Faulkner Rachael, Trenchard Sian, Taylor Catherine, Murray Craig D
Wythenshawe Hospital, Manchester University NHS FT, GB.
Royal Manchester Children's Hospital, Manchester University NHS FT, GB.
Contin Educ. 2021 Sep 1;2(1):109-120. doi: 10.5334/cie.33. eCollection 2021.
This study explored the secondary school transition experiences of children with cleft lip and/or palate (CL/P). Data were collected via semi-structured interviews and analysed using interpretative phenomenological analysis (IPA). Participants were recruited from a National Health Service (NHS) specialist cleft service covering a large geographical area in the United Kingdom. Six participants with CL/P (aged 11-12 years old) in their first 12 months following transition to secondary school were interviewed. Four themes describe participants' transition experiences: (a) managing and valuing difference: the impact on self-worth and identity; (b) managing and valuing difference within the social context; (c) disclosure and the process of informing others about CL/P; and (d) developing positive peer relationships. Children with CL/P experience several psychosocial challenges during the transition to secondary school. Professionals involved with working with and supporting these children (and their families), such as psychologists, school nurses or wellbeing staff, child psychiatrists, social workers, mental health nurses and paediatricians, should attend to these issues when preparing for this transition in order to foster resilience and adjustment.
本研究探讨了唇腭裂（CL/P）患儿从小学过渡到中学的经历。通过半结构化访谈收集数据，并使用解释现象学分析（IPA）进行分析。参与者从覆盖英国大片地理区域的国民保健服务（NHS）专科唇腭裂服务机构招募。对6名在过渡到中学后的头12个月内患有唇腭裂（年龄在11 - 12岁）的参与者进行了访谈。四个主题描述了参与者的过渡经历：（a）管理和重视差异：对自我价值和身份的影响；（b）在社会背景中管理和重视差异；（c）披露以及向他人告知唇腭裂情况的过程；（d）建立积极的同伴关系。唇腭裂患儿在过渡到中学期间会经历一些心理社会挑战。与这些儿童（及其家庭）合作并提供支持的专业人员，如心理学家、学校护士或健康工作人员、儿童精神科医生、社会工作者、精神科护士和儿科医生，在为这一过渡做准备时应关注这些问题，以培养适应能力和促进调整。
