6/22- Emotions and Illness- Developmental Perspective Flashcards Preview

Term 5: Behavioral Science > 6/22- Emotions and Illness- Developmental Perspective > Flashcards

Flashcards in 6/22- Emotions and Illness- Developmental Perspective Deck (29)
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1
Q

What is chronic illness?

A

A health problem that lats > 3 months, affects daily activities, requires frequent hospitalizations, home health care, and/or extensive medical care

2
Q

___ million children (under 18) suffer from a chronic illness

A

15-18 million children (under 18) suffer from a chronic illness

3
Q

What is a common feature of children who have to undergo surgery?

A

Pre-operative anxiety (50-65%)

  • Crying
  • Agitation
  • Increase in heart rate and secretion of cortisol

Most anxiety-provoking part is anesthesia induction

4
Q

What are risk factors for pre-operative anxiety?

A
  • Age under 5 yrs (6 mo- 4yrs)
  • Temperament (Behavioral Inhibition)
  • Passive coping style (e.g. doesn’t want to talk to anyone about disease; just take it as it comes; part of temperament)
  • Negative past medical encounters
  • Parents with increased levels of anxiety
5
Q

What is the range for the start of separation anxiety (start/peak)?

A
  • Experienced as early as 9 mo
  • Peaks at 1 yr
6
Q

What are post-op concerns of children following surgery?

A
  • Post-operative pain
  • Emergence of delirium
  • Behavioral changes (nightmares, separation anxiety, eating/feeding problems/ increased fear of doctors)
7
Q

What is associated with kids with high levels of pre-operative anxiety?

A

Negative behavioral changes

  • Children with high levels of preoperative anxiety are 3x as likely to develop negative behavioral changes
8
Q

What is the time course of post-op behavioral changes?

A
  • 40-55% at 2 weeks
  • 19% at 6 months
  • 65 at 1 year
9
Q

A child’s perspective changes greatly with what?

A

Age (especially cognitive development)

10
Q

How do children interact with illness in the Sensorimotor stage (0-2 yrs)?

A
  • Rely on senses to understand illness and bodies
  • Mainly pre-verbal and cannot establish narratives to convey thoughts/feelings
11
Q

How do children interact with illness in the Preoperational stage (2-7 yrs)?

A
  • Egocentric” thinking reliant on personal encounters with limited capacity to generalize in other experiences
  • Empirical rather than logical thought (i.e. may fear phlebotomist not b/c of pain but distress over losing all blood) [Band-aid obsessions!]
  • Concept of immanent justice: belief that a form of natural justice exists, leading to guilt and shame (got cancer b/c lied to parents)
  • Belief that events connected temporally are causally related (I fell down and got a cough)
  • Over-extension of the concept of contagion, applying it to conditions without an infectious etiology
  • Prior to adolescence, difficult to conceive that unrelated symptoms can belong to one illness (e.g. rash and headache as part of the same syndrome)
12
Q

How do children interact with illness in the Concrete Operations stage (7-11 yrs)?

A
  • Concrete thinking processes with limited ability to abstract (e.g. don’t understand how medicine taken by mouth could help a hurt ankle)
  • Continued difficulty recognizing that apparently unrelated symptoms are part of same disease process
  • Capacity to use logic to comprehend their perceptions
  • increasing ability to differentiate self from others; ability to distinguish one’s own wishes, needs, and thoughts
13
Q

How do children interact with illness in the Formal Operations stage (>12 yrs)?

A
  • Multiple etiologies are considered for source of illness
  • Capacity to understand two unrelated symptoms can manifest from one condition (e.g. migraine headaches and emesis)
14
Q

What are risk and protective factors in relation to illness/hospitalization (broadly)

A
  • Onset
  • Etiology
  • Diagnosis
  • Deformity/disability
  • Prognosis
15
Q

Risk factors: Age of Onset?

A

Age of Onset:

  • Onset (6 mo- 5 yrs) and early adolescence
  • Other stressors: losses, school problems
  • Issues of attachment, independence, and autonomy for 1-4 yr olds (challenging all of these if a child gets a disease at this time)
  • Issues of privacy for early/mid teens
  • Painful, frightening symptoms are the most difficult for preschoolers
  • Younger children lack understanding of causality/concept of justice
  • Immanent justice
  • Younger children lack ability to understand treatment rationale
16
Q

Specific risk and protective factors: Etiology?

