 , LN36 , TP4 , TN , JA6-6 , LC2-14","B Drugs and alcohol substances > Inhalants and solvents -- T Demographic characteristics > Adolescent / youth (teenager / young person) -- N Communication, information and education > Educational environment (school / college) > Student behaviour and participation -- L Social psychology and related concepts > Social context > School context -- T Demographic characteristics > Early school Leaver -- T Demographic characteristics > Student (secondary level) -- J Health care, prevention and rehabilitation > Risk and protective factors > risk factors -- L Social psychology and related concepts > Interpersonal interaction and group dynamics > Peer relations","VA Geographic area > Europe > Ireland","Inhalants and solvents -- Adolescent / youth (teenager / young person) -- Educational environment (school / college) - Student behaviour and participation -- Social context - School context -- Early school Leaver -- Student (secondary level) -- Risk and protective factors - risk factors -- Interpersonal interaction and group dynamics - Peer relations","Europe - Ireland","Haase Trutz , Pratschke Jonathan","0","yes"
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"Pratschke","Jonathan","","",,,,,,,,,,,,"TA14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"NF24-6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LN36",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TN",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JA6-6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"20807",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LC2-14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702","31","archive","5",,,"disk0/00/01/47/02","2011-02-16 09:40:32","2014-10-17 10:32:28","2011-02-16 09:40:32","article",,,"show",,,,"","","","","","","","","","","0",,,"Keane","Martin","","","mkeane@hrb.ie","Keane:Martin::","",,,,,"","","Commentary on NACD study on risk and protective factors for substance use.","pub","TA14","","public",,,,,,,,,"2011","published",,"Keane Martin",,"","",,"Drugnet Ireland","Issue 36, Winter 2010",,,"Health Research Board",,"19",,,,,,,,,,,,"","","",,,,,,,,,"","","","","available","","","","","",,"There are similarities and differences between the findings reported in the National Advisory Committee on Drugs (NACD) study by Haase and Pratschke (2010) on risk and protective factors for substance use among young people and the findings in the international literature.
Thomas and colleagues (2008) undertook a substantive review of the evidence on effective early interventions for at-risk youth, which included a review of existing systematic reviews and meta-analysis; the authors identified the key categories of risk factors relating to poor outcomes for at-risk youth. From this review of the literature, they concluded that family, school, individual and peer, and community were the key risk factor categories. They investigated other risk factors for poor outcomes, including teenage pregnancy, youth homelessness, mental health, youth offending and alcohol and drug use, but did not include these factors in their final analysis. The NACD study used similar categories to group 70 potential risk factors for substance use into five broad domains: individual, peer, family, school and community. The NACD authors developed an approach and questionnaire based on their reading of individual academic studies.
Frischer and colleagues (2007) undertook a systematic review of the literature when investigating predictive factors for illicit drug use among young people and presented an alternative typology. They grouped the findings of 62 high-quality quantitative studies into four domains: personal (biological and psychological), personal (behavioural and attitudinal), interpersonal relationships, and structural (environmental and economic). These domains differ from those used by the NACD and by Thomas and colleagues. When Frischer and colleagues completed the synthesis, they were able to explore the nature of the behavioural and attitudinal domain, which is perhaps the most amenable to change and receptive to interventions to prevent alcohol and other drug use; the more we know about why and how young people make decisions about substance use, the better interventions can be tailored to intervene in this decision-making process.
Frischer and colleagues reported that ‘the available evidence indicates that higher levels of drug use are strongly associated with young people’s reasons for using drugs after controlling for risk factors’ and they noted that ‘qualitative research shows that the context in which young people experience drugs is crucial for understanding how risk and protective factors operate in relation to experimental and sustained drug use’.
The authors’ finding that ‘the key predictors of drug use are parental discipline, family cohesion and parental monitoring’ is echoed in the NACD study. However, they did not find, as the NACD study did, that the school environment strongly influenced the decision to use drugs. Frischer and colleagues found that ‘age is strongly associated with prevalence of drug use among young people’, while the NACD study found that age, after controlling for other factors, has a minor influence on the decision to use drugs.
