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Impact of the social deprivation on the psychosocial difficulties of pediatric cancer survivors: a prospective multicentric study
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  • Fanny Delehaye,
  • Olivier Dejardin,
  • isabelle pellier,
  • Ludivine Launay,
  • Maxime Esvan,
  • Damien Bodet,
  • Liana Carausu,
  • Julien Lejeune,
  • Frederic Millot,
  • caroline Thomas,
  • Virginie Gandemer,
  • Arnaud Alves,
  • julien Rod
Fanny Delehaye
Centre Hospitalier Universitaire de Caen

Corresponding Author:[email protected]

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Olivier Dejardin
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isabelle pellier
chu angers
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Ludivine Launay
Centre François Baclesse Centre de Lutte Contre le Cancer
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Maxime Esvan
Univ Rennes, CHU Rennes, Inserm, CIC 1414
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Damien Bodet
CHU de Caen
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Liana Carausu
CHU Brest
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Julien Lejeune
CHRU de Tours
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Frederic Millot
CHU de Poitiers
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caroline Thomas
CHU Nantes
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Virginie Gandemer
CHU Rennes
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Arnaud Alves
CHU Caen
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julien Rod
Centre Hospitalier Universitaire de Caen
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Background The posttreatment period is a key part of the management of pediatric cancer care. At this period, psychosocial effects (scholarly and psychological difficulties) have been described in pediatric cancer patients and can be prognostic for the success of social reintegration. Psychosocial effects and their impact may be related to the household’s socioeconomic background. The aim of this study was to estimate psychosocial difficulties during the posttreatment period based on a social deprivation score. Design This study is based on a prospective multicentric study database, and focused on the children who had received psychosocial evaluation during their follow-up after cancer treatment since 01/01/2013. We retrieved data on their learning and psychological difficulties. Socioeconomic status of the household was estimated by a social deprivation score. Results 1003 patients were analyzed. Learning difficulties at school were noted in 22% of patients. A greater social deprivation was significantly associated with learning difficulty (OR=1.09 per unit of the deprivation score). Tumor relapse, treatment with hematopoietic stem cell transplantation, and diagnosis of a CNS tumor remained significant risk factors. In the subgroup analysis of children with CNS tumors, learning difficulties were increased and associated with greater social deprivation. By contrast, psychological difficulties were not associated with the deprivation score. Conclusion There is a link between SE status and learning difficulties in survivors of childhood cancer. Further investigations should be carried out to confirm these results for children with CNS tumors, which is the population of the greatest concern.