Fryer L L, Saylor C F, Finch A J, Smith K E
Psychol Rep. 1989 Oct;65(2):563-6. doi: 10.2466/pr0.1989.65.2.563.
As more children with cancer survive, the importance of facilitating school reintegration as a part of maximizing the quality of life has become evident. Workshops have been presented to school personnel to acquaint them with the issues facing cancer patients and their families, but there are gaps in our knowledge of what school personnel really need or want to know. In this study, 18 teachers of children with cancer and 15 teachers with no prior contact with students with cancer completed a questionnaire designed to assess needs, beliefs, and priorities with regard to working with cancer patients in the classroom. Significant findings included: (a) a consensus that a certain core of information about medical/psychological issues would be useful, and presentation of such information by psychologists and medical personnel working with such families would be optimal; (b) teachers having cancer patients as students were less likely to see the adaptation of siblings as an important issue; (c) teachers associated working with a student with cancer with less stress and demands on their time than predictable from previous studies; and (d) cancer patients as a whole were rated as having fewer behavioral, emotional, and learning problems than randomly selected students without a major illness, suggesting a "halo effect" or contradiction of some literature. Preliminary findings are detailed and implications are discussed for those attempting to help teachers facilitate students' adjustment to school following diagnosis and treatment of cancer.
随着越来越多的癌症患儿存活下来，促进他们重返校园作为提高生活质量一部分的重要性已变得显而易见。已为学校工作人员举办了研讨会，以使他们了解癌症患者及其家庭所面临的问题，但我们对于学校工作人员真正需要或想了解的内容仍知之甚少。在这项研究中，18名曾教过癌症患儿的教师和15名此前未接触过癌症学生的教师完成了一份问卷，该问卷旨在评估在课堂上与癌症患者合作时的需求、信念和优先事项。重要发现包括：(a) 大家一致认为，关于医疗/心理问题的某些核心信息会很有用，由与这些家庭合作的心理学家和医务人员来提供此类信息是最佳选择；(b) 有癌症患者作为学生的教师不太可能将兄弟姐妹的适应视为一个重要问题；(c) 与先前研究预测的相比，教师认为与癌症学生合作给他们带来的压力和时间要求更少；(d) 总体而言，癌症患者被评为行为、情绪和学习问题比随机挑选的无重大疾病学生更少，这表明存在“光环效应”或与一些文献相矛盾。详细阐述了初步研究结果，并针对那些试图帮助教师促进学生在癌症诊断和治疗后适应学校生活的人讨论了其意义。
