Parenting

1
Parenting

• Unit 4
• Parenting Challenges

2
4.1 Match terms related to parenting challenges

• 1 ADHD - (Attention Deficit Hyperactivity
  Disorder) - a learning disability in which a
  person is not able to control his or her activity
  or concentrate for a normal length of time.
• 2 Attention Span - the length of time a person
  can concentrate on any one thing.
• 3 Autism - a disorder characterized by lack of
  communication, extreme concern with oneself, and
  detachment from reality.
• 4 Caregiver - a person that provides care for and
  meets the needs of someone else.
• 5 Child Abuse - physical, emotional, or sexual
  violence against children.

3

• 6 Child Neglect - failure to meet the child's
  physical or emotional needs.
• 7 Crisis - an unstable or critical situation in
  which the outcome will make a decisive difference
  for better or worse.
• 8 Disabled - unable to perform certain physical,
  mental, and/or emotional tasks.
• 9 Dual Career Family - a family in which both
  husband and wife are employed outside the home.
• 10 Dysfunctional Family - family system in which
  one or more family members do not fulfill their
  responsibilities throwing the system out of
  balance.

4

• 11 Gifted Child - children with unusual
  intelligence, special artistic talents, and/or
  the ability to understand relationships and
  abstract ideas.
• 12 Hyperactive - being overly and uncontrollably
  active.
• 13 Inclusion - a term for enrolling special needs
  children into all areas of the curriculum.
• 14 Latch Key Child - a child who regularly goes
  home after school to an empty house or apartment.

5

• 15 Postpartum Depression - feelings of sadness
  and hopelessness following the birth, delivery,
  and recovery period.
• 16 Prodigy - a gifted child.
• 17 Shaken Baby Syndrome - a serious type of
  physical abuse that occurs when a baby is
  violently shaken.
• 18 Sibling - a brother or sister.
• 19 Special Needs Population - a group of people
  identified as needing assistance to compensate
  for specific disabilities.

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4.2 Name specific concerns of a new parent

• Items must be purchased to meet the babys needs
  (furniture, clothes, feeding supplies, bath
  supplies)
• A choice between breast-feeding and bottle
  feeding has to be made
• A larger dwelling may be needed to accommodate
  the baby

7
4.2 Name specific concerns of a new parent

• Daily routines must be adapted to meet the needs
  of the new baby
• Feelings of resentment may occur if a parent is
  forced to give up a job or make a career change
  to a less demanding one
• A feeling of being broke all the time may
  occur, especially if one parent has to give up a
  job

8
4.2 Name specific concerns of a new parent

• One or both parents may feel a lack of time for
  spouse
• One parent may resent the
• others attention for the new baby
• Parents often feel overwhelmed by
  responsibilities associated with children
  (feeding, bathing, dressing, responding to cries,
  putting to sleep, carrying from place to without
  parental care, a baby will die)

9
4.2 Name specific concerns of a new parent

• Irritability may occur due to the overwhelming
  responsibility time-consuming demands of the
  baby (research shows that many couples experience
  a crisis situation when adjusting to a first
  child. This crisis is often more pronounced for
  couples who have been married either a very short
  time or a very long time or have an unhappy
  marriage)

10
4.2 Name specific concerns of a new parent

• Feelings of inadequacy may occur concerning child
  care (feelings of inadequacy are common with a
  first baby or when parents have had little
  previous experience with children)
• Constant fatigue may occur (getting enough rest
  with a new baby is difficult)

11
4.2 Name specific concerns of a new parent

• Postpartum depression may occur
• Mood swings from enthusiasm to depression are
  common for both parents
• Parent staying home to care for the baby may feel
  alone, isolated, and depressed (leaving a child
  periodically with a competent caregiver will help
  restore the parents physical energy and relieve
  depression)

12
4.2 Name specific concerns of a new parent

• Feelings of anxiety often occur when baby cries
  too much or becomes sick
• Child care services must be located and paid for
  if both parents work

13
4.3 List specific concerns of single parents

• General problems of single parents
• Faces increased financial problems and may have
  to support family on one paycheck (financial
  requirements increase as children grow older.
  Single mothers often experience more financial
  problems than single fathers)
• Feels the need to fill roles of both mother and
  father

