Helping Teachers to Help Children Living with a Mentally Ill Parent Teachers‘ Perceptions on Identification and Policy Issues

The material presented here is based on a pilot European project (Daphne Project, 2000/EU funding, collaboration of Greece and England) regarding parental mental illness and children‘s welfare and needs1.The presentation focuses upon the responses of a group of teachers working in primary education...

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Bibliographic Details
Published inSchool psychology international Vol. 25; no. 1; pp. 42 - 58
Main Author Bibou-Nakou, I.
Format Journal Article
LanguageEnglish
Published SAGE Publications 01.02.2004
Sage Publications
Subjects
Children
Elementary School Teachers
England
Family Environment
Foreign Countries
Greece
Identification
Intervention
Mental Disorders
Mental illness
Parent Child Relationship
Parents
Prevention
Schools
Teacher Role
Teachers
Well Being
Greece
United Kingdom (England)
British Isles, England
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Summary:The material presented here is based on a pilot European project (Daphne Project, 2000/EU funding, collaboration of Greece and England) regarding parental mental illness and children‘s welfare and needs1.The presentation focuses upon the responses of a group of teachers working in primary education in relation to identi-.cation issues and assessment needs regarding children who live with a mentally ill parent. The results showed that although the teachers are able to identify risks and protective factors in the cases of a parental mental illness, there is a lack of early identi.cation mechanisms in the school setting and an absence of a shared understanding of relevant issues across services and agencies. The results are discussed in relation to school-based prevention initiatives that empower teachers to feel that they contribute to change in their schools as well as in their own practice in the classroom.
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ISSN:0143-0343
1461-7374
DOI:10.1177/0143034304041502