Figure 3 - uploaded by Verónica Violant
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Pupils' responses for the item "Th ere are links between mathematics and everyday life. " (secondary school questionnaire) "Mathematics is useful in our everyday life. " (high-school questionnaire) (from 1 -not typical of me at all to 5 -totally describes me)
Source publication
The objective of this study is to identify the socio-educational needs in childhood with congenital heart disease. Our study was carried out using a multi-method, it combines quantitative and qualitative data collected in Catalonia (Spain). The results obtained from the questionnaires and interviews with education professionals, children with conge...
Citations
... When it comes to meeting the needs of children with CHD in relation to schooling and, therefore, social learning, it is important to consider three key aspects: (1) professionals, who must have the training needed to fulfill their pedagogical role, whether in schools or hospital classrooms (González-González et al., 2021); (2) parents, who have a central role to play in supporting their child's schooling and socialization (Dalir et al., 2020); and (3) the children themselves, with their specific individual and social needs (Farr et al., 2018;Violant et al., 2012). Consequently, the aim of this study was to explore the views of children, parents, and professionals regarding the extent to which children with CHD are afforded the same educational and social opportunities as their healthy peers. ...
... However, as Immelt points out (Immelt, 2006), participation in age-appropriate tasks and activities is essential for children's well-being and the development of self-esteem. According to Violant et al. (2012), the relationships that children with CHD establish with peers depend more on the child's personality and social skills than on the F I G U R E 1 Core category "Children with CHD experience exclusion from peer group social learning activities". CHD, congenital heart disease. ...
Educational attainment is closely associated with health. The objective is to explore the extent to which children and adolescents with congenital heart disease (CHD) are afforded the same educational and socialization opportunities as their healthy peers. We used a qualitative phenomenological design with convenience sampling. Data gathered 27 semistructured interviews: children with CHD ( n = 9), parents ( n = 10), and professionals ( n = 8) in Catalonia, Spain. Interview transcripts were coded using the constant comparative method and analyzed using ATLAS.ti software. The analysis revealed three themes describing the experience of schooling for children with CHD: (1) Empowering and enabling a child with CHD to achieve academically and engage socially is a challenge for parents; (2) Teachers lack the resources and specific skills necessary to meet the diversity needs of children with CHD; (3) Parents and teachers have low expectations regarding the academic achievement of a child with CHD. Further application of the constant comparison method yielded a core theme: (4) Children with CHD experience exclusion from peer group social learning activities. Further efforts are needed for more effective collaboration and coordination between educational and health professionals to provide support for teachers and families and enable children to be better integrated within schools.
... Personalized actions to improve communication with youth with CMC and with their caregivers are necessary to improve their perception of family well-being and help them display adaptive coping strategies [102,103]. The literature includes various studies addressing the impact of hospitalization in CMC from the youth's point of view (e.g., [104]) on their needs (e.g., [105]) and supportive care (e.g., [106]). However, a gap still exists with regard to some concrete issues, such as hospitalization and readmission [107] or isolation [104], and the same is true for suffering, spiritual pain, or emotional stress regarding further procedures-especially those involving needle procedures [108]. ...
Well-being in children with a complex medical condition (CMC) impacts the way they view and communicate with their immediate environment as well as their development, and it is thus necessary to inquire about the contextual issues and different needs that a CMC carries. This pilot study aimed to identify factors of pediatric well-being from the experience of hospitalization and convalescence of youth with CMC and their caregivers, in a cross-sectional analysis using a selective methodology complemented by an indirect observational methodology. We analyzed the quality of life and well-being of youth with CMC using a validated KINDLR questionnaire. We collected 35 surveys: 11 from youth with CMC and 24 from caregivers from Spain. We focused the analysis on sociodemographics, well-being perceptions, and coping strategies variables. The results show that children aged between 3 and 6 years and their caregivers scored physical well-being the lowest out of all dimensions of well-being, and they scored family well-being the highest. Moreover, youth between the ages of 7 and 17 years and their caregivers scored school-related well-being the lowest. Coping strategies to deal with stressful situations differ between children and caregivers. While children mainly engage in social withdrawal, caregivers engage in cognitive restructuring and expressing emotions. However, we did not find a relationship between coping strategies and well-being perceptions. These results highlight the need to facilitate communication spaces with both families and health professionals where the voice of children is considered.