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USAHS Peds 1 > Unit 1/Ch5: Working with Families > Flashcards

Unit 1/Ch5: Working with Families Flashcards

1
Q

Why do we study families?

A
  • Families are complex systems (family friends, extended family, support systems, siblings)
  • OT’s must be prepared to work with a variety of families (foster, single parent, multi-generational care, grandparents)
  • OTs must understand the influence of the family’ daily routines/goals on how children spend their time
  • Involvement of family members is central to the best practice of occupational therapy
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2
Q

Families

A
  • A group of occupational beings
  • Transmit a cultural model
  • Give children a sense of support, identity, and emotional well- being
  • Help children develop fundamental routines and lifestyle habits
  • Prepare children to become productive adults
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3
Q

Master (Outcomes of Family Occupation)

A

Help children learn to master routines and habits that support health and wellbeing

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4
Q

Participate (Outcomes of Family Occupation)

A

Foster readiness to learn and participate in educational programs

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5
Q

Assume (Outcomes of Family Occupation)

A

Foster readiness to assume place in community and society

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6
Q

A family system is composed of… (system perspective of family occupations)

A

individuals who are interdependent and have reciprocal influences on each other’s occupations.

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7
Q

Within a family, subsystems are defined by… (system perspective of family occupations)

A

Their own patterns of interaction and shared occupations.

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8
Q

A family must be understood as a… (system perspective of family occupations)

A

Whole, and it is more than the sum of the abilities of each member.

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9
Q

The family system works to… (system perspective of family occupations)

A

Sustain patterns in family occupations and to be part of a larger community.

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10
Q

What is inherent in a family? (system perspective of family occupations)

A

Change and evolution

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11
Q

A family as an open system is influenced by… (system perspective of family occupations)

A

Its environment

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12
Q

Parents

A

-Birth, adoptive, partner, blended or foster
-Caregiver” sometimes used to refer to
grandparents, foster parents
-Effect of child with special needs on mothers and fathers (Mothers/fathers may have different priorities/perspectives for the child)
-Effect of child with special needs on parent’s relationship: Marriages that have children with special needs have increased divorce rate

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13
Q

Siblings

A

-Effect of child with special needs on siblings: Acting-out, extra-caring behavior
-Siblings can be a source of support: Siblings can help encourage child to
achieve OT goals
-Siblings also need support and care due to caregiving role: Art therapy for sibling care-givers.

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14
Q

Extended Family

A
  • Aunts, uncles, grandparents
  • Extended family can provide additional support
  • Many children being raised by grandparent: Aging parents can be an added stressor
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15
Q

Normative Events (transitions- the family lifecycle)

A

Normative changes are changes that you can prepare for:

  • Birth of new child
  • Begin Kindergarten
  • Middle school, High School, College Transition
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16
Q

Non-Normative Events (transitions- the family lifecycle)

A

Non-Normative changes are changes that normally can/’t be prepared for.

  • Grandparents moving in
  • Divorce
  • Moving away
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17
Q

Early Childhood (Family Resources and the Child with special Needs)

A
  • Diagnostic process.
  • Parents request information.
  • Parents have questions.
  • Parents gather information systems, their rights and community resources.
  • Caregiving for an infant with special needs may be similar to caring for typical infant.
18
Q

School Age (Family Resources and the Child with special Needs)

A
  • Families may experience less support when the child enters school.
  • They may be no longer directly involved with the child’s program.
  • The gap between the child’s performance and that of typical peers may widen.
  • Making friends may be a priority.
19
Q

Adolescence (Family Resources and the Child with special Needs)

A
  • May be a stressful time with growing social, financial and sexual needs.
  • Parents may be increasingly concerned about child’s vulnerability.
  • Increased social stigma from peers.
  • Parents have difficulty caring for child’s growing physical and emotional needs.
20
Q

Financial Resources (Family Resources and the Child with special Needs)

A
  • Parents may have many hidden and ongoing expenses.
  • Special procedures may require travel to distant facilities to receive care.
  • Childcare may be more expensive or unavailable.
  • One parent may quit work to care for the child.
21
Q

Human Resources (Family Resources and the Child with special Needs)

A
  • Does the family have a support group available?

