Child Life Theory- Exam 2

• contact each child and family prior to or at the time of admission to the hospital
• interact with child and family throughout stay
• communicate with children developmentally
• be respectful and responsive
• help children prepare in ways that tailor their individual needs
• provide reassurance and express genuine interest

• providing age-appropriate info
• familiarizing them with hospital facilities, routines and practices, and staff roles
• introducing children and families to the CL program

• diversion
• establish relationship
• tool for quick rapport
• initiates supportive, trusting relationships

• honor them, involve them
• family members are the primary, ongoing caregivers for the child
• family roles, routines, and rituals are the most familiar and predictable for the child
• family members know child best
• family's commitment to best interest of the child deserves respect and support

• ways children tend to respond to illness, injury and treatment at different stages of development
• methods of effectively supporting child patients
• how to facilitate therapeutic "hc play"

• allows child to approach threatening situation
• assimilate info at their own pace
• opportunity for self-expression
• reduction in emotional distress
• improves information processing
• effective coping with hc experiences
• opportunity to recreate situations of concern
• familiarization
• allows the care providers opportunity to observe coping
• misconceptions revealed

• consists of spontaneous and guided play focusing on health care themes
• initiated by an adult but child is in control
• can be enjoyable but the process can be intense and aggressive
• get emotions out
• health care play and preparation are not synonymous
• sometimes just let them play

• express feelings and concerns
• familiarization
• increase understanding of hc experience
• learn and practice new ways of coping
• rehears hc experience

• collages
• painting with tooth care sponges
• band-aid ornaments
• mobiles
• water play
• exploration and manipulation
• medical equipment decoration
• plaster activities
• surgical masks

• engage child in play by asking younger children help you make baby feel better
• have appropriate equipment for older children
• CLS initiate play; guide; but let kid direct it

• reflect or repeat child's comments
• do not interpret
• encourage child to express feelings and concerns
• continue to assess child's perceptions, understandings, and knowledge
• ask questions
• clarify misconceptions vs expression of feelings
• reinforce
• child has knowledge of staff understanding and support

• types of material used
• child's emotional status
• child's play interaction
• child's understanding
• further follow up needs/plans
• any unusual occurrences
• CLS assessment of intervention
• modification in care plan

• let children know when parent/other family members are leaving
• be as specific as possible about when they will return
• call to explain or leave a message when their plans change
• bring or send audio or video tapes of parents-home
• bring pictures and familiar objects from home
• leave something of theirs behind

• accurate info
• developmentally appropriate info

• reason for threatening or painful procedure
• anticipated sequence of events
• sensations that accompany the experience

• increase their confidence and ability to cope, trust
• prep leads to more effective coping with specific events
• increase confidence and competence that generalizes to other similar situation
• overall reduction of emotional distress
• prevent later developmental disturbances or adjustment problems

• child variables
• family variables
• hc variables
• child life care

• physical and dev. age
• past experiences
• temperament
• coping strategies

• past hospital experiences
• stress, coping
• cultural and religious views
• support
• other needs and responsibilities

• who is on the team
• physically altered
• diagnosis
• length of stay, number of people involved
• values of health care providers/staff

• providing info regarding the progress of the procedure
• reminding of coping behaviors
• performing coping behaviors along with child
• playing specific role in child's coping process
• reassurance

• toddlers should be told JUST BEFORE
• more verbal toddlers can be told a DAY IN ADVANCE or EARLY in same day
• young children should receive explanations of future events
• time between expl. and event should DECREASE WITH AGE
• no earlier than a week
• depends on if the family are worriers
• not too far in advance; too much time to labor over it

• child life worker
• nurse
• other ind. with adequate knowledge of medical procedures

• child's developmental level
• medical condition
• past responses to stressful conditions

• facilitation of emotional expression
• information
• emotional support

• individual preparing child must have understanding of child's state of mind
• constant encouragement of self-expression, child's prior knowledge, misconceptions, fears, and anger can be revealed

• presented in an age appropriate manner
• active participants
• procedural info as well as sensory info

• during stressful periods need support
• parents included in prep process

• doctor equipment
• hospital furniture
• books, audio visual
• films, etc
• as supplement to, not substitute

• review guidelines for working with specific age group
• consult the physician concerning the child's treatment plan
• review the parents understanding of the child's condition and determine what info they have transmitted to the child
• determine whether the parents will be taught with the child or separately
• determine appropriate method of explanations
• gather all teaching aids to be used in the session
• cover the material in two to three sessions
• outline material to be covered in each session

• role to promote positive image of hospital
• CLS will be involved in arranging special media events
• important to remember to make sure no children are exploited

• implied criticism from staff
• territorial
• jealousy
• apathy
• perceived medical and or emotional needs
• financial considerations
• responsibility
• need to maintain control
• status/training concerns
• job security
• personal inconvenience

medical staff

• education
• reassurance
• offering services that meet the needs of members of the resistance
• "oh she won't be here long"

• An approach to health care that is based on mutually beneficial partnerships between patients, families, and healthcare professionals
• beyond the caregiving process

• people are treated with dignity and respect
• healthcare providers communicate and share complete and unbiased info in affirming and useful ways
• individuals and families build on their strengths by participating in experiences that enhance control and independence
• collaboration among patients, families, and providers occurs in policy and program development and professional education as well as delivery of care

• improvement in medical and developmental outcomes
• greater responsiveness to patient and family
• enhanced patient, family and staff satisfaction
• creation of more supportive workplace environment
• wiser use of scarce resources with reduction of healthcare costs
• families able to advocate
• enhance competitiveness for hospital in marketplace

• recognize that the family is the constant in child's life; we change
• facilitate parent and professional collaboration on all levels
• honor racial, ethnic, cultural and socioeconomic diversity of family
• share complete and unbiased info in supportive manner
• implement comprehensive policies and programs that provide emo and financial support
• recognize individual family strengths and respect various methods of coping
• understand and incorporate the developmental needs of infants, children and adol. and their families into healthcare system
• encourage and facilitate family to family support
• design accessible healthcare delivery systems that are flexible, culturally competent, and responsive

we are committed to relationships built on trust, respect and professional competence which contribute to the development of confidence, resilience, and problem solving skills that enable individuals and families to deal effectively with challenges to development, health and well being

• relating to or dealing with healing
• providing assistance in a cure
• therapy: remedial treatment of mind, body and soul
• relations: mutually interested or involved

• proactive or preventive
• reactive

clinical service is provided by a professional to a client

has an implication of trust and interpersonal connection

• relationships that are established in connection with specific profession engaged by any individual
• ester to doctor

relationships both clinical and non-clinical advocating for psychosocial coping and adjustment

• wrote about Freud's view regarding bedside manner
• said that bedside manner was irrelevant, do whatever it takes

talked about therapy that required warmth, genuineness and positive regard toward patient

• social realm- friendship
• intimate- personal relationships with partner
• professional- therapeutic (us)

• initiation or orientation
• working
• termination
• possible 4th phase- alliance phase

• psychoanalytic- interpreting symbolic play
• humanist- supportive relationship
• learning theory- helping learn to adapt

• diversion
• activity/recreation/play
• child development
• therapeutic
• comprehensive

• increase sense of predictability and control
• have lowest possible level of upset/distress

• informational- sensory
• behavioral- desensitization
• stress-coping framework- what type of learner are they?