Child and family experiences of illness Flashcards
effects on the family for having child with a chronic health condition
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
why to be compassionate and non-judgemental
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
categories for health contact points
telephone
people: primary and secondary care
places
telephone
GP receptionist
NHS direct
ward
health centre receptionist
people in primary care
GP receptionist
practice nurse
general practitioner
health visitor
school nurse
people in secondary care
clinic receptionist
nurse
medical student
junior doctor
second on junior doctor
consultant
technician
therapist
places
health centre
GP surgery
school
hospital clinic
hospital ward
A&E
hospital stays
admission- history, examination, investigation, management plan
continued observations and treatment by nurses
planned 3 times daily medical reviews
discharge explanation and plan
types of communications through the stay and between who
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
attachment
type of affectional bond in which a persons sense of security is bound up in the relationship
Bowlby & Ainsworth’s theory of attachment
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
internal working models
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
observed 3 criteria of attachment from Schaffer and Emerson
stranger anxiety
separation anxiety
social referencing
stranger anxiety
response to arrival of a stranger
separation anxiety
distress level when separated from carer, degree of comfort needs on return
social referencing
degree that child looks at carer to check how they should respond to something new
asocial
0-6 weeks
many kinds of stimuli, social and non-social
produces a favourable reaction such as a smile
indiscriminate attachments
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
specific attachment
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
multiple attachment
10 months onwards
to mothers, fathers, grandparents, siblings, neighbours
3 phases in the development of infants attachment
phase 1: non-focused orienting
phase 2: focus on one or more figures
phase 3: secure base behaviour
function of attachment
increases the proximity of a child to its attachment figure
biological function of attachment
increasing the proximity of a child to tis attachment figure
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
biological function of attachment
=survival
seeking proximity in times of danger/stress- adaptive
how do children view hospital appointments
view it through their current developmental stage
children developmental stages
sensorimotor stage
preoperational stage
concrete operational stage
formal operational stage
sensorimotor stage
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
pre-occupational stage
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
concrete operational stage
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
formal operational stage
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
knowledge and skills
