Parent-perceived barriers to accessing services for their child’s mental health problems

Abstract

Background Many children and adolescents with impairing mental health disorders are not in contact with specialized child and adolescent mental health services (CAMHS). In order to close the service gap, it is important to increase our knowledge of barriers to access. The aim of this study was to investigate parent perceived barriers to accessing services for their child’s mental health problems to identify potential areas for improvement of access to CAMHS. Method In this cross-sectional observational study 244 parents of children and adolescents referred to outpatient psychiatric assessment were interviewed using the Children’s services interview regarding barriers to accessing child mental health services across healthcare, educational services and social services. Parent reported barriers were analyzed in relation to the child’s age, referral reason, symptom duration and impairment of the child. Results The most commonly reported barriers were lack of information about were to seek help (60.3%), the perception that professionals did not listen (59.8%) and professionals refusing to initiate interventions or provide referral to services (53.7%). Lack of knowledge, stigmatization and unavailability of services were common themes across barriers to help-seeking. Long symptom duration and parent rated impairment was associated with increased risk of reporting several barriers to help-seeking. Conclusion Parents seeking help for their child’s mental health encounter numerous barriers that could explain part of the treatment gap and long duration of mental health problems in children prior to referral to CAMHS.

Identifying and Managing Suicidality in Children and Adolescents with Chronic Pain: Evidence-Based Treatment Strategies

“…The most common reason provided by parents for accessing mental health was a lack of information about where to seek help. 128 Forming relationships with available specialty providers and guiding families to referrals when indicated is important.…”

Where Is Counseling in School Psychology Literature? A Review of Six Prominent School Psychology Journals

“…Alarmingly, there are about 61% of children who experience significant mental health–related symptoms for up to 3 years before receiving treatment (Hansen et al, 2021 ). Numerous barriers prevent children and adolescents from receiving the necessary mental health services despite the significant need for those services (Larson et al, 2013 ).…”

“…Numerous barriers prevent children and adolescents from receiving the necessary mental health services despite the significant need for those services (Larson et al, 2013 ). In fact, as reported by parents of children with mental health concerns, barriers to delaying treatment include hesitancy to seek treatment, stigma surrounding mental health treatment (e.g., record of diagnoses, worries about how people would perceive their child), and negative perceptions about their parenting (Hansen et al, 2021 ). In addition, barriers to delaying treatment are access to services and not knowing where and from whom to seek services or assistance.…”

Assessing the Feasibility, Acceptability, and Preliminary Effectiveness of a School-Aged Program that Supports Physical Activity and Wellness

“…Cognitive behavior therapy (CBT) combined with antidepressant medication is considered the gold standard of treatment and is the most effective for treating separation anxiety, generalized anxiety, and social anxiety disorders in children and adolescents [ 11 ]. However, despite empirical evidence supporting specific anxiety treatments for children and adolescents stigma, negative beliefs toward mental health services and professionals, lack of knowledge, unavailability of services, and structural barriers decrease help-seeking behavior [ 12 , 13 ]. As such, non-clinical school-based services provided by lay professionals or “coaches” may be an effective method to offset barriers associated with accessing evidence-based services and augment services provided by school administrators, school social workers, school teachers, and school nurses.…”