| The role of the school professional |
| “Spreader of awareness” |
Informing schools and the public about the specific characteristics of COPMI, dispelling myths and misconceptions about mental disorders, reducing stigma in this area, increasing the possibility of identification of COPMI |
| “Lifeguard” |
Provides the first detection of a child at risk or with difficulties and identifying his/her needs. In particular, through cooperation with the teacher, since he is in the most regular contact with the child after the parent. |
| “Signpost“ |
Providing contact details of relevant experts, support associations, relevant literature, links to specialised websites, etc. |
| “Liaison officer” |
Intermediary passing of information between the school and other institutions working in the mental health field, an assistant in communication between the child and parents. A facilitator in the development of a strategy for the child's care. |
| “Teacher” |
Basic education about the problems and strengths of a family member with a mental disorder, training and analysis of ways to cope with burden and stress, provision of reliable study materials |
| “Listener” |
Providing a space to express and process feelings, thoughts, and fears in a safe and supportive atmosphere. Such as appreciation of his care, attitude towards his family, and concern for his daily routine. |
| “Helper” |
Kind, helpful, ongoing and non-threatening help and support providing reassurance and safety for the child. A reminder that a child's needs may differ from those of a parent with SMI. |
| “Guide” |
Providing productive leisure, tutoring and extracurricular activities so the child retains the prospect of an open future. |
