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Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study

2018Journal article Open access
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dc.contributor.authorMagalhães, P
dc.contributor.authorMourão, R
dc.contributor.authorPereira, R
dc.contributor.authorAzevedo, R
dc.contributor.authorPereira, A
dc.contributor.authorLopes, M
dc.contributor.authorRosário, P
dc.date.accessioned2018-07-06T11:35:42Z
dc.date.available2018-07-06T11:35:42Z
dc.date.issued2018
dc.description.abstractHospitalization, despite its duration, is likely to result in emotional, social, and academic costs to school-age children and adolescents. Developing adequate psychoeducational activities and assuring inpatients' own class teachers' collaboration, allows for the enhancement of their personal and emotional competences and the maintenance of a connection with school and academic life. These educational programs have been mainly designed for patients with long stays and/or chronic conditions, in the format of Hospital Schools, and typically in pediatric Hospitals. However, the negative effects of hospitalization can be felt in internments of any duration, and children hospitalized in smaller regional hospitals should have access to actions to maintain the connection with their daily life. Thus, this investigation aims to present a psychoeducational intervention program theoretically grounded within the self-regulated learning (SRL) framework, implemented along 1 year in a pediatric ward of a regional hospital to all its school-aged inpatients, regardless of the duration of their stay. The program counts with two facets: the psychoeducational accompaniment and the linkage to school. All the 798 school-aged inpatients (M age = 11.7; SD age = 3.71; Mhospital stay = 4 days) participated in pedagogical, leisure nature, and SRL activities designed to train transversal skills (e.g., goal-setting). Moreover, inpatients completed assigned study tasks resulting from the linkage between the students' own class teachers and the hospital teacher. The experiences reported by parents/caregivers and class teachers of the inpatients enrolling in the intervention allowed the researchers to reflect on the potential advantages of implementing a psychoeducational intervention to hospitalized children and adolescents that is: individually tailored, focused on leisure playful theoretically grounded activities that allow learning to naturally occur, and designed to facilitate school re-entry after hospital discharge. Parents/caregivers highlighted that the program helped in the preparation for surgery and facilitated the hospitalization process, aided in the distraction from the health condition, promoted SRL competences, and facilitated the communication and linkage with school life. Class teachers emphasized the relevance of the program, particularly in the liaison between hospital and school, in the academic and psycho-emotional and leisure-educational support provided, and in smoothing the school re-entry.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationFront Pediatr. 2018 May 1;6:124.pt_PT
dc.identifier.doi10.3389/fped.2018.00124pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.23/1271
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectEducação de Doentespt_PT
dc.subjectCriança Hospitalizadapt_PT
dc.subjectPsicoterapiapt_PT
dc.titleExperiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Studypt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.startPage124pt_PT
oaire.citation.volume6pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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