A School Reentry Program for Chronically Ill Children

Worchel-Prevatt, Frances F; Heffer, Robert W.; Prevatt, Bruce C.; Miner, Jennifer L.; Young‐Saleme, Tammi; Horgan, Daniel; Lopez, Molly; Rae, William A.; Frankel, Lawrence S.

doi:10.1016/s0022-4405(98)00012-0

Cited by 49 publications

(39 citation statements)

References 26 publications

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“…Peers may reject the student if treatments significantly disrupt socialization or if treatments appear extreme and depict the child who is ill as grossly abnormal. It is hypothesized that the severity of the child's physical disorder has an effect on both behavioral and social adjustment, such that illness characteristics may indirectly affect adjustment by causing increased psychosocial stress (Worchel-Prevatt et al, 1998). These stressors might include fear of relapse, amputation, or seizure, or contending with daily hassles such as failing an assignment or grade, missing school, or being alienated by peers (Worchel-Prevatt et al, 1998).…”

Section: Adjustment Needs and Attendancementioning

confidence: 99%

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Shaw

McCabe

2007

Psychology in the Schools

146

119

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Chronic illness is common and has a profound impact on the education of affected children. A variety of approaches and programs to facilitate the transition from hospital to school for children with chronic health problems has been described in the literature. Traditional transition plans may no longer be effective because medical service delivery has changed to reduce long‐term hospital stays while increasing outpatient care. As a result, comprehensive hospital‐to‐school transitions increasingly emphasize home and family involvement that includes homebound instruction strategies, flexible school days, using differentiated instructional strategies, increasing child autonomy, and addressing affective issues. This article describes the needs of children with chronic illness, identifies educational programming consistent with the current health care system, and describes current hospital‐to‐school transition plans that integrate systemic needs of schools and health care systems with the needs of children with chronic illness. © 2007 Wiley Periodicals, Inc.

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Section: Adjustment Needs and Attendancementioning

confidence: 99%

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Shaw

McCabe

2007

Psychology in the Schools

146

119

View full text Add to dashboard Cite

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“…[21][22][23] Changes regarding the relative importance placed on education and a belief that teachers have insufficient time to devote to their child have also been found to contribute to parents' reluctance to encourage their child's reentry. [24][25][26][27] School personnel and nursing staff may also feel unsure about how best to help parents navigate the education system. 7,9 Limited research is available regarding the impact that having a sibling with cancer may have on the education of any healthy young people in the family.…”

mentioning

confidence: 99%

Returning to School After Adolescent Cancer: A Qualitative Examination of Australian Survivors' and Their Families' Perspectives

McLoone

Wakefield

Butow

et al. 2011

Journal of Adolescent and Young Adult Oncology

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Additional support is needed to help parents navigate the education system and to advocate effectively for their child's academic needs beyond the immediate re-entry period. There is strong potential for school counselors to increase the level of support they provide adolescents and their parents during the school re-entry period. The impact of this period on siblings' education is under-studied and warrants further research.

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“…In one school program, students preferred to show videos regarding their illness to peers and teachers to help educate those in their school environment, and educational materials were distributed to teachers who were not knowledgeable about chronic illness (Worchel-Prevatt et al, 1998). Likewise, researchers have suggested the distribution of educational pamphlets (Spencer et al, 1995), informational meetings addressing health as well as the family's suggestions (Sexson & Madan-Swain, 1995), and training at the collegiate levels.…”

mentioning

confidence: 99%