Helping Teachers to Help Children Living With A Mentally Ill Parent (Teachers’ Perceptions on Identification and Policy Issues)  

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BIBOU-NAKOU

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: School Psychology International vol. 25 no. 1 (Feb. 2004), page 42-58.
Topik: CHILDREN; helping teachers; children; living; mentally ill parent; perceptions; identification; policy issues
Fulltext: 42SPI251.pdf (129.98KB)

Isi artikel

The material presented here is based on a pilot European project (Daphne Project, 2000 / EU funding, collaboration of Greece and England) regarding parental mental illness and children’s welfare and needs1.The presentation focuses upon the responses of a group of teachers working in primary education in relation to identification issues and assessment needs regarding children who live with a mentally ill parent. The results showed that although the teachers are able to identify risks and protective factors in the cases of a parental mental illness, there is a lack of early identification mechanisms in the school setting and an absence of a shared understanding of relevant issues across services and agencies. The results are discussed in relation to school - based prevention initiatives that empower teachers to feel that they contribute to change in their schools as well as in their own practice in the classroom.

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