This presentation has been produced by COMIC in cooperation with the

1. This presentation has been produced by COMIC in cooperation with the

2. COMIC Children Of Mentally Ill Consumers

3. Universal Declaration of Human Rights Article 16.3 “TheFamilyis the natural fundamental group unit of Society and isentitledto protection by society and state.”

4. Current Concerns Is this truly occurring within the Mental Health System at the moment? How is family identified? Are the right questions being asked? Is the family being protected by society and state? With lack of education and support how can the family possibly be protected?

5. It is important to remember…. Better to build children than repair adults The purpose of adults is to raise children It takes a whole community to raise a child

6. It involves understanding of the illness and its influence to achieve this outcome!

7. What is ‘Mental Illness’? Mental illness – a significant impairment of an individual’s cognitive affective and/or relational abilities which may require intervention and may be a recognised, medically diagnosable illness or disorder. Mental illnesses/disorders are of different types and degree of severity and some of the major mental disorders perceived to be public health issues are depression, anxiety substance abuse disorder, psychosis and dementia. ADGP (Australian Divisions of General Practice) 2001, Familiarisation Training – GP and Practice Manual – Better Outcomes in Mental Health Area Package, ADGP, Canberra, p.7. and Commonwealth Department of Health and Aged Care 2000b, p.3.

8. The need for COMIC COMIC formed in 2000 by a group of adults who share a common interest in the well being of children of parents who have a mental illness. The group shares a common perception of the past failure by the mental health services to acknowledge and support them as children with special needs and assistance. The group saw the need to lobby and advocate for the rights of these children and the ill parent who continue to suffer due to the lack of sufficient acknowledgment, education and support by services.

9. What drives COMIC ? No one should grow up isolated and stigmatised because their parent has a mental illness. Having a mental illness creates an additional challenge to effective parenting. Mental illness in a parent may complicate the progression of offspring through their childhood. A child’s needs are paramount and must be addressed in the context of a family where mental illness is present.

10. Current issuesCOMICis working on………….

11. Current Issues Children do not exist ! Children of Mentally Ill Consumers (Parents) do not exist. We do not exist with the Bureau of Statistics. In many hospitals we do not exist on admission sheets.

12. Current Issues What do you tell children ? There are many parents, educators and health professionals that are unsure what to tell children about mental illness even though there is material currently available to utilise. Every child has the right to be safe and secure with relevant information and understanding. Then the whole family will grow.

13. Current Issues Could I lose my children ? Some vulnerable parents are afraid of having their children taken away because they are ill. We’re sure this is not the case with parents who have diabetes, heart problems etc. Respite services should be made available.

14. Current Issues Inadequate counselling for children ! There is no counselling in most states available to these children on trauma, anger and behavioural management unless they present with a problem and come through the services.

15. Current Issues Inadequate support services ! With deinstitutionalisation there has unfortunately been a lack of support and services for parents and that this affects the children too!

16. Current Issues Communities lack understanding ! The stigma of mental illness has a huge effect on these children and they somehow have to try and grow up at the same time.

17. Current Issues Schools and pre-schools may not be aware ! The stigma of a family mental illness may have a huge effect on the education of these children and they somehow have to try and grow up at the same time, as well as probably taking on the role of being a primary carer in the family.

18. So how can these issues be dealt with in theeducational setting?………….

19. What are some of the indicators? The students may be: too embarrassed to talk to friends and too fearful of being taken away from their parents to confide in teachers or even extended family.

20. It's the fear of being separated from their parents that traps many in silence, as does the ignorance of their friends and schoolmates. “At school, we try talking about it, but all they want to do is go off and play games and stuff. They just don't understand it.” 7.30 Report ABC

21. Their parents may have one or more of a range of mental illnesses -- schizophrenia, depression, bipolar and anxiety disorders -- illnesses that at times disrupt daily lives, can cause family separations and force some into temporary foster care. “My mum was sick when I was born and I've only seen her once a week. … She has Schizophrenia.” 7.30 Report ABC

22. What are some of the indicators? The students may be: weary or falling asleep in class showing emotional immaturity frequent truants

23. What are some of the indicators? The students may be: seen to demonstrate over caring or protectiveness of peers poor academic achievers

24. What are some of the indicators? The students may be: withdrawn and depressed victims of bullying and teasing lacking in socialisation skills

25. “Sometimes they might come up to you and tease you, like there's a boy in our class and he's just -- if you tell him that, he'll just be really, really mean. So that's why I don't tell very much people.” Female student 7.30 Report ABC

26. What are some of the indicators? The students may be: disruptive in class or group work displaying signs of neglect hiding evidence of physical abuse

27. Remember that as professionals… In instances of abuse: You are required to fulfil the expectations of mandatory reporting And/or notify the school counsellor immediately

28. What are the children’s needs? The students: need to be listened to - which may require time and patience need to know their conversations are treated with the upmost confidentiality need assurance that they are not isolated in their experiences

29. What are the children’s needs? The students: need encouragement in the development of a wide range of school and personal skills need support in understanding the nature of their parent’s mental illness

30. Many of them don't fully understand what's wrong with their mum or dad, so sometimes they're a bit confused about the behaviours that their mum or dad is experiencing. And may be quite alone in that.

31. What are the children’s needs? The students: need to have a care plan set up

32. What can schools and pre-schools do? Access the “Supporting Our Family Kit”

34. Some support structures you can apply as professionals… You could: establish an interagency support plan … talk with CAMHS or Adult Mental Health Services implement mental health focussed initiatives in the curriculum…..Mind Matters, SANE, Mental Illness Fellowship Education materials

35. Some support structures you can apply as professionals… You could: organise an assessment of the child’s needs - it may be as simple as establishing a breakfast program encourage appropriate emotional expression in a safe and accepted way

36. Some support structures you can apply as professionals… You could: organise parent-child support groups make resources such as books and videos available in the school library

37. Some support structures you can apply as professionals… You could: link into young carers programs ..e.g. Raw Energy establish a ‘safe zone’ where students can escape the pressure temporarily

38. Some support structures you can apply as professionals… You could: provide access to additional support in their academic needs provide access to additional support in their sporting and social needs

39. Some support structures you can apply as professionals… If they have on-going issues provide a direct link for the child (and his/her siblings) to external support groups/programs … such as Anglicare, Centacare, Central Mission and if necessary - a referral to CAMHS

40. But sometimes it only takes… A caring ear, the time to talk and being there…. One teacher + one student = personal support and mentoring …… it doesn’t take much to support and make a life a little easier

41. Most of the students living with a family member with a mental illness have seen more than you or I will ever see in a lifetime. And yet, some are so full of optimism !!!!

42. Mental Health…. the capacity of individuals and groups to interact with one another and their environment in ways that promote subjective wellbeing, optimal development and use of mental abilities (cognitive, affective and relational) and achievement of individual and collective goals consistent with justice. Australian Health Ministers 1998

43. United Nations Convention On the Rights of The Child (1990) Articles 1- 41 “Every child has the right to protection, support and care necessary for their well-being, participate and be heard in discussions that will affect them, be brought up by their own family unless it is contrary to the child’s best interest, maintain personal relations and direct contact with both parents on a regular basis except if it is contrary to the child’s best interests, education and information which is linguistically, culturally and developmentally appropriate.”

44. This presentation has been produced by COMIC in cooperation with the