The learning in hospitalized children with cancer

Authors

  • Claudia Bernales Oré Universidad Femenina del Sagrado Corazón

DOI:

https://doi.org/10.33539/educacion.2018.v24n1.1314

Keywords:

Child, cancer, education, hospitalization, psychological, learning, processes, hospital classroom.

Abstract

The child with cancer that, as a result of the hospitalization, has been suddenly forced to abandon his home, his province, their customs; that has experienced family separation due to the schedules of the health center; that is opposite to medical procedures necessary for its treatment, where you will experience pain and generalized discomfort; shall, inevitably, high levels of stress and anxiety, symptoms of psychological and behavioral clear that will produce the blockade of important processes at cerebral level, preventing the regular learning. However, are identified substantial factors that produce this blockade, so as to put in place mechanisms adapted to teaching and activate the learning process in hospitalized children with cancer.

Downloads

Download data is not yet available.

Author Biography

Claudia Bernales Oré, Universidad Femenina del Sagrado Corazón

Psicoterapeuta Cognitiva Conductual, especialista en Psicooncología. Máster en Psicooncología por la Asociación Médica de Argentina y Psicóloga por la Universidad Femenina del Sagrado Corazón. Especialista en Psicoterapia Cognitiva Conductual. Actualmente, se desempeña como Psicóloga en el Aula Hospitalaria “Aprendo Contigo” del Instituto Nacional de Enfermedades Neoplásicas y brinda consultoría privada según el requerimiento de la persona y familia: casa, centro de salud, vía virtual y consultorio. Además, es activista por los derechos de los pacientes oncológicos y maneja las redes sociales “PsicoOncología para Todos”
desde el 2011, donde brinda asesoría y soporte emocional gratuito a los pacientes.

Published

2018-06-01

How to Cite

Bernales Oré, C. (2018). The learning in hospitalized children with cancer. Educación, 24(1), 47–51. https://doi.org/10.33539/educacion.2018.v24n1.1314