| Title: |
Children's Reentry to School after Psychiatric Hospitalization: A Qualitative Study |
| Language: |
English |
| Authors: |
Madeline DiGiovanni (ORCID 0000-0002-8525-4338); Amber Acquaye; Erika Chang-Sing; Mary Gunsalus; Laelia Benoit; Andrés Martin |
| 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 |