14
4.3 List specific concerns of single parents

• Note-All children in single parent families do
  not have the same problems. Individual children
  may exhibit all or none of the following. It is
  important for parents to be aware of each childs
  developmental stage and not expect the child to
  handle problems like an adult
• Depression or anger due to loss of parent
• Feeling that one is the cause of parents not
  living together
• Fear that remaining parent will leave

15
4.3 List specific concerns of single parents

• Fear that remaining parent will leave
• Rebellion and poor work habits at school
  (teachers should be informed concerning changes
  in family structure so they can help with childs
  problems
• Aggressive accts or extreme shyness toward others
• Negative reactions to parents relationships with
  other adults (friendships with other adults are
  important. Parents should explain this to the
  child and reassure the child that he/she is
  loved.

16
4.3 List specific concerns of single parents

• Has to cope with unique personal emotions in
  addition to child care
• Confusion and disbelief of recent occurrences
• Anger or disappointment due to unplanned
  pregnancy, separation, divorce, or desert
• Change in lifestyle
• Grief over death of spouse

17
4.3 List specific concerns of single parents

• Must seek and pay for child care services while
  at work
• Has little free time and many demands
• May feel socially isolated

18
4.3 List specific concerns of single parents

• Doesnt have spouse to share in day-to-day joys,
  responsibilities, and problems of parenting.
• (Many single parents join single parents groups
  to talk over problems, form babysitting pools or
  play groups, and form friendships with other
  adults in similar situations. It is often
  helpful to find an adult of the opposite sex to
  the parent in the home to share time with
  child/children)
• Deals with guidance and discipline problems alone
  most of the time

19
4.3 List specific concerns of single parents

• Problems common to single teen parents
• Faces decision of whether to keep the baby or put
  it up for adoption
• Often lives with parents-conflicts may arise when
  teen and teens parents disagree on how the child
  should be raised
• May fear loss of support and help of parents-lack
  of parental support could be due to the parents
  inability or unwillingness to help

20
4.3 List specific concerns of single parents

• Problems common to single teen parents
• Lacks skills to get a well paying job and may
  never acquire the education necessary to received
  higher income level
• May find someone to care for child while at
  school or work
• May feel depressed due to loss of friends, dates
  and social life

21
4.3 List specific concerns of single parents

• Problems common to single teen parents
• May feel disapproval from adults and peers
• May have feelings of embarrassment, guilt, anger,
  helplessness, and/or indifference
• Feels parenting responsibilities have arrived too
  soon

22
4.4 Name specific concerns of dual-career
families

• Time and effort must be coordinated to achieve
  work and family related goals
• Suitable arrangements for child care must be made
• Latchkey children must be advised of safety
  measures and possible emergency situations

23
4.4 Name specific concerns of dual-career
families

• Child care arrangements must be made in advance
  for days when children or sitter is ill or child
  care center is closed
• Plans must be made the night before to avoid
  early morning stress
• Household chores must be divided and shared
  equally

24
4.5 List qualities of child-care services

• Is the home or center licensed and is it checked
  regularly to meet health and safety standards?
• Is the facility well respected in the community
  and are persons currently using the facility
  satisfied with services provided?

25
4.5 List qualities of child-care services

• Is the facility conveniently located?
• What is the cost per child?

26
4.5 List qualities of child-care services

• Does the facility have flexible hours?
• May children be brought in early or left late?
• May children be picked up at any time of the day?
• What are visiting hours for parents?
• (Good facilities usually encourage parents to
  spend as much time as possible with children and
  allow unannounced parent visitation.)

27
4.5 List qualities of child-care services

• What is the procedure for someone other than an
  unauthorized person to pick up a child?
• Are precautions taken to keep children within the
  facility and away from strangers?
• Are all areas of the facility supervised at all
  times?
• Does the facility have a bright, cheerful,
  home-like atmosphere?

28
4.5 List qualities of child-care services

• Does the staff have training and experience in
  child care?
• What is the adult/child ratio?
• Is the staff relaxed and sensitive to the
  individual needs of parents and children?
• Are caregivers supportive of parent/child
  relationships?

29
4.5 List qualities of child-care services

• Does the staff have training and experience in
  child care?
• What is the adult/child ratio?
• Is the staff relaxed and sensitive to the
  individual needs of parents and children?
• Are caregivers supportive of parent/child
  relationships? (parents should avoid caregivers
  that compete with parents for childs affection)

30
4.5 List qualities of child-care services

• When children misbehave are positive discipline
  techniques that are appropriate for the
  misbehavior and the childs developmental stage?

