The ‘Kidstime’ intervention for children of parents with mental illness: An exploration of the experience of the ‘Kidstime’ workshops and relevant school-based support.

Abstract

The overall aim of this research was to explore the support needs and experiences of children of parents with mental health needs (COPMHN) and their families, in order to inform future support. This research involved two linked phases, both employing qualitative methods. In phase 1 I aimed to explore participants’ and facilitators’ experiences of the ‘Kidstime’ intervention for families where a parent has a mental illness (Our Time Foundation, 2019). This phase focused on the aims and impact of the intervention and the school-linked nature of the referral process. Semi-structured interviews were undertaken with children, parents and facilitators involved in the Kidstime intervention. In phase 2 I explored the support available in schools for COPMHN. Focus groups were carried out with secondary school children who had experienced parental mental health needs to explore their perceptions of support. Interviews with special educational needs coordinators (SENCos) working in primary schools were also undertaken to gain their views on the needs of COPMHN and the availability of support. Interviews were analysed in accordance with Braun and Clarke’s (2006) stages of thematic analysis. The findings highlight the success of the Kidstime intervention in fulfilling the aims set out by the Our Time Foundation (2019). Findings suggest that the intervention has a positive impact on the families in attendance in the following ways: improved communication and understanding in relation to mental illness, improved social relationships and reduced isolation, reduced stigma, a positive impact on mental health and a positive impact on family relationships. This research highlights schools as well-placed to identify and support children experiencing parental mental health needs, but also recognises barriers to support and the need for increased involvement from other specialist services. This research also considers the role of the educational psychologist (EP) in relation to the growing responsibilities of school staff to promote and support the mental health of vulnerable children in educational settings.