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HDFS 4810 Class Notes Week 1

by: Resham Gehani

HDFS 4810 Class Notes Week 1 HDFS 4810

Resham Gehani
GPA 3.6
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About this Document

These notes are from the first week of class, part of the information which will be on the first exam.
Hospitalized Child and the Family
Kimberlee Spencer
Class Notes
Child, life




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Popular in Human Development & Family Science (HDFS)

This 3 page Class Notes was uploaded by Resham Gehani on Saturday August 20, 2016. The Class Notes belongs to HDFS 4810 at University of Georgia taught by Kimberlee Spencer in Fall 2016. Since its upload, it has received 33 views. For similar materials see Hospitalized Child and the Family in Human Development & Family Science (HDFS) at University of Georgia.

Similar to HDFS 4810 at UGA

Popular in Human Development & Family Science (HDFS)


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Date Created: 08/20/16
Thursday, August 18, 2016 Child Life and Children’s Reactions to Hospitalization Theoretical Foundation of Child Life Theories that Support Child Life  Child Life is NOT just “entertainment and activity”  Theories undergird the entertaining and activity-based teaching to help the child and her/his family adjust to the hospital environment, cope with stressors and have a more positive experience  Common language between professionals Play  Framework: assess, plan, intervene, relate, advocate o Really want to advocate for the children because they can’t speak for themselves all the time  Definition: pleasurable, child-directed, active exploration  Observation of play lead interventions Piaget  Child directed earning through play based on maturation and stages  Assimilation: taking info from the world and fitting it into existing structures in the mind (medical setting: anytime an adult who isn’t family walks in, the child thinks they will just come hurt them)  Accommodation: changing existing mental structures to integrate new information  Equilibration: the basic process of human adaptation. Individuals seek a balance between the environment and their own structures of though- don’t like weird inconsistencies  Stages: Stage Age Description Sensorimeter Birth-2 years Sensing and acting Preoperational 2-7 years Concept formation, symbolic reasoning Operational 7-11 years Logical operations Formal 12 years and older Abstract analogies Information Processing  Computer model analogy  Maturation and experience  Encoding and organization  Automaticity  Responses affected by stress  Environment (input)  perception (storage) responses (output) Vygotsky  Child directed based on maturation and socio-cultural experiences  Zone of proximal development  Scaffolding  Context, context, context Attachment  Ainsworth and Bowlby  Parent-child relationship  Secure and insecure attachment based on quality and availability of care-caregiver  Based on early interactions with caregivers Social Learning Theory  Child learns about the environment by actively participating in it  Observational learning… modeling… reinforcement  Social learning as an aid in child life: picture books, puppets, videos of peers Psychosocial Development Age Psychosocial Issues Child Life statues Interventions Birth- 1 year Trust vs. Mistrust Separation: Consistent care: unfamiliar parent involvement 1-3 years Autonomy vs. Separation Control of Shame/ Doubt anxiety, am I environment being punished through pay 4-5 years Initiative vs. Guilt Limits on control, Maintain routine; magical thinking more opportunity for independence and control 6-12 years Industry vs. Concrete Opportunities for Inferiority thinking (literal) peer interaction; removed from structure and normal home support; school activities connection to school 13-17 years Identity vs. Role Limits on Opportunities for Confusion privacy, peer peer relations, interactions, decision making, school body image Temperament  Characteristics of the child-individual differences; akin to Personality in adults o Adaptability, irritability, emotionality, activity level, fearfulness  Genetically influenced; expression impacted by environment  Goodness of Fit: providing an environment that is supportive of child, based on individual differences  Easy, difficult, slow to warm up to


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