Helping teachers to help children living with a mentally ill parent: Teachers' perceptions on indentification 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 needs. The presentation focuses upon the responses of a group of teachers working in primary educa...

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Bibliographic Details
Published in:School psychology international 2004-02, Vol.25 (1), p.42
Main Author: Bibou-Nakou, I
Format: Article
Language:English
Subjects:
Educational psychology
Intervention
Mental disorders
Parents & parenting
Students
Teacher attitudes
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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 needs. The presentation focuses upon the responses of a group of teachers working in primary education in relation to identification 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 identification 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. [PUBLICATION ABSTRACT]
ISSN:0143-0343
1461-7374