Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-27T08:22:01.872Z Has data issue: false hasContentIssue false

Chapter 3 - Working with School-Age Children with Medical Concerns

Published online by Cambridge University Press:  18 January 2020

Kristin H. Kroll
Kristin H. Kroll
Affiliation:
Medical College of Wisconsin
Get access

Summary

This chapter focuses on reviewing common concerns that arise for school-age children, including but not limited to risk for certain types of accidents and injuries, nonproductive parenting styles, and difficulties communicating with peers about their chronic illness. Clinical vignettes are utilized to help illustrate clinical strategies for assisting parents with balancing safety concerns and allowing children to experience natural consequences, as well as providing example activities to help children discuss their illness with classmates on reentry into the classroom, common problems that may arise during clinical work with young children with medical problems. This section is then followed by a discussion of the formalized school accommodations that can be utilized to help a child successfully engage in the school curriculum. At the end of this chapter, resources are provided, with a sample 504 plan and key strategies when a child demonstrates school refusal.

Keywords

school systempeer communicationchronic illnessschool ageelementary schoolmiddle school
Type
Chapter
Information
Pediatric Psychology in Clinical Practice
Empirically Supported Interventions
 , pp. 39 - 52
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

AAA. (2018). Child Passenger Safety. Retrieved December 12, 2018, from https://drivinglaws.aaa.com/tag/child-passenger-safety/Google Scholar
Achiam-Montal, M. & Lipsitz, J. (2014). Does parental response to children’s pain moderate the association between pain severity and functional disability? An examination of noncardiac chest pain. Journal of Pediatric Psychology, 39(1), 35–44.Google Scholar
American Academy of Pediatrics. (1994). TIPP – The Injury Prevention Program. Retrieved from https://patiented.solutions.aap.org/handout-collection.aspx?categoryid=32033.Google Scholar
Anthony, K., Gil, K., & Schanberg, L. (2003). Brief report: parenting perceptions of child vulnerability in children with chronic illness. Journal of Pediatric Psychology, 28(3), 185–190.CrossRefGoogle ScholarPubMed
Armstrong, B., Mackey, E., & Streisand, R. (2011). Parenting behavior, child functioning, and health behaviors in pre-adolescents with type 1 diabetes. Journal of Pediatric Psychology, 36(9), 1052–1061.Google Scholar
Benson, A., Lambert, V., Gallagher, P., Shahwan, A., & Austin, J. (2015). “I don’t want them to look at me and think of my illness, I just want them to look at me and see me”: child perspectives on the challenges associated with disclosing an epilepsy diagnosis to others. Epilepsy and Behavior, 53, 83–91.CrossRefGoogle ScholarPubMed
Berlin, K., Sass, D., Davies, W., Reupert, S., & Hains, A. (2005). Brief report: parent perceptions of hypoglycemic symptoms of youth with diabetes; disease disclosure minimizes risk of negative evaluations. Journal of Pediatric Psychology, 30(2), 207–212.Google Scholar
Biebl, S., DiLalla, L., Davis, E., Lynch, K., & Shinn, S. (2011). Longitudinal associations among peer victimizations and physical and mental health problems. Journal of Pediatric Psychology, 36(8), 868–877.CrossRefGoogle ScholarPubMed
Boles, R., Roberts, M., Brown, K., & Mayes, S. (2005). Children’s risk-taking behaviors: the role of child-based perceptions of vulnerability and temperament. Journal of Pediatric Psychology, 30(7), 562–570.Google Scholar
Bradbury, K., Janicke, D., Riley, A., & Finney, J. (1999). Predictors of unintentional injuries to school-age children seen in pediatric primary care. Journal of Pediatric Psychology, 24(5), 423–433.Google Scholar
Bridges4kids.org. (2018). Article of Interest – Section 504. Retrieved December 8, 2018, from www.bridges4kids.org/articles/2004/4-04/SevierAcc.html.Google Scholar
