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Perspectives and experiences of Covid-19: Two Irish studies of families in disadvantaged communities
Data files related to the manuscript Perspectives and experiences of Covid-19: Two Irish studies of families in disadvantaged communities. The manuscript includes two studies. The following materials are shared below. Study 1: - Qualitative data (Microsoft Office Excel file) - Codebook for coding the qualitative data developed through content analysis (pdf file) Study 2: - Qualitative data (Microsoft Office Excel file) Data are named using the following naming convention: Project acronym_Date (YYYYMMDD)_Study_Type of data_Type of participant_Version number of the file. Both studies in the manuscript were developed by the Childhood Development Initiative (CDI), Dublin, Ireland. Study 1 was conducted within the project PEAR_EC, that has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 890925. Study 2 was conducted within the Child Poverty research project, funded by Tusla under the Area Based Childhood funding and the Child and Youth Participation Initiatives grant.
Covid-19, Pandemic, Families, Service providers, Ireland, Qualitative research, MSCA, Tusla
Covid-19, Pandemic, Families, Service providers, Ireland, Qualitative research, MSCA, Tusla
Data files related to the manuscript Perspectives and experiences of Covid-19: Two Irish studies of families in disadvantaged communities. The manuscript includes two studies. The following materials are shared below. Study 1: - Qualitative data (Microsoft Office Excel file) - Codebook for coding the qualitative data developed through content analysis (pdf file) Study 2: - Qualitative data (Microsoft Office Excel file) Data are named using the following naming convention: Project acronym_Date (YYYYMMDD)_Study_Type of data_Type of participant_Version number of the file. Both studies in the manuscript were developed by the Childhood Development Initiative (CDI), Dublin, Ireland. Study 1 was conducted within the project PEAR_EC, that has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 890925. Study 2 was conducted within the Child Poverty research project, funded by Tusla under the Area Based Childhood funding and the Child and Youth Participation Initiatives grant.