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Journal of Pediatric Psychology Advance Access originally published online on April 12, 2006
Journal of Pediatric Psychology 2007 32(2):139-149; doi:10.1093/jpepsy/jsj110
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© The Author 2006. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Teachers’ Perceptions of and Responses to Adolescents with Chronic Pain Syndromes

Deirdre E. Logan, PhD, Rachael M. Coakley, PhD and Lisa Scharff, PhD

Children’s Hospital Boston and Harvard University Medical School

All correspondence concerning this article should be addressed to Deirdre E. Logan, PhD, Pain Treatment Service, Children’s Hospital Boston, 333 Longwood Avenue, Boston, MA 02115. E-mail: deirdre.logan{at}childrens.harvard.edu.


  Abstract

Objective To examine factors that influence teachers’ perceptions of and responses to chronic pain in students. Methods Two-hundred and sixty classroom teachers responded to a vignette describing a student with limb pain. The 2x2x2 factorial design included conditions that varied by (a) the presence or absence of documented organic evidence for the pain, (b) cooperative vs. confrontational parent–teacher interactions, and (c) the presence or absence of communication from the medical team. Teachers rated pain severity and impairment, relief from classroom responsibilities, extent of accommodations the student would require in school, and sympathy for the student and family. Results Documented medical evidence supporting the pain was the most influential factor affecting teachers’ responses to pain. Parental attitude also influenced responses. Communication from the medical team influenced teachers’ decisions about relief from responsibilities but did not affect other reactions. Conclusions Teachers’ responses to students with pain are influenced by situational factors. Efforts to increase school functioning in youth with chronic pain should incorporate attempts to help teachers respond to pain adaptively.

Key words: adolescent; chronic pain; classroom; school functioning; teacher report.

Received August 9, 2005; revision received December 2, 2005; revision received February 23, 2006; accepted February 23, 2006


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