31
4.5 List qualities of child-care services

• Are children grouped and activities planned
  according to each childs developmental stage?
• Does the facility have a variety of safe play
  equipment and toys for all ages?

32
4.5 List qualities of child-care services

• Can children engage in individual as well as
  group play?
• Are children allowed to play outside when weather
  permits?
• Is a comfortable and quiet place provided for
  naps?

33
4.5 List qualities of child-care services

• Are meals and snacks planned in regard to good
  nutrition and childrens preferences?

34
4.5 List qualities of child-care services

• Is the daily routine and care of children
  consistent? ( Once a child care facility is
  chosen, parents should be sensitive to the
  childs reaction to the facility. If a child
  begs not to go every day, cries continuously when
  left, and appears unhappy and frustrated at the
  end of the day, the facility should be
  re-evaluated.)

35
4.6 List causes of child abuse and neglect

• Parents are the most frequent child abusers and
  most abusive parents love and want their children
• Parents are young and immature and cannot cope
  with childs needs
• (Teenage parents are more likely to be child
  abusers)
• Parents are unmarried or were forced into
  marriage
• Child was unplanned and/or unwanted and is blamed
  for interfering with teen parents pleasures

36
4.6 List causes of child abuse and neglect

• Crisis or stress situations in the home can cause
  parents or caregivers to abuse children (divorce,
  illness, loss of income, poverty, drug or alcohol
  abuse)
• Parents have an unhappy marriage
• Abuser has low self-esteem and/or had poor
  childhood experiences)

37
4.6 List causes of child abuse and neglect

• Parents may be uneducated
• Abuser feels lonely and depressed
• Abusive adult was an abused child (parents abused
  as children have a tendency to abuse their own
  children)
• Family is socially isolated

38
4.6 List causes of child abuse and neglect

• Abusive adult has no friends and expects child to
  satisfy his/her emotional and social needs
• Abuser lacks understanding of child development
  and has unreasonable expectations about the
  maturity or abilities of children (example
  demands that the child be toilet trained before
• the child is ready)

39
4.7 Designate symptoms of child abuse and neglect

• Abused children may suffer permanent physical
  impairment, mental retardation, inability to form
  loving, trusting relationships with others, low
  self-esteem, violent and/or antisocial behavior,
  cycle of abusive behavior, and even death

40
4.7 Designate symptoms of child abuse and neglect

• Physical symptoms of child abuse
• Bruises or welts of specific shapes (hangers,
  belts, bands, buckles)
• Burns of specific shapes (cigarettes, stove,
  iron, immersion in hot liquid)
• Fractures, lacerations, or abrasions (fractures
  are often spiral shape indicating twisting of
  limbs. Lacerations and abrasions are usually to
  mouth, eyes or external genitals)

41
4.7 Designate symptoms of child abuse and neglect

• Physical symptoms of child abuse
• Unexplained abdominal injuries (swollen abdomen,
  tenderness in abdominal region, constant
  vomiting)
• Signs of sexual abuse (difficulty in walking or
  sitting torn, stained or bloody underwear pain
  or itching in genital area bruises or bleeding
  around genitals or anal area STDs, unusual
  sexual knowledge or behavior)

42
4.7 Designate symptoms of child abuse and neglect

• Physical symptoms of child abuse
• Unexplained abdominal injuries (swollen abdomen,
  tenderness in abdominal region, constant
  vomiting)
• Signs of sexual abuse (difficulty in walking or
  sitting torn, stained or bloody underwear pain
  or itching in genital area bruises or bleeding
  around genitals or anal area STDs, unusual
  sexual knowledge or behavior)

43
4.7 Designate symptoms of child abuse and neglect

• Physical symptoms of child neglect
• Consistent hunger or signs of malnutrition
• Inappropriate dress for weather
• Poor personal hygiene

44
4.7 Designate symptoms of child abuse and neglect

• Abandonment or rejection
• Lack of supervision or guidance
• Unmet physical or medical needs
• Failure to thrive physically, emotionally,
  socially, or intellectually

