Long Lori A, Wodrich David L, Levy Roy, Etzl Michael M, Gieseking Annie T
School Psychology, Arizona State University, Tempe, AZ 85287-0101, USA.
J Child Health Care. 2010 Mar;14(1):111-25. doi: 10.1177/1367493509355531. Epub 2010 Feb 10.
The purpose of this pilot study was: (1) to determine how students surviving brain tumors (BTs) perceive their teachers' responses to them, their own academic performance, and their interactions with peers at school using a new measure; and (2) to describe students' retrospective perceptions of schooling while undergoing treatment. Using a sample of 22 students treated for a BT (ages 9-18) and 22 comparison (ages 8-19), no significant BT-control group differences regarding perceptions of teacher response, academic performance, and interactions with peers at school were found. Generally, students with BTs reported positive school experiences during treatment including favorable perceptions of their teachers' effectiveness, enjoyment of schoolwork, and the quality of their schooling. Additionally, they felt that completing schoolwork during treatment was important. The results of this study may provide insight into the perceived psychosocial adjustment and academic performance of students with BTs during and after treatment.
（1）使用一种新方法来确定脑肿瘤（BT）幸存者学生如何看待教师对他们的反应、自己的学业成绩以及他们在学校与同伴的互动；（2）描述学生在接受治疗期间对学校教育的回顾性看法。以22名接受BT治疗的学生（9 - 18岁）和22名对照学生（8 - 19岁）为样本，未发现BT组与对照组在教师反应、学业成绩以及在学校与同伴互动的看法上存在显著差异。总体而言，患有BT的学生报告在治疗期间有积极的学校经历，包括对教师效能的良好看法、对学业的喜爱以及学校教育的质量。此外，他们觉得在治疗期间完成学业很重要。这项研究的结果可能有助于深入了解患有BT的学生在治疗期间及之后的心理社会适应和学业表现。
