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Social-Emotional Functioning in Preschool-Aged Children With Cancer: Comparisons Between Children With Brain and
Victoria W Willard1, Mallorie L Gordon1, Bethany Means1
1Departments of Psychology, Oncology, & Radiation Oncology, St Jude Children's Research Hospital, Memphis, TN.
Insights
Young children with brain tumors may face social-emotional challenges after cancer treatment. Early intervention focusing on social skills is crucial for their development.
Area of Science:
- Pediatric Oncology
- Developmental Psychology
- Childhood Cancer Research
Background:
- The preschool years (ages 4-6) are critical for developing social-emotional skills.
- Children undergoing cancer treatment, especially those with brain tumors, may miss key social experiences.
- Understanding the impact of cancer and its treatment on social functioning in young children is essential.
Purpose of the Study:
- To explore the social-emotional functioning of preschool-aged children with brain tumors compared to those with non-CNS solid tumors.
- To identify potential differences in social functioning following recent cancer treatment completion.
- To assess the impact of cancer treatment on social problem-solving and emotion regulation in young survivors.
Main Methods:
- A pilot study involving children aged 4-6 years who recently completed treatment for brain tumors (n=23) or solid tumors (n=20).
- Objective measures of social functioning (Challenging Situations Task, NEPSY-II) were administered to children.
- Caregiver-completed questionnaires (BASC-3, NIH Toolbox Emotion Measures) assessed social and emotional functioning.
Main Results:
- A significant proportion of children, particularly those with brain tumors, exhibited difficulties in peer interaction on parent-report measures.
- While no statistically significant group differences were found, effect sizes indicated potential challenges for youth with brain tumors in some areas.
- Children were more likely to respond prosocially to physical provocation than social exclusion.
Conclusions:
- Preschool-aged children treated for cancer may exhibit social functioning deficits post-treatment.
- Children with brain tumors may be at higher risk for social-emotional concerns.
- Prioritizing social interaction opportunities is vital for fostering social-emotional skill development in young cancer survivors.
Objectives:
The preschool years (ages 4-6) are essential for the development of social-emotional skills, such as problem solving, emotion regulation, and conflict resolution. For children with cancer treated during this period, especially those with brain tumors, there are questions regarding the consequences of missed normative social experiences. The objective of this pilot study was to explore the social-emotional functioning of young children with brain tumors, as compared to those with non-CNS solid tumors, who have recently completed treatment.
Methods:
Children with brain (n = 23) or solid tumors (n = 20) 4-6 years of age (5.42 ± 0.73 years; 60.5% male, 65.1% white) who were 8.21 (SD = 2.42) months post-treatment completed objective measures (Challenging Situations Task, NEPSY-II) of social functioning while a caregiver completed questionnaires (e.g., BASC-3, NIH Toolbox Emotion Measures).
Results:
A large portion of the sample (brain tumor: 65.2%, solid tumor: 44.4%) fell in the clinical range on parent-report measures of peer interaction. There were no statistically significant differences between patient groups across measures, but effect sizes suggest youth with brain tumors potentially experienced more difficulties on some indices. All children were more likely to choose prosocial responses when presented with a challenging social situation where they were physically provoked (e.g., hit) versus socially provoked (e.g., left out).
Conclusions:
Preschool-aged children with cancer may experience weaknesses in social functioning shortly after treatment, with youth with brain tumors potentially demonstrating greater concerns. Emphasizing social interaction is critical to ensure young children have the opportunity to develop critical social-emotional skills.
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