Exam 2 Study Guide
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This 4 page Study Guide was uploaded by Stephanie Belo on Monday March 14, 2016. The Study Guide belongs to EEX2000 at a university taught by Penny Cox in Spring 2016. Since its upload, it has received 23 views.
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Date Created: 03/14/16
Review for Exam 2. Topics you should emphasize while studying for the exam are below. Family perspectives Climate - refers to the general atmosphere in the home recognition of disability can be influenced by past experiences religious beliefs are often an important part of how families consider disability assimilate information about disability to develop perceptions and understanding of disability Ecology - all elements that make up the family unit results in positive family climate that allows family members to participate in expected activities Siblings Similarities 1. They find positive and negative results 2. They grow toward acceptance of the disability 3. Siblings experience a range of emotional responses 4. Siblings generally report positive family relationships Quality of life domains joint activities mutual understanding private time acceptance forbearance trust in wellbeing exchange experiences social support dealing with the outside world Parents with disabilities Combined Skills Model Parents of children with disabilities Special education, transition planning, and parents learning problemsadditional stressors related to school experiences emotional/behavioral problemsadditional stressors related to school and community experiences Edu services provided under Individuals with Disabilities Edu Improvement Act (IDEIA). services continue until age 21 and parents must consent to services, they must participate under IDEIA. transition planningparents need to be involved in planning for their child's life after school career is over. done through the school collaboration with families community etc. Respite care Temporary relief care designed for families of children or adults with special needs Designed to help families with special needs members, allowing them to tend to the needs of their children, spouses, and themselves LESSON model for working with parents (Estrella, 2013) model of support for families with newly diagnosed autism 1. Listen: nurses should listen to parents 2. Educate: nurses should educate families; most beneficial intervention 3. Support: aims to enable families to manage as independently as possible 4. Structure: once parents know children's needs, a routine and appropriate structure can be created 5. Observe: nurses should observe families, then discuss with them what they noticed and reflect on parents' progress 6. Normalize: make home an "autistic" environment to ensure feelings of comfort and safety Health care decisions and problems Parents of children with disabilities often experience difficulty finding appropriate health care and health care providers Particularly, problems are noted by families of children with DS, autism, and health impairments Difficulty with accessing care is consistent across disability areas Families with more than one child needing specialized care report more access problems Who makes health and healthcarerelated decisions for people whose disabilities impede their ability to make decisions for themselves? What determines the level of impairment that prevents a person from making their own decisions? What factors should be considered when making decisions for others? Life expectancy for people with DS 60 Sexual development and rights of people with disabilities Ashley treatment controversial set of medical procedures undergone by a Seattle child "Ashley X" born with severe developmental disabilities due to static encephalopathy she will remain at an infant level mentally and physically growth attenuation Principle of equal consideration one should both include all affected interests when calculating the rightness of an action and weigh those interests equally Teaching appropriate behavior Characteristics of resilient families (from Knestrict & Kuchey, 2009) Rules Routines Rituals criterionreferenced reframing and reconstruction of reality and meaning (ability for parents to reconstruct understanding of disability) tenacityregenerativity and family hardiness (advocate for child and family as a whole) Socioeconomic status and access to services Rhythmic Family: establish rules, rituals and routines in their home Regenerative Family: defined by their family's hardiness and coherence Reasons parents don't make plans for the future care of their children with disabilities (from Bibby, 2012) Parents often felt that their own standards of care could not be met by anyone else and were therefore not willing to plan for a substandard care arrangement. A wish to oversee care and talk of a supported housing facility, and the paralysis in decisionmaking was caused by the overwhelming stress
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