Abstract
Despite extant research suggesting the important role of family in supporting youth with disabilities (e.g., learning disabilities) making the transition to university, family relational influences on youth with mental illness undergoing this transition remains unclear. Adopting a family resilience perspective, this mixed-methods study aimed to examine (a) how parent-child relationship factors relate to youths’ mental illness symptoms and well-being and (b) youth and parent perspectives on how parents can best support youth in this transition. A total of 225 youth with mental illness (aged 17–23, M = 18.43, SD = 0.91, 87% white) completed questionnaires assessing parent-child relationship satisfaction, depressive and anxiety symptoms, and life satisfaction. For 22 of these youth, a parent (aged 45–57, M = 49.77, SD = 3.57, 100% white) completed questionnaires assessing caregiver burden and reward. Parents (and their child) completed written responses addressing what youth most need from parents during this transition. Parent-child relationship factors were moderately associated with youth mental illness and well-being. Thematic analysis indicated much agreement and some difference between youth and caregivers on the aspects of parental support most valued during this transition. Implications for supporting such youth as they adapt to university are discussed.
Highlights
Despite extant research suggesting the important role of family in supporting youth with disabilities making the transition to university, family relational influences on youth with mental illness undergoing this transition remains unclear
This study examines the following research questions: (a) How does parent-child relationship satisfaction relate to youth’s experience of mental illness and well-being? Within dyads in which both a parent and their child participated in the research, two additional questions were examined, (b) How does the caregiver’s experience of reward and burden relate to their youth’s experience of mental illness and well-being?, and (c) How can parents best support their youth with mental illness while at university? Based on previous research, it was hypothesized that higher parent-child relationship satisfaction, as reported by youth, would be associated with lower levels of symptomology and higher life satisfaction
No outliers were observed for relationship satisfaction, depressive symptoms, anxiety, or life satisfaction
Summary
Despite extant research suggesting the important role of family in supporting youth with disabilities (e.g., learning disabilities) making the transition to university, family relational influences on youth with mental illness undergoing this transition remains unclear. The clash between blossoming youth autonomy and ongoing family involvement may be especially marked given that caregiver involvement is established to be more intensive for youth with disabilities than for typically developing youth (Wagner et al, 2005) Parenting during this period of development is marked by unique challenges (e.g., university environment which tends to exclude parent participation, increased parental distress about their nonresident child’s well-being, and changes in child autonomy regarding decision-making). University environments have been quite disparaging of parental involvement in student life (Agliata & Renk, 2008) Such a stance may be problematic for youth with mental illness, as caregiver support and relationships may be important resources both to promote youth well-being and to protect against negative outcomes (e.g., substance use, drop-out)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
