Students with cancer: Presenting issues and effective solutions

Abstract

Practitioners working with children diagnosed with cancer in the school environment must consider several facets in order to effectively work with the child and family. The remission rate for children with cancer is relatively high, so one must consider whether the child is anticipating treatment, actively in treatment, or posttreatment when one thinks about the potential stressors and cognitive impacts of cancer on the child's education. This article focuses on facts associated with childhood cancer that are relevant to school-based practitioners, common stressors for children and adolescents with a personal cancer diagnosis in their lives, research-based interventions, and accommodations and modifications to consider.

Keywords::

• childhood cancer
• school psychologist
• modifications
• accommodations
• evidence-based practices
• adolescent cancer
• pediatric oncology
• intervention

Additional information

Notes on contributors

Melissa M. Root

Dr. Melissa Root is an assistant professor in residence at the University of Connecticut, specifically working on research and training with the UConn A. J. Pappanikou Center for Excellence in Developmental Disabilities. She holds State of Connecticut certification in school psychology and runs a private education consulting business. Dr. Root is an ad-hoc reviewer for the International Journal of School and Educational Psychology. Dr. Root was previously a faculty member at the University of Saint Joseph, focusing on graduate courses in autism and undergraduate courses in behavior management. She also held an adjunct position at Mitchell College, teaching mathematics to students both with and without disabilities. She has managed grants for UConn related to post-school outcomes for children with disabilities and curriculum alignment to common core state standards. Dr. Root was also selected as a Fellow to the National Center for Education Statistics in Washington, DC. Her research interests focus on interventions for behavioral remediation and physical health and wellness.

Melissa A. Bray

Professor Melissa A. Bray is a Fellow of both the American Psychological Association and the American Psychological Society. Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the state of Connecticut, holds national certification in school psychology, state certification in school psychology and licensure in speech language pathology. Since receiving her doctorate in 1997, she has published or has in press over 150 articles, chapters, and reviews in the professional literature, and has presented over 90 scholarly papers at national and international conferences. In a recent study, it was determined that Dr. Bray was the most prolific contributor to the 5 primary journals in school psychology. Further, she serves as associate editor of the International Journal of School and Educational Psychology and has served as an associate editor of School Psychology Quarterly. She is on the editorial boards of the Journal of School Psychology, Gifted Child Quarterly, and the International Journal of School and Educational Pyschology. Of interest, she is the co-editor of the first Oxford handbook of school psychology. She has also guest edited 8 issues of Psychology in the Schools on video self-modeling, behavior disorders, positive psychology, statistical reform, childhood obesity, counseling and emotional disorders. As co-principle investigator, she has secured over $ 1.5 million dollars in student training contracts. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious American Psychological Association Division 16's Lightner Witmer Award, the Division's highest honor given to young scholars. She has also been involved in state, national, and international professional associations including service as Vice-President, Social, Ethical Responsibility, and Ethnic Minority Affairs, APA's Division 16 Executive Committee. Dr. Bray has also served as the Division 16's convention chair, hospitality suite coordinator, chair of the Division's publications committee, and as a member of the conversation videotape series. Her research interests are in the area of interventions for communication disorders, classroom disruptive behavior, and physical health and wellness, especially asthma and cancer.

Cheryl Maykel

Dr. Cheryl Maykel is an Assistant Professor of School Psychology at Southern Connecticut State University. She has also served as an adjunct professor at three Connecticut universities. Dr. Maykel is a nationally certified school psychologist and holds state-level licensure in both Connecticut and Massachusetts. As a student in the School Psychology program at the University of Connecticut, she was awarded a Predoctoral Fellowship from the program for scholarly productivity and a Doctoral Dissertation Fellowship from the university. Dr. Maykel is also a co-recipient of the Wirth-Santoro Award for Outstanding Literacy Research from the Connecticut Association for Reading Research. She has authored numerous articles and book chapters, and has presented her work at several local and national conferences. Her current research interests include students' abilities in the area of online critical evaluation and mind-body interventions for prevention, as well as to affect change in both mental and physical health.

Karen Cross

Karen Cross is a school psychology doctoral student at the University of Connecticut. She is a fellowship recipient in the Outstanding Multicultural Student Program at the University of Connecticut. Ms. Cross' research interests are in the areas of mind-body interventions for children and adolescents and the identification/servicing of twice-exceptional students.

Nilani L. Shankar

Nilani Shankar is a school psychology intern at Waterford Public Schools in Waterford, Connecticut, USA. She is a school psychology doctoral candidate at the University of Connecticut. Her research focuses on mind-body interventions (e.g., hypnosis, mindfulness, yoga, biofeedback) for children and adolescents in school and pediatric settings.

Lea A. Theodore

Lea A. Theodore, PhD, is a Professor in the Graduate Program in School Psychology at The College of William and Mary. She is licensed by the Board of Psychology in New York and Virginia. Her research focuses on evidence-based interventions and bridging the gap between research and practice, to improve the academic, social, and emotional adjustment/functioning of children and adolescents. Her long-term goal is to improve overall levels of subjective well-being. She currently serves as President of APA's Division 16, School Psychology.