Children's Reentry to School after Psychiatric Hospitalization: A Qualitative Study
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| Title: | Children's Reentry to School after Psychiatric Hospitalization: A Qualitative Study |
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| Language: | English |
| Authors: | Madeline DiGiovanni (ORCID |
| Source: | School Mental Health. 2024 16(4):1275-1292. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Psychiatric Hospitals, Reentry Students, Patients, Children, Student Adjustment, Teamwork, Parent Attitudes, Student Attitudes, School Personnel, Allied Health Personnel, School Role, Communication (Thought Transfer), Barriers, Creativity, Family School Relationship |
| DOI: | 10.1007/s12310-024-09692-4 |
| ISSN: | 1866-2625 1866-2633 |
| Abstract: | School reentry after inpatient psychiatric hospitalization requires careful coordination between multiple team members to ensure stability across transitions, given documented negative academic and socioemotional impacts in the post-discharge period. Existing investigations are limited by the fact that no articles examine the perspectives of multiple participant types simultaneously. We conducted a qualitative study of multiple children transitioning out of psychiatric hospitalization and their adult reentry team members, utilizing thematic analysis informed by grounded theory. Across 16 semi-structured interviews, we analyzed perspectives from 17 participants: four children, four parents, five school staff, and four hospital staff. We identified four key themes informing an overarching theory: 1) Centering the socioemotional role of school; 2) Clarifying what constitutes good communication; 3) Reconciling multiple sources of authority; and 4) Navigating limitations with creativity. Together, these themes converge into two new theoretical concepts. First, "stereovision" represents the synthesis of multiple "lines of sight," which cross to create a densely interactional system. Second, "patchworking" represents the cobbling together of case-by-case solutions to develop an adequate support plan in the face of multiple limitations or barriers. In conclusion, by incorporating the above four thematic findings into a novel theoretical framework, we argue that when navigating school reentry after psychiatric hospitalization, children and adults must use stereovision and patchworking to create a strong, flexible support fabric. These reflections increase representation of child and adult team member voices in the literature and inform future school--hospital--family partnerships for school reentry after psychiatric hospitalization. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449761 |
| Database: | ERIC |
| Abstract: | School reentry after inpatient psychiatric hospitalization requires careful coordination between multiple team members to ensure stability across transitions, given documented negative academic and socioemotional impacts in the post-discharge period. Existing investigations are limited by the fact that no articles examine the perspectives of multiple participant types simultaneously. We conducted a qualitative study of multiple children transitioning out of psychiatric hospitalization and their adult reentry team members, utilizing thematic analysis informed by grounded theory. Across 16 semi-structured interviews, we analyzed perspectives from 17 participants: four children, four parents, five school staff, and four hospital staff. We identified four key themes informing an overarching theory: 1) Centering the socioemotional role of school; 2) Clarifying what constitutes good communication; 3) Reconciling multiple sources of authority; and 4) Navigating limitations with creativity. Together, these themes converge into two new theoretical concepts. First, "stereovision" represents the synthesis of multiple "lines of sight," which cross to create a densely interactional system. Second, "patchworking" represents the cobbling together of case-by-case solutions to develop an adequate support plan in the face of multiple limitations or barriers. In conclusion, by incorporating the above four thematic findings into a novel theoretical framework, we argue that when navigating school reentry after psychiatric hospitalization, children and adults must use stereovision and patchworking to create a strong, flexible support fabric. These reflections increase representation of child and adult team member voices in the literature and inform future school--hospital--family partnerships for school reentry after psychiatric hospitalization. |
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| ISSN: | 1866-2625 1866-2633 |
| DOI: | 10.1007/s12310-024-09692-4 |
