The Caring Experiences of Family Caregivers of Adolescent Relative with a Mental Illness Studying in High School

• Main Authors: Ya-Lin Huang, 黃雅琳
• Other Authors: Shiow-Jing Wei
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/h958nb

碩士 === 國立臺北護理健康大學 === 護理研究所 === 102 === Family has been gradually replaced by institution become important care unit. In Taiwan, the majority of young people suffering from mental illness at the same time received the compulsory education in high school. Most of caregivers are experience difficulties when their adolescent relative diagnosed with a mental illness and studying in the same time. The educational needs for those mental ill young people become more difficult. According the literature review, during school adolescents suffer from mental illness and their caregivers related research works can be broadly divided into three categories, respectively associated with the medical, education-related, and with the primary caregiver needs support related. However, it lack of a link mainly to take care of the nature of, especially the primary caregivers of adolescent mental disorders on the school stage needs. This study is aimed to explore the experience of educational needs among family care givers of adolescent relative with a mental illness in Taiwan. The qualitative research design will be used in this study. The in-depth interview will be used to gather descriptive data from participants about their caregiving experience and educational needs of their mentally ill young people. A semi-structured interview guide for research data collection and recording faithfully record the interviews process after obtaining the consent of the subjects. Inclusion criteria of the study: mental illness diagnosis code between 295 to 296 patients with primary caregivers, living in a same household and provide care of their daily lives and to assist in the maintenance of health care of family members. Contextualization analysis was used in this study to analyze interview data. The main findings of this study can be divided into four categories and twenty-one situational connotations. The first categories is contact with the school(teacher remind child's change when somthing wrong, treatment process is being questioned feelings, received concerns message from school, prior filing to obtain resources). The second categories is children's behavior and impact in school (it's difficult to predict children's behavior, floating mood for children's situation in the school, influence the way how teachers treat cognitive disorders, feel children are not accepted, children into tension and frustration peer relationships, unable to obtain a reasonable way, the experience of participating in the meeting of Individualized Education Program (IEP), accompany their children for learning process, self-learning. The third categories is tangle to maintain child for education (hesitation where can children be, considerations for further studies, others can't understand loneliness). The forth categories is self-change and adaptation (self - blame for neglect children's symptom, choose to make a career change to takecare of children, frustrated of expectations, feel tangle to take care of children and siblings at the same time, unknown future) The result of this study can be offer a new understanding of those people and their needs. In order to help mental health professionals as well as the education sector in the provision of medical services to give the adolescent patients and their families.