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The Impact of Parental Mental Health on Children

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Behavioral and Mental Health".

Deadline for manuscript submissions: closed (10 March 2024) | Viewed by 1739

Special Issue Editors


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Guest Editor
Department of Psychiatry, University of Colorado School of Medicine, Aurora, CO 80045, USA
Interests: transdiagnostic mechanisms; temperament; self-regulation; parenting; behavioral health; parenting stress; children's developing emotion

E-Mail Website
Guest Editor
Department of Psychiatry, University of Colorado School of Medicine, Aurora, CO 80045, USA
Interests: strengthening family-focused mental health services; addressing disparities; mental health services; intervention development and evaluation; parent peer support

Special Issue Information

Dear Colleagues,

Parental mental health concerns have a significant impact on children across multiple developmental periods (e.g., infancy, early childhood, school-age, and adolescence). Nearly one in five adults live with a mental health condition that varies in severity. Further, comorbid conditions are strikingly common, as up to half of adults with diagnosed mental health concerns experience such conditions. Importantly, parental mental health concerns and well-being influence children across a broad array of outcomes, such as youth mental health concerns, academic outcomes, and physical health. As such, we are calling for papers presenting findings from primary and secondary (e.g., systematic or meta-analytic reviews) research that examine the influence of parental mental health concerns on whole-child outcomes.

Topics of interest include, but are not limited to:

  • Bidirectional influences between parental mental health concerns and child outcomes.
  • Links between specific adult mental health concerns (e.g., anxiety, depression, bipolar, inattention, impulse control difficulties, substance use, trauma, and serious mental illness) and child outcomes from youth or adult clinical samples.
  • Links between mechanisms underlying comorbid adult mental health concerns (e.g., emotion dysregulation and executive functioning difficulties) and child outcomes in youth or adult clinical samples.
  • The utility of adult mental health and well-being measures when implemented across a variety of settings dedicated to children (e.g., schools, youth mental health clinics, primary care clinics, and specialty medical clinics)
  • The effects of various mental health interventions (e.g., psychosocial and pharmacological) delivered to adults on child outcomes. 

Dr. Jacob B. W. Holzman
Prof. Dr. Bruno J. Anthony
Guest Editors

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Keywords

  • parental mental health concerns
  • comorbid adult mental health
  • youth mental health
  • youth academic functioning
  • youth physical health
  • intergenerational transmission

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Published Papers (1 paper)

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Research

18 pages, 774 KiB  
Article
Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study
by Lisa B. Thorell, Anna-Karin Klint Carlander, Youstina Demetry, Lisa Marainen, Sarah Nilsson and Charlotte Skoglund
Int. J. Environ. Res. Public Health 2024, 21(4), 388; https://doi.org/10.3390/ijerph21040388 - 23 Mar 2024
Viewed by 1452
Abstract
One of the greatest COVID-19-related challenges for children and their families was managing distance learning due to school closures. We also know from previous research that families with a child with a neurodevelopmental disorder such as ADHD or ASD were struggling more than [...] Read more.
One of the greatest COVID-19-related challenges for children and their families was managing distance learning due to school closures. We also know from previous research that families with a child with a neurodevelopmental disorder such as ADHD or ASD were struggling more than others but also experienced some positive effects. However, few qualitative studies have been conducted. The present study therefore aimed to investigate parental experiences of the negative and positive effects of distance learning during the COVID-19 pandemic in a large sample of families with an adolescent with ADHD and/or ASD and a matched comparison group (n = 682). Data were collected through open-ended questions as part of a larger survey study. Five main themes with different sub-themes were identified for both negative and positive effects: (1) Teaching, (2) Social, (3) Support, (4) Child factors, and (5) Home environment. In addition, the main theme “Technical problems” was identified for negative effects. Families with a child with ADHD/ASD reported negative effects related to “Child factors” and “Support” more frequently than the controls, as well as negative effects related to some aspects of “Teaching” and “Technical problems”. Regarding positive effects, significant group differences were primarily found for the theme “Child factors”. These findings are discussed both in terms of how to best prepare for possible future pandemics, but also of how to best provide educational support for children with ADHD and/or ASD when schools are open. Full article
(This article belongs to the Special Issue The Impact of Parental Mental Health on Children)
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