Caring for the Sick Child at Home

1955 ◽  
Vol 159 (18) ◽  
pp. 1801
Keyword(s):  

Effects of being a sick child or young person at home 76Managing long-term conditions in the community setting 78Communication with professionals 80Working with technology-dependent children at home 82Working with diverse communities 84NHS walk-in centres 86As a result of the development of policy in the 1950s with regard to the care of sick children, professionals caring for children are generally of the mindset that acutely ill children are best cared for at home, and that any health problems a child encounters are likely to have an effect on the whole family system....


PEDIATRICS ◽  
1993 ◽  
Vol 91 (1) ◽  
pp. 264-270
Author(s):  
C. Philip Hwang

What are Swedes like? Recently, this question received a great deal of attention in the Swedish media, because of an article published in the Daily Mail by an English journalist, Geoffrey Levy. He described Swedes as being lazy, sick, and totally unable to enjoy anything nice in life. In addition, Swedish cars are wrecks, Swedes dress sloppily, and, if you do not want to work, you do not need to—but you are still fully paid. Finally, he described family policy in Sweden: "Just imagine a country where mothers as well as fathers can stay at home 12 months, with almost full pay after a baby is born, or a country where the state pays almost 6000 pounds for every child that goes to a day-care center—this would be totally impossible in Britain." How did the Swedish public react to Geoffrey Levy's article? Surprisingly, most people agreed with his description of the Swedes. Yes, we are lazy, too many people are sick, and we are unable to enjoy the good things in life. There was only one major issue where most people disagreed with Geoffrey Levy. Very few were negative about family policy in Sweden. On the contrary, most people took parental leave, the possibility of staying at home with a sick child, and publicly funded day care for granted. In the first part of this presentation, I will describe family policy in Sweden and, in particular, how the society supports and provides care for children under school age (which in Sweden starts at 6-7).


2015 ◽  
Vol 19 (4) ◽  
pp. 73-76
Author(s):  
Francie Dulieu,

This narrative integrates ontological and technical competencies, along with perceptions, thoughts, and emotions, thus illuminating the fragility of human-to-human relationships. It uncovers many psychosocial difficulties encountered when caring for an adolescent child at home in rural Aotearoa/New Zealand. Revealing Sophie’s “shifting identities” as she transitioned from well child, to sick child, to terminally ill child, I quietly observed Sophie’s parents and her brother, as they joined the difficult dance, stepping skillfully around her, witnessing turning points and transformations as they unfolded, along with the hard and often silent work of dying, as explored by Coyle (2006).


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks

Leave your flashcards at home and try these five apps for early language learning.


2004 ◽  
Vol 171 (4S) ◽  
pp. 316-316
Author(s):  
Hunter Wessells ◽  
Harin Padma-Nathan ◽  
Jacob Rajfer ◽  
Robert Feldman ◽  
Raymond Rosen ◽  
...  

2006 ◽  
Vol 39 (8) ◽  
pp. 18
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

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