A

Risk:

  • Causes including trauma, infection, genetics
  • Belief systems of parents (immanent justice)
  • Concerns regarding risk for other family members

Protective:

  • Natural disaster/”act of God”
  • No sense that another action could have prevented illness/injury
  • No blame of self or others
17
Q

Specific risk and protective factors: Diagnosis?

A

Risk:

  • Prolonged delay in diagnosis/misdiagnosis
  • Physician/family conflict regarding diagnosis/treatment
  • Miscommunications/lack of communications
  • Prolonged pretense in front of child

Protective:

  • Rapid diagnosis
  • Timely and empathic communication
  • Attention to cognitive and emotional aspects of disease
  • Attention to impact on other family members
18
Q

Specific risk and protective factors: Deformity or Disability?

A

Risk:

  • Physical deformity/disability negatively influences development of self-image and availability of support
  • Especially vulnerable early and mid-adolescence (younger kids do better)
  • Family’s inability to “re-imagine” child

Protective:

  • Multidimensional identity
  • Positive self image
  • Non-abandonment by treatment team
  • Supportive peers with or without illness
  • Positive parental acceptance (e.g. shark-bitten girl going back to surfing because she was still whole)
19
Q

Specific risk and protective factors: Prognosis?

A

Risk:

  • Unnecessary pretense from treatment team
  • Chronicity expected
  • Implications for other family members
  • Life-threatening

Protective:

  • Optimism
  • Comfort from spiritual/religious beliefs/involvement
  • Positive pre-illness family communicatoins
  • Non-abandonment by the team
  • Non life-threatening
  • Support from friends/teachers
20
Q

What to be careful of with kids with illness who seem very mature?

A

Realize that there may be pockets of maturity and immaturity

  • Ex) may struggle with social aspects
21
Q

Zach’s story: Risk and Protective factors?

A

Risk:

  • Age of onset
  • Limited understanding of illness
  • Severity of disease/life threatening
  • Recurrence of cancer
  • Times pent in the hospital/missed school days

Protective:

  • Rapid diagnosis
  • Family support
  • Positive outlook
  • Continuity of care/treatment team
22
Q

Sibling persepective

A

https://www.youtube.com/watch?v=scLs6fXrptE

23
Q

Development and Coping: Infants and Toddlers?

A
  • Completely dependent upon adults
  • Demonstrate anxiety through crying
  • At greatest risk for separation difficulties
24
Q

Development and Coping: Preschool age?

A
  • May not understand why parents can’t protect them from medical procedures, etc.
  • Medical procedures may be seen as punishment
  • Increasing imagination may exacerbate worries
  • May feel rejected by parents if they are note present
25
Q

Development and Coping: School age?

A
  • Control and mastery important concepts at this developmental stage
  • Coping strategies increase with age; positive self talk associated with favorable outcomes
  • Actions speak louder than words; seeing is believing
  • Some children may act out, show aggression or be rebellious because they feel like they do not have any bodily control
26
Q

Children can abandon concept of immanent justice earlier when?

A

Children can abandon concept of immanent justice earlier when appropriate explanations are given:

  • Reduction of guilt and shame
  • increased adherence
  • Improved adjustment and coping
27
Q

Development and Coping: Adolescence?

A
  • Independence and autonomy from family
  • Preoccupation with appearance, body’s development
  • Illness threatens autonomy, control and bodily integrity
  • Cognitive growth with increased ability to use coping strategies
28
Q

Development and coping in practice have led to what policy changes?

A
  • In-hospital presence of parents
  • Preparation familiarization programs
  • Peer visitation
  • Child life services
  • Continued schooling
29
Q

How to help?

A
  • Preschoolers and school age children should receive basic instructions [medical play; concrete-medical chart, etc.]
  • Inquire into the child’s views and understanding to replace frightening misconceptions [“sometimes kids think…”]
  • Adolescents require a minimum of 7-10 days advance preparation with ongoing opportunities to ask questions
  • Encourage participation in preparatory programs related to health
  • Include parents, siblings and key people in the lives of the children to promote coping and resilience
  • Use preventive health visits to educate parents and the child [studies suggest little direct communication occurs with the child] Use of distraction techniques during pre-operative phase has reduced anxiety
  • Being attuned to child’s needs during “stress points”: (venipuncture, separation from parents, anesthesia induction)