Scaife and colleagues (2009) developed a theoretical framework to assist with the design of interventions based on the findings of Frischer and colleagues’ systematic review. Scaife and colleagues argued that the work of Frisher and colleagues shows that ‘[young people’s] beliefs explain just as much variance in drug [use] as risk factors do...[consequently]...we need to consider more explicitly the extent to which such beliefs are linked in with psychologically meaningful group membership, and then transmitted into group behaviours’. According to Scaife and colleagues, young people’s primary group membership derives from their peers; they are often part of one or a number of friendship-based groups. The sociological literature, drawing on the school of symbolic interactionism, refers to such groups as ‘reference groups’ and, according to Scaife and colleagues, these ‘reference groups’ are important sources of norms. The authors highlight a number of studies that show how young people’s motivations for engaging in risky drinking are linked to social group memberships, activities and cultures. One example is drinking to gain respect and image in the social group. The NACD study did not explore whether the substance-use behaviour reported by young people was influenced by the norms, real or perceived, that they associated with their peer group.
While the NACD study identified risk and protective factors, it did not answer the question ‘Why do some young people decide to use drugs while others do not? Ajzen (1991, cited in Scaife et al. 2009) developed the ‘theory of planned behaviour’ and hypothesised that young people possess the capacity to perform a cost-benefit analysis of a situation, regardless of their family or school experience; their behaviour is intentional, it symbolises and affirms their group membership and it resonates with the norms of the peer group. This hypothesis by Ajzen could explain an important finding in the NACD study, ‘if friends use substances, the young person is at a considerably greater risk of using the same substances’. For example, if young people perceive substance use to be a norm among their peers, this perception, real or imagined, reduces its risk profile. In effect, young people may actually perceive substance use as a protective factor, as it may constitute an important symbolic ritual of connectedness with their peers and in some cases may protect and enhance group identity. Such considerations need to be built into prevention interventions that seek to tackle and reduce the risk factors associated with substance use.
Ajzen I (1991) The theory of planned behaviour. Milton Keynes: Open University Press.
Haase T and Pratschke J (2010)
Risk and protection factors for substance use among young people: a comparative study of early school-leavers and school-attending students. Dublin: Stationery Office. Available at
www.drugsandalcohol.ie/14100Scaife V, O’Brien M, McEune R, Notley C, Millings A and Biggart L (2009) Vulnerable young people and substance misuse: expanding on the risk and protection-focused approach using social psychology. Child Abuse Review, 18(4): 224–239.
Thomas J, Vigurs C, Oliver K, Suarez B, Newman M, Dickson K and Sinclair J (2008) Targeted youth support: rapid evidence assessment of effective early interventions for youth at risk of future poor outcomes. In
Research Evidence in Education Library. London: EPPI-CentreUniversity of London. Available at
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2417 ",,,,,"Issue 36, Winter 2010",,,,,,"",,"","",,"","",,,,,,"",,,,,,,"",,,,,"",,,,,"","",,,,,"","",,"","","",,,"1","Issue 36, Winter 2010","Drugnet Ireland","TA14 , LG18-12 , LC2-4 , VH4-2 , TP4 , JA8-2 , LC2-6 , JA6 , LC2-14 , FS38-6-2","T Demographic characteristics > Adolescent / youth (teenager / young person) -- L Social psychology and related concepts > Marital relations > Family and kinship > Family relations > Family role -- L Social psychology and related concepts > Interpersonal interaction and group dynamics > Social support -- T Demographic characteristics > Early school Leaver -- J Health care, prevention and rehabilitation > Risk and needs assessment > Risk assessment -- L Social psychology and related concepts > Interpersonal interaction and group dynamics > Social pressure -- J Health care, prevention and rehabilitation > Risk and protective factors -- L Social psychology and related concepts > Interpersonal interaction and group dynamics > Peer relations -- F Concepts in psychology > Specific attitude and behaviour > risk-taking behaviour","VA Geographic area > Europe > Ireland","Adolescent / youth (teenager / young person) -- Marital relations - Family and kinship - Family relations - Family role -- Interpersonal interaction and group dynamics - Social support -- Early school Leaver -- Risk and needs assessment - Risk assessment -- Interpersonal interaction and group dynamics - Social pressure -- Risk and protective factors -- Interpersonal interaction and group dynamics - Peer relations -- Specific attitude and behaviour - risk-taking behaviour","Europe - Ireland","Keane Martin","0","no"
