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Subject: search.filters.subject.Cancer in children

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    The unmet needs of siblings of children with cancer and serious chronic health conditions in Aōtearoa/New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, Aōtearoa/New Zealand
    (Massey University, 2019) Armstrong, Kathleen
    There is evidence to suggest a subset of siblings of children with serious chronic health conditions have a range of unmet psychosocial needs which can lead to adjustment difficulties and mental health problems. A review of needs-based support services available to siblings in Aōtearoa/New Zealand found this is an under-serviced area. The current research aimed to identify the unmet needs of siblings of children with cancer and serious chronic health conditions and contribute to the development of targeted support services that protect and promote health and wellbeing in siblings. An online survey design was used to identify the unmet needs of siblings of children with cancer, cystic fibrosis, and Type 1 diabetes mellitus. The final sample included 204 respondents across the three health conditions (cancer: n=84, cystic fibrosis: n=47, diabetes: n=73). Quantitative results show the average percentage of unmet needs for the total sample was very high (57.8%). Of the three health conditions, cancer had the highest average percentage of unmet needs (66.3%), followed by cystic fibrosis (53.0%), then Type 1 diabetes mellitus (48.6%). Of the seven domains ‘Information about my sibling/whānau member’s health condition’ had the highest number of unmet needs. A significant difference was found between the total mean percentage scores between males and females (p=.001). A comparison of siblings in the ‘cancer’ health condition with an Australian study found the domains were strongly correlated but the New Zealand sample was systematically higher. The qualitative results showed siblings were affected negatively (and potentially long- term) from: a lack of information; feeling ‘invisible’ and forgotten; feeling guilty for being the ‘healthy’ sibling; suppression of needs; disruption to the family; a lack of peer and familial support; and additional care-giving roles. The impacts of these issues can lead to depression, anxiety, post-traumatic stress symptoms and affect beliefs around self-worth. Recommendations arising from these findings point to the need for effective support for siblings including: information about their sibling’s health condition; professional support offered to them; support and understanding from peers, family and teachers; time with parents to feel valued and included; guidance on how to support their affected sibling; a safe space where they feel validated and can speak freely; and ‘time out’ with other siblings.
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    Education following a childhood cancer diagnosis in Aotearoa : perspectives from children and young people who receive support grants and their family/whānau : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2019) McKeever, Teresa Catriona
    Advances in medical treatment have improved the survivorship rates of children with cancer, making it increasingly likely that schools will encounter children who have or have had cancer. Previous research has shown that the availability of resources to support children experiencing learning challenges as a result of their cancer is limited. Child Cancer Foundation’s Personal Development Grants are sometimes used to fund additional educational support that is not available through the Ministry of Education. This mixed methods study firstly examined the characteristics of children who have received a Personal Development Grant for education, before conducting qualitative interviews with a sample of children and young people who received grants and their caregivers. Interviews explored participants’ experiences of the child’s educational needs following their cancer diagnosis and the specific support provided. Quantitative analysis did not reveal any characteristics that could predict the likelihood of a child receiving a grant for educational purposes. Qualitative analysis identified four overarching themes; the overall impact of cancer on the family; gaps in the existing support provided through the education system; participants’ Personal Development Grant experience; and, the participants’ tendency to focus on the good. This study enables the voices of young people experiencing educational challenges due to their cancer diagnosis and their caregivers to be heard. Recommendations for practice include increased collaboration between families, school personnel and medical teams and promotion of inclusive practices such as Universal Design for Learning in classrooms.
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    Fathers of children with cancer : a narrative inquiry : a thesis presented in partial fultilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Albany, New Zealand
    (Massey University, 2015) Cluley, Sarah Marie
    Receiving a diagnosis of childhood cancer can be a life-changing event for the child and their entire family. Parents of the sick child, in particular, are faced with the weight of responsibility for treatment decisions and caregiving, and often experience significant emotional, financial, social, and physical challenges during the treatment process. Mothers have traditionally been the focus of research in this area, and there is a paucity of in-depth, qualitative studies exploring the experiences of fathers, from their own perspectives. The current study explores the experiences of fathers of children with cancer in Auckland, New Zealand. Recruitment of participants was carried out with the help of the local Child Cancer Foundation (CCF). Twelve fathers of children diagnosed with cancer within the last five years responded and participated in narrative interviews, in which they were also invited to bring along objects of significance. Data was analysed through a narrative analytic lens and a subsequent focus on roles: the ways in which fathers constructed a sense of self through the different roles embedded in their narratives. This focus on roles led to an exploration of the ways in which different roles of fatherhood and manhood were central to the ways in which participants constructed their experiences of being a father of a child with cancer. An exploration of the overarching role of Cancer Dad provided a framework to look at how this role was manifested through four key ideas: taking control, finding strength, juggling responsibilities, and managing relationships. Within the idea of taking control, the roles of Decision Maker, Active Advocate, and Practical Policeman are explored. In relation to finding strength, the roles of Emotional Rock and Lone Wolf are examined, and in regards to juggling responsibilities, the roles of Breadwinner and Caregiver are discussed. Finally, within the idea of managing relationships, fathers’ constructions of the roles of Father, Husband, and Family Man are explored. This study is important in its use of roles as a means of understanding fathers’ experiences of their child’s cancer, and its inclusion of objects and recognition of their significance as narrative devices which can enrich the research process. However, perhaps the most important contribution is to the advancement of some understanding of how fathers understand their place throughout the challenges of their child’s cancer. Finally, this study also provides practical ideas for change, with the aim that support organisations and health professionals may provide more effective support services for fathers of children with cancer.
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    School support for siblings of patients with cancer : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2015) Lamb, Erika
    This research project investigated the importance of providing support structures within school communities for siblings of patients diagnosed and treated for cancer. A cancer diagnosis is traumatic and devastating for the child or young person with cancer but what sometimes gets lost is the impact such a medical event can have on siblings whose need for a range of emotional, social, academic, and physical support tend to be overshadowed by the focus on the patient and how the parents/caregivers cope. Sibling members of CanTeen New Zealand (an organisation which supports young people living with cancer and their siblings) were invited to participate in a nation-wide online survey or a focus group session in Auckland, both exploring siblings’ perceptions of school based support. Both methods of data collection were created with the support of CanTeen staff and were informed by the literature surrounding support for siblings living in families affected by cancer. Participants responded to questions regarding who supported them at school, how they were supported, what they wanted members of the school community to understand, and what supports they wish had been available while they were on their cancer journey. Highlighted in the research findings were that different school communities fulfil different sibling needs, siblings’ everyday lives are disrupted by their brothers’ or sisters’ cancer diagnoses, every cancer journey is different (shaped by a sibling’s unique familial and community circumstances), and there is a need for home-school partnerships to ensure the best outcomes for siblings. By having siblings express their thoughts and feelings regarding the cancer journey in their own words, this research can provide valuable insight for schools who have students living in families affected by cancer and can act as a guide for how to best support the needs of this population.