[What specific socialisation, social, educational and professional for teenagers and young adults with cancer?] / Quelles spécificités de sociabilisation, sociales, scolaires et professionnelles pour les adolescents et jeunes adultes atteints de cancer ?

Socialisation, education, first jobs and autonomy are key steps to teenagers and young adults (TYA) integration into the society. The occurrence of a cancer in this population increases the difficulties. Although, suffering of cancer do affect TYA life journey at social, scholar and professional levels, from diagnosis to the after-cancer live and sometime forever, few studies exist in France. A national study on TYA with cancer (TYAC) social, scholar and professional pathways is on-going (ESPOIR-AJA). A national survey of the existing TYAC insertion support in 2013 by the "Insertion group" of groupe onco-hématologie adolescents et jeunes adultes (GO-AJA) revealed structured and ancient support at scholar level based on national governmental or associative structures, but insufficient and non-specific scholar help in secondary school and professional help. Specific initiatives have emerged since 2012 with the "Plan cancer 2". All these helps remain unequal across the country. A referential on TYAC social, scholar and professional insertion has been prepared by GO-AJA in collaboration with the association francophone des soins oncologiques de support (AFSOS). The impact of the action 9 of the nation "plan cancer 3" is awaited.

[How to understand and facilitate return to school of high school students treated for cancer: analysis of a sociology research-action project]. / Comment comprendre et faciliter le retour en classe des lycéens traités pour un cancer ? Retour sur une recherche-action sociologique.

Based on a sociology research-action project, this article analyses the specific issue of return to school of high school students with cancer. Three detailed cases, illustrating the global results of the study, are presented to highlight the academic trajectories of these students. This situation has a particular impact on juvenile sociability. Moreover, the education of these students does not comply with French educational standards and is very complex for professionals. Finally, social inequalities in education are reinforced by the experience of serious illness, as pedagogical negotiations are even more complex due to the fact that families are not familiar with school practices.

[Contribution of intervention to research in the context of a serious disease]. / Ce que l’intervention fait à la recherche dans un contexte de maladie grave.

By placing in perspective two ongoing studies based on interventional research dynamics in the field of cancer, this article proposes a review of the specific effects of this type of research. Although this approach is often poorly regarded in the field of academic sociology, it is particularly adapted to the analysis of ongoing processes, providing access to certain phenomena that would be otherwise impossible to observe. The research worker's active involvement, the experience that he/she shares with the subjects studied and the partnerships formed with institutional bodies are the basis for the production of original scientific knowledge, but also sometimes uncomfortable configurations.

[Evaluation of a program for teenagers going back to high-school]. / Évaluation d'interventions destinées à faciliter le retour en classe d'élèves du secondaire traités pour un cancer.

OBJECTIVE: Education of adolescent with cancer has become an imperative but is often difficult even after treatments. A special support program focusing on teacher teams and pupils was designed to limit these difficulties. After a 4-years experience, this support program was evaluated. METHODS: Questionnaires (one after the intervention, another few months after) were sent to the participating families who were also proposed to be interviewed with a semi-structured list of open-ended questions. A questionnaire was also sent to the teaching staff and to the pupils. RESULTS: On 23 interventions prepared, 15 interventions were performed: eight for pupils and seven in teacher teams. Eleven patients who benefited from these interventions responded to the first questionnaires, and seven to the second part of the study and 142 high schools pupils have responded to the questionnaires. In the comparative study, 21 patients were analysed. The interventions give useful information to teacher team, helping them understanding "invisible crippling". The program avoids bullying and questions for the patient-pupil.