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LG18-12",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LC2-4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"VH4-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"TP4",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JA8-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LC2-6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"JA6",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"LC2-14",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14702",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,"FS38-6-2",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
"14701","39","archive","5",,,"disk0/00/01/47/01","2011-02-16 09:40:02","2014-11-03 16:29:55","2011-02-16 09:40:02","article",,,"show",,,,"","","","","","","","","","","0",,,"Long","Jean","","","","Long:Jean::","",,,,,"","","NACD study on risk and protective factors for substance use among young people.","pub","TA14","","public",,,,,,,,,"2011","published",,"Long Jean",,"","",,"Drugnet Ireland","Issue 36, Winter 2010",,,"Health Research Board",,"16-18",,,,,,,,,,,,"","","",,,,,,,,,"","","","","available","","","","","",,"A study commissioned by the National Advisory Committee on Drugs (NACD) reported findings in relation to drug use among 479 early school leavers and 512 school attendees aged 16–18 years, and identified risk and protective factors for substance use.1 Data were collected throughout Ireland in March–May and September–December 2008. The participants were interviewed face-to-face. A second questionnaire on the attributes of the schools or education centres was completed by the school principal or education/training centre manager.
The drugs used and the proportions using each drug are presented in Table 1. It is clear that use of substances other than alcohol was more common among early school leavers than among school attendees. Table 2 presents the prevalence of drug use among the school attendees in this NACD study compared to that reported by participants in the 2007European School Survey Project on Alcohol and Other Drugs (ESPAD) survey. With the exception of crack cocaine and solvents, the proportions reporting use of each drug were similar in both studies.
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In order to examine the relationship between drug use and other attributes or factors, the types of drugs used were classified into four groups: 1) tobacco or cigarettes, 2) alcohol and legal party pills, 3) cannabis, and 4) other drugs (Table 3). Use of the four groups of drugs was examined across three time periods: lifetime use, use in the 12 months prior to the survey, and use in the 30 days prior to the survey.
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Seventy attributes or factors which described the young people studied were identified and grouped into five categories: 1) personal characteristics and attitudes, 2) factors related to parents and home, 3) factors related to the education centre or school, 4) substance use within the peer group, and 5) characteristics of the neighbourhood in which the young person lived. The relationships between drug use and other factors were analysed using multi-level models. The main relationships are highlighted below.
Factors related to the young person
Age had a minor influence on drug use. Alcohol consumption increased with age among students attending school, particularly among those aged over 18 years. Gender had no influence on alcohol, tobacco or other drug use. Ethnicity influenced alcohol consumption and cannabis use among early school leavers. Travellers and non-white ethnic minorities were less likely to use alcohol and cannabis than white Irish early school leavers. Ethnicity had no influence on alcohol, tobacco, cannabis or other drug use among students attending school.
Low self-concept or self-esteem increased the likelihood of smoking cigarettes among both groups. Aggressive ‘acting-out’ behaviour was associated with use of alcohol among both groups.
Having a girl or boy friend increased the likelihood of smoking cigarettes among both groups, and of cannabis use among early school leavers.
There were strong interactions between the use of one substance and the use of another. Among both early school leavers and students attending school, having tried cigarettes was a strong predictor of drinking alcohol and using cannabis. Having drunk alcohol at least once predicted having smoked cigarettes. For both groups, having used cannabis increased the likelihood of using other drugs, and for students attending school, having dabbled in drugs increased the odds of using cannabis.
