Parental Mental Health Problems: Messages from Research, Policy and Practice Jo Tunnard, Totnes, Research in Practice, 2004, pp. 119, ISBN 0 9542562 4 7,  10

2005 ◽  
Vol 35 (5) ◽  
pp. 769-770
Author(s):  
M. McColgan
2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Caroline Vandekinderen ◽  
Griet Roets ◽  
Rudi Roose ◽  
Geert Van Hove

Over the last few decades, research, policy, and practice in the field of mental health care and a complementary variety of social work and social service delivery have internationally concentrated onrecoveryas a promising concept. In this paper, a conceptual distinction is made between anindividualapproach and asocialapproach to recovery, and underlying assumptions of citizenship and interrelated notions and features of care and support are identified. It is argued that the conditionality of the individual approach to recovery refers to a conceptualization of citizenship asnormative, based on the existence of a norm that operates in every domain of our society. We argue that these assumptions place a burden ofself-governanceon citizens with mental health problems and risk producing people with mental health problems as nonrecyclable citizens. The social approach to recovery embraces a different conceptualization of citizenship asrelational and inclusiveand embodies the myriad ways in which the belonging of people with mental health problems can be constructed in practice. As such, we hope to enable social services and professionals in the field to balance their role in the provision of care and support to service users with mental health problems.


2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
U Bauer ◽  
O Okan ◽  
F Faulbaum

Abstract Background Teachers have an important role to play in context of mental health literacy (MHL) promotion of school-aged children. Their MHL is seen as the counterpart of student`s health literacy. Especially vulnerable schoolchildren such as those affected by adverse life events (e.g. parental mental health problems) can benefit from programs. In addition, the whole school environment has impact on school mental health promotion. Yet, only little evidence is available on teachers MHL in Europe. The aim is to provide evidence from a state-wide survey on the state of MHL of teachers in Germany. Methods Based on semi-structured interviews with school teachers from all school types in one federal state, including primary and secondary schools, a MHL online questionnaire was developed. The survey was conducted in in 2017 in N = 2500 teachers in Germany. Descriptive and regression analyse have been performed. Results Teachers feel considerable uncertainties when working with children affected by adversities related to parental mental health problems. Dealing with the social family background seems hard. Teachers state that they don`t feel comfortable when aiming at mental health promotion of affected children or children in general. Data also show that they may tend to make misjudgements, and that they are not sufficiently trained to address mental health issues in the classrooms. Regression models show that the degree and quality of teaching mental health is affected by differences across school forms, satisfaction with and engagement of school principals in mental health action, learned strategies to respond to parents, and experienced stress, burden and exposure during their work. Conclusions Increasing teacher MHL and the environmental capacities and responsiveness towards school mental health promotion should be an important capacity building strategy. Policy support for school mental health promotion is a critical means to sustain effective whole-school approaches.


2018 ◽  
Vol 45 (8) ◽  
pp. 1121-1135 ◽  
Author(s):  
Nicholas W. Bakken ◽  
Christy A. Visher

Men and women exiting the correctional system represent a population at high risk for mental health problems, and the body of research on the mental health needs of former prisoners is growing. These mental health problems pose challenges for individuals at every stage of the criminal justice process, from arrest to incarceration to reentry and reintegration. This article examines the mental health status and gender differences among a sample of 352 men and women leaving confinement and the role that mental health problems played in shaping their reentry outcomes using data collected between 2002 and 2005. In the year after leaving prison, men and women with mental health problems reported worse health indicators and less satisfactory social factors, such as employment, housing, and family support. The article concludes with a discussion of recommendations for improved policy and practice for assisting former prisoners with mental health problems during reintegration.


2020 ◽  
pp. 088626052093509 ◽  
Author(s):  
Rebecca E. Lacey ◽  
Laura D. Howe ◽  
Michelle Kelly-Irving ◽  
Mel Bartley ◽  
Yvonne Kelly

Previous research has demonstrated a graded relationship between the number of Adverse Childhood Experiences reported (an ACE score) and child outcomes. However, ACE scores lack specificity and ignore the patterning of adversities, which are informative for interventions. The aim of the present study was to explore the clustering of ACEs and whether this clustering differs by gender or is predicted by poverty. Data on 8,572 participants of the Avon Longitudinal Study of Parents and Children (ALSPAC) were used. ALSPAC is a regionally representative prenatal cohort of children born between 1991 and 1992 in the Avon region of South-West England. ACEs included parental divorce, death of a close family member, interparental violence, parental mental health problems, parental alcohol misuse, parental drug use, parental convictions, and sexual, emotional, and physical abuse, between birth and 19 years. Latent class analysis was used to derive ACE clusters and associations between poverty, gender, and the derived classes tested using multinomial logistic regression. Five latent classes were identified: “Low ACEs” (55%), “Parental separation and mother’s mental health problems” (18%), “Parental mental health problems, convictions and separation” (15%), “Abuse and mental health problems” (6%), and “Poly adversity” (6%). Death of a close family member and sexual abuse did not cluster with other adversities. The clustering did not differ by gender. Poverty was strongly related to both individual ACEs and clusters. These findings demonstrate that ACEs cluster in specific patterns and that poverty is strongly related to this. Therefore, reducing child poverty might be one strategy for reducing ACEs.


