Improving the Quality of Life of Cancer Survivors in School: Consensus Recommendations Using a Delphi Study
Santiago Galán,
Catarina Tomé-Pires,
Rubén Roy,
Elena Castarlenas,
Mélanie Racine,
Mark P. Jensen,
Jordi Miró
Affiliations
Santiago Galán
Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain—ALGOS, Research Center for Behavior Assessment (CRAMC), Chair in Pediatric Pain Universitat Rovira i Virgili-Fudación Grünen-thal, Department of Psychology, 43007 Tarragona, Catalonia, Spain
Catarina Tomé-Pires
Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain—ALGOS, Research Center for Behavior Assessment (CRAMC), Chair in Pediatric Pain Universitat Rovira i Virgili-Fudación Grünen-thal, Department of Psychology, 43007 Tarragona, Catalonia, Spain
Rubén Roy
Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain—ALGOS, Research Center for Behavior Assessment (CRAMC), Chair in Pediatric Pain Universitat Rovira i Virgili-Fudación Grünen-thal, Department of Psychology, 43007 Tarragona, Catalonia, Spain
Elena Castarlenas
Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain—ALGOS, Research Center for Behavior Assessment (CRAMC), Chair in Pediatric Pain Universitat Rovira i Virgili-Fudación Grünen-thal, Department of Psychology, 43007 Tarragona, Catalonia, Spain
Mélanie Racine
Clinical and Neurological Sciences Department, Schulich School of Medicine & Dentistry, Western University, London, ON J3Y 7H7, Canada
Mark P. Jensen
Department of Rehabilitation Medicine, University of Washington, Seattle, WA 98104, USA
Jordi Miró
Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain—ALGOS, Research Center for Behavior Assessment (CRAMC), Chair in Pediatric Pain Universitat Rovira i Virgili-Fudación Grünen-thal, Department of Psychology, 43007 Tarragona, Catalonia, Spain
Successful school re-entry is important for children following cancer treatment. However, this process is a challenge for teachers. Objectives: To identify (1) the difficulties and needs that teachers have in helping youth cancer survivors be successful in school, (2) the most effective resources that teachers are currently using for helping them, and (3) the ideal contents for a program that could help teachers in this area. Methods: Twenty-eight teachers participated in a Delphi study. Results: A lack of knowledge regarding how to best help and having to deal with the student’s problems were identified as difficulties. Specific training, psychological support, and advice from health professionals were the most commonly reported needs. Maintaining contact with the family and the students and providing personalized attention were viewed as the most useful resources. Finally, knowledge about the disease itself and how to facilitate successful school re-entry were identified as important program components. Conclusion: The findings provide important new information regarding the lack of both resources and support for teachers who seek to help youth cancer survivors. The findings can be used to inform the development of an intervention to help teachers become more successful in facilitating successful school re-entry.
