SIOP working committee on psychosocial issues in pediatric oncology: Guidelines for school/education

Masera, Giuseppe; Jankovic, Momcilo; Deasy‐Spinetta, Pat; Adamoli, L; Arush, Myriam Weyl Ben; Challinor, Julia; Chesler, Mark A.; Colegrove, Robert; Dongen-Melman, Jeanette Van; McDowell, Heather; Eden, Tim; Epelman, Claudia; Kingma, Annette; Jones, P.L.; Nesbit, Mark E.; Reynolds, Heidi W.; Schüler, D.; Stevens, Michaël C.G.; Vasankari‐Vayrynen, Leena; Wilbur, Jordan R.; Spinetta, John J.

doi:10.1002/mpo.2950250602

Cited by 27 publications

(18 citation statements)

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“…The need for better Australian school re‐entry service guidelines should be addressed through the development of a steering committee of education and health professionals. International guidelines that meet the standards of educational care are available, but they contain other service gaps to be addressed and must be tailored to the unique needs of children and parents in the educational, medical and legislative context of Australia . The steering committee should: Identify and address the unique educational needs of Australian children and adolescents diagnosed with cancer, as well as the needs of their parents, educators and paediatric oncology teams; Synthesise current practices and guidelines to develop comprehensive guidance resources for children, parents, educators and paediatric oncology teams; and Monitor the implementation and effectiveness of the guidelines by evaluating practices in education and medical settings in terms of the educational and psychosocial outcomes of children and adolescents. …”

Section: Methodsmentioning

confidence: 99%

“…In 2015, Thompson and colleagues led an expert multidisciplinary collaboration between American oncology, psychosocial and education specialists to review the school re‐entry service literature and establish the international benchmark for standards of educational care . These standards of educational care inform school re‐entry guidelines that currently exist in American and European paediatric haematology/oncology organisations …”

mentioning

confidence: 99%

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Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Lum

Donnan

Wakefield

et al. 2017

J Paediatrics Child Health

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The educational implications of childhood cancer treatment can be significant, adverse and diverse. Treatment side effects include poor concentration and attention, fatigue, social isolation and mobility difficulties. Treatment implications often require targeted support to prevent long-term consequences, such as failing school grades or school dropout. School re-entry services are particularly important to facilitate communication between hospital, home and school to inform school staff about the child's condition, progress and educational needs. In 2015, Thompson and colleagues led an expert multidisciplinary collaboration between American oncology, psychosocial and education specialists to review the school re-entry service literature and establish the international benchmark for standards of educational care.1 These standards of educational care inform school re-entry guidelines that currently exist in American and European paediatric haematology/oncology organisations. 2-5Australian documents on childhood cancer and schooling exist, 6-10 but researchers have identified variation in key school re-entry components, 11,12 and the documents do not appear to meet the standards of educational care set out by Thompson and colleagues. Australian children diagnosed with cancer miss significant periods of school during cancer therapy, which can last for up to 2 years. 13 Their families and education and oncology organisations have been advocating for improved and consistent school re-entry services for some time. 6,11-13 Continued action and advocacy at the hospital and school level will encourage the government to recognise this issue and dedicate funds accordingly. We aim to highlight the gaps within current Australian policies and practices and provide recommendations based on international practices to develop comprehensive guidelines for children, parents, educators and paediatric oncology teams. MethodologyTo meet our aims, we:• Reviewed the national and international academic literature;• Compared current state, federal and international educational policies and practices with the benchmark standards; and• Conducted semi-structured interviews with one current and one previous school psychologist (two; NSW), one parent of a child cancer survivor (NSW), one government (WA) and four non-government support providers (three; NSW, one; National). The benchmarkThompson and colleagues critically reviewed 17 articles from the past 20 years that focused on children's, parents', teachers' and clinicians' perspectives of school re-entry services for school-aged children diagnosed with cancer. 1 While the literature was limited by low-quality studies, it showed consistent support for school re-entry services. Good school re-entry services can help maintain academic performance, school engagement and peer relationships, which can improve graduation outcomes and mental health.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Lum

Donnan

Wakefield

et al. 2017

J Paediatrics Child Health

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“…The Association of Pediatric Hematology Oncology Educational Specialists (APHOES) and the International Society of Paediatric Oncology (SIOP) recommend that school support for students with cancer begin at diagnosis, that school reentry programs be offered, and that clear communication between school and hospital personnel be ongoing . Despite these recommendations, an evidence‐based standard of care has not yet been established.…”

Section: Introductionmentioning

confidence: 99%

Academic Continuity and School Reentry Support as a Standard of Care in Pediatric Oncology

Thompson

Christiansen

Elam

et al. 2015

Pediatric Blood & Cancer

119

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Clinicians agree that return to school after diagnosis promotes the positive adjustment of children and adolescents with cancer; however, the school reentry process can present challenges. The aim of this review was to critically evaluate the literature on school reentry support for youth with cancer. Seventeen publications were identified. School reentry services were well-received by families and educators; increased teacher and peer knowledge about childhood cancer; influenced peer and educator attitudes toward the patient; and improved communication and collaboration between patients/families, school, and the healthcare team. Evidence supports a strong recommendation for school reentry support for youth with cancer.

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“…Τα εκπαιδευτικά προγράμματα που εφαρμόζονται στο νοσοκομείο, ειδικά όταν αφορούν παιδιά που πάσχουν από σοβαρά νοσήματα όπως ο καρκίνος, πρέπει να προσαρμόζονται στην κλινική κατάσταση του εκάστοτε παιδιού (Masera et al, 1995). Αυτή αποτελεί μια από τις σημαντικές αρχές της Διεθνούς Κοινότητας Παιδιατρικής Ογκολογίας Το πρόγραμμα διήρκησε 5 μήνες και περιελάμβανε τόσο την εκπαίδευση του παιδιού μέσα στο νοσοκομείο όσο και την προετοιμασία επανόδου στο σχολείο του.…”

Section: περιεχόμενο των εκπαιδευτικών προγραμμάτων: ο ρόλος του παιχunclassified

Η Εμπειρία Της Νοσηλείας Και Η Επιστροφή Στο Σχολείο: Θέματα Εκπαίδευσης Και Προσαρμογής Του Παιδιού

Μπρουσκέλη¹

2013

HJRE

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SIOP working committee on psychosocial issues in pediatric oncology: Guidelines for school/education

Cited by 27 publications

References 0 publications

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

Academic Continuity and School Reentry Support as a Standard of Care in Pediatric Oncology

Η Εμπειρία Της Νοσηλείας Και Η Επιστροφή Στο Σχολείο: Θέματα Εκπαίδευσης Και Προσαρμογής Του Παιδιού

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