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communication peds
pediatric communication temperament play humor
| Question | Answer |
|---|---|
| define communication & how is it different with pediatrics | process of giving and receiving information; incorporate child's development in communicating (i.e infant -nonverbal) |
| general guidelines related to communication & pediatrics | be brief, honest, clear, developmentally appropriate, ask & listen to pt and caregiver concern/opinions |
| define temperament | construct of personality that is genetically linked that remains stable but can modify over time |
| nine traits of temperament | AIR-activity level, intense, regularity MAD-mood, approach/withdrawal, distractability SPA-sensory threshold, persistence, adaptability |
| three types of temperament profiles | easy-regular, happy (one mood), approach, sensory threshold slow to warm up difficult-active, intense, persistent, distractable |
| what is developmentally appropriate for newborn and infant | nonverbal and crying is primary way to communicate |
| guidelines related to performing an exam on a newborn or infant | no eye contact, lungs & heart first, ear & mouth last, ignore the crying |
| what is developmentally appropriate for toddlers | negativism, temper tantrum, understands more than can speak, more control over body, stranger anxiety is common |
| guidelines related to performing an exam on toddler | no eye contact, toys as peace offering, ears & mouth last, avoid yes/no choices |
| what is developmentally appropriate for pre-school aged children | understand language more, love pretend play, can dress self |
| guidelines related to performing an exam on a preschooler | greet child, use toys, incorporate pretend play, |
| what is developmentally appropriate for school age children | cooperative, seek adult approval, |
| guidelines related to performing an exam on school age children | greet child, ask child questions (but let caregiver verify), give options, explain how body work |
| what is developmentally appropriate for adolescents | self conscious of body and self, distrust adults, trust peers, puberty, abstract thought, risk taking behaviors, autonomy vs. independence |
| guidelines related to performing an exam on an adolescents | use "most teens your age..." build trust by asking caregiver to leave room, affirm confidentiality unless suicidal or homicidal |
| role of play in communication | way children understand the world; use play in their experiences (to teach, to comfort,etc) |
| examples of play appropriate for infants | manipulating objects, peek a boo, transitional object |
| examples of play appropriate for toddlers | pretend play, concrete games |
| examples of play appropriate for school age | fantasy, team games, collecting items, rule based games |
| lying | done by children of all ages but the reasons change as they age |
| how to use humor in communication | developmentally appropriate, great way to build relationships as long as child is not the object of the joke |
| incongruity theory and humor | humor is perceived at the moment of realization of inconsistency between a concept involved in a certain situation and the real objects thought to be in some relation to the concept |
| McGee's Stage I | 6-18 months incongruous actions towards objects laughing at the attachment figure peek a boo, tickling baby, mother sucking on bottle |
| McGee's Stage II | 2/3 yr incongruous labeling of objects & events displace object; self-created humor finger to mean toothbrush, shoe as telephone, |
| McGee's Stage III | 5/6 yr conceptual incongruity misnaming objects or actions knock knock jokes, show me your nose (ears) |
| McGee's Stage IV | 7-11 yr understands ambiguity of words riddles, nonsense words |
| Adolescents and humor | start teasing each other; zenith of humor/laughing at oneself |
Created by:
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