Meeting Children's Psychosocial Needs Flashcards
Erikson’s Theory of Personality Development
Trust vs mistrust (birth to 1 year)
Autonomy vs shame and doubt (1 to 3 years)
Initiative vs guilt (3 to 6 years)
Industry vs inferiority (6 to 12 years)
Identity vs role confusion (12 to 18 years)
Intimacy vs solidarity vs isolation (the 20s)
Generativity vs self-absorption (late 20s to 50s)
Integrity vs despair (50s and beyond)
Pediatric Intensive Care Unit (PICU) - children are exposed to extreme stressors, including…
Highly invasive procedures, separation from families, other critically ill and dying children, altered levels of consciousness, elevations in light and noise levels, and multiple strangers providing sophisticated caretaking procedures
Psychosocial Principles that support Resiliency (Bolig and Weddle)
Relating a child’s actions to reactions or outcomes; providing social reinforcement after, instead of before, the performance of a task; rewarding degrees of effort ; encouraging extraordinary effort and tasks even under stress; modeling both the expression of feelings and self-talk; training new skills and practicing old behaviors
The Emergency Room - steps to help families in coping with emergency treatment while reducing the threatening aspects of the experience (Brunnquell & Kohen):
Avoid matching the emotional level of the patient and family if they are upset; assure that someone is specifically attending to emotional care, especially if the primary medical caregiver does not have time to do so; meet the intense information needs of patients and families. Recognize that feelings of loss and control are exacerbated by incomplete, conflicting, or delayed information; prepare patients and family members present for specific procedures as clearly as possible; and take specific actions to control pain
Play as Adaptive
A curvilinear relationship has been found between play participation and general adaptation. Those children who do not get to play with others because they are too withdrawn or aggressive generally also perform poorly at school
Play as Power
Often more common among historians, sociologists, and anthropologists, this conceptualization of play concepts of contest, conflict, group identity, and traditions. Psychologists, too, often deal with this in terms of intrinsic motivation, autotelia, stimulus arousal, and dress choice or free will
Play as Fantasy
A relatively recent area of inquiry, play as imagination, creativity, and flexibility focuses on the importance of the individual. Imaginative play, often seen as higher order, has been found to be related to reading and other academic areas of ability
Play as Progress
Scholars in the 20th century were obsessed to demonstrate that children learn something useful from their play; although this continues today, the specific focus has shifted from physical skills, to emotional, to cognitive, depending on prevalent theories
Functional Play
Simple, repetitive muscle movements with or without objects
Dramatic Play
Substitution of an imaginary situation to satisfy child’s personal needs and wishes
Games with rules
Acceptance of prearranged rules and adjustments to these rules
The Basics of Psychosocial Assessment
Affect; temperament; the ability to communicate and interact with peers, adults, and family; personal or family stressors; coping style; the amount and types of defense mechanisms used; and self-concept and level of self-esteem
Normalization
Acknowledging the existence of the illness, defining family life as normal, defining the social consequences of the illness as minimal, and engaging in behaviors consistent with a view of family life as “normal”
Hope and Resilience
Assuring effective communication with health-care providers, helping families find sources of hope, supporting spirituality, promoting social support, assisting family members in setting realistic goals, adapting and learning new skills as needed, and aiding parents in developing coping strategies over time
Four Core Concepts for Patient -and Family-Centered Care
- Patient-and family-centered care is an approach to the planning, delivery, and evaluation of health care that is grounded in mutually beneficial partnerships among healthcare providers, patients, and families
- Patient-and family-centered care practitioners recognize the vital role that families play in ensuring the health and well-being of infants, children, adolescents, and family members of all ages. They acknowledge that emotional, social, and developmental support are integral components of health care. They promote the health and well-being of individuals and families and restore dignity and control to them
- Patient-and family-centered care is an approach to health care that shapes policies, programs, facility design, and staff day-to-day interactions
Palliative Care
“To lessen the severity of [a disease] without curing or removing it”
The foundations of palliative care rests on the following principles…
Respect for the dignity of patients and families, access to competent and compassionate palliative care, support for the caregivers, improved professional and social support for pediatric palliative care, and continued improvement of pediatric palliative care through education and research
Bereavement Programming
Help families through immediate crisis of their child’s death; to offer ongoing support and resources to bereaved families for a period of time after the death of a child; and to provide support, education and resources for staff
Planetree and the Institute for Patient-Centered Design
Planetree environments are typically fully accessible and home-like and include a variety of elements that support patients and their families
Seven Stages of Faith (Fowler)
Primal faith, intuitive-projective faith, mythical-literal faith, synthetic-conventional faith, individuate-reflective faith, conjunctive faith, and universalizing faith
Primal Faith
Infancy - a pre language disposition of trust forms the mutuality of one’s relationships with parents and others to offset the anxiety that results from separation that occur during infancy
Intuitive-projective Faith
Early childhood - imagination, stimulated by stories, gestures, and symbols and not yet controlled by logical thinking combines with perception and feelings to create long-lasting images that represent both the protective and threatening powers surrounding ones life
Mythic-literal Faith
Childhood and beyond - The developing ability to think logically helps one order the world with categories of causality, space, and time; to enter into the perspectives of others; and to capture life meaning in stories
Synthetic-conventional Faith
Adolescence and beyond - New cognitive abilities make mutual perspective-taking possible require one to integrate diverse self-images into a coherent identity. A personal and largely unreflective synthesis of beliefs and values evolves to support identify and to unite one in emotional solidarity with others
Individuative-reflective Faith
Young adulthood and beyond - Critical reflection on one’s beliefs and values, understating of the self and others as part of a social system, and the assumption of responsibility for making choices of ideology and lifestyle open the way for commitments in relationships and vocations
