SRP Presentation
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Transcript of SRP Presentation
![Page 1: SRP Presentation](https://reader035.fdocuments.net/reader035/viewer/2022071907/55cacf47bb61ebd15f8b4576/html5/thumbnails/1.jpg)
J I L L I A N F R O E L I C K , U N I V E R S I T Y O F N O R T H C A R O L I N A A T C H A P E L H I L LA D V I S O R : A N N S K I N N E R , M . E D , D U K E C E N T E R F O R C H I L D A N D F A M I L Y P O L I C Y
HOSPITAL-TO-SCHOOL TRANSITION FOR CHILDREN WITH CHRONIC MEDICAL
CONDITIONSRECOMMENDATIONS FOR DUKE HOSPITAL SCHOOL
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SCHOOL RESEARCH PARTNERSHIP
• Duke Hospital School, Fall 2013• Dr. Rick Lemke, Duke Hospital School Principal
• What characteristics contribute to a successful hospital-to-school transition program at Duke Hospital School?• As of 2010, half of all children with chronic medical
conditions report falling behind in their schoolwork (McCabe & Shaw, 2007)
• Access to hospital schools while receiving treatment, but what next?
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CONTEXT
• Growing population of children who are surviving life-threatening illnesses• 80% survival rate as of 2002 compared to 59% in 1975
(Elam & Irwin, 2011)
• Need for effective transition programs to prepare children for re-entry after treatment and recovery• Transition programs vary by hospital• Public School System, Child Life, Independent• Role of Hospital School Teachers
• Need for research evaluating best practices
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METHODS
• Literature Review• Interviews at Duke Hospital School and Cincinnati
Children’s Hospital—Qualitative Study • 4 hospital schoolteachers, 2 parents, 2 children, 1 school
interventionist• Interviewing “team members” in-person and over
telephone• Visited Cincinnati Children’s Hospital (Morris Fellowship)
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RESULTS
Literature Review
• Teacher training• School-established
protocol for children with chronic medical conditions
• Academic and social support before, during and after treatment
• Frequent and meaningful communication and collaboration between “team” members
Interviews
• Desire or realization that communication and collaboration between team members is absolutely essential
• A need for emotional support and programming during and after the transition process
• Design an advocate for every child
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EMOTIONAL SUPPORT AND PROGRAMMING
“I felt alone, and isolated…like there was no one there to support me once I was healthy”
“My illness will never be over emotionally”
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RECOMMENDATIONS FOR DUKE HOSPITAL SCHOOL
• Collaborate with other hospital schools that are similarly structured
• Virtual or in-person “peer-in” services• Encourage existing positive relationships between
children and any hospital or school staff with whom they have a supportive relationship with (advocate)• Address child’s emotional needs throughout transition• Both in hospital setting and in school setting
• Additional collaboration between the patient’s school and hospital team members• Emails, meetings, scheduled updates, Skype• Set a clear protocol through policy to determine how often team
members should communicate and who will initiate conversations
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SPECIAL THANKS
• Morris Fellowship• Ann Skinner• Dr. Rick Lemke• Cincinnati Children’s Hospital• Duke’s Center for Child and Family Policy• The School Research Partnership