Experiences of Transition to Secondary School in the United Kingdom for Children With Cleft Lip and/or Palate: A Qualitative Study

Continuity in Education

Catherine Taylor¹  Sian Trenchard¹  Craig D. Murray²  Rachael Faulkner³ 

[1] Royal Manchester Children’s Hospital, Manchester University NHS FT;School of Health & Medicine, Lancaster University;Wythenshawe Hospital, Manchester University NHS FT;

关键词: cleft lip;    cleft palate;    cl/p;    qualitative;    psychological support;    school transition;   

DOI  :  10.5334/cie.33

来源: DOAJ

【 摘 要 】

This study explored the secondary school transition experiences of children with cleft lip and/or palate (CL/P). Data were collected via semi-structured interviews and analysed using interpretative phenomenological analysis (IPA). Participants were recruited from a National Health Service (NHS) specialist cleft service covering a large geographical area in the United Kingdom. Six participants with CL/P (aged 11–12 years old) in their first 12 months following transition to secondary school were interviewed. Four themes describe participants’ transition experiences: (a) managing and valuing difference: the impact on self-worth and identity; (b) managing and valuing difference within the social context; (c) disclosure and the process of informing others about CL/P; and (d) developing positive peer relationships. Children with CL/P experience several psychosocial challenges during the transition to secondary school. Professionals involved with working with and supporting these children (and their families), such as psychologists, school nurses or wellbeing staff, child psychiatrists, social workers, mental health nurses and paediatricians, should attend to these issues when preparing for this transition in order to foster resilience and adjustment.

【 授权许可】

Unknown