Child and family experiences of illness

Question 1

effects on the family for having child with a chronic health condition

Answer 1

expense and time commitment
confusion caused by conflicting systems of health care management
lost opportunities
loss of hope for ideal child
social isolation
siblings may resent extra attention the ill child receives

Question 2

why to be compassionate and non-judgemental

Answer 2

develop rapport
avoid confrontation
help breakdown barriers
allay any fears
understand severity of any symptom described as it is subjective
understand Childs situation in the family

Question 3

categories for health contact points

Answer 3

telephone
people: primary and secondary care
places

Question 4

telephone

Answer 4

GP receptionist
NHS direct
ward
health centre receptionist

Question 5

people in primary care

Answer 5

GP receptionist
practice nurse
general practitioner
health visitor
school nurse

Question 6

people in secondary care

Answer 6

clinic receptionist
nurse
medical student
junior doctor
second on junior doctor
consultant
technician
therapist

Question 7

places

Answer 7

health centre
GP surgery
school
hospital clinic
hospital ward
A&E

Question 8

hospital stays

Answer 8

admission- history, examination, investigation, management plan
continued observations and treatment by nurses
planned 3 times daily medical reviews
discharge explanation and plan

Question 9

types of communications through the stay and between who

Answer 9

needs are communicated, child and patient are reassured
progress reported, updates from assessments, treatment evaluated
handover/sharing of care
advice/ prevention for parents
communication with primary care, regarding ongoing clinical needs

Question 10

attachment

Answer 10

type of affectional bond in which a persons sense of security is bound up in the relationship

Question 11

Bowlby & Ainsworth’s theory of attachment

Answer 11

when we form our primary attachment we also make a mental representation of what a relationship is which we then use for all other relationships in the future

Question 12

internal working models

Answer 12

mental representation of relationship between baby and child that becomes a set of expectations that the child has for future interactions with the same person
child tends to re-create, in each new relationship the pattern which they’re familiar

Question 13

observed 3 criteria of attachment from Schaffer and Emerson

Answer 13

stranger anxiety
separation anxiety
social referencing

Question 14

stranger anxiety

Answer 14

response to arrival of a stranger

Question 15

separation anxiety

Answer 15

distress level when separated from carer, degree of comfort needs on return

Question 16

social referencing

Answer 16

degree that child looks at carer to check how they should respond to something new

Question 17

asocial

Answer 17

0-6 weeks
many kinds of stimuli, social and non-social
produces a favourable reaction such as a smile

Question 18

indiscriminate attachments

Answer 18

6 weeks to 7 months
infants get upset when individual ceases to interact with them
form 3 months infants smile more at familiar faces and easily comfortable by a regular care giver

Question 19

specific attachment

Answer 19

7-9 months
preference for a single attachment figure
baby looks for particular people for security, comfort and protection
fear of strangers and separation anxiety

Question 20

multiple attachment

Answer 20

10 months onwards
to mothers, fathers, grandparents, siblings, neighbours

Question 21

3 phases in the development of infants attachment

Answer 21

phase 1: non-focused orienting
phase 2: focus on one or more figures
phase 3: secure base behaviour

Question 22

function of attachment

Answer 22

increases the proximity of a child to its attachment figure
biological function of attachment

Question 23

increasing the proximity of a child to tis attachment figure

Answer 23

proximity is regulated by attachment behaviours
smiling, vocalising, signalling interest in interaction
crying, aversive behaviour drawing the attachment figure in to terminate the behaviour
approaching following child seeking proximity

Question 24

biological function of attachment

Answer 24

=survival
seeking proximity in times of danger/stress- adaptive

Question 25

how do children view hospital appointments

Answer 25

view it through their current developmental stage

Question 26

children developmental stages

Answer 26

sensorimotor stage
preoperational stage
concrete operational stage
formal operational stage

Question 27

sensorimotor stage

Answer 27

birth to 2 years
understands world through their movements and sensations
children learn through basic actions such as sucking, grasping, looking and listening
infants learn things that can’t be seen
separate beings from people and objects around them
realise their actions can cause things to happen in the world around them

Question 28

pre-occupational stage

Answer 28

2-7 years
children think symbolically and learn to use pictures and words to represent objects
tend to be egocentric and struggle to see things from others perspectives
while they are getting Better with language and thinking they think in concrete terms
much more skilled at pretend play

Question 29

concrete operational stage

Answer 29

7-11 years
children begin to think logically about concrete events
understand concept of conservation
their thinking becomes more logical and organised but still very concrete
children. begin using inductive logic or reasoning from specific information to general principle

Question 30

formal operational stage

Answer 30

12 and over
adolescent begins to think abstractly and reason about hypothetical problems
think more about morals, ethics and social issues that require theoretical and abstract reasoning
use deductive logic
personal identity develops

Question 31

knowledge and skills