BOOK
Child, Youth and Family Health: Strengthening Communities
Margaret Barnes | Jennifer Rowe
(2013)
Additional Information
Book Details
Abstract
A fresh new e-book edition, focusing on the importance of collaboration between healthcare professionals and the community.
The second e-book edition of Child, Youth and Family Health builds its focus on the importance of a collaborative partnership between healthcare professionals and members of the community. This approach is vital in supporting, maintaining and strengthening individual and community health across a range of contexts and life stages.
Child, Youth and Family Health 2e e-book begins by discussing issues and challenges in child, youth and family health, before addressing contexts for nursing and midwifery, all of which helps readers apply theory to practice.
This community healthcare textbook offers additional insight into the importance of the healthcare professional’s role when working with children, young people and their families, and looks at practical approaches such as program development, supporting family transitions and mental health promotion.
There are three new chapters: ‘Communication with children, young people and families – a family strengths-based approach’, ‘Acute illness: Care for the child and their family’ and 'Health promotion through early childhood' along with a range of clinical scenarios, research highlights, practice highlights and critical questions and reflections.
Written by authors who are nurses, midwives, early childhood educators and academics, along with a respected team of contributors and editors, Child, Youth and Family Health 2e provides an engaging perspective on the fundamental challenges and issues affecting the health and wellness of infants, children, young people and their families in Australia and New Zealand.
- Clinical Scenarios integrated throughout to provide context for practice.
- Research highlights provide examples of the most recent research and evidence based practice.
- Practice highlights feature up-to-date examples of best practice, policies and procedures in Australia and New Zealand.
- Key Points summarise the main issues in each chapter.
- Critical questions and reflection feature at the end of each chapter as a tool for tutorials.
- Useful Resources provide weblinks for up-to-date data, statistics, organisations and programs.
- Extensive references provide for further reading and research.
- Chapter 5 ‘Communication with children, young people and families’ completely revised with a ‘family strengths’ approach.
- New Chapter 8 'Health promotion through early childhood'.
- New Chapter 9 ‘Acute illness: Care for the child and their family’.
- Completely revised and updated with current statistics and data.
- Inclusion of contemporary public health policy.
- Inclusion of contemporary legislative and regulatory frameworks for health professionals.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | cover | ||
| Child, Youth and Family Health | i | ||
| Copyright page | iv | ||
| Table of Contents | v | ||
| Foreword | vii | ||
| Contributors | ix | ||
| Reviewers | xi | ||
| Acknowledgments | xiii | ||
| Introduction | xv | ||
| A Issues and challenges in child, youth and family health | 1 | ||
| 1 Locating the child, young person and family in contemporary health care | 3 | ||
| Introduction | 4 | ||
| Contemporary impressions of the family and community | 4 | ||
| Family diversity – the new normal | 6 | ||
| Health determinants and implications for policy | 7 | ||
| Health priorities | 12 | ||
| The Australian context | 12 | ||
| The New Zealand context | 12 | ||
| Nursing within the child, youth and family context | 13 | ||
| Conclusion | 14 | ||
| Critical questions and reflections | 15 | ||
| References | 15 | ||
| 2 Developing healthcare programs for the child, young person and family | 18 | ||
| Introduction | 19 | ||
| Understanding the policy context | 19 | ||
| Developing healthcare programs | 22 | ||
| Global health policy perspective | 24 | ||
| The national health policy perspective | 26 | ||
| New Zealand | 26 | ||
| Australia | 26 | ||
| The local health policy perspective | 28 | ||
| Policymaking and developing healthcare programs | 28 | ||
| Stage one: Identifying and responding to community needs | 30 | ||
| Stage two: Promoting the idea | 31 | ||
| Stage three: Healthcare program implementation | 32 | ||
| Stage four: Healthcare program evaluation | 33 | ||
| Managing change | 34 | ||
| Conclusion | 35 | ||
| Critical questions and reflections | 36 | ||
| References | 37 | ||
