Additional Information
Book Details
Abstract
Social Paediatrics, Safeguarding Children & Child Abuseis a new e-book in a collection of subject-themed e-books containing relevant key articles from Paediatrics & Child Health. The e-books provide a perfect source of revision for post-graduate exams in paediatrics and portfolio material for life-long learning.
As well as mapping to the requirements of post-graduate training in paediatrics, these e-books also enable anyone with a short-term interest in a specific area to buy individual articles at a price-point that will give affordable access to all readers (from medical students to GPs and practitioners in related areas). The quality of user experience on mobiles, tablets and laptops will be an added bonus for learning on the move.
About the journal
The parent journal (http://www.paediatricsandchildhealthjournal.co.uk/) is a rolling, continuously updated review of clinical medicine over a 4-year cycle covering all the important topics for post-graduate exams in paediatrics. The journal’s articles are refreshed, updated, augmented or replaced as appropriate each time the subject is due for revision to provide a concise overview of knowledge and practice core to the curriculum. Each article is written by invited experts and overseen by the relevant subject specialist on the Board. A trainee representative on the Board ensures relevance and accessibility for exam candidates.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Social Paediatrics, Safeguarding\rChildren and Child Abuse: Prepare\rfor the MRCPCH | Fm-1 | ||
| Copyright Page | Fm-2 | ||
| PREFACE | Fm-4 | ||
| Table of Contents | Fm-5 | ||
| Section 1: Social Paediatrics | 1 | ||
| Using the new UK-WHO\rgrowth charts | 1 | ||
| Introduction | 1 | ||
| Early years charts | 1 | ||
| School age charts | 4 | ||
| Down Syndrome chart | 6 | ||
| FURTHER READING | 6 | ||
| Inequalities in children’s\rhealth in the UK | 7 | ||
| Introduction | 7 | ||
| Evidence for a gradient of child health outcomes by social class | 7 | ||
| Mediating factors for the effect of socioeconomic status on child\rhealth | 8 | ||
| Policy and practice interventions to reduce child health\rinequalities | 9 | ||
| Policy objective recommendations in the Marmot review | 11 | ||
| FURTHER READING | 13 | ||
| Parenting interventions\rto promote child health | 14 | ||
| Introduction | 14 | ||
| Family Nurse Partnership | 15 | ||
| Triple P | 15 | ||
| Incredible Years Programme | 16 | ||
| Conclusion | 17 | ||
| FURTHER READING | 17 | ||
| Housing and child health | 19 | ||
| Introduction | 19 | ||
| Crowding, frequent moves and insecurity | 19 | ||
| State and condition of housing | 19 | ||
| Perspective | 20 | ||
| FURTHER READING | 21 | ||
| The Healthy Child\rProgramme: how did we get\rhere and where should we\rgo? | 22 | ||
| Origins | 22 | ||
| The changing focus of CHP — evidence based medicine | 22 | ||
| The Healthy Child Programme — aims and content | 23 | ||
| What are other countries doing? | 23 | ||
| So, are we doing too much or too little? | 23 | ||
| What are the outcomes that matter? | 24 | ||
| Can we measure them? | 24 | ||
| Are we measuring up: using the data to make change? | 24 | ||
| Rethinking the model | 26 | ||
| Child Health and wellbeing: the role of the paediatrician | 26 | ||
| The future | 26 | ||
| FURTHER READING | 27 | ||
| BACKGROUND READING | 27 | ||
| SPECIFIC PAPERS | 27 | ||
| The role of the medical\rexpert in care proceedings | 28 | ||
| Advocacy and the\rpaediatrician | 32 | ||
| What is advocacy? | 32 | ||
| Why is advocacy part of the work of the paediatrician? | 32 | ||
| History of paediatric advocacy | 33 | ||
| Underpinning principles for advocacy | 33 | ||
| Methods and techniques for advocacy | 34 | ||
| Current pressing issues for advocacy in the UK and globally | 34 | ||
| Adolescent health | 35 | ||
| Special needs pupils | 35 | ||
| Corporal punishment in the home | 35 | ||
| Health impact of climate change | 35 | ||
| Whistle blowing | 35 | ||
| Training of paediatricians in advocacy | 35 | ||
| Pitfalls of advocacy | 36 | ||
| The future | 36 | ||
| FURTHER READING | 36 | ||
| Children’s attachments | 37 | ||
| Definition | 37 | ||
| Foundations of attachment | 37 | ||
| Patterns of attachment | 38 | ||
| Considering attachment in paediatric clinics | 39 | ||
| Attachment and ADHD | 39 | ||
| Autism or attachment? | 40 | ||
| Behaviour management | 40 | ||
| Safeguarding | 40 | ||
| Substitute parenting | 40 | ||
| Working with attachment | 41 | ||
| FURTHER READING | 43 | ||
| Community care of children with complex health needs | 44 | ||
| Introduction | 44 | ||
| Which children have complex health needs? | 44 | ||
| Epidemiology | 45 | ||
| Needs based assessments and care coordination | 45 | ||
| Education advice | 46 | ||
| Social support | 46 | ||
| Interventions | 47 | ||
| Transition | 47 | ||
| Summary | 47 | ||
| FURTHER READING | 47 | ||
| New insights into air\rpollution and children’s\rhealth | 49 | ||
