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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Experiences of Transition to Secondary School in the United Kingdom for Children With Cleft Lip and/or Palate
T2 - A Qualitative Study
AU - Faulkner, Rachael
AU - Trenchard, Sian
AU - Taylor, Catherine
AU - Murray, Craig
PY - 2021/9/30
Y1 - 2021/9/30
N2 - This study explored the secondary school transition experiences of children withcleft lip and/or palate (CL/P). Data were collected via semi-structured interviews and analysed using interpretative phenomenological analysis (IPA). Participants were recruited from a National Health Service (NHS) specialist cleft service covering a large geographical area in the United Kingdom. Six participants with CL/P (aged 11–12 years old) in their first 12 months following transition to secondary school were interviewed. Four themes describe participants’ transition experiences: (a) managing and valuing difference: the impact on self-worth and identity; (b) managing and valuing difference within the social context; (c) disclosure and the process of informing others about CL/P; and (d) developing positive peer relationships. Children with CL/P experience several psychosocial challenges during the transition to secondary school. Professionals involved with working with and supporting these children (and their families), such as psychologists, school nurses or wellbeing staff, child psychiatrists, social workers, mental health nurses and pediatricians, should attend to these issues when preparing for this transition in order to foster resilience and adjustment.
AB - This study explored the secondary school transition experiences of children withcleft lip and/or palate (CL/P). Data were collected via semi-structured interviews and analysed using interpretative phenomenological analysis (IPA). Participants were recruited from a National Health Service (NHS) specialist cleft service covering a large geographical area in the United Kingdom. Six participants with CL/P (aged 11–12 years old) in their first 12 months following transition to secondary school were interviewed. Four themes describe participants’ transition experiences: (a) managing and valuing difference: the impact on self-worth and identity; (b) managing and valuing difference within the social context; (c) disclosure and the process of informing others about CL/P; and (d) developing positive peer relationships. Children with CL/P experience several psychosocial challenges during the transition to secondary school. Professionals involved with working with and supporting these children (and their families), such as psychologists, school nurses or wellbeing staff, child psychiatrists, social workers, mental health nurses and pediatricians, should attend to these issues when preparing for this transition in order to foster resilience and adjustment.
KW - cleft lip
KW - cleft palate
KW - CL/P
KW - qualitative
KW - psychological support
KW - school transition
U2 - 10.5334/cie.33
DO - 10.5334/cie.33
M3 - Journal article
VL - 2
SP - 109
EP - 120
JO - Continuity in Education
JF - Continuity in Education
SN - 2631-9179
IS - 1
ER -