Effects of educational versus peer discussion interventions on perceived competence in adolescents with medulloblastoma

Abstract:

Context: Limited documentation exists on the effectiveness of education-based (EG) versus peer discussionbased (PDG) group interventions on perceived competence of adolescents suffering from medulloblastoma. Aims: This study was conducted to investigate which of these approaches offers the more beneficial outcomes to participants. Settings and Design: In a hospital in Zhenjiang, China, a total of 45 pediatric patients with standard risk or high risk medulloblastoma were randomly assigned to the EG or PDG interventions. Methods and Material: The Self-Perception Profile for Children (SPPC) and the Life Orientation Test—Revised (LOT-R) questionnaires were used to measure perceived competence and dispositional optimism or pessimism. Statistical analysis used: Adjustment was measured before the intervention, immediately after the intervention, at two weeks after, and six months after the intervention. Results: Participants in both groups showed improvement over time. The EG participants scored themselves higher on subscales including social acceptance, global self-worth and behavioral conduct at 2 weeks compared with those in the PDG (P<0.05). However, no significant differences were found between the groups at 6 months. Moreover, pessimists did not benefit more by attending an EG intervention than they did by attending a PDG intervention. Conclusion: The results show EG intervention seeming to enhance shortterm, rather than long-term, perceived competence. Longitudinal studies are warranted to further identify targeted interventions to maximize healthy survivorship.

Key words: Adolescents, Education intervention, Medulloblastoma, Peer discussion intervention, Perceived competence.