Intro to Child Life final
developmental preparation -
- conveying information to the child in developmentally appropriate manner
- encouraging expression of feelings about procedure/treatment - including the participation
of parent or other significant family member
- anticipated sequence of events and the sensations that accompany it
Infants and toddlers: birth to 2 years -
(preparation)
- sensory exploration: medical play, become familiar with equipment, distraction toys
- prepare immediately or shortly prior to exam or procedure
- presence of social support
- introduce to patient and parents, introduce play
Pre-schoolers: 2-5 years -
(preparation)
- prepare 5-7 days in advance
- sensory information, role rehearsal, demonstration of medical equipment, and reassurance
for parent and child
- coping strategies: deep breathing, singing, playing
- introduce yourself and thank when finished
- honest communication
School-age: 6-11 years -
(prepare)
preparation at least a week in advance; level of reasoning
- gains mastery and competence by demonstrating knowledge and skill; may want to know
how this treatment will help
- needs more information about how the body works
- more complex coping strategies: visualization, music, participate in aspects of care
- more cooperative if choices are respected
Adolescents: 12-18 years -
(preparation)
- encourage teens to create a list of questions
- use of photographs: what they are going to see
- active participation in care
- privacy issues
Materials and equipment -
(preparation)
- visual aids: pictures etc
- actual medical equipment
- preparation kits or models
Communication strategies -
- use language that conveys respect
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, - use questions only when a choice is actually possible
- use pronouns accurately as in conversations with adults
- be aware of nonverbal messages
- use positive directions when possible
- recognize your biases
- be careful with what words you use because children take things literally (a little horse, bear
feel)
Minimally threatening language -
- communicate accurate, complete information in a developmentally appropriate way
- use words and phrases that reflect children's natural language
- choose words that accurately describe specific sensations
- when using medical terms, always explain them in a developmentally appropriate manner
- encourage children to play active roles, rather than be passive recipients
Communicating complete, accurate information -
- learn about the procedure
- determine what information to share with child and family
- provide sensory information
- explain the sequence and how long the procedure will last (avoid saying as long as)
- monitoring the accuracy of information
- explain medical terms they don't understand
Facilitating coping behaviors -
- offering choices
- reinforcing existing behaviors
- rehearsal
- help children select, rehearse and effectively implement behaviors to reduce distress and
increasing cooperation
- assessing whether child is a "sensitizer" or "avoider"
Sensitizer -
focus on details and display anticipatory worry
Avoider -
don't want information and ignore what is happening
Palliative care -
a program for children with serious or life-threatening health conditions
- focus is to help ease pain and suffering and enhance the quality of life for both the patient
and family
- provided by a multidisciplinary team of doctors, nurses, social workers, CLS, bereavement
coordinator, spiritual services, pharmacist, psychologist, music therapist
- available at the time of a diagnosis or anytime throughout treatment
Goals of pediatric palliative care team -
- To provide comprehensive and quality health care to the pediatric patients with
serious or life threatening conditions by providing consultation to the primary medical team.
- Help ease pain and suffering.
- Enhance quality of life for the patient and the family.
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developmental preparation -
- conveying information to the child in developmentally appropriate manner
- encouraging expression of feelings about procedure/treatment - including the participation
of parent or other significant family member
- anticipated sequence of events and the sensations that accompany it
Infants and toddlers: birth to 2 years -
(preparation)
- sensory exploration: medical play, become familiar with equipment, distraction toys
- prepare immediately or shortly prior to exam or procedure
- presence of social support
- introduce to patient and parents, introduce play
Pre-schoolers: 2-5 years -
(preparation)
- prepare 5-7 days in advance
- sensory information, role rehearsal, demonstration of medical equipment, and reassurance
for parent and child
- coping strategies: deep breathing, singing, playing
- introduce yourself and thank when finished
- honest communication
School-age: 6-11 years -
(prepare)
preparation at least a week in advance; level of reasoning
- gains mastery and competence by demonstrating knowledge and skill; may want to know
how this treatment will help
- needs more information about how the body works
- more complex coping strategies: visualization, music, participate in aspects of care
- more cooperative if choices are respected
Adolescents: 12-18 years -
(preparation)
- encourage teens to create a list of questions
- use of photographs: what they are going to see
- active participation in care
- privacy issues
Materials and equipment -
(preparation)
- visual aids: pictures etc
- actual medical equipment
- preparation kits or models
Communication strategies -
- use language that conveys respect
1|Page
, - use questions only when a choice is actually possible
- use pronouns accurately as in conversations with adults
- be aware of nonverbal messages
- use positive directions when possible
- recognize your biases
- be careful with what words you use because children take things literally (a little horse, bear
feel)
Minimally threatening language -
- communicate accurate, complete information in a developmentally appropriate way
- use words and phrases that reflect children's natural language
- choose words that accurately describe specific sensations
- when using medical terms, always explain them in a developmentally appropriate manner
- encourage children to play active roles, rather than be passive recipients
Communicating complete, accurate information -
- learn about the procedure
- determine what information to share with child and family
- provide sensory information
- explain the sequence and how long the procedure will last (avoid saying as long as)
- monitoring the accuracy of information
- explain medical terms they don't understand
Facilitating coping behaviors -
- offering choices
- reinforcing existing behaviors
- rehearsal
- help children select, rehearse and effectively implement behaviors to reduce distress and
increasing cooperation
- assessing whether child is a "sensitizer" or "avoider"
Sensitizer -
focus on details and display anticipatory worry
Avoider -
don't want information and ignore what is happening
Palliative care -
a program for children with serious or life-threatening health conditions
- focus is to help ease pain and suffering and enhance the quality of life for both the patient
and family
- provided by a multidisciplinary team of doctors, nurses, social workers, CLS, bereavement
coordinator, spiritual services, pharmacist, psychologist, music therapist
- available at the time of a diagnosis or anytime throughout treatment
Goals of pediatric palliative care team -
- To provide comprehensive and quality health care to the pediatric patients with
serious or life threatening conditions by providing consultation to the primary medical team.
- Help ease pain and suffering.
- Enhance quality of life for the patient and the family.
2|Page