- Is there someone who can provide respite care for the child as needed?

22
Q

Time Resources (Family Resources and the Child with special Needs)

A
  • Extra caregiving required (Preparing for school in the morning can take a long time)
  • Additional supervision.
  • May require more structure and organization in daily life.
  • Routines may need to change to accommodate the child.
  • Parents may have less time for socialization/recreation.
23
Q

Emotional Energy Resources (Family Resources and the Child with special Needs)

A
  • Children with disabilities may require more emotional energy from the parents.
  • Parents may experience anxiety and depression.
  • Parents may become exhausted and sleep deprived: NICU babies have strict feeding schedules that impact parent’s sleep patterns.
  • Stress levels in families seem to relate to the resources they have: Financial, educational, emotional or social.
24
Q

Sources of Diversity (Family Resources and the Child with special Needs)

A
  1. Ethnic Background
  2. Family Structure
  3. Socioeconomic Status
  4. Parenting style and practices
25
Q

An Ecological Perspective (Family Resources and the Child with special Needs)

A
  • Social and Physical Features
  • Brings awareness of the influence of distant things not under the family’s control
  • Communities vary in how they support the inclusion of families of children with disabilities.
26
Q

Phases of Ecological Perspective

A
  1. Household Members: List everyone that lives in the home
  2. Direct Support: Where do the grandparents live?, Who are their best friends?
  3. Indirect Support: Are they on Medicaid?, Are they on SSI?, Who are their Doctors, Who are their doctors?, Who are their best friends?, Who is their employer?
  4. Relationships: Describe your relationship with your doctors: Is it positive/stressful?
27
Q

Emotional Energy Resources (supporting participation in family life)

A
  • Adapting daily routines to conserve energy an avoid injury.
  • Strategies to increase children’s independence in self-care.
  • Embedding adapted strategies and learning opportunities into the family’s daily routine.
28
Q

Socialization & Participation in Social Activities (supporting participation in family life)

A
  • With ADA more recreational activities have become available.
  • OTs suggest strategies to increase family’s level of participation.
28
Q

Fostering readiness for community living (supporting participation in family life)

A
  • Provide Families with Information.

- OTs help to advocate for youth.

29
Q

Adaptation (family adaptation, resilience & acommodation)

A

Recognize the situation, and interruption in activities, or a loss of emotional well-being.

30
Q

Resilience (family adaptation, resilience & acommodation)

A

Families draw on resources to restructure add/or get rid of routines.

31
Q

Accommodation (family adaptation, resilience & acommodation)

A

Changes that maintain daily routine

32
Q

Family Partnerships Include: (family adaptation, resilience & acommodation)

A
  • Family-centered services
  • Family support
  • Direct services
  • Family Education
33
Q

Emotional Energy Resources

A
  • Trust Building
  • Equality
  • Respect
34
Q

Providing helpful Information

A
  • Child or diagnosis-related info

- Characteristics of helpful communication

35
Q

Effective Communication builds on:

A
  • Trust & respect

- Honesty & sensitivity

36
Q

Communicate with parents

A
  • Formal & informal
  • Written
  • Verbal
  • Nonverbal
37
Q

Home Programs: Blending Therapy into Routines

A
  • Learn information about important and meaningful daily routine activities.
  • Identify naturally occurring moments where behaviors can be taught and modified
38
Q

Parents Appreciate (Home Programs Blending Therapy into Routines)

A
  • Specific, objective information
  • Flexible service delivery
  • Sensitivity & responsiveness to their concerns
  • Positive, optimistic attitudes
  • Technical expertise and skill (P.132)
39
Q

Families are a Group of Occupational Beings

A
  • Consider parent’s intellectual abilities when teaching strategies
  • Parent have their own mental/medical issues
  • A referral to counseling or family services may be required.
  • Can help parents in problem solving
40
Q

Conclusion

A
  • Family participation is a critical element of intervention.
  • Therapy goals & activities must reflect family priorities.
  • Families are unique & multidimensional.
  • Children with disabilities have positive & negative effect on families.
  • Occupational therapists who respect family values and maintain a positive attitude can become important supports to families of children with special needs.

USAHS Peds 1 (4 decks)

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