“What do we do? This is not our area”. Child care providers' experiences when working with families and preschool children living with parental mental illness

Laletas, Stella; Goodyear, Melinda

doi:10.1016/j.childyouth.2017.01.024

Cited by 17 publications

(15 citation statements)

References 49 publications

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“…As up to 15% of mothers and 7% of fathers suffer from postpartum depression (PPD) (39), they suggest PPD screening in pediatric primary care in order to identify and treat parents and to prevent negative PPD impact on the children, as this has been associated with a high risk of developmental delays and behavior problems (38). This study thus further highlights the necessity of strong collaborative care that, in practice, is rare and challenging between relevant disciplines (40, 41). Currently, this lack of collaboration leads to a lack of identification and thus missed prevention opportunities.…”

Section: Introductionmentioning

confidence: 58%

Improving Identification and Child-Focused Collaborative Care for Children of Parents With a Mental Illness in Tyrol, Austria

et al. 2019

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Background: Children of parents with a mental illness (COPMI) are more likely to experience negative long-term adversities. However, interventions to support their needs early can significantly enhance adjustment and reduce negative outcomes. Approximately one in four children currently lives with a parent with mental illness worldwide. The lifelong impact for individuals, governments, and broader society is likely to be substantial. There are significant workforce barriers to the early identification of COPMI and addressing their needs, particularly within the adult mental health care system. The current study aims to reduce such barriers and to improve identification of COPMI in the current health care systems. Objectives: The project “The Village” is a multidisciplinary health and social care policy intervention and seeks to improve child development and well-being outcomes for children of parents with a diagnosed mental illness. This will be achieved through the co-development, implementation, and evaluation of a practice approach to the early identification and collaborative care for COPMI, through establishing child-focused support networks. This will be done with open innovation science (OIS) approaches engaging the public in Tyrol, a geographical region of Austria, throughout 4 years. As part of the co-development process, we will work with stakeholders to co-develop the practice approaches based on evidence-based approaches and determine the most appropriate study design to evaluate those, as well as the implementation processes we will undertake. Methods: The project is underpinned by theories from different disciplines (i.e., public health, psychology, sociology, linguistics, economic sciences) as well as drawing on different approaches (i.e., co-development, implementation science, symbolic interactionism, and realist evaluation). It is based on the seven content work packages (WPs): 1) management, 2) focusing on children and methods to understand their “voice,” 3) scoping, 4) co-development, 5) implementation, 6) evaluating the practice approaches, and 7) knowledge dissemination. “Scoping” will involve exploring the existing evidence, practice, and current state of identification and collaborative care in Tyrol, Austria. “Co-development” involves the co-design of practice approaches to identify and support children in partnership with key stakeholders and service providers working in Tyrol. The “implementation” of practice approaches will be based on the results of the co-development phase and will involve working with organizations to develop support strategies that draw on known organizational drivers from the field of implementation science to support the rollout of the practice approaches. In “Evaluation” we will follow principles of a realist approach; this includes developing program theories and logic models for the practice approaches. Those will set out the outcomes hypothesized to achieve and the processes that are expected ...

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Section: Introductionmentioning

confidence: 58%

Improving Identification and Child-Focused Collaborative Care for Children of Parents With a Mental Illness in Tyrol, Austria

et al. 2019

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“…The importance of practitioners employing a supportive and non-judgemental approach to develop a trusting relationship with parents prior to introducing the intervention is emphasised again, as has been previously established (Barlow and Stewart-Brown 2001 ; Garcia et al 2018 ; Butler et al 2020 ). The present study ascertains practitioners’ support and training needs in relation to parental mental health as has been previously identified (Laletas et al 2017 ). The combination of increasing worker skills and strengthening systems and structures are likely to be essential to successful implementation (Austin and Ciaassen 2008 ).…”

