Early Childhood
For any child but for children who are yet to commence school the main thing to remember is to ask them how they are feeling about what is happening/has happened.

However, many conclusions about safety, growth and development will need to be based on observation of very young children or checking with caregivers (see examples below);

Safety: Failure to thrive, regression to immature behaviour for age and/or poor growth and development for age (eg lack of language development ) and/or no sign of distress or protest when the young child is separated from the parent may indicate rejection, neglect or abuse.

Social participation: Check if the child has any opportunities to play and mix with others. Are their any barriers to attendance at playgroup, childcare etc.? (eg transport, cost, lack of parental motivation/energy to get them there, parental concern that placing their child in child care may be seen as a sign of weakness or inability to cope, cultural factors)

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Primary School Aged Children and Adolescents

IDENTIFICATION of RISK FACTORS

Ask about caring responsibilities (eg Are they having to do more around the house than others their age because of their parent being unwell? Do they have the responsibility for their parent's medication regime? Do they have responsibility for getting their own meals? If so, are they getting adequate nutrition?).

Recognise and acknowledge the important role they are taking in caring for their parent. Offer emotional support, but do so tactfully as some young people take on caring responsibilities because they feel there really is no one else who can do what they do and/or that they should be the ones to do it.
Consider referring children who are providing care for their parents to a young carer support group (Commonwealth Carer Resource Centre Ph: 1800 242 636)

Ask about safety (eg If they have felt unsafe/scared in the past - do they have a plan now for what to do if it happens again or to prevent it reoccurring?)

Ask about school attendance (eg Do they ever miss school because they are looking after their parent or tired when, for example, their parent has had a 'bad night'?)

What are their information needs? For example:

Do they understand what mental health problem/s their parent has?
Do they know where to seek more information?

What are their socialization needs? (eg are they involved in any activities outside of school or home? Do they have any friends?)

Some states run camps and other programmes for children and young people who have parents with a mental illness. (Check for information about your state/territory)

Check if the child has at least 5 adults (other than their parent with the mental illness) who they can trust/call for assistance or support.

Are they concerned about what might happen to them if their parent becomes unwell again or has to be hospitalised?

Suggest that the child and family make a plan for times when their parent may be unwell or hospitalised - see the 'Supporting Our Family' kit for a downloadable example plan http://www.howstat.com/comic. This may include planned care or respite care options.

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