Factors related to the young person’s parents and home
Parental involvement and concern were protective factors, although they appeared to affect different substance classes in each of the two groups. For school attendees, parental concern reduced the likelihood of drinking alcohol. For early school leavers, parental concern reduced the likelihood of drinking alcohol and using cannabis. Parental involvement and concern did not influence whether or not those in either group smoked.
Substance use by parents or siblings increased the risk of a young person using the same substance. If parents or siblings drank alcohol, smoked cigarettes used cannabis or used other drugs, there was an increased likelihood that the school attendee did likewise. If the parents of early school leavers smoked cigarettes or used cannabis, the odds were increased that the young person did likewise.
Factors related to the training centre or school
Factors relating to the centre or school were measured at the individual level and at the level of the educational establishment. The latter data were collected through a separate questionnaire completed by the person in charge of the training centre or school.
A positive relationship with supportive teachers or a positive school experience had a beneficial effect on school attendees in terms of reducing the risk of drinking alcohol and of using cannabis or other drugs. However, it had no effect on the likelihood of smoking cigarettes. These positive effects were not detected among the early school leavers. The authors state (p. 14):
Two considerations follow from this observation. First, the relationship between these aspects of the school experience, on the one hand, and substance use, on the other, is likely to involve reciprocal effects. Students who have a satisfying and enjoyable school experience are less likely to use substances, and those who do not use substances are more likely to have a good relationship with teachers and school. Secondly, this effect is remarkable by its absence among early school-leavers, suggesting that those who have left school early are relatively homogeneous in relation to this characteristic. These are, as other studies have shown, young people who have not had a positive experience of school or good relationships with teachers in general This underlines the close, internal relationship that exists between early school-leaving and substance use, which forms the backdrop to this study.
Small effects were identified in relation to the educational establishment: the provision of drug awareness and information sessions for staff working in training centres reduced the likelihood that early school leavers used cannabis or other drugs. The unmet counselling needs of early school leavers who attended training centres were associated with higher alcohol consumption. Within the school sector, the number of substance use classes or information sessions for parents was associated with a lower risk of cigarette smoking among students attending school, and small positive effects were observed for schools with substance use policies.
Factors linked to the young person’s peer group
Substance use by the peer group was a risk factor rather than a protective factor for both groups. Positive peer group activities, such as playing sport, were not examined. If most of the interviewee’s friends smoked cigarettes, drank alcohol, or used cannabis or other drugs, there was a greater likelihood that he or she did likewise. The authors state ‘it is equally possible that young people choose their friends, at least in part, on the basis of prior substance-use behaviour or factors that are causally related to this’.
Rates of cigarette smoking were not affected by ease of access in the case of either group. Ease of access to alcohol did not influence consumption among early school leavers; interestingly, however, it did increase the likelihood of consumption among those still attending school. Among both groups, rates of cannabis and other drug use were significantly higher where access to the specific drug was easier.
Factors related to the neighbourhood
The influence of factors related to the neighbourhood was comparatively small. The neighbourhood relationships identified were not easy to explain and may mask other unanswered questions.
Conclusion
This study identifies a number of risk and protective factors which can increase or decrease the risk of using substances among 15–18-year-olds in Ireland. The authors conclude: ‘When attention is focused on those factors that are amenable to change, the most important conclusion is that both the family (the young person’s parents above all) and the educational institution can have a major impact on this decision’ (p. 16). In addition, we need to examine how we provide interventions targeted to the individual and his/her peer group. The article on p.19 below comments on the risk and protective factors identified in the NACD study and in other research literature, and may facilitate the development of such interventions.
1. Haase T and Pratschke J (2010)
Risk and protection factors for substance use among young people: a comparative study of early school-leavers and school-attending students. Dublin: Stationery Office. Available at
www.drugsandalcohol.ie/14100
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