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“Knowledge is Power”: educating children about their parent's mental illness
- Authors:
- REUPERT Andrea E., MAYBERY Darryl
- Journal article citation:
- Social Work in Health Care, 49(7), August 2010, pp.630-646.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Mental health problems impact on more than just one person, and, in the case of parents with mental health problems it is the children that are often most affected. However, given the frequency and associated vulnerabilities of children of parents with a mental illness (COPMI) it is crucial to develop appropriate interventions. Although education is an important factor in many interventions, very little is understood about what topics are covered, delivery mode, and the efficacy in meeting the needs of this target group. In this study, 18 facilitators responsible for delivering (COPMI) programmes across Australia were interviewed, 15 of whom include education about mental illness in their treatment programmes. Findings indicated that education about mental health was important because they believed that knowledge equates to power, and can be therapeutic. Education mainly consisted of signs, symptoms, and treatments of various mental illnesses. The dominant modes of delivery were both small and large group discussions. While there was some consideration for children's ages, there was less differentiation in programmes according to the diagnosis of parents' mental illness. In conclusion, the authors discuss the clinical and research implications implied by the findings.
Care plans for families affected by parental mental illness
- Authors:
- REUPERT Andrea E., GREEN Kirsten T., MAYBERY Daryl J.
- Journal article citation:
- Families in Society, 89(1), January 2008, pp.39-43.
- Publisher:
- The Alliance for Children and Families
The process of establishing care plans for families affected by parental mental illness in Australia is outlined in this article. Based on the feedback of families involved, the original objective of developing crisis plans was broadened to incorporate “care” components. Accordingly, family care plans included planning for possible future crises, such as a parent’s hospitalization, as well as long-term goals, for example, education plans for the children. It was found that identifying both crisis and care components enhanced existing social supports within the family and involved pre-negotiating and coordinating agency supports for family members. The general principles and basic components of family care plans are outlined, and the implications for workers’ roles conclude the article.