Section: Discussionmentioning

confidence: 97%

“…A number of significant barriers, including the poor integration of mental health and child care services (Stanley et al 2009 ), staff feeling ill-equipped to meet the needs of families (Laletas et al 2017 ), lack of recognition of family circumstances (Diggins 2011 ) and reluctance of parents to seek help due to stigma and fear of losing custody (Ackerson 2003 ; Blegen et al 2010 ), means that these families have historically been poorly served by health and social care services.…”

Section: Introductionmentioning

confidence: 99%

Exploring Staff Implementation of a Self-directed Parenting Intervention for Parents with Mental Health Difficulties

Butler

Gregg

Calam

et al. 2020

Community Ment Health J

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Parents with mental health difficulties face significant barriers in accessing evidence-based parenting interventions. Self-directed approaches may be a destigmatising, accessible alternative. Evidence has suggested that Triple P Positive Parenting Programme’s self-directed format is as effective as more time- and cost-intensive delivery methods. The aim of the current study was to establish whether staff were able to use this intervention with parents with mental health difficulties and to explore staff experiences of implementation. Triple P self-help workbooks were provided to practitioners across three teams. Data were collected regarding workbook uptake and use. Interviews with staff exploring their experiences of implementation were analysed using thematic analysis. Overall, 41 participants were recruited, of which 12 (29.27%) also consented to interviews. Overall, six practitioners (14.63%) reported that they utilised the workbook. Uptake and utilisation were varied, but practitioners who used the workbook reported positive outcomes. Interviews revealed themes regarding practitioner concerns, views of the intervention and implementation issues. Self-directed Triple remains a promising intervention but its feasibility is dependent on addressing barriers to implementation and facilitating a family-focused approach to meet the needs of these parents and their children.

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“…The growing body of research around educator wellbeing and the ensuing impact on educator effectiveness underscores the need for a broader view of teacher preparation and the provision of professional learning, one that extends beyond a curriculum and content focus to include wellness promotion for teachers (Hall-Kenyon et al 2014;Whitaker et al 2013). For the individual ECEC educator, there is evidence of poor physical and mental health (Corr et al 2014(Corr et al , 2015Faulkner et al 2016;Laletas et al 2017;Tansey 2008) and risk of burnout (Ammendolia et al 2016;Ben-Zur and Michael 2007;Seti 2007). In her early work, Sumsion (2003; focused on individual resilience and career commitment, and the importance of personal qualities, contextual features and the interplay between them.…”

Section: Fostering Resilience and Growth In The Early Childhood Profementioning

confidence: 99%

Building Resilience for Early Years Teachers

Weatherby-Fell

Neilsen‐Hewett

Duchesne

2020

Cultivating Teacher Resilience

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Working in Early Childhood Education and Care presents particular demands for teachers' resilience. Helping pre-service teachers to explore strategies to respond to challenges in the supportive learning environment of pre-service learning is important to building strength and resilience for teachers' careers. In this endeavour, the BRiTE (Building Resilience in Teacher Education) online modules have been integrated across an Early Years degree at the University of Wollongong, Australia. Students complete one or more modules in relevant subjects, with the full suite of modules completed twice in the course of their degree. Integration in subjects includes activities responding to, or building on knowledge from a module. Ongoing research has involved interviewing students about challenges in their progress, and ways the BRiTE modules have assisted them in responding to these challenges. This has shown the value our students see in BRiTE, and has helped us to regularly monitor and make changes to the links between the modules and subjects in the degree.

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“What do we do? This is not our area”. Child care providers' experiences when working with families and preschool children living with parental mental illness

Cited by 17 publications

References 49 publications

Improving Identification and Child-Focused Collaborative Care for Children of Parents With a Mental Illness in Tyrol, Austria

Improving Identification and Child-Focused Collaborative Care for Children of Parents With a Mental Illness in Tyrol, Austria

Exploring Staff Implementation of a Self-directed Parenting Intervention for Parents with Mental Health Difficulties

Building Resilience for Early Years Teachers

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