Deirdre E Logan1, Rachael M Coakley, Lisa Scharff. 1. Pain Treatment Service, Children's Hospital Boston, 333 Longwood Avenue, Boston, MA 02115, USA. deirdre.logan@childrens.harvard.edu
Abstract
OBJECTIVE: To examine factors that influence teachers' perceptions of and responses to chronic pain in students. METHODS: Two-hundred and sixty classroom teachers responded to a vignette describing a student with limb pain. The 2 x 2 x 2 factorial design included conditions that varied by (a) the presence or absence of documented organic evidence for the pain, (b) cooperative vs. confrontational parent-teacher interactions, and (c) the presence or absence of communication from the medical team. Teachers rated pain severity and impairment, relief from classroom responsibilities, extent of accommodations the student would require in school, and sympathy for the student and family. RESULTS: Documented medical evidence supporting the pain was the most influential factor affecting teachers' responses to pain. Parental attitude also influenced responses. Communication from the medical team influenced teachers' decisions about relief from responsibilities but did not affect other reactions. CONCLUSIONS: Teachers' responses to students with pain are influenced by situational factors. Efforts to increase school functioning in youth with chronic pain should incorporate attempts to help teachers respond to pain adaptively.
OBJECTIVE: To examine factors that influence teachers' perceptions of and responses to chronic pain in students. METHODS: Two-hundred and sixty classroom teachers responded to a vignette describing a student with limb pain. The 2 x 2 x 2 factorial design included conditions that varied by (a) the presence or absence of documented organic evidence for the pain, (b) cooperative vs. confrontational parent-teacher interactions, and (c) the presence or absence of communication from the medical team. Teachers rated pain severity and impairment, relief from classroom responsibilities, extent of accommodations the student would require in school, and sympathy for the student and family. RESULTS: Documented medical evidence supporting the pain was the most influential factor affecting teachers' responses to pain. Parental attitude also influenced responses. Communication from the medical team influenced teachers' decisions about relief from responsibilities but did not affect other reactions. CONCLUSIONS: Teachers' responses to students with pain are influenced by situational factors. Efforts to increase school functioning in youth with chronic pain should incorporate attempts to help teachers respond to pain adaptively.
Authors: Jessica W Guite; Sohee Kim; Chia-Pei Chen; Jennifer L Sherker; David D Sherry; John B Rose; Wei-Ting Hwang Journal: Clin J Pain Date: 2014-01 Impact factor: 3.442
Authors: Kathryn A Birnie; Katherine Dib; Carley Ouellette; Mary Anne Dib; Kimberly Nelson; Dolores Pahtayken; Krista Baerg; Jill Chorney; Paula Forgeron; Christine Lamontagne; Melanie Noel; Patricia Poulin; Jennifer Stinson Journal: CMAJ Open Date: 2019-11-07