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This book helps support developmentally sensitive nursing and allied health practice by integrating the therapeutic powers of play into child and adolescent health care service provision. It is designed to link play, child development, neuroscience, biopsychosocial and attachment theories with the biomedical model of health.
Nurses and allied health professionals work with children aged between 0-18 years and with diverse childhood illnesses, injuries, diseases, disorders, and conditions, and are therefore in a prime position to understand and support children through potentially painful and traumatic health care experiences. Understanding of the role of play and the application of the therapeutic powers of play in communicating with children and families has the potential to significantly optimise paediatric care. The theory and play based strategies, tools and techniques presented in this book assist nurses and health care professionals to engage with children in an age-appropriate manner and ‘speak’ with children through their natural language of play, to enhance comprehension, coping, resiliency, and healing.
Play is recognised as a sequentially developing ability and can be aligned with the child’s age and stage of life. Play based approaches can be placed on a continuum from fully child led or non-directive play to adult facilitated educative play. Medical information can be tailored according to the various points along this continuum to inform clinical reasoning and to help children prepare for procedures, recover from medical interventions and / or make sense of their diagnosis.
Whilst this book is directed at nurses and allied health professionals who work with children and their families, it may also be a valuable resource for medical and other professionals in community or educational settings to work systemically as a team. The book takes the reader on a journey to illustrate various professional and therapeutic roles in how to playfully engage children through a range of case vignettes.
Section 1 Theoretical Background
Each chapters in this section will follow a specific format to provide uniformity.
· At the beginning of the chapter please write 3 or 4 objectives:
· Introduction
§ Topic 1
§ Topic 2
§ Topic 3§ Topic 4
· Chapter Summary
· References
· Key terms· Reflective questions and activities
· Additional resources
Chapter 1. Setting the scene
This chapter will provide an overview of the book including the theoretical orientation to introduce the overarching humanistic, childhood developmental and neuroscientific approaches that will set the scene. It will provide the context in relation to the various health care settings where nurses and other health care professionals meet child clients and their families, i.e. primary, secondary and tertiary health care services, and justify the need for interpersonal, interprofessional and transdisciplinary interactions to deliver holistic care. It will introduce the how, what, why, when, and where, to include therapeutic skills using a developmentally sensitive approach to care for children. This chapter also orients the reader to the structure of the book.
Chapter 2. Therapeutic Play
Chapter 3. Caring for children, families and health care professionals
Nurses are required to undertake paediatric physical assessments, which may seem strange to the child and therefore this chapter introduces some playful but practical ways to examine the child from head to toe. Nurses may also be responsible for assessing the child’s development, psychosocial and mental health of the child where the same or similar approaches may be integrated. This chapter incorporates the United Nations Convention of the Rights of the Child to frame the vulnerable child in health care settings. Reflective practice questions are used to guide discussion points.
Chapter 5. Attachment in the health care setting
This chapter will provide an introduction and overview of attachment theory in simple terms and how an understanding of the wider family system may inform paediatric health care provision. It will provide an overview of the Dynamic Maturational Model of Attachment and Adaptation (DMM) developed by Patricia Crittenden and how various strategies of attachment (i.e. ways of being with others to get our needs met) develop across the lifespan. The chapter will include reflective activities that encourage the health care professional to reflect on their own strategy of attachment and how this may inform the way that they respond to the children and families they care for. It will also examine how parent strategies of attachment may impact on how they respond and care for their own child within a health care setting, and how a child’s strategy of attachment may impact on how they respond to medical intervention. It will also explore how chronic, repeated medical intervention may also play a role in shaping a child’s strategy of attachment. The chapter will explore ways that health care professionals can maintain parents as partners and support positive attachments and playful interactions between parents and children.
Section 2 Child Development & Assessment
Each chapter will follow a specific format to provide uniformity for each developmental stage.