45
4.7 Designate symptoms of child abuse and neglect

• Behavioral symptoms of child abuse and neglect
• Extreme aggressiveness or withdrawal
• Fear or anxiety concerning a specific person or
  persons
• Insomnia and nightmares
• Low self-esteem

46
4.7 Designate symptoms of child abuse and neglect

• Behavioral symptoms of child abuse
• Depression, self-destructive tendencies, and talk
  of suicide
• Substance abuse in older children
• Runaway attempts
• Extreme need for affection

47
4.7 Designate symptoms of child abuse and neglect

• Behavioral symptoms of child abuse
• Unusual nervousness
• Frequent tardiness or absence from school
• Delinquent behavior

48
4.7 Designate symptoms of child abuse and neglect

• Behavioral symptoms of child abuse
• Fear of or reluctance to go to a specific place
• Antisocial behavior
• Regression in toilet-training or bed-wetting, or
  an unusual anxiety concerning urinating

49
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Physical symptoms
• Have limited vision, blindness or other visual
  problems
• Exhibit mild to total deafness
• Become progressively weak and muscles shrink
• Fail to grow and gain weight
• Have deformities of bones and/or joints

50
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Physical symptoms
• Lack normal control of body )cerebral palsy,
  arthritis, muscular dystrophy, absence of limbs,
  or limb malformations
• Have chronic illness or health conditions that
  are terminal, chronic, or take a long time for
  recovery (asthma, cystic fibrosis, kidney
  disorders, hemophilia, heart defects, diabetes,
  epilepsy, burns, convulsions)

51
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Physical symptoms
• Have speech disorders
• Are hyperactive
• Are constantly in motion
• Cannot sit still twists and turns in chair
• Show excessive aggression toward others
• Are self-destructive (bangs head, bites self)

52
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Mental symptoms
• May be mentally retarded
• Have difficulty learning to speak
• Do not respond to name
• Show little response to attention of others
• Are slow in learning to play with others

53
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Mental symptoms
• May be mentally retarded
• Do not play with toys
• Lack curiosity
• Have learning problems
• Lack independence
• Are slow in toilet training and self-feeding

54
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Mental symptoms
• May have a learning disability
• Are slow in learning and using written and spoken
  language
• Mix up numbers, letters, words
• Have difficulty in understanding and following
  directions
• Have problems with spatial concepts (up, down,
  top, bottom, left, right)

55
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Mental symptoms
• May have a learning disability
• Have very short attention span and are easily
  distracted
• Have difficulty returning to an activity from
  which they were distracted
• Fail or are unable to complete a task

56
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Emotional symptoms
• Avoid communication with others and may never
  learn to speak
• Spend a lot of time alone and have difficulty
  making friends
• Appear disturbed when others get too close

57
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Emotional symptoms
• Exhibit extreme, prolonged depression
• Exhibit extreme fear of persons and things that
  are harmless
• Worry excessively about changes in schedules,
  activities, or environment

58
4.8 Identify characteristics of children with
special needs

• Children with disabilities
• Emotional symptoms
• Show little variation in facial expressions and
  often have a blank look
• Cry a lot
• Lack self-control

59
4.8 Identify characteristics of children with
special needs

• Gifted children
• Show outstanding ability in one or more areas
• Show exceptional academic achievement
• Exhibit outstanding leadership ability

60
4.8 Identify characteristics of children with
special needs

• Gifted children
• Show outstanding ability in one or more areas
• Display outstanding achievement in motor skills
• Exhibit creative thinking (writes stories, poems,
  or books composes music)

61
4.8 Identify characteristics of children with
special needs

• Gifted children
• Show outstanding ability in one or more areas
• Are outstanding in areas of visual arts (acting,
  singing, dancing, playing musical instrument)

62
4.8 Identify characteristics of children with
special needs

• Gifted children
• Talk early and have advanced vocabulary
• Learn to read before school-age
• Have long attention span
• Have strong power of concentration and are not
  easily distracted

63
4.8 Identify characteristics of children with
special needs

• Gifted children
• Appear to daydream while in
• deep concentration
• Have strong determination to finish a task
• Are goal setters and strive to reach goals

64
4.8 Identify characteristics of children with
special needs

• Gifted children
• Ask a lot of questions and demand answers
• Are very observant and remember details
• Demonstrate above average reasoning abilities

65
4.8 Identify characteristics of children with
special needs

• Gifted children
• Enjoy arguing to prove a point
• Have vivid imagination
• Have a lot of energy and enthusiasm
• Become restless and bored with repetition

