The Process of Growth and Development in Children with Chronic Disease:

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  • Takehana Yukari
    Tokyo Gakugei University, Department of School Health Care and Education
  • Asakura Takashi
    Tokyo Gakugei University, Department of School Health Care and Education

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Other Title
  • 病気と共に生きる子どもの成長発達のプロセス
  • 病気と共に生きる子どもの成長発達のプロセス : 当事者の語りの分析から
  • ビョウキ ト トモニ イキル コドモ ノ セイチョウ ハッタツ ノ プロセス : トウジシャ ノ カタリ ノ ブンセキ カラ
  • An Analysis of Narratives
  • ―当事者の語りの分析から―

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Description

<p>Background: Children’s chronic diseases have increased. Clarifying child growth and development while coping with chronic disease is necessary to enrich their inclusive education and to support and enhance their quality of life.</p><p>Objectives: The purpose of this study was to clarify how they grow and develop while experiencing chronic disease and support.</p><p>Methods: Relevant data from interviews of 12 young men and women were analyzed using a modified grounded theory approach (M-GTA). In interviews, we asked about their experiences of illness during their school life from elementary school to high school related to teachers, friends and parents.</p><p>Results: Data analyses extracted 27 concepts, 6 subcategories, and 4 categories. Moreover, effect factors were 14 concepts, 6 subcategories, and 3 categories.</p><p>Growth and development processes of children with chronic disease are described below. The process begins from “awareness of illness.” They experienced trouble from school life and interpersonal relationships along with “bewilderment with school life,” and they experienced “the pain of being judged by appearance,” “the pain of not being able to do activities previously undertaken,” “the pain of not being able to do the same thing as everyone else, ”from sickness, and they feel“ awareness of difference in oneself. ”</p><p>They came to become “an entity that lives with illness and grows” via these experiences. Sub-categories of “an entity that lives with illness and grows” were “having strength to live with illness,” “mental growth,” and “hope for the future course.” These represent recognition of their own illness and aiming for self-actualization. However, they have “grief and anxiety.”</p><p>Furthermore, the people surrounding them had an affect on them during this process: “A family’s understanding and support,” “Concern of a friend, ”and “Attitude of teacher’s support.”</p><p>Conclusion: Results of this study demonstrated that the growth and development of children with chronic disease is “an entity that lives with illness and grows,” while undergoing influences of both the developmental tasks and the theme of illness.</p>

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