Severity of pediatric pain in relation to school-related functioning and teacher support: An epidemiological study among school-aged children and adolescents

Vervoort, Tine; Logan, Deirdre E.; Goubert, Liesbet; Clercq, Bart De; Hublet, Anne

doi:10.1016/j.pain.2014.02.021

Cited by 105 publications

(125 citation statements)

References 59 publications

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“…Studies using the Graded Chronic Pain Scale of von Korff and colleagues (1992) have shown that 7.5% to 8.4% of adults reporting persistent (back) pain (Goubert et al, 2004a;Reid et al, 2011;Häuser et al, 2014) function well with high-intensity pain. As well, a recent study in 10650 schoolchildren showed that 19% of children reported pain of high intensity but low disability (Vervoort et al, 2014).…”

Section: Introductionmentioning

confidence: 81%

“…Recently, the role of partners in promoting positive functioning in individuals with chronic pain has received research attention (e.g., Taylor et al, 2013;Kindt et al, 2015;. Other studies have looked at psychological flexibility in parents (McCracken and Gauntlett-Gilbert, 2011;Wallace et al, 2015) and teacher support (Vervoort et al, 2014) as a buffer against negative outcomes in children with pain. The recently proposed dual-factor model of risk and resilience in the context of pediatric pain, the Ecological Resilience-Risk Model may promote future research endeavors in this area (Cousins et al, 2015).…”

Section: Future Challengesmentioning

confidence: 99%

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Towards a science and practice of resilience in the face of pain

Goubert

Trompetter

2017

European Journal of Pain

131

135

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. Electronic mail may be sent to Liesbet.Goubert@UGent.be. Conflicts of interestThe authors declare to have no conflicts of interest. 2 Statement of "significance":What does this review add? The resilience approach put forward in this review spotlights sustainability of positive outcomes (e.g. engagement in meaningful activities) in the presence of pain as an outcome to pursue beyond recovery of negative outcomes. We illuminate the evidence-base and practical application of promising resilience mechanisms (positive emotions, psychological flexibility, needs satisfaction).3 Abstract Background and Objective: The primary objective of this paper is to discuss how a resilience approach to (chronic) pain may advance our current understanding of (mal)adaptation to pain. Different resilience perspectives are described, and future challenges for research, prevention and treatment of (chronic) pain are discussed. Databases and Data Treatment:Literature searches were performed in Web of Science and PubMed to identify relevant literature on risk and resilience in the context of pain. Results:Resilience can be best defined as the ability to restore and sustain living a fulfilling life in the presence of pain. The Psychological Flexibility Model, the Broaden-and-Build Theory, and Self-Determination Theory are described as theories that may provide insight into resilience within the context of (chronic) pain. Conclusions:We describe how a resilience paradigm shifts the outcomes to pursue in pain research and intervention and argue the need for including positive outcomes in addition to negative outcomes. Psychological flexibility, positive affect and basic psychological needs satisfaction are described as potentially important resilience mechanisms with the potential to target both sustainability and recovery from pain. A resilience approach to chronic pain may have important implications for the prevention and treatment of chronic pain problems, as it may give specific indications on how to empower patients to continue living a fulfilling life (in the presence of pain).4

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Section: Introductionmentioning

confidence: 81%

Section: Future Challengesmentioning

confidence: 99%

Towards a science and practice of resilience in the face of pain

Goubert

Trompetter

2017

European Journal of Pain

131

135

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“…According to Logan et al ,24 a dualistic approach by teachers to the pain experienced by adolescents may shape the role teachers adopt when responding to the pain shown by adolescents, and this approach may differ from the biopsychosocial approach of teachers in our study. Vervoort et al 5 report that teacher support of students increases competence and autonomy to directly facilitate school-related outcomes, as well as to potentially protect vulnerable children, particularly those with the most severe pain problems, from poorer school-related outcomes (eg, increased absenteeism). This shows that the teacher plays an important role in supporting the adolescents, and in helping them to cope with the pain problems.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, self-reported pain increases with age, and older children report more pain than younger children do 13 5–7 In a cross-sectional study of 569 Norwegian children (10–15 years old), 73% reported problems with episodic pain 7. Haraldstad et al 3 found episodic problems with pain in 60% of children and adolescents aged 8–18 years, with 21% reporting duration of pain of more than 3 months.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers’ support and understanding of pain might influence the adolescents’ management of pain and school-related functioning 5. Logan et al 24 found that teachers tended to endorse a dualistic (eg, physical or psychological) model for pain rather than a biopsychosocial model, which implies that the teachers viewed the causes of illness as either physical or psychological.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ experiences of adolescents’ pain in everyday life: a qualitative study

et al. 2015

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ObjectivesMore adolescents report pain now than previously. In Norway, episodic pain problems have been reported by 60% of children and adolescents aged 8–18 years, with 21% reporting duration of pain of more than 3 months. Since adolescents spend much time at school, the attitude and behaviour of teachers play important roles regarding the experience of pain felt by adolescents in everyday life. Yet research on how teachers perceive the pain experienced by adolescents in a school setting is limited. We therefore seek to gain insight to teachers’ classroom experiences with (1) adolescent's self-reported pain symptoms; (2) adolescents management of their pain and (3) how to help adolescents manage their pain.SettingTeachers in 5 junior high schools in Norway representing municipalities in 3 rural areas and 2 cities.Research designA qualitative study with an explorative design comprising 5 focus group interviews. Each group consisted of 3–8 junior high school teachers. A semistructured interview guide was used to cover the issues. The transcribed text was analysed with qualitative content analysis.Participants22 teachers participated (5 men, 17 women; age range 29–62 years) with teaching experience ranging from 3 to nearly 40 years.ResultsThe main theme describing the experience of teachers with adolescents’ pain in everyday life is that pain and management of pain is a social, physical and psychological interwoven phenomenon. Through empirical analyses, 3 subcategories emerged: (1) everyday pain—expressing strenuous life; (2) managing pain—escaping struggle and (3) strategies of teachers—support and normalisation.ConclusionsTeachers have a biopsychosocial understanding and approach to pain experienced by adolescents. This understanding influences the role of teachers as significant others in the lives of adolescents with regard to pain and management of their pain in a school setting.

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