Pyschosocial Flashcards
Eriksons trust and mistrust
Birth - 1 year
Develop sense of trust when caregivers provide reliable care in love
Infants need to be held talk to you and have their basic needs met to develop trust
Erikson autonomy vs shame and doubt
1-3
1-3
Children need to develop a sense of personal control over physical skills and sense of independence
No is fav word
Will regress under times of stress
Erikson initiative vs guilt
3-6
3-6
Children need to begin starting control and power over environment which leads to a sense of purpose
Love to please, use imagination to act out roles, developing conscience and enjoys helping
No ability to link cause and effect
Erikson industry vs inferiority
6-11
6-11
Children need to cope with new social and academic demands leading to a sense of competence
Wants to learn about themselves and the world needs encouragement and support
Erikson identity vs role of confusion or diffusion
11-20
Early 11-14
Mid 14-16
Late 17-20
Teens need to develop a sense of self and personal identity
Becoming their own person, learning how to separate from parents and ‘revisit’ earlier stages
Piaget sensorimotor
Birth-2
Senses and motor skills to learn about the world
Piaget sensorimotor substages
12m-2y
Preoperational 2-7
Difference so from objects, object permanence, play becomes more complex
Piaget preoperatinal substages
Preconceptual phase 2-4
Intuitive phase 4-7
Egocentric Thinking, active imagination, starts to understand right from wrong
Piaget concrete operational
7-11
Interested in how things are made and run, need support in encouragement from important people in their life
Piaget formal operations
11-20
Early 11-14
Mid 14-17
Late 17-20
Invincibility
Likes
Making independent decision
Develop critical thinking ability
Atraumatic care
Therapeutic care that minimizes or illuminates the psychological and physical distress experienced by children and their families in the healthcare system
Major principles of atraumatic care
- prevent or minimize physical stressors
- prevent or minimize parent child separation
- promote a sense of control
Infancy
1-12 m
Routines are disturbed, resulting in fear, separation anxiety and loss of control
Toddlers
1-3 (less than 2 should be written as months)
Often fearful of strangers and Can recall traumatic events, separation anxiety, destruction and usual routine contributes to loss of control in feeling of insecurity, will regress
Preschoolers
3-6
Do you not understand cause of illness and have fear of mutilation and intrusive procedures
Often interpret words literally and have a active imagination
Often believe that some personal deed or thought caused her illness and that inflicted pain is punishment
School age
6-11/12
May be able to better comprehend cause of illness however may be concerned about disability, death, and injury or pain
They miss school or friends some may regress and become needy demanding their parents attention
Loss of control occurs from limitation of activities
Adolescent
13-18
Are concerned about how the illness or injury will affect their body image do not like to be different, and do not like to show they are afraid
Anxiety comes from being separated from friends, feelings of invisibility may caused him to take risk and be non-compliant with treatment
Spontaneous play
involves giving child a variety of play materials and providing the opportunity to play.
Directed play
involves more specific direction, such as providing medical equipment or a dollhouse for focused reasons, such as exploring child’s fear of injections or exploring family relationships.
Separation anxiety age
(8 months to 3 years)
Stressors of Hospitalization and Children’s Reactions
- Separation anxiety
- Loss of control
- Bodily injury
- Pain
Preventing or minimizing separation from parents
- Family-centered care
- Family presence during procedure
- Encourage visitation
- Provide sleeping accommodations for family
- Bring familiar items from home
- Child-friendly rooms
Minimizing loss of control
- Keep routines
- Promote movement and play time
- Limit or combine stressful procedures
- Keep busy with activities
- Allow child to express their feelings
Preparation for Procedures
- Provide a description/reason for the procedure using age-appropriate language
- Describe where the procedure will occur
- Introduce strange equipment the child may see
- Inform the child if any pain in involved
- Identify any special care required after the procedure
Interventions During the Procedure
- Firm, positive, confident approach
- Provide the child with a sense of security
- Encourage cooperation from the child
- Allow the child to express their feelings
- Use distraction methods
After the Procedure
- Hold and comfort the child (cuddle and soothe infants)
- Encourage the child to express emotions through play
- Praise children for appropriate behavior (prize box)
Utilizing the Child Life Specialist (CLS)
- Preparation for tests, surgeries, etc
- Support during medical procedures
- Therapeutic play
- Activities to support normal growth/development
- Advocacy for the child and family
- Grief and bereavement support
