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School Psychology International
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Helping Teachers to Help Children Living with a Mentally Ill Parent

Teachers‘ Perceptions on Identification and Policy Issues

I. Bibou-Nakou

Department of Education, Aristotle University of Thessaloniki, Greece

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 identi-.cation 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 identi.cation 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.

School Psychology International, Vol. 25, No. 1, 42-58 (2004)
DOI: 10.1177/0143034304041502
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A. Reupert and D. Maybery
Strategies and Issues in Supporting Children Whose Parents Have A Mental Illness Within the School System
School Psychology International, May 1, 2007; 28(2): 195 - 205.
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