Living with parental mental illness is like a roller coaster: Reflections on children's lifeworld in the family setting

Abstract

Aims and objectives To explore what it is like for children in the family setting to live with parental mental illness. Background There are reported risks of negative social and behavioural outcomes among children living with parental mental illness such as poor school performance, isolation and poor mental health. There is yet more to know about how children's interactions with significant members of the family shape their experiences. Design A phenomenological design following Husserl's concepts of lifeworld and inter‐subjectivity was adapted for the study. Method Twenty‐one children (ages 10–17) who lived with a parent with mental illness were interviewed. The data were analysed to attain the essential features of the phenomenon. The study followed the COREQ checklist for qualitative studies. Findings The essence of the phenomenon ‘living with parental mental illness’ in the family setting comprises strain, sadness and some happy moments. Living with parental mental illness can produce unpredictable life situations for children as relationships and interactions in the family setting can be chaotic and confusing. The ups and downs define their lifeworld as a roller coaster. Strenuous family environment, sibling interaction, navigating separate living arrangements and there are good days were specific themes that clarified the children's lives as a roller coaster. Conclusion A concept called the ‘parent paradox’ is coined to reflect how children are torn between what their living situation looks like comparing the parent with mental illness and the other without mental illness. The paradox is founded on children's loyalty towards their parents. Relevance to clinical practice To break the unhealthy cycle created by the parent paradox, mental health nurses should ensure that children are well informed about the parent's mental condition including information about treatment procedures and recovery. Child's psychological distress may be reduced when they are informed.

Constructing the school paradox in the lives of children living with parental mental illness

“…The study has revealed the children’s life situation within the school setting when living with parental mental illness. Previous research has shown that children can experience challenging circumstances like abuse and neglect while living with a parent with mental illness ( Cudjoe et al, 2022 ; Hollingsworth, 2004 ). Therefore, it is important that these children have a space for self-reflection where they focus on themselves.…”

Effectiveness of family metacognitive training in mothers with psychosis and their adolescent children: a multicenter study protocol

“…Nevertheless, some women with psychosis have difficulty expressing feelings with their children that could derive from those unpredictable life situations and the family setting could become chaotic and confusing (Cudjoe et al, 2023). Aldridge and Becker (2003) found adolescents of mothers with psychosis often assume adult responsibilities.…”

“…In the same line, Barajas et al (2019) also found higher prevalence of delusions in FEP patients whose mothers have psychosis. This association may be due to genetic aspects, but also to environmental factors such as problems in family dynamics (Cudjoe et al, 2023).…”

Family Metacognitive Training (MCT-F): Adapting MCT to Mothers with Psychosis and Their Adolescent Children

“…Such deficits affect the mothers' understanding of their children's mental states and their ability to engage in positive and nurturing interactions with them [11]. The symptoms of psychosis, such as delusions or hallucinations, leave parents unable to focus on their child's needs [9] and can also incite confusion and fear in the children [12]. Furthermore, the stigma associated with mental illness may affect the child's perception of their mother and hinder their ability to seek support and understanding, experiencing their mother's disorder as a family secret [13].…”