| 3 Towards partnership: | 42 | ||
| Introduction | 43 | ||
| Defining Indigenous | 43 | ||
| Definition of health and wellbeing | 44 | ||
| History of colonisation and its contemporary effects on Indigenous families | 45 | ||
| Australia | 46 | ||
| New Zealand | 46 | ||
| Ongoing impact on contemporary families | 47 | ||
| Racism | 48 | ||
| Determinants of health and current health status | 51 | ||
| Māori health | 51 | ||
| Aboriginal and Torres Strait Islander health | 52 | ||
| The role of nursing and midwifery in reducing inequalities | 55 | ||
| Cultural safety and Māori | 56 | ||
| Cultural safety/respect from an Aboriginal and Torres Strait Islander perspective | 59 | ||
| Working in partnership | 60 | ||
| Conclusion | 63 | ||
| References | 65 | ||
| 4 Practice integrity: | 71 | ||
| Introduction | 72 | ||
| Advocacy: What is it? | 72 | ||
| Advocacy in the child, youth and family health context | 73 | ||
| Human rights, child rights and advocacy | 74 | ||
| Practice implications | 75 | ||
| Decision-making frameworks | 76 | ||
| Practice implications | 79 | ||
| Ethical decision making and informed consent in research | 80 | ||
| Child protection and legislation | 82 | ||
| Therapeutic relationships, advocacy and the context of child protection | 83 | ||
| Conclusion | 84 | ||
| Critical questions and reflections: legal position, advocacy and skills | 85 | ||
| References | 86 | ||
| 5 Communication with children, young people and families – a family strengths-based approach | 91 | ||
| Introduction | 92 | ||
| Historical position of the child in health care and its influence on communication | 92 | ||
| Respecting the views of children | 94 | ||
| Positive communication – a style of communication to guide practice with children, young people and their families | 95 | ||
| Developing trust and sharing decision making through positive communication | 96 | ||
| Being held | 97 | ||
| Family strengths | 98 | ||
| Family strengths assessment: working with children, young people and families | 99 | ||
| The Australian Family Strengths Nursing Assessment Guide | 100 | ||
| Conducting a family strengths assessment | 103 | ||
| Practical tips and techniques for developing a positive communication style with children and families | 104 | ||
| Conclusion | 106 | ||
| Critical questions and reflections | 107 | ||
| References | 108 | ||
| B Practice contexts in child, youth and family health | 111 | ||
| 6 Pregnancy and birth: | 113 | ||
| Introduction | 114 | ||
| Preconception health | 114 | ||
| The context of maternity care in Australia and New Zealand | 115 | ||
| Concepts of continuity and partnership in maternity care | 116 | ||
| Pregnancy: promoting health and preparation for parenthood | 117 | ||
| Social factors | 118 | ||
| Antenatal education | 118 | ||
| Birth | 119 | ||
| The transition following birth | 120 | ||
| The importance of attachment | 121 | ||
| Attachment and skin-to-skin contact | 121 | ||
| Supporting breastfeeding | 122 | ||
| Conclusion | 123 | ||
| Critical questions and reflection | 124 | ||
| References | 124 | ||
| 7 Infants and their families | 130 | ||
| Introduction | 131 | ||
| Responsive parenting and infant development | 132 | ||
| Parenting self-efficacy and the parent–infant relationship | 133 | ||
| Supporting parents and families | 136 | ||
| What is support? | 136 | ||
| Community-based support and practice | 137 | ||
| New parent programs | 137 | ||
| Home visiting programs | 138 | ||
| Infant feeding | 140 | ||
| Settling and infant sleep | 141 | ||
| Nursing practice promoting safe family sleep environments | 142 | ||
| Immunisation | 143 | ||
| Assessing growth and development | 144 | ||
| Conclusion | 145 | ||
| Critical questions and reflection | 146 | ||
| References | 147 | ||
| 8 Health promotion through early childhood | 151 | ||
| Introduction | 152 | ||
| A history of holistic views on development, health, wellbeing, care and education | 152 | ||
| Contemporary children, families and communities | 154 | ||
| Contemporary images of children’s development | 155 | ||
| Physical and intellectual achievements | 156 | ||
| Social and emotional achievements | 158 | ||
| Diverse developmental achievements | 158 | ||
| Social, cultural and economic policy contexts for health promotion in early childhood | 159 | ||
| New Zealand | 159 | ||
| Australia | 160 | ||
| Setting the scene: Integrated approaches to promoting development, health, wellbeing and education | 162 | ||
| An integrated and partnership approach to promoting children’s development, health and wellbeing in early childhood education and care | 163 | ||