· At the beginning of the chapter please write 3 or 4 objectives:
· Introduction
· Child development and assessment
o Physical development
o Psychosocial development
o Neurological developmento Play Development
· Considerations for nursing care
o Common fears and anxieties
o Grief and loss / death and dying
o Pain management· Therapeutic play approaches for clinical practice
o Include parents as partners
· Considerations for referral
· Chapter Summary· References
· Key terms
· Reflective questions and activities
· Additional resources
Chapter 6. Therapeutic play and maintaining hope in the infant child
Chapter 7. Therapeutic play, volition and the toddler
This chapter focuses on caring for the toddler aged between 18 months – 3 years including, child development and assessment - physical, neurological, toddler play development and incorporating Erikson’s psychosocial development stage autonomy versus shame / doubt. It also includes considerations for nursing care and the integratio
Dr. Judi Parson is a Senior Lecturer in Play Therapy, a paediatric qualified Registered Nurse, Play Therapist and Supervisor. She is the Play Therapy Discipline Leader in the School of Health and Social Development at Deakin University, Australia. Judi won the Highest Academic Achievement Award in the Child and Adolescent Health (Advanced Paediatrics) Post Graduate nursing course (ACU), and won an Australian Postgraduate Award (APA) to undertake her PhD studies which focused on the integration of procedural play for children undergoing invasive medical treatment (CQU). She completed her Master of Arts - Play Therapy (with Distinction), through School of Psychology, Roehampton University London (RUL), and is actively involved in the development of play therapy in Australia. Judi, a co-founding director for the Australasia Pacific Play Therapy Association, (APPTA) and a founding member of the International Consortium of Play Therapy Associations (IC-PTA), continues to practice play therapy and provides clinical and research supervision to others in the field of paediatric play therapy. Judi has enjoyed an international career in paediatrics and Play Therapy and has been invited to present in Australia and New Zealand, Asia and the Middle East, England, and Europe. She has co-edited a book and published more than 30 book chapters and peer-reviewed journal publications. Judi is actively involved in the development of play therapy in Australia through education, research, and clinical and research supervision within the field of play therapy. ?
Ms Belinda Dean is a Lecturer in Play Therapy, a qualified Registered Nurse, Registered Play Therapist and PhD student at Deakin University. Belinda has 22 years’ experience in the healthcare field with a focus on Child and Adolescent Health & Development, Mental Health, Community and Family Health. Belinda teaches in the above areas including educating students around Medical and Procedural play. Belinda holds a Master of Child Play Therapy and provides clinical supervision to Therapeutic Play and Child Play Therapy students and alumni. Belinda is passionate about attachment and trauma informed models to promote early intervention to mental health through play therapy. Belinda understands the impacts of early relational health and trauma has on children and adolescents neurological, physical, social, and emotional development. Belinda's other main areas of research are social skill programs to support neuro-diverse adolescents and play based andragogy. Belinda is a facilitator of the Imagine, Create, Belong program and is a co-author of Storying Beyond Social Difficulties with Neuro-Diverse Adolescents and related published peer reviewed journal articles. Belinda has presented nationally on her research. Belinda is the co-founder of Light Heart Publishing and Play Based Learning and practices privately as a play therapist. Belinda is actively involved in the development of play therapy in Australia through education, research, and clinical supervision within the field of play therapy. ?
Dr. Natalie Hadiprodjo is a Senior Lecturer and registered Play Therapist and Supervisor. She is the Course Director for the Therapeutic Child Play and Master of Child Play Therapy postgraduate programs within the School of Health and Social Development at Deakin University, Australia. Natalie completed a Bachelor of Occupational Therapy at the University of Queensland, a Master of Counselling at the Queensland University of Technology, and a Master of Play Therapy (with Distinction) and PhD, through the University of Roehampton, London. She was awarded the Psychology Department Prize for Outstanding Achievement for her master's thesis and built on this work in her doctoral research integrating the fields of attachment, trauma and play therapy. Her doctoral research explored the novel application of physiological monitoring to play therapy research. She has presented on this research internationally in the UK, Europe, and Australia. Natalie has 20 years of clinical experience and has worked across mental health, paediatric and educational settings. She is actively involved in the development of play therapy in Australia through education, research, and clinical and research supervision within the field of play therapy.
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