• Social Work
  • Counseling
  • Marriage and Family Therapy
  • Psychology
Hours: 4 Contact Hours
Author(s): Textbook Authors:
  • Ronald T. Brown, PhD, ABPP
  • Brian P. Daly, PhD
  • Annette U. Rickel, PhD
Workbook Author:
  • Julie Guillemin, MSW, LICSW
Item#: B4030
Contents: 1 Textbook, 1 Exam Workbook (16 pages)

Psychosocial Adjustment to Chronic Illness in Children and Adolescents

Price $39.95
Item # B4030
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

This intermediate-level course offers essential information to social workers, mental health counselors, marriage and family therapists, psychologists, and advanced practice and psychiatric nurses who work with children with chronic illness and their families. The course reviews psychological factors encountered in clients with such common pediatric diseases and illnesses as asthma, cancer, cystic fibrosis, sickle cell anemia, and diabetes. Participants will learn about the complexities involved in differential diagnosis and assessment for comorbid conditions. The course presents two models of psychosocial adjustment and adaptation to chronic illness—transactional stress and coping (TSC) and disability stress coping (DSC)—and demonstrates how these can be applied to sickle cell disease. The course also explains how psychosocial adjustment to chronic illness affects quality of life and functioning. Risk, resistance, and social–ecological factors are discussed. Individual, family, and group methods of treatment for children and adolescents with chronic illness are described, and particular attention is paid to research outcomes. Psychological management and treatment adherence are discussed in the context of each of the five illnesses. Mechanisms of action, treatment efficacy, and combined treatment approaches are explained. The authors also explore individual, family, provider, and system barriers to treatment.

Social workers will receive 4 (Clinical Content) continuing education clock hours in participating in this course.

Click here for a list of supplemental references.

Buchanan, N. D., Block, R., Smith, A. W., & Tai, E. (2014). Psychosocial barriers and facilitators to clinical trial enrollment and adherence for adolescents with cancer. Pediatrics, 133(Suppl.), S123–S130. doi:10.1542/peds.2014-0122I

Clarke, S., & Calan, R. (2012). The effectiveness of psychosocial interventions designed to improve health-related quality of life (HRQOL) amongst asthmatic children and their families: A systematic review. Quality of Life Research, 21(5), 747–764. Abstract retrieved from http://link.springer.com/article/10.1007/s11136-011-9996-2

Falvo, D. (2014). Medical and psychosocial aspects of chronic illness and disability (5th ed.). Burlington, MA: Jones & Bartlett Learning.

Harris, M. A., Hood, K. K., & Weissberg-Benchell, J. (2014). Teens with diabetes: A clinician’s guide. Alexandria, VA: American Diabetes Association.

Mackner, L. M., Greenley, R. N., Szigethy, E., Herzer, M., Deer, K., & Hommel, K. A. (2013). Psychosocial issues in pediatric inflammatory bowel disease: A clinical report of the North American Society for Pediatric Gastroenterology, Hepatology and Nutrition. Journal of Pediatric Gastroenterology and Nutrition, 56(4), 446–458. doi:10.1097/MPG.0b013e3182841263

Nabors, L. (2014). Information for mental health providers working with children who have chronic illnesses. Shariqah, United Arab Emirates: Bentham Science.

Pinquart, M. (2013). Self-esteem of children and adolescents with chronic illness: A meta-analysis. Child: Care, Health and Development, 39(2), 153–161. Abstract retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2214.2012.01397.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false

Pinquart, M., & Teubert, D. (2012). Academic, physical, and social functioning of children and adolescents with chronic physical illness: A meta-analysis. Journal of Pediatric Psychology, 37(4), 376–389. doi:10.1093/jpepsy/jsr106

Sansom-Daly, U. M., Peate, M., Wakefield, C. E., Bryant, R. A., & Cohn, R. J. (2012). A systematic review of psychological interventions for adolescents and young adults living with chronic illness. Health Psychology, 31(3), 380–393. Abstract retrieved from http://psycnet.apa.org/journals/hea/31/3/380/

Scholten, L., Willemen, A. M., Last, B. F., Maurice-Stam, H., van Dijk, E. M., Ensink, E., . . . Grootenhuis, M. A. (2013). Efficacy of psychosocial group intervention for children with chronic illness and their parents. Pediatrics, 131(4), e1196–e1203. doi:10.1542/peds.2012-2222

Woods, K., Mayes, S., Bartley, E., Fedele, D., & Ryan, J. (2013). An evaluation of psychosocial outcomes for children and adolescents attending a summer camp for youth with chronic illness. Children’s Health Care, 42(1), 85–98. doi:10.1080/02739615.2013.753822

Course Objectives
  • Discuss theories and models of psychosocial adjustment and adaptation to chronic illness in children and adolescents.
  • Describe symptoms and epidemiology of chronic illness in children and adolescents.
  • Identify diagnostic and treatment indications when assessing the psychosocial adjustment and coping of children and adolescents with chronic illness.
  • Explain methods of treatment for psychological or psychosocial adjustment difficulties in children and adolescents with chronic illness.
Julie Guillemin, MSW, LICSW, earned her MSW from The Boston University School of Social Work. She is currently employed by the Kingston (MA) Public Schools where she counsels children and parents, and consults with educators on adjustment problems, psychiatric disorders, behavioral issues, and learning disabilities. Ms. Guillemin has worked with toddlers, children, and adolescents in private and public school settings, providing individual and group therapy and social skills instruction. In addition, Ms. Guillemin serves as social work planner for Western Schools.
  • Contact hours will be awarded for up to one (1) year from the date the course is ordered.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.