Term
|
Definition
- The family is seen as a whole
- If there is a change to one part of the family the whole family is affected
- The family unit as a whole is more important than the individual members |
|
|
Term
|
Definition
- Stressful events (positive or negative) are unavoidable
- Family uses coping mechanisms to respond too stress
- Too much stress can overwhelm a family and cause physical or emotional breakdown among family members |
|
|
Term
| Developmental Family Theory |
|
Definition
- A family goes through predictable developmental stages
- At each stage each family member must perform certain specific tasks
- The behavior at a previous stage can affec future stages |
|
|
Term
|
Definition
The near to far directional trend in growth
Ex. development of limb buds is followed by development of fingers and toes |
|
|
Term
|
Definition
The head to tail directional trend in growth
Ex. infants get structural control over their heads before they get control of their trunk and extremities |
|
|
Term
| Erikson's psychosocial theories in chronological order |
|
Definition
Trust vs. Mistrust
Autonomy vs. Shame, Self Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion |
|
|
Term
| What is the change in length from birth to 12 months? |
|
Definition
| Length will increase by 50% |
|
|
Term
| Contributors to childhood obesity |
|
Definition
- Sugary drinks and less healthy food availability
- Advertising of less health foods
- Lack of PE in school
- No safe or appealing place to be active in the community
- Increasing portion size
- Lack of breastfeeding support
- Television and media |
|
|
Term
| How is body image learned? |
|
Definition
Significant others exert the most impact on child's body images.
Cultural norms also play a role.
Infants receive input about their bodies through self-exploration and sensory stimulation from others |
|
|
Term
| How is self-esteem learned? |
|
Definition
Learned by one's social groups and individuals perceptions of how they are valued by others.
It changes with development.
Meaningful relationships |
|
|
Term
|
Definition
Give the scale to a patient and have them point to the face and the place they are having pain
Ages 3-8 |
|
|
Term
|
Definition
| Topical anesthetic used to make procedures less painful for the pediatric patient. Important for atraumatic care |
|
|
Term
| Lifelong psychological affects pain can have on children |
|
Definition
Less likely to seek medical care in the future
Experience higher levels of pain later on
Make more of a fear of pain and doctors |
|
|
Term
| What do child life specialists do? |
|
Definition
| Help the families and kids feel more comfortable in the hospital. They help explain procedures and use distraction techniques during procedures. |
|
|
Term
|
Definition
| Providing care to kids using interventions that eliminate or minimize the psychological and physical distress for the child |
|
|
Term
| 3 ways to provide atraumatic care |
|
Definition
Prevent or minimize separation from parent
Promote sense of control
Minimize or prevent bodily injury and pain |
|
|
Term
| Why are kids particularly vulnerable to the stress of hospitalization? |
|
Definition
It is a change from the usual state of health and environmental routine.
Children have limited coping mechanisms to resolve stressors |
|
|
Term
|
Definition
From middle infancy throughout the preschool years.
3 stages:
Protest: aggressive reaction: crying and screaming
Despair: crying stops, depression, child less active
Detachment: superficially look adjusted but really a sign of resignation, not content |
|
|
