Tools of the trade to address schooling related communication needs after childhood cancer: A mini-review with consideration of health disparity concerns

Paré‐Blagoev, E. Juliana; Ruble, Kathy; Jacobson, Lisa A.

doi:10.1053/j.seminoncol.2020.02.003

Cited by 5 publications

(6 citation statements)

References 26 publications

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“…It is essential to gain a diverse range of parent perspectives, as survivors from diverse racial and ethnic groups report more neurocognitive symptoms from cancer treatment [ 50 ] and are at risk for worse educational outcomes than their White peers [ 68 , 69 ]. Future research should focus on reporting parent experiences with receiving school integration support while considering the influence of race/ethnicity as well as other social determinants of health [ 70 ]. Researchers may consider integrating our proposed model with others, such as Bronfenbrenner’s social ecological approach and Kazak’s social ecological model applied to child health [ 71 ], to understand parent experiences of school integration support within the context of social determinants of health.…”

Section: Discussionmentioning

confidence: 99%

Integrative review of school integration support following pediatric cancer

et al. 2022

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Purpose This study aims to understand parents’ experiences of school integration support for their child’s transition to K-12 schooling during or after cancer treatment. Methods This integrative literature review used PubMed, CINAHL, PsycINFO, and Embase databases and included articles from January 2000 to July 2022 describing parent experiences with support from healthcare providers, school faculty/systems, and school integration programs. This review was guided by an adapted School Re-Entry Model and used constant comparison to identify common themes and guide synthesis. The Johns Hopkins Evidence and Quality Guide was used to appraise article quality and level of evidence. Results Thirty-five articles were included in the final review: seventeen qualitative, fourteen quantitative, and four mixed or multi-method designs. Parents reported experiences receiving support from healthcare providers, school faculty/systems, school integration programs, and “other” sources. Parents reported both facilitators and barriers to communication, knowledge, and the process of receiving school integration support. Conclusions Parents found neuro/psychologists highly supportive but reported limited support from other healthcare providers. Most parents reported mixed experiences with school faculty and reported many barriers to school system support. Parents reported positive experiences with school integration programs; however, limited programs were available. Implications for Cancer Survivors Future programs and research should focus on addressing identified barriers and facilitators of school integration support. Further work is also needed to understand a wider range of parent experiences during school integration. Supplementary Information The online version contains supplementary material available at 10.1007/s11764-022-01276-y.

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Section: Discussionmentioning

confidence: 99%

Integrative review of school integration support following pediatric cancer

et al. 2022

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“…39 Several recent reviews reveal both limited patient or parent and provider communication about broader survivorship or late effect concerns 40 and few evidence-based supports for patient or parent and provider communication about education-related concerns. 41 As access to formal school liaison programming remains inconsistent across settings, it will be critical to implement communication strategies and routines that ensure parents, schools, and medical providers have a shared knowledge of educationally relevant needs of survivors and the procedures for proactively obtaining access to needed services. Communication must also be ongoing to ensure that services adequately address the needs of survivors, particularly as developmental and schooling needs inevitably change over time.…”

Section: Discussionmentioning

confidence: 99%

Systematic Review of Educational Supports of Pediatric Cancer Survivors: Current Approaches and Future Directions

Marchak

Devine

Hudson

et al. 2021

JCO

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“…In addition, the populations that access these centres are diverse in their ethnic, cultural, social and economic background. Access to interpreting and advocacy services to facilitate participation will be sourced [ 39 ]. Invited participants will be children at multiple stages of their treatment trajectory and their parents.…”

Section: Methodsmentioning

confidence: 99%

Access to and experience of education for children and adolescents with cancer: a scoping review protocol

et al. 2021

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Background Cancer diagnosis in childhood or adolescence impacts significantly on school attendance, experience and educational outcomes. While there is longstanding recognition in clinical practice that these effects span the whole illness trajectory and continue beyond treatment completion, further clarity is required on the specific barriers and facilitators to education during cancer treatment and beyond, as well as on the experiences of children and adolescents across the full range of education settings (hospital, home, virtual, original school of enrolment), in order to determine which interventions are successful in improving access and experience from their perspective. The aim of this review is to identify what is known from the existing literature about access to and experience of education for children and adolescents with cancer during and post treatment. Methods We have planned a scoping literature review searching the following databases from inception onwards: MEDLINE (Ovid), Embase and Embase Classic, Web of Science Core Collection, Education Resources Index, Sociological Abstracts, APA PsycINFO, SCOPUS, CINAHL Plus, Emcare and The Cochrane Library. In addition, DARE, conference abstracts, key journals, and institutional websites will be searched. Arksey and O’Malley’s six-step process will be followed, including a consultation exercise. Studies, reports and policies from any country providing care and treatment for children and adolescents with cancer published in English will be considered eligible for inclusion. Two reviewers will independently screen all citations, full-text articles and abstract data. A narrative summary of findings will be conducted. Data analysis will involve quantitative (e.g., frequencies) and qualitative (e.g., content and thematic analysis) methods. Discussion This is a timely examination given the increased incidence of childhood cancer, more intensive treatment regimens and improved survival rates for childhood cancer. The inclusion of a substantive consultation exercise with families and professionals will provide an important opportunity to examine the scoping review outputs. Findings will assist the childhood cancer community in developing a comprehensive evidence-based understanding of a significant associated bio-psychosocial impact of cancer diagnosis and treatment and will form the first step towards developing effective interventions and policies to mitigate identified detrimental effects. Systematic review registration Open Science Framework (osf/io/yc4wt)

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Tools of the trade to address schooling related communication needs after childhood cancer: A mini-review with consideration of health disparity concerns

Cited by 5 publications

References 26 publications

Integrative review of school integration support following pediatric cancer

Integrative review of school integration support following pediatric cancer

Systematic Review of Educational Supports of Pediatric Cancer Survivors: Current Approaches and Future Directions

Access to and experience of education for children and adolescents with cancer: a scoping review protocol

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