Canter, K. & Roberts, M. (2012). A systematic and quantitative review of interventions to facilitate school reentry for children with chronic health conditions. Journal of Pediatric Psychology, 37(10), 1065–1075.Google Scholar
Centers for Disease Control and Prevention. (2015). CDC Childhood Injury Report. Retrieved December 1, 2018, from www.cdc.gov/safechild/child_injury_data.html.Google Scholar
Children with Diabetes. (2018). Sample 504 and IEP Plans. Retrieved December 18, 2018, from www.childrenwithdiabetes.com/504/.Google Scholar
Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: what works? School Psychology International, 28(4), 465–477.Google Scholar
Glover, D., Gough, G., Johnson, M., & Cartwright, N. (2000). Bullying in 25 secondary schools: incidence, impact, and intervention. Educational Research, 42, 141–156.CrossRefGoogle Scholar
Goldberg Center for Educational Planning. (2007). A Support Plan Comparison: IEP vs. 504. Retrieved December 9, 2018, from www.edconsult.org/hs-fs/hub/41331/file-14184103-pdf/docs/plan_comparison_iep_vs_504.pdf.Google Scholar
Green, M. & Solnit, A. (1964). Reactions to the threatened loss of a child: a vulnerable child syndrome. Pediatrics, 34(1), 58–66.CrossRefGoogle Scholar
Kaushansky, D., Cox, J., Dodson, C., McNeeley, M., Kumar, S., & Iverson, E. (2017). Living a secret: disclosure among adolescents and young adults with chronic illness. Chronic Illness, 13(1), 49–61.CrossRefGoogle Scholar
Kearney, C. (2008). School absenteeism and school refusal behavior in youth: a contemporary review. Clinical Psychology Review, 28(3), 451–471.Google Scholar
Kearney, C. & Spear, M. (2014). School refusal behavior. In Grossman, L. and Walfish, S. (eds.), Translating Psychological Research into Practice (pp. 83–85). Washington, DC: American Psychological Association.Google Scholar
Kish, V. (1998). You’re in Charge. London: Changing Faces Publications.Google Scholar
Leslie, L. & Boyce, T. (1996). The vulnerable child. Pediatrics in Review, 17(9), 323–326.CrossRefGoogle ScholarPubMed
Lovegrow, E. & Rumsey, N. (2004). Ignoring it doesn’t make it stop: adolescents, appearance, & bullying. The Cleft-Palate-Craniofacial Journal, 42(1), https://doi.org/10.1597/03-097.5.1.Google Scholar
Machackova, H., Cerna, A., Seveikova, A., Dedkova, L., & Daneback, K. (2013). Effectiveness of coping strategies for victims of cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 7(3), http://dx.doi.org/10.5817/CP2013–3-5.Google Scholar
Understandingspecialeducation.com. (2016). Understanding the 13 Categories of Special Education. Retrieved December 9, 2018, from www.understandingspecialeducation.com/private-school.html.Google Scholar
US Department of Education. (2016). Parent and Educator Resource Guide to Section 504. Retrieved December 8, 2018, from www2.ed.gov/about/offices/list/ocr/docs/504-resource-guide-201612.pdf.Google Scholar
US Consumer Product Safety Commission. (2015). Safety Barrier Guidelines for Residential Pools. Retrieved December 12, 2018, from www.floridahealth.gov/environmental-health/swimming-pools/_documents/cpsc-safety-barriers.pdf.Google Scholar
Wright, P. & Wright, P. (2018). Wrightslaw. Retrieved December 4, 2018 from www.wrightslaw.com/.Google Scholar
https://patiented.solutions.aap.org/handout-collection.aspx?categoryid=32033Google Scholar
Safety Barrier Guidelines for Residential Pools, www.floridahealth.gov/environmental-health/swimming-pools/_documents/cpsc-safety-barriers.pdfGoogle Scholar
Child Passenger Safety State Laws, https://drivinglaws.aaa.com/tag/child-passenger-safety/Google Scholar
www.wrightslaw.com/Google Scholar
Wright, P. & Wright, P. (2006). From Emotions to Advocacy – The Special Education Survival Guide, 2nd ed. Deltaville, VA: Harbor House Law Press.Google Scholar
US Department of Education, Office for Civil Rights, Parent and Educator Resource Guide to Section 504, www2.ed.gov/about/offices/list/ocr/docs/504-resource-guide-201612.pdfGoogle Scholar
Sevier County Tennessee School System Section 504 Plans: Examples of Program Accommodations and Adjustments, www.bridges4kids.org/articles/2004/4-04/SevierAcc.htmlGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×