Transitioning to University with a Mental Illness: Experiences of Youth and their Parent

• Published in: Journal of adolescent research 2023-03, Vol.38 (2), p.215-241
• Main Authors: Boughton, Kristy, Boyle, Sarah L., O’Byrne, Ryan, Lumley, Margaret N.
• Format: Article
• Language: English
• Subjects: Adjustment (to Environment); Anxiety; Caregiver burden; Children; College Students; Colleges & universities; Depression (Psychology); Families & family life; Family (Sociological Unit); Foreign Countries; Learning disabilities; Life Satisfaction; Mental depression; Mental Disorders; Mixed methods research; Parent Attitudes; Parent Child Relationship; Parent Role; Parent-child relations; Parents & parenting; Questionnaires; Relationship satisfaction; Resilience; Student Attitudes; Students with Disabilities; Symptoms; Well Being; Youth
• ISSN: 0743-5584; 1552-6895
• DOI: 10.1177/07435584211014842

Despite extant research suggesting the important role of family in supporting youth with disabilities (e.g., learning disabilities) making the transition to university, family relational influences on youth with mental illness undergoing this transition remains unclear. Adopting a family resilience perspective, this mixed-methods study aimed to examine (a) how parent-child relationship factors relate to youths’ mental illness symptoms and well-being and (b) youth and parent perspectives on how parents can best support youth in this transition. A total of 225 youth with mental illness (aged 17–23, M = 18.43, SD = 0.91, 87% white) completed questionnaires assessing parent-child relationship satisfaction, depressive and anxiety symptoms, and life satisfaction. For 22 of these youth, a parent (aged 45–57, M = 49.77, SD = 3.57, 100% white) completed questionnaires assessing caregiver burden and reward. Parents (and their child) completed written responses addressing what youth most need from parents during this transition. Parent-child relationship factors were moderately associated with youth mental illness and well-being. Thematic analysis indicated much agreement and some difference between youth and caregivers on the aspects of parental support most valued during this transition. Implications for supporting such youth as they adapt to university are discussed.