|  | Baseline (T1) | Post (T2) | Endpoint (T3) | group × T2 | group × T3 | |||
---|---|---|---|---|---|---|---|---|---|
I,C(n = 87,84) | I,C(n = 86,82) | I,C(n = 86,82) |  |  | |||||
Mean | SD | Mean | SD | Mean | SD | p 1) | |||
Sense of Coping Difficulty subscale | Intervention | 13.3 | 2.5 | 11.2 | 2.4 | 11.6 | 2.2 |  < .001 |  < .001 |
Control | 13.4 | 2.4 | 13.3 | 2.9 | 13.3 | 2.9 | Â | Â | |
Actual behaviors and attitude | Â | n | % | n | % | n | % | p 2) | |
1. Looked at children from the perspective of a child in need of support | Intervention | 45 | 51.7 | n/a | n/a | 75 | 87.2 | n/a | 0.002 |
Control | 38 | 45.2 | n/a | n/a | 55 | 67.1 | Â | Â | |
2. Recognized the presence of child(ren) in need of support | Intervention | 34 | 39.1 | n/a | n/a | 44 | 51.2 | n/a | 0.880 |
Control | 39 | 46.4 | n/a | n/a | 41 | 50.0 | Â | Â | |
3. Consulted other schoolteachers about child(ren) in need of support | Intervention | 36 | 41.4 | n/a | n/a | 45 | 52.3 | n/a | 0.763 |
Control | 36 | 42.9 | n/a | n/a | 41 | 50.0 | Â | Â | |
Knowledge (corrected) | Â | n | % | n | % | n | % | p 2) | |
1. Mental illness affects 1 in 5 people in their lifetime | Intervention | 62 | 71.3 | 78 | 90.7 | 79 | 91.9 |  < 0.001 | 0.020 |
Control | 60 | 71.4 | 56 | 68.3 | 65 | 79.3 | Â | Â | |
2. Alcoholism and gambling addiction are also mental illnesses | Intervention | 73 | 83.9 | 86 | 100.0 | 85 | 98.8 | 0.026 ** | 0.614 ** |
Control | 74 | 88.1 | 77 | 93.9 | 80 | 97.6 | Â | Â | |
3. Approximately 1 in 20 children live with a parent with mental illness | Intervention | 29 | 33.3 | 40 | 46.5 | 19 | 22.1 | 0.008 | 0.867 |
Control | 27 | 32.1 | 22 | 26.8 | 19 | 23.2 | Â | Â | |
4. Children of parents with mental illness are often aware of their parents' illnesses themselves when they reach elementary school age | Intervention | 43 | 49.4 | 37 | 43.0 | 25 | 29.1 | 0.715 | 0.299 |
Control | 36 | 42.9 | 33 | 40.2 | 30 | 36.6 | Â | Â | |
5. Children of parents with mental illness often consult the school about family matters | Intervention | 70 | 80.5 | 82 | 95.4 | 72 | 83.7 | 0.240 ** | 0.890 |
Control | 78 | 92.9 | 74 | 90.2 | 68 | 82.9 | Â | Â | |
6. Half of those affected by mental illness develop the illess by their mid-teens | Intervention | 28 | 32.2 | 72 | 83.7 | 63 | 73.3 |  < .001 |  < .001 |
Control | 21 | 25.3 | 31 | 37.8 | 34 | 41.5 | Â | Â | |
7. If a parent has a mental illness, laundry and cleaning may not get done | Intervention | 83 | 95.4 | 86 | 100.0 | 86 | 100.0 | 0.114 ** | 0.488 ** |
Control | 78 | 92.8 | 79 | 96.3 | 81 | 98.8 | Â | Â | |
8. Children whose parents have mental illness are prone to mental and physical illnesses | Intervention | 83 | 95.4 | 85 | 98.8 | 84 | 97.7 | 1.000 ** | 1.000 ** |
Control | 82 | 97.6 | 81 | 98.8 | 81 | 98.8 | Â | Â | |
9. Performing household chores is the most common role played by children of parents with mental illness as young carers | Intervention | 11 | 12.6 | 41 | 47.7 | 17 | 19.8 |  < .001 | 0.115 |
Control | 7 | 8.3 | 8 | 9.8 | 9 | 11.0 | Â | Â | |
10. Life support services available to people with mental illness include home visiting nursing and housekeeping services | Intervention | 73 | 83.9 | 75 | 87.2 | 79 | 91.9 | 0.728 | 0.926 |
Control | 67 | 79.8 | 70 | 85.4 | 75 | 91.5 | Â | Â | |
 | Median | IQR | Median | IQR | Median | IQR | p 3) | ||
 Sum of 1 to 10 | Intervention | 6 (6–7) | 8 (7–9) | 7 (6–8) |  < .001 | 0.009 | |||
Control | 6 (6–7) | 6 (6–7) | 6 (6–7) |  |  | ||||
Achievement of program goals | Â | Median | IQR | Median | IQR | Median | IQR | p 3) | |
1. Be able to describe the impact of parental mental illness on the children's lives | Intervention | 3 | 2–4 | 5 | 4–5 | 5 | 4–5 |  < .001 |  < .001 |
Control | 3 | 2–4 | 3 | 2–4 | 4 | 3–5 |  |  | |
2. Be able to describe the children's feelings | Intervention | 3 | 2–4 | 5 | 4–5 | 5 | 4–5 |  < .001 |  < .001 |
Control | 2 | 2–4 | 3 | 2–4 | 4 | 2–5 |  |  | |
3. Be able to describe the significance of school for the children | Intervention | 3 | 2–4 | 5 | 4–6 | 5 | 4–5 |  < .001 |  < .001 |
Control | 3 | 2–5 | 3 | 2–5 | 4 | 3–5 |  |  | |
4. Be able to recognize the children in need of support | Intervention | 3 | 2–5 | 5 | 4–5 | 5 | 4–5 |  < .001 | 0.055 |
Control | 4 | 3–5 | 4 | 3–5 | 4 | 3–5 |  |  | |
5. Be able to describe how to support the children | Intervention | 2 | 2–4 | 5 | 4–6 | 5 | 4–5 |  < .001 |  < .001 |
Control | 3 | 2–4 | 3 | 2–4 | 2 | 2–5 |  |  | |
6. Be able to act appropriately toward the children (When you notice children in need of support) | Intervention | 3 | 2–4 | 5 | 4–5 | 5 | 4–5 |  < .001 |  < .001 |
 | Control | 3 | 2–4 | 4 | 2–5 | 4 | 3–5 |  |  |
7. Be able to act appropriately in school (When you notice children in need of support) | Intervention | 3 | 2–4 | 5 | 4–6 | 5 | 4–6 |  < .001 |  < .001 |
 | Control | 4 | 2–5 | 4 | 3–5 | 4 | 3–5 |  |  |
8. Be able to support children with hope for their future | Intervention | 4 | 3–5 | 5 | 4–6 | 5 | 4–6 |  < .001 | 0.002 |
Control | 4 | 3–5 | 4 | 3–5 | 5 | 4–5 |  |  | |
 Sum of 1) to 8) | Intervention | 24 | 18–32 | 40 | 34–44 | 39 | 34–42 |  < .001 |  < .001 |
Control | 25.5 | 20–34 | 28 | 21–35 | 31 | 24–39 |  |  |