A Web-Based Programme for Person-Centred Learning and Support Designed for Preschool Children with Long-Term Illness: A Pilot Study of a New Intervention

Abstract

For children living with long-term illness, school age is a risk period with regard to psychosocial ill health and poor compliance with treatment. There is a need for methods to promote health, well-being, and self-esteem. This study describes a new concept for supporting children, person-centred web-based learning and support, which has been tested in 12 preschool children and incorporates learning about feelings, relationships, and the right to integrity. SKYPE was used for conversations between the child and the web teacher. Methods. The programme was developed and tested in two steps. The conversations were tape-recorded and analysed using phenomenography. The questions addressed concerned the quality of the intervention process: accessibility of intervention, learning content and support, and identification of measurable items and patterns. Findings. The children found it interesting to communicate with their web teacher using SKYPE. The story about Max and Sara served as a good basis for discussion, and development was found in the learning process. The children were able to talk about relations and feelings and developed an understanding for use in new situations in their daily lives. Items and patterns that are useful for research and documentation were identified, for example, well-being, resources, needs, and wishes.

Experiences of Learning from a Person-Centred Web-Based Support Programme for Children with Urogenital and Bowel Malformation

“…The child's narrative was the acknowledgement that the child had learned, but also the confirmation of the feeling of being a partner. Preschool children are not always used to talking with other unknown adults and they often need time to learn to know each other, as is shown in an earlier study reported by our group (Hellstrom et al, 2012).…”

“…The child may not be used to communicating experiences in words and therefore posture, gestures and facial expressions are important for achieving a full understanding of the narrative and the person. Communicating via SKYPE allowed the use of images, facilitating understanding (Jenholt Hellstrom et al, 2012;Simeonsdotter Svensson et al, 2014).…”

“…A web-based intervention comprising person-centred learning support has been developed to strengthen self-esteem and prevent ill health in pre-school children born with urogenital and bowel malformations (Hellstrom et al, 2012;.…”

“…During the Skype conversations the child successively developed the language skills and vocabulary suitable for telling Max and Sara's stories. The children acquired the ability to talk about past emotions; they also got the words they need to express their thoughts (Hellstrom et al, 2012;. Their self-esteem and health improved (Simeonsdotter Svensson et al, 2014).…”

Skype Support for Preschool Children with Long-Term Illness—One Year Follow-Up

“…Skype technology has been shown to be useful in web-based support for children who are unable to read and write and makes the child feel comfortable as they can participate from their own home (Hellström, Simeonsdotter Svensson, Pramling Samuelsson, & Jenholt Nolbris, 2012;Simeonsdotter Svensson, Pramling Samuelsson, Hellström, & Jenholt Nolbris, 2013). The current study was undertaken to investigate support in daily life to young children using a web-based programme.…”