Strategies to support school-going adolescents living with parents diagnosed with mental disorders

Abstract

Parents diagnosed with mental disorders often find it difficult to support their children due to their diagnosis and symptoms. The study aimed to develop strategies to support school-going adolescents living with parents diagnosed with mental disorders. The study was conducted at clinics and high schools in the Capricorn district in Limpopo province. A qualitative, grounded theory approach guided the study. Phase one sought to explore and describe the experiences of school-going adolescents living with parents diagnosed with mental disorders, the experiences of parents diagnosed with mental disorders, and the experiences of teachers as educators of these adolescents. Purposive sampling was used, and data were collected using semi structured face-to-face interviews with 12 school-going adolescents, 12 parents diagnosed with mental disorders, and focus group discussions with 36 teachers as educators of these adolescents. A constant comparison method was used to analyse the data. Three themes emerged. Theme one described difficulties related to support, namely matters that hamper the ability to provide support to school-going adolescents in the home environment; lack of professional support; lack of support from extended family members, friends, neighbours and community. There were, however, also positive aspects of support. Theme two focused on issues related to the school environment, namely poor school performance, poor class attendance, psychosocial issues and inclusive education concerns. In theme three, the way forward is discussed to culminate in a better future for school-going adolescents living with parents diagnosed with mental disorders. The outcome of the qualitative, grounded theory approach resulted in the researcher constructing a conceptual framework that uncovered the dynamics of support for school-going adolescents living with parents diagnosed with mental disorders. Phase two of the study sought to develop and evaluate strategies to support school going adolescents living with parents diagnosed with mental disorders.