Peer relationships of bereaved siblings and comparison classmates after a child's death from cancer
adolescent; Child; Female; Humans; Male; bereavement; Neoplasms; Interpersonal Relations; Siblings; Peer Group; social support; Age Factors; Sex Factors; Schools; Social Behavior; sibling bereavement
OBJECTIVES: To compare peer relationships among bereaved siblings and matched classmates, and to examine gender, grade level, and time since death as moderators. METHODS: Families were recruited from cancer registries at four hospitals 3-12 months after a child's death. Measures of social behavior and peer acceptance were completed by children in the classrooms of 105 bereaved siblings (ages 8-17 years). Teachers also reported on children's social behavior. Three classmates were matched for gender, race, and age to each bereaved sibling to form a comparison group (n = 311). RESULTS: Teachers reported bereaved siblings were more prosocial than comparison classmates. Peers perceived bereaved boys as more sensitive-isolated and victimized, while bereaved siblings in elementary grades were perceived by peers as less prosocial, more sensitive-isolated, less accepted, and as having fewer friends. Peers and teachers viewed bereaved siblings in middle/high school grades as higher on leadership-popularity. CONCLUSIONS: Bereaved siblings who were male and in elementary grades were more vulnerable to social difficulties, while those in middle/high school may exhibit some strengths. Ongoing research to inform the development of interventions for bereaved siblings is warranted.
Gerhardt CA; Fairclough DL; Grossenbacher JC; Barrera M; Gilmer MJ; Foster TL; Compas BE; Davies B; Hogan NS; Vannatta K
Journal Of Pediatric Psychology
2012
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
Journal Article
<a href="http://doi.org/10.1093/jpepsy/jsr082" target="_blank" rel="noreferrer">10.1093/jpepsy/jsr082</a>
Into the water--the clinical clerkships
Humans; Physician-Patient Relations; Massachusetts; Curriculum; Schools; Medical; empathy; Students; Teaching/methods; Clinical Clerkship/methods; Medical/psychology; Mentors
Treadway K; Chatterjee N
The New England Journal Of Medicine
2011
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
Journal Article
<a href="http://doi.org/10.1056/NEJMp1100674" target="_blank" rel="noreferrer">10.1056/NEJMp1100674</a>
An update on master's degrees in medical education
Humans; Education; Curriculum; Schools; Medical; Graduate; Developed Countries; Information Storage and Retrieval
Planning and implementing educational programs in medicine optimally requires a background in educational theory and practice. An aven
2005
Cohen R; Murnaghan L; Collins JJ; Pratt D
Medical Teacher
2005
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
Journal Article
<a href="http://doi.org/10.1080/01421590500315170" target="_blank" rel="noreferrer">10.1080/01421590500315170</a>
Teachers communicating about life-limiting conditions, death and bereavement
life-limiting illness; children; cancer; health; Education & Educational Research; pupils; schools; emotional labour; medical; teachers
The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed a number of anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others, within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers' emotional well-being.
Robinson S; Ekins A; Durrant I; Summers K
Pastoral Care in Education
2018
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1080/02643944.2017.1422007" target="_blank" rel="noreferrer noopener">10.1080/02643944.2017.1422007</a>