| Healthy early years strategies: Promoting health and wellbeing in early childhood | 164 | ||
| Conclusion | 166 | ||
| Critical questions and reflections | 167 | ||
| References | 168 | ||
| 9 Acute illness: | 172 | ||
| Introduction | 173 | ||
| Middle-aged children and their families: Australia and New Zealand | 173 | ||
| Injury | 175 | ||
| Common causes | 175 | ||
| School as a setting for injury | 176 | ||
| Intentional injury | 177 | ||
| Nurses and intentional injury | 177 | ||
| Family-centred care: implications for middle childhood and families | 178 | ||
| Parents | 179 | ||
| Child-centred care: is the child important? | 179 | ||
| Contexts of care: hospital, community and home | 180 | ||
| Care in the hospital | 180 | ||
| Hospital setting: needs of parents and family members | 180 | ||
| The child | 181 | ||
| Parents/caregivers | 181 | ||
| Community setting: needs of child, parents and family members | 182 | ||
| Primary health care | 183 | ||
| In the home | 183 | ||
| Fever | 184 | ||
| Indigenous children | 185 | ||
| Conclusion | 186 | ||
| Critical questions | 187 | ||
| References | 188 | ||
| 10 The young person | 192 | ||
| Introduction | 193 | ||
| Health and wellbeing of young people | 193 | ||
| Young people and their family | 196 | ||
| The young person in a bioecological context | 197 | ||
| Protective factors, risk factors and developmental health outcomes | 199 | ||
| Spiritual wellbeing and developmental health outcomes | 200 | ||
| Promoting resilience | 201 | ||
| Health promotion with young people | 202 | ||
| Clinical focus for nursing the young person | 203 | ||
| Conclusion | 204 | ||
| Critical questions and reflections | 205 | ||
| References | 206 | ||
| 11 Children with chronic health problems and their families | 210 | ||
| Introduction | 211 | ||
| Chronic health problems in children and young people | 211 | ||
| Diagnosis and its impact on children and their families | 218 | ||
| Normalising | 219 | ||
| The child’s perspective | 221 | ||
| Adolescents: young people in transition | 221 | ||
| Compliance with treatment and self-management | 221 | ||
| Moving from paediatric to adult services | 223 | ||
| Developmental issues | 225 | ||
| A Ma¯ori model of health | 225 | ||
| Technology-dependent children and young people | 225 | ||
| Going home | 226 | ||
| Model(s) of care | 228 | ||
| Funding home care | 229 | ||
| Technology dependence and families | 230 | ||
| Establishing good working relationships with the families | 231 | ||
| Conclusion | 232 | ||
| Critical questions and reflection | 233 | ||
| References | 234 | ||
| 12 Promoting mental health | 239 | ||
| Introduction | 239 | ||
| Mental health issues in Australia and New Zealand | 242 | ||
| The development of youth mental health services | 243 | ||
| The need for better mental health promotion and illness prevention | 243 | ||
| The spectrum of interventions – prevention, treatment and wellbeing | 244 | ||
| The social determinants of health and mental health | 245 | ||
| Vulnerability and resilience: risk and protective factors | 245 | ||
| Nurses working in mental health | 247 | ||
| A process for working with young people | 247 | ||
| Developing a plan of care | 247 | ||
| A systemic approach | 251 | ||
| Developmental stages and mental health promotion: What’s the connection? | 252 | ||
| Prevention strategies | 253 | ||
| Treatment strategies | 254 | ||
| Continuing care or recovery strategies | 255 | ||
| Conclusion | 255 | ||
| Critical questions and reflections | 256 | ||
| References | 257 | ||
| 13 Loss and grief | 260 | ||
| Introduction | 260 | ||
| Defining loss, grief and bereavement | 261 | ||
| Current trends in thinking on grief and loss | 262 | ||
| Assumptive worlds | 263 | ||
| Sudden versus expected loss and anticipatory grief | 264 | ||
| Grief within the context of the family | 265 | ||
| Loss of a child: parental grief | 266 | ||
| The grief of other children | 267 | ||
| Child development and bereavement | 268 | ||
| What might a child understand about death? | 268 | ||
| Providing supportive care to families | 272 | ||
| Conclusion | 273 | ||
| Critical questions and reflections | 274 | ||
| References | 275 | ||
| Index | 279 | ||
| A | 279 | ||
| B | 280 | ||
| C | 280 | ||
| D | 283 | ||
| E | 283 | ||
| F | 284 | ||
| G | 285 | ||
| H | 285 | ||
| I | 286 | ||
| J | 287 | ||
| K | 287 | ||
| L | 287 | ||
| M | 288 | ||
| N | 289 | ||
| O | 289 | ||
| P | 289 | ||
| Q | 291 | ||
| R | 291 | ||
| S | 292 | ||
| T | 292 | ||
| U | 293 | ||
| V | 293 | ||
| W | 293 | ||
| Y | 293 |