2020 ◽  
pp. 001112872095002
Author(s):  
Allison T. Chappell ◽  
Scott R. Maggard

Victimization, mental health problems, and disabilities are associated with an increased likelihood of delinquent behavior, and girls in the juvenile justice system report higher rates of past trauma and victimization, sexual abuse, and mental health issues than boys. However, the influence of these problems on juvenile justice processing remains understudied. This study investigated the impact of victimization, mental health problems, disabilities, and comorbidity on intake and adjudication decisions across gender. Data on 74,636 intake cases were obtained from the centralized database of the juvenile justice office in a mid-Atlantic state (FY 2011–2015). Findings suggest that mental health problems, victimization, and disabilities are associated with increased punitiveness at intake but few consistent gender differences emerged. Implications for policy and practice are discussed.


2020 ◽  
pp. 215686932091252
Author(s):  
Christina Kamis

Using six waves of data from the Panel Study of Income Dynamics (2007-2017) and the Childhood Retrospective Circumstances Study (2014) (N = 3,240), this paper estimates how childhood experiences with parental mental health problems shape trajectories of children’s distress in adulthood. Findings indicate that those who experience poor parental mental health have consistently greater distress than their non-exposed counterparts throughout adulthood. More severe and longer exposures to parental mental health problems correspond to even greater distress in adulthood. The gender of the parent afflicted does not predict differences in adult mental health, but those individuals exposed to both maternal and paternal poor mental health have the greatest distress in adulthood. Together, results suggest that parental mental health during children’s formative years is a significant predictor of life course distress and that heterogeneity in this experience corresponds to unique mental health trajectories.


2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  

Abstract Globally, the prevalence of mental health problems is high and seems to be increasing and it estimated that 10-20% of pregnant women experience poor perinatal mental health. In the future, more children may grow up in families where one or both parents are struggling with mental health problems. Poor mental health is linked to wider determinants of health as low social position increase the risk of poor mental health and may limit access to care. Moreover, poor mental health can negatively impact the social position and resources of individuals and families as well as child health, thus representing an important public health challenge. The foundation of life-long health is laid before birth and in early childhood, and a better understanding of the impact of poor parental health and other determinants of early child health is crucial. This workshop aims to A) offer new insights on the impact of early child health of poor parental health in the context of Denmark, a Nordic welfare state with strong principles of free and equal access to health care services. Also, B) it encourages a discussion about the main challenges and new ways to support families and through this improve short- and long-term child health and potentially also parental health. The knowledge presented as point of departure for discussions, derives from two new Danish studies. One is a qualitative study of the experiences of pregnant women/new parents receiving targeted, community-based perinatal services due to mental health problems. This gives voice to parents' own perspectives of the services they have offered and their lived experiences with poor mental health and parenthood. The other study is the epidemiological CoVer-P project (Children of Vulnerable Parents) based on a cohort of all live-born children born in Denmark 2000-2016 and their parents and a large range of data from Danish nationwide registers. This large cohort have allowed studies that address existing knowledge gabs by examining different severity levels of parental mental health problems, the impact of also the father's mental health and the interaction between mental health and socioeconomic position. The workshop will start with a short introduction and invitation to share thoughts it's topic from the chair (5 min) followed by four 10-minut presentations. First, Frederiksen shares her insights on pregnant women/new parents with mental health problems and their lived experiences. Secondly, Knudsen & Christesen analyse the effect of maternal mental health and socioeconomic position on the risk of preterm birth. Thirdly, Christensen reports new knowledge about perinatal outcomes of infants born to mothers with poor mental health. Fourth, Heuckendorff describes the impact of the mental health as well as socioeconomic position of both mother and father on child morbidity, age 1-6. In the final part of the workshop (15 min), the chair will introduce and moderate a general discussion of aim B with the audience Key messages Share knowledge on how poor parental mental health may affect perinatal and child negatively, presenting an important public health challenge. Raise awareness about the needs and perspective of parents with poor mental health and raise discussion about how to improve services and support.


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