Over the past 30 years, the position of children in society has changed with increasing recognition of children’s rights and the need to involve them in decisions about their education, social and health care. In recent times as more importance is being given to the rights and views of the child, there has been a pragmatic shift from “research upon children” to “research with children” and the adoption of the concept of child-centered research. Marshman Z has summarized child-centered research as: regarding children as competent and reflexive in reporting their own experiences, giving children a voice, taking seriously what they say and rather than researching on children, working for and with them1.
Most of the research conducted upon children involves quantitative techniques such as questionnaires and scales which restrict children from freedom of self-expression. Consequently, children often experience difficulty in understanding, interpreting the written content and verbal language. In contrast, qualitative participatory methods such as drawings, timelines, vignettes and narratives encourage children to freely express their emotions, feelings and ideas. Thus, through self-participatory methods children’s needs could be understood better, quality of care can be reoriented and further improved.
In the past, few authors have assessed children’s anxiety, fear and behavior using drawings and narratives.1, 2-4 Pond, in 1968, found stories concerned with pain, blood and other signs of aggression in a series of children’s drawings collected by a dentist.5 In a study conducted by Taylor et al. school children were asked to draw a picture of a dentist at work.6 A few other studies using drawings assessed children’s response, anxiety...
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11. Klingberg G, Hwang CP. Children’s dental fear picture test (CDFP): a projective test for the assessment of child dental fear. ASDC J Dent Child 1994; 61(2): 89-96.
12. Klingberg G, Lofqvist LV, Hwang CP. Validity of the children’s dental fear picture test (CDFP). Eur J Oral Sci 1995; 103(1): 55-60.
13. Clatworthy S, Simon K, Tiedeman M. Child Drawing: Hospital- an instrument designed to measure the emotional status of hospitalized school children. J Pediatr Nurs 1999; 14: 2-8.
14. Clatworthy S, Simon K, Tiedeman M. Child Drawing: Hospital Manual. J Pediatr Nurs 1999; 14: 10-18.
15. Yang Z, Sun X, Hardin JW. Testing marginal homogeneity in clustered matched-pair data. J Stat Plan Inference 2011; 141: 1313-1318.
16. Cherney ID, Seiwert CS, Dickey TM, Flichtbeil JD. Children’s drawings: A mirror to their minds. Educational Psychology 2006; 26(1): 127-142
Scoring of the subtest is dependent on Guilford's (1959) applying for grants creativeness and analyzes the next elements: quantity of new elements put into the image, originality, if the drawing is changed through location or position, and if the child's drawing provides perspective. This is untimed. The home and educational rating scales are the same 36-item forms having a 4-point Likert scale depending on how frequently the kid exhibits each behavior or characteristic. The P... ... middle of paper ... ...
Kiefer points out in her essay that when children vocalize what they think about a story and the pictures, it helps them to become more cognitive thinkers. She also stated that “the children I observed seemed to be intent on making meaning regarding the picture books …” (Kiefer 66). I, too, can see this when I am ...
Upon series completion, the Drawing Inquiry (DI) form is used as a tool for verbal processing of the pictures. The participant is asked
Malchiodi, C. (2008, May 15). When trauma happens, Children draw: Part II. Retrieved from http://www.psychologytoday.com/blog/the-healing-arts/200805/when-trauma-happens-children-draw-part-ii
Clear and appropriate communication with children is important for the healthcare professional and patient alike. These skills in communication help build rapport, ease the child’s anxiety and put fear to bed. Mansson and Dykes (2004) stated that fear complicates a child’s life, in a clinical setting the healthcare professional can be the one to remove that fear through the use of effective therapeutic communication. What are the ways healthcare professionals can improve communication with a child? There are several strategies that can be used to establish and effectively deliver communication to children. The approaches discussed are aimed at patients in developmental phases ranging from: toddlers (2-3), preschool (4-5) and school-aged (6-12). Some strategies for enhanced communication include the use of non-threatening language, nonverbal communication, participation i.e. play and visual aids as well as a patient centred approach. Each of these tactics will be explored and combined are designed to overall improve therapeutic communication with a child patient.
The Studies of Dental Fear and Anxiety in Children, Adolescents, and Adults Generally, when people experience emotional distress such as fear from any circumstances our bodies will activate the fight or flight response to cope with the specific threat (Gordon, Heimberg, Tellez, & Ismail, 2013). It is likely that after those feelings had been introduced to us, we then developed a sense of worry for potential future threat. As Gordon, Heimberg, Tellez, and Ismail (2013) had established that this feeling of anticipation is what caused the conditioned response in our bodies called anxiety, the concept of phobia can be arrange in various degrees of severity. A closer look of dental fear and anxiety (DFA) study in children and adolescents revealed that anxiety disorder may developed early in life ... ... middle of paper ... ...
