‘You are Okay’: Effects of a support and educational program for children with mild intellectual disability and their parents with mental health concerns

Abstract

Background: Children with mild intellectual disabilities and emotional and behavioural problems whose parents have mental health concerns are at an increased risk of developing problems themselves. This study analysed the effectiveness of the ‘You are Okay’-program aimed to support these children and parents and to reduce the risk of problem development in children. Method: A quasi-experimental design was used to compare the experimental group (‘care as usual’ and ‘You are Okay’) with the control group (‘care as usual’) on the main outcome of emotional and behavioural problems and proposed intermediate outcomes. Results: Children in the experimental group reported a significant medium to large decrease in emotional and behavioural problems compared to the control group. The effects on the intermediate outcomes were non-significant. Conclusions: This specific study population comprising a vulnerable group of children seems to benefit from this specially adapted ‘You are Okay’-program. More research is necessary to draw further conclusions.

A Scoping Review of Interventions Designed to Support Parents With Mental Illness That Would Be Appropriate for Parents With Psychosis

“…KopOpOuders ( 22 ) is an online course which covers boundary setting, communicating, child development and emergency planning. You are Okay ( 95 ) is an intervention for parents with mental illness whose children have an intellectual disability. It has a support group for the children as well as an online course for parents which is based on the content of KopOpOuders .…”

“…There was also variation in which measure each study had seen an improvement. For example, You are Okay ( 95 ) and Family Talk ( 65 ) appeared to have an impact on child behavior, whilst KopOpOuders and Mental Health Triple P appeared to have improved parenting skills.…”

Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

“…Mobile applications [14], [15], [16], [17], [18], [19], [20], [21], [22], [23] Augmented reality [24], [25], [26], [27], [28], [29] Digital tools [30], [31], [32], [33] Web applications [34], [35], [36], [37], [38], [39], [40], [41], [42] Desktop applications [43], [44], [45], [46], [47], [48], [49], [50], [51], [52], [53], [54], [55],…”

“…[43], [44], [45], [46], [47], [48], [49], [50], [51], [52], [53], [54], [55], [56], [57], [58], [59] These articles argue that automatic learning with didactic materials can enhance learning in children with intellectual disabilities.…”

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

“…The aim of the programme is to increase protective factors (such as children's perceived competence) and decrease risk factors (such as a lack of social support) in children and parents, in order to decrease children's emotional and behavioural problems on long term. An effectiveness study (Riemersma et al, 2020) showed medium to large effects of the programme in decreasing children's emotional and behavioural problems based on child-self and parental reports.…”