“Lost in Transition”: A Systematic Mixed Studies Review of Problems and Needs Associated with School Reintegration After Psychiatric Hospitalization

• Published in: School mental health Vol. 11; no. 4; pp. 629 - 649
• Main Authors: Tougas, Anne-Marie, Rassy, Jessica, Frenette-Bergeron, Émilie, Marcil, Katherine
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.12.2019; Springer; Springer Nature B.V
• Subjects: Adaptation; Behavioral Science and Psychology; Behavioral Sciences; Bibliographic Databases; Child and School Psychology; Children & youth; Clinical Psychology; Communication Strategies; Cooperation; Developmental Psychology; Dropouts; Education; Family Involvement; Family School Relationship; Guidelines; Hospitalization; Hospitalized Children; Hospitals; Information Seeking; Mental Disorders; Mental health; Parent Participation; Parent School Relationship; Pediatrics; Posttraumatic Stress Disorder; Professionals; Program Development; Psychiatric Hospitals; Psychiatry; Psychology; Recidivism; Reentry Students; Residential Care; Resistance (Psychology); Review Paper; School Role; Search Strategies; Social Services; Student Needs; Students; Systematic review; Teachers; Teaching Methods; Traumatic brain injury; Psychiatric illness; Transition; Hospitalization; Systematic mixed studies review; School reentry
• ISSN: 1866-2625; 1866-2633
• DOI: 10.1007/s12310-019-09323-3

The purpose of this review was to identify the problems and needs associated with school reintegration after psychiatric hospitalization. Principles outlined by the Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre) for systematic mixed studies reviews were used to search 14 electronic databases with all possible literature from inception to September 2017. Quality was appraised by two sets of two independent reviewers using an adapted version of the Mixed Methods Appraisal Tool. Fourteen studies met the inclusion criteria. The key themes revolve around the different systems of the bioecological model: the youth ontosystem, microsystems (family, school) and mesosystems (family–hospital, family–school, school–hospital). Predominant emergent themes of each system converged toward a better communication, collaboration and coordination among all concerned actors. Many problems seem to alter school reintegration after psychiatric hospitalization and different needs are still required to be met. Future research directions and implications for intervention are discussed.