Patrick O''Farrell
Biographic Data
| ID | 695568 |
|---|---|
| NAME | Patrick O''Farrell |
| GIVEN NAMES | Patrick |
| FAMILY NAME | O''Farrell |
| SIGNATURE | FARRELL P O |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0001-5010-4623 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
SunBurnt-out
When teachers miss the signs
This study explores whether specific teacher or school factors predict teacher alignment with children's self-reported anxiety. Stratified random sampling was used to select 15 primary schools in the Dublin region. Data were collected from 58 teachers using a binary-response questionnaire and compared to self-reported anxiety scores from children ( n = 912) on the Revised Children's Manifest Anxiety Scale (RCMAS-2), which served as the reference …
‘Biggest bunch of entitled moaners in Ireland’
Barriers and Enablers
Mental health problems in school‐age children continue to be a major concern internationally. The school setting has increasingly been viewed as having a potential role in supporting the assessment of children's mental health, yet there is a paucity of studies which examine teachers' perceptions of this. There is significant debate regarding whether teachers should be responsible for identifying early signs of mental health difficulties in childr…
Layers of strain
Teacher attrition and retention are critical concerns globally, particularly in Ireland, where high levels of teacher burnout contribute to intentions to leave the profession. This paper, drawing on O'Farrell et al.'s (2025) adapted Ecological Theory framework, explores the factors contributing to work‐related burnout among primary and secondary school teachers in Ireland. Out of a total of 976 teachers who completed the cross‐sectional survey, 6…
Value archetypes in future scenarios
The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) relies on future scenarios in its assessments of global social-ecological systems. Scenarios explicitly or implicitly embed normative positions (e.g., values for nature, nature’s contributions to people, good quality of life). Such scenario values shape how scenario narratives evolve, e.g. through driving forces, framings, or ways how decisions are legiti…
Sustainability-aligned values
Modern environmental thought has always involved normative claims about the values needed for sustainability. This has often played out in debates between proponents of anthropocentric and ecocentric ways of valuing nature. More recently, there has been a flourishing of interest in relational and pluricentric ways of valuing nature, coinciding with a “turn to values” in the sustainability literature. In this paper we explore the meaning and use o…
Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy
The Irish in Australia
Letters from Irish Australia 1825-1929
Letters from Irish Australia 1825-1929
The Irish in Australia
Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy
Sustainability-aligned values
Modern environmental thought has always involved normative claims about the values needed for sustainability. This has often played out in debates between proponents of anthropocentric and ecocentric ways of valuing nature. More recently, there has been a flourishing of interest in relational and pluricentric ways of valuing nature, coinciding with a “turn to values” in the sustainability literature. In this paper we explore the meaning and use o…
Barriers and Enablers
Mental health problems in school‐age children continue to be a major concern internationally. The school setting has increasingly been viewed as having a potential role in supporting the assessment of children's mental health, yet there is a paucity of studies which examine teachers' perceptions of this. There is significant debate regarding whether teachers should be responsible for identifying early signs of mental health difficulties in childr…
Layers of strain
Teacher attrition and retention are critical concerns globally, particularly in Ireland, where high levels of teacher burnout contribute to intentions to leave the profession. This paper, drawing on O'Farrell et al.'s (2025) adapted Ecological Theory framework, explores the factors contributing to work‐related burnout among primary and secondary school teachers in Ireland. Out of a total of 976 teachers who completed the cross‐sectional survey, 6…
Value archetypes in future scenarios
The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) relies on future scenarios in its assessments of global social-ecological systems. Scenarios explicitly or implicitly embed normative positions (e.g., values for nature, nature’s contributions to people, good quality of life). Such scenario values shape how scenario narratives evolve, e.g. through driving forces, framings, or ways how decisions are legiti…
SunBurnt-out
When teachers miss the signs
This study explores whether specific teacher or school factors predict teacher alignment with children's self-reported anxiety. Stratified random sampling was used to select 15 primary schools in the Dublin region. Data were collected from 58 teachers using a binary-response questionnaire and compared to self-reported anxiety scores from children ( n = 912) on the Revised Children's Manifest Anxiety Scale (RCMAS-2), which served as the reference …
‘Biggest bunch of entitled moaners in Ireland’
Burnout (3 works) · Early Childhood Education and Development (3 works) · Qualitative research (3 works) · Teacher Education and Leadership Studies (3 works) · Business (2 works) · Discourse analysis (2 works) · Economic history (2 works) · Environmental resource management (2 works) · Environmental Science (2 works) · History (2 works)