| Traffic-derived air pollution | 49 | ||
| Indoor air pollution | 49 | ||
| Future research | 51 | ||
| FURTHER READING | 51 | ||
| Section 2: Safeguarding Children | 52 | ||
| The epidemiology of child\rmaltreatment | 52 | ||
| Introduction and background | 52 | ||
| Incidence and prevalence of child maltreatment | 52 | ||
| Deaths related to child maltreatment | 53 | ||
| Abusive head trauma (AHT) | 54 | ||
| Causality, risk factors and predictors of child maltreatment | 54 | ||
| Impact and interventions | 55 | ||
| Summary and conclusions | 56 | ||
| FURTHER READING | 56 | ||
| Child maltreatment during\rinfancy: atypical\rparent—infant relationships | 58 | ||
| Introduction | 58 | ||
| Definition | 58 | ||
| The prevalence early abuse | 58 | ||
| Parent—infant interaction | 58 | ||
| Consequences of child maltreatment during the first 2 years of life | 59 | ||
| Factors influencing parent—infant interaction | 60 | ||
| The role of the paediatrician | 60 | ||
| Assessment | 60 | ||
| Early identification and assessment | 61 | ||
| Conclusions | 62 | ||
| FURTHER READING | 62 | ||
| Interpreting physical signs of\rchild maltreatment: ‘grey\rcases’ and what is\r‘reasonably possible’ | 63 | ||
| Introduction | 63 | ||
| Bruising | 63 | ||
| Human bite marks | 65 | ||
| Intra-oral injuries | 66 | ||
| Oronasal haemorrhage in infants | 66 | ||
| Burns | 66 | ||
| Abusive head trauma | 66 | ||
| Limb fractures | 67 | ||
| Rib fractures | 67 | ||
| Stairway injuries | 67 | ||
| Questions that may arise in court | 67 | ||
| Conclusion | 68 | ||
| FURTHER READING | 68 | ||
| Dental neglect in children | 69 | ||
| Introduction | 69 | ||
| Dental development | 69 | ||
| Common oral conditions and treatment | 69 | ||
| Dental care provision | 72 | ||
| Dental neglect | 72 | ||
| FURTHER READING | 75 | ||
| Radiological features of child\rmaltreatment | 76 | ||
| Background | 76 | ||
| The skeletal survey | 76 | ||
| Skeletal injuries in child abuse | 76 | ||
| Differential diagnosis | 80 | ||
| FURTHER READING | 82 | ||
| Section 3: Child Abuse | 83 | ||
| Safeguarding children —\runderstanding the roles of\rNamed and Designated\rProfessionals | 83 | ||
| Context | 83 | ||
| Guidance | 83 | ||
| Named Professionals | 84 | ||
| Designated Professionals | 85 | ||
| FURTHER READING | 87 | ||
| Child sexual abuse:\rrecognition and response\rwhen there is a suspicion or\rallegation | 88 | ||
| Introduction | 88 | ||
| Definition | 88 | ||
| CSA through the eyes of the victim — lessons to be learnt | 88 | ||
| Outcomes of CSA — a reason to believe | 88 | ||
| Prevalence | 89 | ||
| Characteristics and patterns of CSA | 89 | ||
| Perpetrators of CSA | 89 | ||
| Recognition of CSA | 89 | ||
| Allegation | 89 | ||
| Symptoms | 89 | ||
| Behavioural or emotional difficulties | 90 | ||
| Psychosomatic symptoms | 90 | ||
| Physical signs | 90 | ||
| Responding to the allegation (Figure 1) | 91 | ||
| Consent and sharing information | 91 | ||
| The physical examination | 92 | ||
| Positioning and the anogenital examination | 92 | ||
| Documentation of abnormalities | 93 | ||
| Investigations | 94 | ||
| Sexually transmitted infections (STI) | 94 | ||
| Conveying sensitive information | 94 | ||
| Conclusion: a proposed holistic approach within an ecological\rmodel | 94 | ||
| FURTHER READING | 95 | ||
| Peer review in child\rprotection | 96 | ||
| Introduction | 96 | ||
| Background | 96 | ||
| Clinical supervision | 97 | ||
| Peer review | 97 | ||
| Emotional support | 98 | ||
| Peer review process | 98 | ||
| Documentation and audit | 98 | ||
| Pitfalls of child protection peer review | 100 | ||
| Examples of good practice | 100 | ||
| Future challenges | 100 | ||
| Conclusion | 101 | ||
| FURTHER READING | 101 | ||
| Identifying human bite marks\rin children | 102 | ||
| Introduction | 102 | ||
| Characteristics of a human bite mark | 102 | ||
| Animal bites | 102 | ||
| Other marks that mimic human bite marks | 103 | ||
| Assessment of the bite mark | 103 | ||
| Adult or child? | 105 | ||
| Comparative analysis | 107 | ||
| Abusive bite marks | 108 | ||
| Conclusion and implications for practice | 108 | ||
| FURTHER READING | 108 | ||
| Burns as a consequence of\rchild maltreatment | 109 | ||
| Introduction | 109 | ||
| What burns do children sustain? | 110 | ||
| Distinguishing characteristics between intentional and\runintentional scalds | 110 | ||
| Characteristics of intentional non-scald burns | 111 | ||
| Co-existent features that may raise your concerns | 111 | ||
| Cautionary note — burn mimickers | 112 | ||
| Conclusions | 112 | ||
| FURTHER READING | 112 | ||
| Giving evidence in court | 114 | ||
| Introduction | 114 | ||
| Types of court proceedings | 114 | ||
| Professional and expert witnesses | 115 | ||
| Assessing and documenting findings in child protection cases | 115 | ||
| Evidence-informed practice | 116 | ||
| Preparing a court report — structure; tips for good practice | 117 | ||
| Giving evidence in court | 117 | ||
| Conclusions | 118 | ||
| FURTHER READING | 118 |