Children are often scared of the dentist, it can be very hard to overcome their fear. It is best if as a parent if you briefly explain to your child what is going to happen , that they have no reason to be scared. Do not promise a reward to your child for going to the dentist. Explain to you...
Sometimes children have difficulty expressing worries and concerns, through words and verbal communication. For therapist working with children, it can be helpful to work with the child through drawing and artwork. Art assessments can be useful in helping to facilitate understanding and discussion of the stress the child is facing in a way that is less intimidating to the child. Below is the background information, summary of scoring, summary of interview and recommondations of a art assessment for a client.
Child Development is a well organised and user friendly pedagogical book. Santrock says, “This book is about children’s development – its universal features, its individual variations, its nature at the beginning of the twenty-first century.”
This paper focuses on research information of Draw A Person (DAP) testing in both its original form of Children’s Human Figure Drawing created by Florence Goodenough, it’s limitations, and it’s current form of function as DAP testing of today. DAP is typically used to identify cognitive strengths and limitations among primary aged youth through the evaluation of the drawn human figure. However, there is some evidence that suggests DAP could be of therapeutic benefit in other areas of function. Florence Goodenough first published findings in 1926 that revealed children’s drawings of a man can be correlated to their level of intelligence. Goodenough spoke of the human figure drawing task as being “useful in the analysis of specific mental functions and in the study of the development of conceptual thinking during early childhood” (Goodenough, 1926). Even though the Goodenough Draw-a-Man test was established as being a good measure of non-verbal cognitive ability, there are elements of this test that suggest:
A child’s drawing can tell so much about what they are thinking and feeling about their surroundings. They see things differently from adults and teens because when they are drawing or doing some sort of art they are not told that it is a “bad picture” or what ever they are doing is “not right.” They don’t have a limit upon their thoughts and ideas, but when they grow up, they do. Starting from the first day of school, they are taught about the wrong things and the right things. As we grow older there are more classes that have right and wrong answers to a question like, for example, math.
The child gave a story about the picture: “…the singer had been kidnapped and held captive deep in the woods. She was singing as loudly as she could so her lover would come and rescue her” (Councill, “Medical Art Therapy with Children”, 227). With the picture and the story that the patient gave, Councill could determine that the child was not faking her seizures, and her picture showed a cry for help. Through the artwork, the patient was subconsciously trying to tell the medical team that she needed and wanted their help. After further research into the medicine the child was taking, doctors found that the seizures were a rare side effect and, upon switching the medicine, the seizures stopped. Medical art therapists who are integrated into the treatment team are also able to help parents’ understanding of medical information, by communicating in non-medical
Dental anxiety is the fear children develop after going to the dentist and experiencing a terrible experience that causes the child to fear going back to any dental office. It can be seen as emotional behavior and a real threat to the child. It is the way the child perceives dental treatment into danger and risk. Anxiety of dental is stronger than fear. It is acquired at an early age, and if not controlled it can progress into adult hood. The main causes are “ dental experiences, lack of dental awareness, dental trauma, parental anxiety and influence by the environment or the media” (Bektasevic,Kos-Dragivevic, & Markovic Duric,2015). Some of the signs of dental anxiety in a child include: nervousness in the waiting area at the dental office, trouble sleeping before a dental exam, emotional break down when going to the dentist, the thought of the dentist makes them feel physically ill, anxiety attacks, increase heart rate, heavy breathing and
The child is a complex creature and, as such, has many needs that need to be met. Some of these essentials center on physical needs, whereas others involve emotional necessities. Over the course of the semester, I have encountered many interesting theories of child development, as well as numerous ways to create a classroom that is a center of learning—so many, in fact that it has been quite challenging trying to narrow the important takeaways down to only seven. However, it seems as though there are a few overarching themes that are essential to remember, and I will outline them below.
As I personally take the time to have a reflection over the course of “Child and Adolescent Development” I find myself intrigued with the amount of knowledge I gained during this course this semester. I wanted to take the time to concentrate on three specific areas in which I felt I had the most growth, but also came as a challenge to me as well. It is important when reflecting over a course that I look at what I found to be challenging, as this was an opportunity of growth for me individually. In this paper I will review some of the main topics that I found to be interesting but also resourceful for my future aspiration not only as a family life educator but also a mother one day.