“Knowledge is Power”: Educating Children About Their Parent's Mental Illness

Abstract

Given the prevalence and associated vulnerabilities of children of parents with a mental illness (COPMI) it is essential to develop appropriate interventions. While education is an important component in many interventions, little is known about what topics are covered, delivery mode, and the efficacy in meeting the needs of this target group. Eighteen facilitators responsible for delivering COPMI programs across Australia were interviewed, fifteen of whom include education about mental illness in their treatment programs. According to program facilitators, education about mental health was important because they believed that knowledge equates to power, and can be cathartic. Education chiefly consisted of signs, symptoms, and treatments of various mental illnesses. The dominant mode of delivery was small and large group discussion. When delivering education, there was some consideration for children's ages. However, there was less differentiation in programs according to the diagnosis of parents' mental illness. Clinical and research implications conclude the article.

The silent world of young next of kin in mental healthcare

“…Since the 1990s, there has been increased attention to young next of kin to psychiatric patients in research and policy in Europe, the US, and Australia. [6][7][8][9] For instance, in 2010, Norway added a new paragraph of law that obliges health personnel to attend to and safeguard the minor children of patients. 10 International research shows that young next of kin are faced with many challenges that affect their emotional and physical health as well as their educational life.…”

Gaining knowledge about parental mental illness: how does it empower children?

“…In a review of online and family interventions, and peer support groups, Reupert et al (2012b) indicated that one of the constant ingredients across interven-tions was psycho-education, in which children were provided with age-appropriate information about mental illness. Another study by Reupert & Maybery (2010) interviewed 18 programme facilitators of peersupport programmes across Australia, which targeted children whose parents have a mental illness. Programme facilitators reported that providing education for children about mental illness is essential, arguing that 'knowledge is power'.…”

Rom og etikk: Fortellinger om ambivalens

“…Når det gjelder vitenskapelige studier av denne gruppen barn, er de i hovedsak preget av et risikoorientert perspektiv (Trondsen, 2012, s. 118). Både i nasjonale og internasjonale studier er det godt dokumentert, at barna har økt risiko for utfall som har negative følger for deres videre utvikling og sosialisering (Reupert & Maybery, 2010;Gladstone, Boydell, & McKeever, 2006;Barnard & McKegany, 2004). I følge sosiologen Marianne V. Trondsen (2012), er kunnskapen preget av biomedisinske og utviklingspsykologiske tenkemåter der risikoen blir forstått som en objektiv trussel eller fare som kan påvises og beregnes uavhengig av de kulturelle, institusjonelle, politiske og relasjonelle sammenhenger barna lever innenfor.…”