School: The Normalizing Factor for Children With Childhood Leukemia; Perspectives of Young Survivors and Their Parents

Sullivan, Nanci A.; Fulmer, Deborah; Zigmond, Naomi

doi:10.1080/10459880109603338

Cited by 23 publications

(21 citation statements)

References 16 publications

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“…The school is a refuge from the world of hospitals and procedures, and expectation of school attendance sends a clear and reassuring message that there is a future (Powers Monaco & Smith, 2003). According to Sullivan et al (2001) parents must avoid overprotecting their children by keeping them away from school.…”

Section: Discussionmentioning

confidence: 99%

“…Her findings provide evidence of the importance of the teacher in their students' readjustment to school, as well as the significance of the interconnections between the different contexts (school community, department of education, hospital, and family). Educators must understand the implications of the illness and evaluate the academic and social expectations they have for these children (Sullivan, Fulmer, & Zigmond, 2001).…”

Section: Discussionmentioning

confidence: 99%

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The Return to the Community After Cancer Treatment: From Safety to Reality Check

Rivero-Vergne

Berríos²,

Romero

2011

Journal of Psychosocial Oncology

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The survivorship of children diagnosed with cancer has risen during the last decade. After the end of treatment those children and their families return to the community where another period of crisis unfolds. In this article, the findings of a larger qualitative study in Puerto Rico related to the return to the community of these patients and their families are discussed, including financial difficulties, the burden of responsibility, and transition to school. These findings provide a rationale for the implementation of a bio-psycho-social model of health that emphasizes reciprocal interactions among the multiple systems in which these families are embedded.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Return to the Community After Cancer Treatment: From Safety to Reality Check

Rivero-Vergne

Berríos²,

Romero

2011

Journal of Psychosocial Oncology

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“…Their learning, interaction with teachers and peers, lessons and activities are day-to-day experiences that occur within the familiar school environment. Being removed from this context and losing contact with people for significant periods of time may create anxiety and fears about disrupted friendships, and concerns about falling behind academically (Charlton et al, 1986;Sullivan, Fulmer, & Zigmond, 2001).…”

Section: Pupils With Chronic Illness Study Mathematics During Absencementioning

confidence: 98%

Academic continuity through online collaboration: mathematics teachers support the learning of pupils with chronic illness during school absence

Wilkie¹

2011

Interactive Learning Environments

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Recent applications of technology to mathematics education have been designed with cognitive and constructivist theoretical perspectives in mind, viewing mathematical learning as the acquisition of knowledge through the construction of meanings and connections between concepts. With the advent of increasingly flexible communication technologies, there is both the need and opportunity to consider how they might be utilised, particularly since emergent socio-cultural theories advocate learning in mathematics as an inherently social activity where understanding is developed and negotiated collaboratively. The need to examine effective technology-facilitated learning arose in the context of a research project, currently underway in a number of secondary schools in the state of Victoria and funded by the Australian Research Council. It is investigating the learning needs of pupils who are absent from school for prolonged or intermittent periods owing to chronic illness yet continue with their school studies. An emerging understanding of the significant difference between computer-mediated contact for mere information exchange and communication for teaching and learning has led to a consideration of socio-cultural perspectives on effective mathematical learning and a focussed investigation of technologies able to facilitate them. Early data have demonstrated the potential of videoconferencing, online whiteboarding and interactive whiteboard application sharing, but which require particular resources, aligned infrastructure and teacher support. This article explores issues surrounding the use of such technologies for collaborative mathematical learning in a context where online interaction is being considered for the learning support of pupils unable to attend school.

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“…This can be because they are perceived as lacking capacity to consent for themselves, or as requiring greater 'effort' or resources to facilitate such processes. Research has consistently shown that children and young people with complex needs, for example, are able to express views in many diverse ways (Mutua and Swadener 2015;Lightfoot, Mukherjee and Sloper 2001;Sullivan, Fulme and Zigmond 2001). The issue here is not the child or young person themselves, but, rather, may be due to fear or lack of understanding on the part of the researcher and/or a tendency for adults surrounding marginalised children and young people to be over-protective.…”

Section: Inclusionmentioning

confidence: 99%

Respecting and fulfilling the right of post-primary pupils to consent to participate in trials and evaluative research: a discussion paper

Maguire

Byrne

Kehoe³

2016

International Journal of Research & Method in Education

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This paper provides an introduction to issues surrounding the participation rights of young people in research and the implications of their growing involvement in research as well as providing a discourse on the ethical implications related to consent. The unique contribution of this paper is that it considers children's rights in respect to the increasing opportunities for young people to take part in evaluation research. The aim of this paper, therefore, is to acknowledge the growing involvement for young people in research and the implications of ensuring that their rights of participation are respected. Secondly we will consider the children's rights legislation and our obligations as researchers to implement this. Finally we will explore consent as an issue in its own right as well as the practicalities of accessing participants. This paper will postulate that any research about young people should involve and prioritise at all stages of the research process; including participation in decision-making.We conclude by identifying five key principles, which we believe can help to facilitate the fulfilment of post-primary pupils' ability to consent to participate in trials and evaluative research. evaluative research has brought with it increased opportunities for children and young people to be involved in research that will shape their future and that of their peers (Bourke and Loveridge 2014), through, for example, trials in socio-emotional learning, sex education, 2 literacy, numeracy, and physical activity. A systematic review conducted on the occurrence of trials in education since the 1980s has found a huge increase in published trials in the past ten years with around 100 educational trials published each year (Connolly 2015). Whilst the majority of these trials were conducted in North America, around 30% were based in Europe (Connolly 2015). School-based trials are accompanied by a range of general and specific ethical issues such as confidentiality, sampling, data storage, secondary data analysis and consent. These can take on added significance when children and young people are involved. IntroductionChildren and young people are, in legal terms, viewed as 'minors' who are 'vulnerable' and in need of safeguarding (Bos et al., 2013). In contrast to most research with adults, research with children and young people can be subject to multiple and hierarchical layers of consent in the form of school-based institutional gatekeepers and parental/guardian permissions (Gallagher et al., 2010). The extent to which children and young people can genuinely express willingness to take part and/or have the freedom to refuse to take part in evaluative research can thus risk becoming blurred.

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School: The Normalizing Factor for Children With Childhood Leukemia; Perspectives of Young Survivors and Their Parents

Cited by 23 publications

References 16 publications

The Return to the Community After Cancer Treatment: From Safety to Reality Check

The Return to the Community After Cancer Treatment: From Safety to Reality Check

Academic continuity through online collaboration: mathematics teachers support the learning of pupils with chronic illness during school absence

Respecting and fulfilling the right of post-primary pupils to consent to participate in trials and evaluative research: a discussion paper

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