Chronic illness in a child requires successful organisational and emotional adjustment of the child and the family. The way in which the child and the family adapt to the illness will affect their psychological well-being and their quality of life. This review summarizes recent research findings on the relationship between illness factors, individual and family functioning, coping strategies and psychosocial adjustment. The findings are presented within the framework of three complementary theoretical models: the family developmental approach; the psychosocial typology of illnesses; and the process model of stress and coping. These models are useful for a better understanding of the complex interactions between illness, family and coping and offer to the professionals engaged in the care of chronically sick children, guidelines for assessment and the development of intervention programs. The review starts with examining the impact of chronic illness on the psychosocial adjustment of the sick child, his/her siblings and parents. Then psychosocial Stressors and risk factors in terms of illness and family related characteristics are discussed. Coping resources and strategies are presented which have been shown to be related to child and parental adjustment; and finally, successful intervention programs are described.

The purposes of this review article are to gather existing evidence on the contributing factors in affecting the psychosocial adjustment among people with chronic pain, and to promote a comprehensive conceptual framework in this topic by adapting Wallander and colleagues' (1989) Risk and Resistance Model of Adjustment. Our intention is to promote future empirical research that will validate this working conceptual framework and will provide and clinical guidelines for rehabilitation professionals who work with people with chronic pain.

This study examined the quality of life of compensable accident victims. The sample comprised 254 participants who completed the World Health Organization's EUROHIS Quality of Life scale as part of a vocational assessment. As hypothesised, there was substantially lower quality of life with a mean rating of 2.70 (SD = 0.74) on a five-point scale from very dissatisfied to very satisfied. There were statistically significant differences in quality of life, favouring those living in a rural vs city location, those living in areas of low unemployment and those with higher skill levels. Those who had a non-work accident had higher levels of quality of life as did those without a spinal cord injury or psychiatric sequelae. Participants who returned to work had the highest level of quality of life. The time since the personal injury averaged 3.58 years (SD = 3.61) and quality of life was not correlated positively with the effluxion of time (r = 0.057). A tentative process model of quality of life was proposed based on the significant factors from this study and divided the factors into three stages based on their occurrence across time as early, intermediate or late in relation to the injury.

This study investigated associations of contextual variables of risk (stressful events and exposure to community violence), variables of protection (family environment, connectivity to the school and community perceptions) and demographic variables (gender and age) with indicators of psychosocial adjustment (self-esteem, involvement in illegal activities and alcohol use in past month) among adolescents. The participants were 685 students (61.5% girls) aged between 12 and 18 years (M = 15.10, SD = 1.52) of public schools in southern Brazil. They answered a questionnaire with 77 questions and an inventory for assessment of family relationships. Logistic regression analyses indicated that the negative perception of family environment, poor connectivity to the school and exposure to community violence were associated with low self-esteem. Involvement in illegal activities was associated with low connectivity to school, stressful events, exposure to community violence and male sex. Finally, alcohol use/month was associated with negative perception of the community, community violence, stressful events, and particularly at the ages of 15–16 years.

Despite significant improvement in cancer survival, the fear of death still remains rooted in individuals' beliefs about cancer. Existential fears pertaining to cancer cut across the cancer control continuum and taint decisions related to prevention, screening, surveillance, and follow-up recommendations, as well as the overall management of cancer-related issues. However, individuals are innately predisposed to cope with their cancer-related fears through mechanisms such as reliance on the process of meaning making. To better appreciate the potential impact of existential concerns across the cancer control continuum, the Temporal Existential Awareness and Meaning Making (TEAMM) model is proposed. This tripartite model depicts three types of perceived threats to life related to cancer including a “social awareness” (i.e., cancer signals death), “personalized awareness” (i.e., I could die from cancer), and the “lived experience” (i.e., It feels like I am dying from cancer). This construal aims to enhance our understanding of the personal and contextual resources that can be mobilized to manage existential concerns and optimize cancer control efforts. As such, existential discussions should be considered in any cancer-related supportive approach whether preventive, curative, or palliative, and not be deferred only until the advanced stages of cancer or at end of life. Further delineation and validation of the model is needed to explicitly recognize and depict how different levels of existential awareness might unfold as individuals grapple with a potential, actual, or recurrent cancer.

Background: Individuals with visible differences can experience social anxiety in relation to their appearance. Social skills-based psychosocial interventions have to date shown only limited effectiveness at addressing their concerns. Aims: To incorporate user perspectives in the development of an online psychosocial intervention, known as Face IT. Method and Results: Study one consisted of a needs assessment with 12 individuals with a visible difference and six health professionals in order to identify the difficulties experienced by those with visible difference and obtain feedback on the proposed content of Face IT. The findings demonstrated support for the social skills model and the use of an online intervention. Study two consisted of an empirical usability evaluation of Face IT with 14 potential users and 14 health professionals. Based on feedback from the participants, changes were made to the graphics and navigation of the programme. The clinical content has been made more acceptable. Conclusions: The findings indicate support for the importance of social skills-based psychosocial interventions for addressing the needs of those with a visible difference, and have allowed modifications to be made to Face IT ahead of a randomized controlled trial of effectiveness.

We examined differences between school classes with respect to three aspects of psychosocial adjustment at school, namely the extent that children in the class liked to play with each other, the number of teacher-reported behaviour problems, and children's feelings of well-being at school. The sample consisted of 1282 4- to 5-year-olds from 94 school classes and 51 schools, but due to nonresponse actual sample sizes were somewhat smaller for most analyses. Multilevel analyses showed that on average 87% of the variance was at the child level, 11% at the class level, and 3% at the school level. This indicated that a non-negligible amount of variance could not be accounted for by factors at the child level. Furthermore, this variance was mainly associated with differences between classes instead of differences between schools. A set of variables that pertained to sociodemographic characteristics of schools, school facilities, organisational aspects of classrooms, and the teacher did not provide an adequate explanation for the differences in adjustment levels. In contrast to these traditional variables, social network indices yielded substantial correlations, showed consistent trends across the different adjustment measures, and fulfilled the necessary requirement that to explain differences between school classes the predictor variables themselves should differ for classes within the same school. These results suggested that aspects of the interpersonal relations of children in the classroom such as proximity, integration, and the amount of contact could be determinants of differences between school classes in psychosocial adjustment.