Psychological, financial, and educational impacts of the COVID-19 pandemic among children and adolescents with cancer and their families: a systematic review and thematic analysis
Bibliographic record
Abstract
Abstract Children and adolescents diagnosed with cancer and their caregivers are routinely exposed to challenges most families will likely never face, especially during health emergencies where health system resources are put under pressure. The goal of this review was to systematically collect and synthesize the existing literature that examined the impact of the COVID-19 pandemic on psychological, financial, and educational outcomes among children and adolescents diagnosed with cancer and their caregivers, which usually are parents but may also include other family members such as siblings or grandparents. MEDLINE, Embase, and PsycINFO were searched on May 3, 2022. We included both qualitative and quantitative original research and brief reports from which we extracted population demographics, COVID-19 intervention, data collection, and outcome-related items. We then conducted a thematic analysis on the results sections of records. 50 studies of children (0–12 years) or adolescents (13–19 years) with cancer or their families were included. We identified five themes: Positive Impacts of COVID-19, Negative Psychological Experiences, Lack of Support, Mass Job Loss, and Disrupted Education. Our results demonstrated that the COVID-19 pandemic has been associated with some positive and multiple negative psychosocial outcomes among children and adolescents diagnosed with cancer and their families.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.004 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".