Social-emotional problems of children with mild intellectual disabilities having parents with mental health concerns: A quantitative comparison study

Riemersma, Ivon; Santvoort, Floor van; Doesum, Ktm Van; Hosman, Clemens; Janssens, Jan; Weeland, Martine M.; Otten, Roy

doi:10.1177/17446295211030092

Cited by 3 publications

(1 citation statement)

References 25 publications

(56 reference statements)

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“…Children with mild intellectual disabilities are already at-risk for emotional and behavioural problems (such as ADHD, depression, oppositional defiant disorder, and autism) due to both child and family characteristics such as low-self-esteem, negative life events, income poverty and poor family functioning (Emerson & Hatton, 2007). Children with mild intellectual disabilities who also have parents with mental health concerns seem to be a particularly high-risk group in developing social-emotional problems (Hatton & Emerson, 2003;Riemersma et al, 2021).…”

Section: T R E F W O O R D E Nmentioning

confidence: 99%

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE ‘YOU ARE OKAY’ PROGRAM

Riemersma¹,

Santvoort

Doesum³

et al. 2023

JSI

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Many children with mild intellectual disabilities who have parents with mental health concerns suffer from social-emotional problems. The ‘You are Okay’ program is the first to support these children and their parents. An effect study showed first promising results in decreasing children’s emotional and behavioural problems. The current study was conducted to evaluate the intervention qualitatively using experiences of the participants. A combination of questionnaires administered to 28 children and fourteen parents and in-depth interviews with three children, two parents and eight professionals were used to evaluate the experiences of the participants. Children, parents and professionals viewed ‘You are Okay,’ especially its psychoeducation, mutual recognition, and support, as valuable and useful. However, carefully matching children in support groups and screening for pre-conditions seems to be essential for successful participation. This study concluded that ‘You are Okay’ supports children with mild intellectual disabilities and their parents with mental health concerns. The findings are also in line with the results of the effect study of the program, which showed that ‘You are Okay’ supports children by decreasing their emotional and behavioural problems after participating in the program. Together these results strengthen the idea that this family-focused approach is helpful in children’s treatment.

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Section: T R E F W O O R D E Nmentioning

confidence: 99%

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE ‘YOU ARE OKAY’ PROGRAM

Riemersma¹,

Santvoort

Doesum³

et al. 2023

JSI

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Summarising Quantitative Outcomes in Parental Mental Illness Research

Maybery,

Grant,

Piché

et al. 2024

Int J Mental Health Nurs

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A quarter of all children grow up in a family where a parent experiences a mental illness (FaPMI). Research activity in this area is growing rapidly and it is now critical to better understand the extant knowledge in the field. This scoping review of quantitative FaPMI literature parallels a qualitative literature review and a series of Delphi studies with key stakeholders (e.g. lived experience and clinicians), that is part of a larger program of research to achieve consensus regarding the direction of FaPMI research; including making recommendations about outcomes and measures. The programme of research aims to promote and facilitate greater comparison and learning across studies and settings. Initially this scoping review summarises the quality and focus (e.g. country and sampling) of 50 quantitative studies from 2000 to 2023 and then classifies studies according to outcomes for parents, children and families. Six to eleven years were the most common child sample group and girls were slightly underrepresented (49/51) and parents were 88% mothers. Analogous parent and child outcomes were; mental illness/psychopathology, wellbeing, mental health literacy, trauma and stressful experiences, coping, help seeking/service need, within family relationships and supports, outside family relationships and supports. Additional outcomes for parents were; parenting skills, parent competence and parenting stress and for children in relation to their; cognitive functioning and caregiving. The family related outcomes were the within and outside family relationships and supports. Since 2000 there have been 136 different survey instruments employed with approximately 80% used in only one study. This suggests that the broader goals of the program of research are warranted as there is a need for less heterogeneity in measures used. Suggested areas for future research include a sampling focus on fathers, economic evaluations of programs, parent mental health literacy, trauma, genetics and integrating well‐being concepts into research designs. Child research should focus on mental health literacy, the level and impact of caring responsibilities, assessing past trauma and the roles of close family and external supports.

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Social–Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality

Chen,

Xu,

LoCasale-Crouch

et al. 2024

IJERPH

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This study aims to enhance our understanding of the diverse nature of social–emotional development and explore the demographic disparities and intersectionality of social determinants among children, with an emphasis on underserved populations of children in low-resource environments. Young children living in low-income families are exposed to a wide array of social and systemic risks that increase the propensity for poor learning and social–emotional development. Using data from the Head Start Family and Childhood Experiences Survey (FACES, this study focuses on the social–emotional development of a nationally representative sample of young children enrolled in the Head Start program (n = 1921, 50.18% male). Employing a person-centered approach, we assessed teacher-rated social–emotional competence, including approach to learning, social cooperation, aggression, hyperactivity, and anxiety/depression/withdrawal, to classify young children’s social–emotional development. This study identified four distinct social–emotional profiles—Adaptive, Average, Moderate Risk, and High Risk—through latent profile analysis. Furthermore, multinomial regression analysis revealed demographic disparities within each social–emotional profile, and significant intersectionality was found between race/ethnicity, age, and disability status in the social–emotional profiles. This research provides valuable insights for better supporting each child’s unique needs.

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Social-emotional problems of children with mild intellectual disabilities having parents with mental health concerns: A quantitative comparison study

Cited by 3 publications

References 25 publications

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE ‘YOU ARE OKAY’ PROGRAM

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE ‘YOU ARE OKAY’ PROGRAM

Summarising Quantitative Outcomes in Parental Mental Illness Research

Social–Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality

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Social-emotional problems of children with mild intellectual disabilities having parents with mental health concerns: A quantitative comparison study

Cited by 3 publications

References 25 publications

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE &lsquo;YOU ARE OKAY&rsquo; PROGRAM

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE &lsquo;YOU ARE OKAY&rsquo; PROGRAM

Summarising Quantitative Outcomes in Parental Mental Illness Research

Social–Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality

Contact Info

Product

Resources

About

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE ‘YOU ARE OKAY’ PROGRAM

YOU ARE OKAY. EXPERIENCES OF PARTICIPANTS WITH THE ‘YOU ARE OKAY’ PROGRAM