Jillian Roberts

The Quality of Life of Elderly Women Who Underwent Radiofrequency Ablation to Treat Breast Cancer

The purpose of this article is to explore the effects of radiofrequency ablation (RFA), an investigational treatment for breast cancer, on the quality of life of elderly women. For this descriptive phenomenological study, the authors interviewed 12 White women (aged 60-81 years) 4 months to 1 year after treatment and analyzed these interviews for common themes. They asked questions regarding the lived experience of RFA treatment and its effects on quality of life. Analyses focused on the effects of deciding to have the RFA treatment and the treatment itself. They found quality of life improved because the women felt empowered by (a) their decision to have the procedure, (b) knowing that the procedure might kill the tumor, (c) and feeling that they were contributing to cancer research. The level of support received from the medical team, family and friends, and other cancer survivors also improved participant quality of life.

Pædiatric HIV/AIDS: School Implications

Recent advances in HIV/AIDS treatments are extending the life expectancy of many infected children, allowing them to survive well into their school age years. However the mixing of pædiatric HIV/AIDS and school systems has not been an easy one. This article discusses the primary ethical dilemmas involved when children with HIV/AIDS attend school: a) the right to admittance and b) the right to privacy. A review of the American and Canadian ethical and legal findings surrounding these two contentious issues is offered.

Pædiatric HIV/AIDS: A Review of Neurological and Psychosocial Implications of Infection

The last few years has shown great advances in HIV/AIDS treatments. As a result, many HIV/AIDS infected children are living longer and attending school. Educational and psychological professionals will need to understand all of the factors influencing the developmental trajectory of HIV/AIDS infection in children to be able to accommodate their overall needs. With this aim in mind, the present article reviews pertinent American and Canadian research regarding the neurological and psychosocial implications of pædiatric HIV/AIDS. Suggestions regarding directions for future research in these areas is also offered.

Children with epilepsy: a review of the international literature using a quality of life lens

Epilepsy affects between 0.3 and 0.6% of Canadian children aged 18 years and younger, and is one of the most frequently diagnosed neurological disorders among children in Canada as well as Europe. As such, it is likely that teachers will experience having a child with epilepsy in the classroom. Understanding how best to support children with epilepsy can contribute to their positive adaptation and quality of life. This article, written by Jillian Roberts and Cheryl Whiting-MacKinnon of the University of Victoria, British Columbia, reviews literature examining the social, emotional, physical and academic effects of epilepsy on childrens lives, and explores the implications of these effects for their quality of life and school experiences.

Creating Inclusive School Environments: Recommendations for the Management of Neurobehavioural Comorbidities in Children with Epilepsy.

The neurobehavioural comorbidities associated with childhood epilepsy present significant physical challenges (i.e., excessive fatigue, memory impairment, headaches, visual impairments), emotional challenges (i.e., depression, anxiety), behavioural challenges (i.e., inattentiveness, distractibility, aggression), and social challenges (i.e., peer rejection, bullying, stigma) to children. Poor functioning within these domains can negatively affect academic success and school adjustment. As schools play a significant role in a child’s development, understanding how to support the social, psychological, and physical needs of these children is important. This article reviews literature examining the neurobehavioural comorbidities associated with childhood epilepsy and the barriers these conditions create to academic success and school adjustment. The article also provides recommendations based on the authors’ qualitative research about how best to support these children. Findings suggest that educating school communities about epilepsy and the challenges associated with it might promote inclusive school environments and mitigate negative school experiences. Findings also emphasize the need for an allied approach to the provision of support to ensure the needs of both students and faculty are met.

Serving Children with HIV/AIDS in Canadian Public Schools: An Interpretation of the CPA Guidelines for Non-Discriminatory Practice

As a result of recent advances in HIVIAIDS treatments, the near future will bring a significantly increased number of children either infected with - or affected by - HIV/AIDS into public schools in Canada. In order to help the psychologist and other professionals involved in the education of children, we have interpreted the Canadian Psychological Association (CPA) Guidelines for Non-Discriminatory Practice in this context. As with the Canadian Code of Ethics for Psychologists (CPA, 1991) the general principles of the Guidelines for Non-Discriminatory Practice include: I. Respect for the Dignity of Persons, II. Responsible Caring, III. Integrity in Relationships, and IV Responsibility to Society. In addition, we have included practical vignettes in the hope of stimulating continued dialogue.