66
4.8 Identify characteristics of children with
special needs

• Gifted children
• Like structure and order
• Understand complex ideas
• Worry about problems over which there is no
  control
• Are perfectionists and set very high personal
  standards

67
4.8 Identify characteristics of children with
special needs

• Gifted children
• Become bored in school when instruction is aimed
  at average students
• May drop out of school before graduation if not
  challenged in studies
• May have social, physical, or emotional problems

68
4.9 Determine requirements of children with
special needs

• Children with special needs-Children whose
  physical, mental, and /or emotional capacities
  differ from those of other children. These
  children include both disabled and gifted
  children and require special attention from
  parents, caregivers, and teachers.

69
Children with disabilities

• Physical symptoms
• Have limited vision, blindness, or other visual
  problems
• Exhibit mild to total deafness
• Become progressively weak and muscles shrink
• Fail to grow and gain weight
• Have deformities of bones and/or joints
• Lack normal control of the body (cerebral palsy,
  paralysis, arthritis, muscular dystrophy, absence
  of limbs or limb malformations

70
Children with disabilities

• Physical symptoms
• Have chronic illness or health conditions that
  are terminal, chronic, or take a long time for
  recovery (Asthma, cystic fibrosis, kidney
  disorders, hemophilia, heart defects, diabetes,
  epilepsy, burns, convulsions)
• Have speech disorders
• Are hyperactive
• Are constantly in motion
• Cannot sit still twist and turn in chair

71
Children with disabilities

• Physical symptoms
• Are easily distracted
• Cannot control behavior (Normal children often
  appear quite active but are able to settle down
  for short periods of time. A hyperactive child
  is constantly in motion and can be extremely
  tiring to parents, caregivers, and teachers.
  Medication is available to help control
  hyperactivity)
• Show excessive aggression toward others
  (Sometimes hyperactive children hurt other
  children for no apparent reason)
• Are self-destructive (bangs head, bites self)

72
Children with disabilities

• Mental symptoms
• May be mentally retarded
• Have difficulty learning to speak
• Do not respond to name
• Show little response to attention of others
• Are slow in learning to play with others
• Do not play with toys
• Lack curiosity
• Have learning problems
• Lack independence
• Are slow in toilet training and self-feeding

73
Children with disabilities

• Mental symptoms
• May have learning disability
• Are slow in learning and using written and spoken
  language
• Mix up numbers, letters, and words (writes 23 for
  32)
• Have difficulty understanding and following
  directions
• Have problems with spatial concepts (up-down,
  top-bottom, left-right)
• Have very short attention span and are easily
  distracted
• Have difficulty returning to an activity from
  which they were distracted
• Fail or are unable to complete a task

74
Children with disabilities

• Emotional symptoms
• Avoid communication with others and may never
  learn to talk (Even when an emotionally disturbed
  child can speak he/she may refuse to do so)
• Spend a lot of time alone and have difficulty
  making friends
• Appear disturbed when others get too close
• Exhibit extreme, prolonged depression
• Exhibit extreme fear of persons and things that
  are harmless
• Worry excessively about changes in schedules,
  activities, or environment
• Show little variation in facial expressions and
  often have a blank look
• Cry a lot
• Lack self control

75
Gifted Children

• Show outstanding ability in one or more areas
• Show exceptional academic achievement
• Exhibit outstanding leadership ability
• Display outstanding achievement in motor skills
  (Sports, gymnastics)
• Exhibit creative thinking (Writes stories, poems,
  or books, composes music)
• Are outstanding in areas of visual arts (Acting,
  singing, dancing, playing musical instrument)
• Talk early and have advanced vocabulary

76
Gifted Children

• Learn to read before school age
• Have long attention span
• Have strong power of concentration and are not
  easily distracted
• Appear to daydream while in deep concentration
• Have strong determination to finish a task
• Are goal setters and strive to reach goals
• Ask a lot of questions and demand answers

77
Gifted Children

• Are very observant and remember details (Toddler
  notices a missing part to a toy)
• Demonstrate above average reasoning abilities
• Enjoy arguing to prove a point
• Have vivid imagination (Have imaginary playmates,
  act out pretend situations during play)
• Have a lot of energy and enthusiasm
• Become restless and bored with repetition

78
Gifted Children

• Like structure and order
• Understand complex ideas
• Worry about problems over which there is no
  control
• Are perfectionists and set very high personal
  standards
• Become bored in school when instruction is aimed
  at average students
• May drop out of school before graduation if not
  challenged in studies
• May have social, physical, or emotional problems

79
Gifted Children

• Gifted children have a high level of
  intellectual ability. These children may have
  problems if parents and teachers fail to provide
  enrichment activities that challenge and
  stimulate. However, when given appropriate
  guidance, gifted children are likely to reach
  full intellectual potential.

