Social competence in pediatric brain tumor survivors: Application of a model from social neuroscience and developmental psychology

Hocking, Matthew C.; McCurdy, Matthew R.; Turner, Elise; Kazak, Anne E.; Noll, Robert B.; Phillips, Peter C.B.; Barakat, Lamia P.

doi:10.1002/pbc.25300

Cited by 78 publications

(73 citation statements)

References 89 publications

(144 reference statements)

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“…Consistent with prior literature [15], caregivers highlighted the direct and indirect influences of insult-related factors on survivor SIP and social interactions. Caregivers discussed how insult-related factors affect survivors’ ability to engage in social activities, as well as how neurodevelopmental late effects impact survivor performance in social situations.…”

Section: Discussionsupporting

confidence: 83%

“…Three themes were identified that are consistent with the social competence model and broader social ecological theory [15]. Themes include individual survivor factors and issues relevant to other systems affecting the survivor, including the family and broader social context.…”

Section: Resultsmentioning

confidence: 99%

“…A model of social competence for childhood brain disorder (Figure 1) [8] provides a framework for enhancing our understanding of PBTS social functioning [15]. The model is grounded in developmental psychology and social cognitive neuroscience and emphasizes the role of neurocognitive function and social cognition abilities [8, 16].…”

mentioning

confidence: 99%

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Caregiver perspectives on the social competence of pediatric brain tumor survivors

Hocking

Quast

Brodsky

et al. 2017

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Pediatric brain tumor survivors are at risk for significant difficulties related to social competence. Little research has examined factors that contribute to survivor social problems. Purpose The current study is grounded in a model of social competence for youth with brain disorder and used qualitative and quantitative methods to obtain caregiver perspectives on survivor social competence and identify pertinent risk and resistance factors. Methods The study occurred in two phases, including focus groups with 36 caregivers of 24 survivors and confirmatory interviews with 12 caregivers of 12 survivors. Results Qualitative content analyses resulted in three themes that were illustrative of the model of social competence. Themes included 1) the impact of survivor sequelae on social function; 2) the role of family in evaluating and promoting survivor social development; and 3) the match between the survivor’s social context and developmental needs. Quantitative data supported the associations between survivor social skills, survivor executive function and family functioning. Conclusions Overall, findings underscore the influence of risk and resistance factors across different systems on survivor social competence and suggest directions for future research and intervention efforts.

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Section: Discussionsupporting

confidence: 83%

Section: Resultsmentioning

confidence: 99%

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Caregiver perspectives on the social competence of pediatric brain tumor survivors

Hocking

Quast

Brodsky

et al. 2017

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“…23, 26 AYA childhood brain tumor survivors can, therefore, experience profound social disconnections and suffer in social interactions with their peers. 27 AYA childhood brain tumor survivors also demonstrate more difficulty with social functioning as they age and most are more likely to become socially isolated.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Adolescent and Young Adult Survivors of Childhood Brain Tumors

et al. 2016

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Background To date there are few studies that examine the perspectives of older survivors of childhood brain tumors who are living with their families in terms of their sense of self and their role in their families. Objective To describe how adolescent and young adult survivors (AYA) of childhood brain tumors describe their HRQOL, that is their physical, emotional, and social functioning. Methods This qualitative descriptive study included a purposive sample of 41 AYA survivors of a childhood brain tumor who live with their families. Home interviews were conducted using a semi-structured interview guide. Directed content analytic techniques were used to analyze data using HRQOL as a framework. Results This group of brain tumor survivors described their everyday lives in terms of their physical health, neurocognitive functioning, emotional health, social functioning, and self-care abilities. Overall, survivors struggle for normalcy in the face of changed functioning due to their cancer and the (late) effects of their treatment. Conclusions Neurocognitive issues seemed most compelling in the narratives. The importance of families went beyond the resources, structure, and support for functioning. Their families provided the recognition that they were important beings and their existence mattered to someone. Implications for Practice The value and complexity of care coordination was highlighted by the multifaceted needs of the survivors. Advocacy for appropriate and timely educational, vocational, and social support is critical as part of comprehensive cancer survivorship care.

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“…1 Unfortunately, children with brain tumors often report social strains associated with disruptions and daily hassles (i.e., activity limitations, fatigue, missing school, learning problems, teasing). 2–4 Teachers, parents, and peers describe brain tumor survivors as a group as having deficits in social competence and problems making friends compared with peers and normative data. 3,5–9 Evidence also suggests that survivors may underestimate peer relationship difficulties compared with healthy children.…”

Section: Introductionmentioning

confidence: 99%

Social Competence in Childhood Brain Tumor Survivors: Feasibility and Preliminary Outcomes of a Peer-Mediated Intervention

Devine¹,

Bukowski

Sahler

et al. 2016

J Dev Behav Pediatr

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Objective Evaluate the acceptability, feasibility, and preliminary outcomes of a peer-mediated intervention to improve social competence of brain tumor survivors and classmates. Methods Twelve childhood brain tumor survivors and 217 classroom peers in intervention (n = 8) or comparison (n = 4) classrooms completed measures of social acceptance and reputation at two time points in the year. The intervention (5–8 sessions over 4–6 weeks) taught peer leaders skills for engaging classmates. Individual and classroom outcomes were analyzed with ANCOVA. Results Recruitment rates of families of brain tumor survivors (81%) and schools (100%) were adequate. Peer leaders reported satisfaction with the intervention. Preliminary outcome data trended toward some benefit in increasing the number of friend nominations for survivors of brain tumors but no changes in other peer-reported metrics. Preliminary results also suggested some positive effects on classroom levels of victimization and rejection. Conclusions A peer-mediated intervention was acceptable to families of brain tumor survivors and feasible to implement in schools. Findings warrant a larger trial to evaluate improvements for children with brain tumors and their peers.

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Social competence in pediatric brain tumor survivors: Application of a model from social neuroscience and developmental psychology

Cited by 78 publications

References 89 publications

Caregiver perspectives on the social competence of pediatric brain tumor survivors

Caregiver perspectives on the social competence of pediatric brain tumor survivors

Adolescent and Young Adult Survivors of Childhood Brain Tumors

Social Competence in Childhood Brain Tumor Survivors: Feasibility and Preliminary Outcomes of a Peer-Mediated Intervention

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