think child, think parent, think family: parental mental health and child welfare hugh constant,...
TRANSCRIPT
Think child, think parent, think family:
Parental mental health and child welfare
Hugh Constant, Practice Development Manager
Hannah Roscoe, Research Analyst
Developing the Think Child, Think Parent, Think Family guide
June 2006 Systematic
map of evidence
2006 – 2008 Practice inquiries in five local authorities
April 2009 Consultation: practitioners, academics,
children and parents
July 2009 ‘Think Child, Think Parent, Think Family’
guide
2006 – 2008Literature reviews:
Incidence and detectionAcceptability and
effectivenessProfessional education
Policy
Developing the Think Child, Think Parent, Think Family guide
June 2006 Systematic
map of evidence
2006 – 2008 Practice inquiries in five local authorities
2006 – 2008Literature reviews:
Incidence and detectionAcceptability and
effectivenessProfessional education
Policy
Parker et al. (2009) SPRU
Stanley & Cox (2009) UCLan
SCIEBates & Coren (2006)SCIE with consultancy from EPPI Centre
Parents with mental health problems
Those with dependent
children
All adults with MH problems
Those with MH
problems
All adults with dependent children
All adults
All adults
Approach 1
Approach 2
Parents with mental health problems
In a population of non-elderly adults, at any given time, around 9 to 10 per cent of women and 5 to 6 per cent of men in Great Britain will be parents with mental health problems (Meltzer et al. 1995; Singleton et al. 2001).
One in four children aged 5-16 have mothers who would be classed as at risk for common mental health problems (Meltzer et al. 2000)
Why think family in mental health services?
3. Parenting and the
parent – child relationship
4. Risks, stressors and vulnerability factors
4. Protective factors and resources
1. Child mental health
and development
2. Adult mental health
The Family Model (Falkov, 1998)
Why think family in mental health services?
Most parents with mental health problems parent their children effectively
However, in some cases parental mental ill health can be a factor in: Significant harm to children Impaired health and development of children
Increased likelihood of mental ill health in children of parents with MH problems
Barriers to ‘thinking family’
3. Parenting and the
parent – child relationship
4. Risks, stressors and vulnerability factors
4. Protective factors and resources
1. Child mental health
and development
2. Adult mental health
Think Child, Think Parent, Think Family Guide
Full guide At-a-glance SCTV
www.scie.org.uk/children/thinkchildthinkparentthinkfamily/index.asp
Key messages from the guidance
A ‘no wrong door’ approach Whole family approach to the care
pathway Build on family strengths Communications strategy Workforce development ‘Think Family’ strategy
Key messages
Listen to parents and children Manage crises and risk Be creative Increase every family member´s
understanding of a parent´s mental health problem
Why implementation?
‘...in the past much policy and guidance has relied on exhortations to collaborate rather than offering constructive mechanisms for doing so.’ (Stanley & Cox, 2009, p.5).
The sites
Birmingham
Lewisham
Liverpool
North Somerset
Northern Ireland
Southwark
Early learning
Senior sign-up
Steering group Progress
User and carer involvement
Early learning
Senior sign-up Safeguarding children’s boards Family strategy boards Parenting boards Think Family project boards
Steering group membership Adult mental health Children’s social care Users and carers, or representatives Training, communications
Early learning
“Getting to Know You” Colleagues meeting for the first time Can add to time needed to get started Trust and working relationships need to be
developed Joint training is useful in breaking down
barriers
Early learning
Northern Ireland benefits from a whole systems approach Professional education IT systems Regulation
North Somerset – champions’ group; tackling challenge of parental involvement
Southwark – strong strategic approach; focus on training
Early learning
Liverpool – lunchtime learning Birmingham – piloting in one area of the city;
employing project worker Lewisham – learning from drug & alcohol
policy; effective consultation event
Early learning
This is a guide – albeit a very robust and credible one
Local areas need to use it to inform their work, as shaped by local drivers and priorities
The evidence base is strong, but situations differ
Questions for discussion
Thoughts or reflections (10 minutes) on the evidence base on the messages on the implementation
Changing practice (15 minutes) what might you do differently in your work? what changes need to take place in your
organisation?