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Understanding perspectives and resilience of adolescents with a parent diagnosed with cancer

Year: 2025
Type: article
Abstract: This mixed methods study explored how an educational support group enhances adolescents’ resilience and coping strategies when faced with a parent’s cancer diagnosis. It also examined adolescents’ perceptions and understanding of cancer and its impact on their lives. The research addressed three questions: (1) How does participation in a support group affect adolescents' coping and resilience? (2) How do adolescents describe their experiences in the group? (3) How do they relate these experiences to their personal coping and resilience? A convergent mixed methods design was used, merging quantitative and qualitative data for a comprehensive view of adolescent resilience. Four participants completed a 10-week Single Case Experimental Design (SCED) using resilience and coping assessments. Additionally, six participants were interviewed and the qualitative data revealed key themes regarding adolescent’s perspectives: (i) emotional responses and changes after a parent’s diagnosis, (ii) group identity formation through shared learning experiences, and (iii) personal growth through adversity, facilitated by coping strategies. This study explores the impact of resilience and peer-based educational support groups on adolescents coping with a parent’s cancer diagnosis. Findings in this study indicated that adolescents with medium to high self-assessed resilience exhibited stronger coping abilities, while those with lower resilience improved their coping efficacy and frequency through participation in support groups. Engagement in these groups fostered a sense of identity, encouraged the adoption and reinforcement of coping strategies, and facilitated a cognitive shift. Additionally, participants demonstrated personal growth, increased empathy, and enhanced emotional resilience through shared experiences and guided learning within the virtual support environment. The role of child life specialists in providing developmentally appropriate education and fostering resilience in peer support settings is highlighted.
DOI: 10.25820/etd.008085
Author: Mozena, Emily NR
Language: English
Open Access status: green
OpenAlex ID: W7093291972
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