80
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Follow emergency procedures
• Be calm
• Determine cause of situation
• Make child comfortable
• Provide first aid treatment for minor injuries
• Get medical help for serious injuries-doctor,
  hospital, emergency room, ambulance. It is best
  not to move a seriously injured child until
  medical help arrives

81
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Follow emergency procedures
• Be informed concerning first aid treatment for
  injuries before an injury occurs and have basic
  medical supplies on hand. Examples-animal bites,
  insect bites, bleeding, cuts, scrapes, wounds,
  burns, choking, convulsions, fainting, sprains,
  fractures, broken bones, poisoning, shock,
  breathing impairment

82
4.10 Explain care required for an injured or
sick child

• Emergency situations
• General care
• Seek services of physician when needed
• Give prescribed medication and treatment, as
  needed, for as long as needed
• Help child overcome fear of medical staff
• Avoid being over protective and expressing undue
  concern for an injury or illness

83
4.10 Explain care required for an injured or
sick child

• Emergency situations
• General care
• Assist hygiene and toileting when necessary
• Provide good nutrition, plenty of fluids, and
  required special diets
• Help entire family understand an illness and
  share with the care of sick child
• Provide entertainment for child recovering from
  illness
• Keep contagious children isolated from others

84
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Special care
• Provide care needed for child with chronic or
  terminal illness
• Help child be involved in family routines as much
  as possible
• Strive to keep child from feeling different from
  siblings
• Encourage and praise childs strengths and down
  play weaknesses

85
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Special care
• Provide care needed for child with chronic or
  terminal illness
• Allow child to discuss illness and express fears
  concerning illness
• Avoid expressing fear or anxiety in childs
  presence

86
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Special care
• Prepare child for hospital stay
• Take child on tour of hospital before admission
• Introduce child to hospital staff
• Discuss stay and stress good points about
  hospital care
• Be honest and do not tell child that the
  experience will be pain free
• Read childrens books about hospital stays to
  child
• Encourage child to play with hospital kits and
  act out hospital situations

87
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Special care
• Make hospital stay as stress free as possible
• Arrange to stay with infant, young child,
  apprehensive child or seriously ill child
• Arrange for child to have visitors or phone
  calls, if permitted
• Bring items from home to comfort child-toys,
  blankets, pajamas
• Provide entertainment and surprises-TV, books,
  puzzles, games and toys

88
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Special care
• Make hospital stay as stress free as possible
• Arrange for a volunteer to sit with child while
  taking a break
• Assist with childs personal care-feeding,
  bathing, toileting
• Be with child during tests, X-rays, and lab work

89
4.10 Explain care required for an injured or
sick child

• Emergency situations
• Special care
• Make hospital stay as stress free as possible
• Help child cope with fears concerning surgery
• Talk about the event ahead of time
• Stay with child until he/she is unconscious
• Be with child when he/she regains consciousness
• Be cheerful and hide concerns from child

90
4.11 Describe parenting strategies to help
children cope with crises

• General strategies for all crises
• Build a strong family support system and
  encourage family discussions
• Protect younger children from extremely stressful
  situations. Allow children to cope with higher
  levels of stress as children mature
• Acknowledge the presence of a problem (divorce,
  death, loss of income, illness)

91
4.11 Describe parenting strategies to help
children cope with crises

• General strategies for all crises
• Keep lines of communication
• open and talk about the problem
• Encourage children to express feelings openly and
  listen attentively
• Pay attention to and respond to childrens
  non-verbal communication
• Maintain a strong relationship with children at
  all times

92
4.11 Describe parenting strategies to help
children cope with crises

• General strategies for all crises
• Provide love and support for children
• Help children identify feelings and assure
  children that feelings are understood (State, I
  know how bad you must feel. You really loved
  your grandmother.
• Be a positive role model for handling emotions
  (children tend to reflect emotions exhibited by
  parents

93
4.11 Describe parenting strategies to help
children cope with crises

• General strategies for all crises
• Seek counseling services, when needed
• Utilize services of community health centers and
  crisis centers, when needed (general parenting
  strategies that could be used during family
  crises are also strategies that could be used to
  help a dysfunctional family)

94
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Moving-young people cling to physical things.
  Children feel possessive about home and its
  surrounding territory and feel this is where
  families belong. Therefore, moving may be
  traumatic and possible cause a crisis situation.