Conjunctive Faith
Midlife and beyond - The embrace of polarities in one’s life, alertness to paradox, and the need for multiple interpretations of reality mark this stage. Symbol and story, metaphor and myth are newly appreciated as vehicles for grasping truth
Universalizing Faith
Midlife and beyond - Beyond paradox and polarities, persons in the stage are grounded in a oneness with the power being. Their visions and commitments free them for a passionate yet detached spending of the self in love, devoted to overcoming division, oppression, and brutality
Characteristics of Spiritual Distress
Spiritual emptiness, disturbances in beliefs, no reason for living, request for spiritual assistance, questioning beliefs, doubt over beliefs, inability to practice rituals, and detachment from self of others
The Culture of the Family - a practitioner can help families by…
Serving as an interpreter of mainstream culture; learning about the family’s approach to child-rearing, health care, and socialization; and helping to design a set of interventions that complement that family’s preferences
Cultural Destructiveness
Actively carries out activities that destroy or disrupt cultural beliefs or practices
Cultural Incapacity
Represents cross-cultural ignorance; often characterized by support of the status quo
Cultural Blindness
Well-meaning but misguided “liberal” policies and practices based on the belief that if only the dominant cultural practices were working properly, they would be universally applicable and effective for everyone
Cultural Pre competence
Reflects a movement toward the recognition that differences exist in individuals, families, and communities, and a willingness to being to try different approaches to improve service delivery
Basic Cultural Competence
Acceptance and respect for difference, continuing self-assessment regarding culture, careful attention to the dynamics of difference, continuous expansion of cultural knowledge and resources, and a variety of adaptations to service models to better meet the needs of non dominant populations
Advanced Cultural Competence
At the most positive end of the scale, characterized by actively seeking to add to the knowledge base of culturally competent practice by conducting research, developing new therapeutic approaches based on culture, publishing and disseminating the results of demonstration projects, and so on. In other words, advocates for cultural competence throughout the system and for improved relations between cultures throughout society
The following abilities children should have in order to be considered capable of reasoning (Grisso & Vierling)…
The ability to sustain attention to the important issues under discussion, the ability to deliberate the issues, the ability to weigh the pros and cons of the options, the ability to consider the possible risks and the alternatives, and the ability to use both inductive and deductive reasoning
Clinical Relationships
Professionals and families interact in a routine or standard manner; technical care is provided; the health situation involved typically is perceived by both parties as being minor and routine; and the patients vulnerability and dependence is almost nonexistent
Therapeutic Relationships
The patient typically is facing a situation that he or she perceives as neither life-threatening nor serious; care is given quickly and effectively; the patients internal and external resources for meeting the demands of the situation are adequate and available; although the professional perceives the patient as a patient, there is also recognition and understanding of the patient as a person; the professional serves as support mobilizer and enhancer; and the relationship is usually of short or average duration
Connected Relationship
The professional and patient perceive each other as people first and their roles as patient and professional become secondary; both the professional and patient chose to enter this level of relationship; trust and commitment are deep and complete; the patient actively seeks the professional’s advice and opinion; the professional functions as a source of support; self-discourse is high; and both the professional and the patient experience change as a result of their relationship
Over involved Relationship
The professional is committed to the patient as a person, and this overrides the professionals commitment to the treatment regime, other professionals, the institution and its needs, and the professionals responsibilities toward other parties; the professional is a complete confidant of the patient and is treated as a member of the patients family; the relationship continues beyond the professionals work hours and the professional remains a key figure in the patients life; the professional may become territorial and believe that he or she is the only one who can giver proper and appropriate care to the patient; and the professional views the patient as a person, the patient relinquishes the patient role, and the professional relinquishes the impersonal professional relationship
Microsystem
Pattern of activities, roles, and interpersonal relations the developing person experiences in a given setting with particular physical and material characteristics - family, child care environments, early education programs
Mesosystem
Interrelationships among microsystems; the immediate systems with which families and children may interact - between home and child care program, between home and school, between home and hospital
Exosystem
One or more settings in which the developing person is not an active participant, but in which events occur that affect or are affected by what happens in that developing person’s setting - policies of the child care and education programs and institutions, neighborhoods, families’ social networks, parents’ employers and employment policies
Macrosystem
Societal and cultural beliefs and values that serve to shape and influence the lower order systems - societal and cultural views on childrearing patterns, early education, the meaning of disability, and health and education intervention philosophies and polices
6 Key Principles Fundamental to a Trauma-Informed Approach
Safety, trustworthiness, peer support, collaboration, empowerment, voice, and choice, and cultural, historical, and gender issues
Behavioral Health Continuum - Promotion
These strategies are designed to create environments and conditions that support behavioral health and the ability of individuals to withstand challenges
Behavioral Health Continuum - Prevention
Delivered prior to the onset of a disorder, these interventions are intended to prevent or reduce the risk of developing a behavioral health problem, such as underage alcohol use, prescription drug misuse and abuse
Behavioral Health Continuum - Treatment
These services are for people diagnosed with a substance use or other behavioral health disorders
Behavioral Health Continuum - Recovery
These services support individuals’ abilities for live productive lives in the community and can often help with abstinence