95
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Moving
• Discuss plans to move in advance
• Point out positive aspects of moving-more
  friends, better school, increased income
• Explain reasons for move
• Visit new location prior to move
• Allow children to help pack

96
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Moving
• Help children adjust to new location-become
  involved in school, church, and community
  activities

97
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Divorce
• Let children know when the decision to separate
  or divorce is final-both parents should be
  involved in informing children
• Provide truthful explanations of the situation
• Let children know that the problem is not the
  childrens fault

98
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Divorce
• Strive to make children feel loved and wanted,
  not rejected
• Avoid making negative remarks about the other
  parent
• Provide loving assurance that neither parent is
  leaving the children

99
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Divorce
• Avoid forcing children to take sides or use
  children to plot against each other
• Tell children where each parent will live
• Let children know how often parents will be seen

100
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Death
• Help children understand the concept of death
• State honestly that a loved one has dies and
  explain the cause of death
• Answer questions concerning death promptly and
  honestly
• Avoid hiding personal feelings of grief

101
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Death
• Encourage children to express feelings of grief
  at the time of death-feelings that are suppressed
  often surface in later years
• Help children work through the stages of mourning
• Absorb shock of loss and may deny facts
• Openly express sorrow
• Accept death and begin to return to emotional
  stability

102
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Death
• Encourage children to recall memories of the
  deceased
• Be understanding when children ignore or deny
  loss-children often feel threatened and
  frightened by death and try to cover up sorrow.
  Sometimes children do not know how to express
  emotions and choose to remain silent.

103
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Loss of income
• Explain change in financial situation to children
• Emphasize that income has been cut and the family
  must spend less money
• Organize family members and make plans to spend
  less money and earn additional income

104
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Loss of income
• Act on plans to earn additional income
• Strive to avoid conflict among family members due
  to stress related to income loss
• Plan a budget based on current income. Explain
  budget to all family members.

105
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Loss of income
• Follow budget
• Select recreational activities that are free or
  have minimal cost-picnic, 4-H activities, church
  activities, hikes, bicycling, YWCA or YMCA
  activities

106
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Child Abuse or Neglect
• Believe the child when he/she relates an abusive
  incident-the family may be tempted to think a
  child is not telling the truth which makes the
  child feel lonely, ashamed, and fearful
• Provide support as child works through the
  physical and/or emotional pain that has resulted
  from the abuse

107
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Alcoholism
• Discuss a family members drinking problem with
  child
• Explain that alcoholism is an illness that must
  be treated
• Encourage child to express feelings which may
  include anger, confusion, and/or lack of trust

108
4.11 Describe parenting strategies to help
children cope with crises

• Strategies for specific crises situations
• Alcoholism
• Explain to child that he/she is not the cause of
  a family members drinking problem
• Encourage child to become associated with persons
  in homes where positive relationships exist among
  family members-it is important for children in
  unhappy homes to be associated with positive role
  models

109
4.12 Identify resources available for
parenting problems

• Professionals
• Obstetrician
• Pediatrician
• Family practitioner
• Psychiatrist
• Child psychologist and clinical psychologist
• Pediatric dentist

110
4.12 Identify resources available for
parenting problems

• Professionals
• Pediatric nurse and school nurse
• Juvenile officer and judge
• Clergy
• Family Consumer Science Teacher or Extension
  Agent
• Dietician
• Social services worker

111
4.12 Identify resources available for
parenting problems

• Professionals
• Counselor
• County health nurse
• Child welfare worker
• Red Cross worker
• Persons trained by support groups (Alcoholics
  Anonymous, Narcotics Anonymous, Parents
  Anonymous, Association for Children with Learning
  Disabilities, Parents Without Partners, SCAN