A. MEETING THE FAMILY
- A FULL TIME PRIMARY SCHOOL TEACHER
- NEWLY DIAGNOSED WITH TYPE 1
- DIABETES, (10 YEARS OLD)
- PETER’S YOUNGER SISTER,
A. MEETING THE FAMILY
- PATERNAL GRANDFATHER
- A WIDOWER
- DIABETES IN MIDDLE AGE
- AMPUTATION ON HIS FOOT
- DIETITAN, SUE
B. INTERVIEW SESSION
Mother will answer on behalf of his son Peter does not make eye contact with Sue.
Frequently, interfere the mother to deny what she says.
Peter’s father is not mentioned
Mother describes Ann, as ‘fine’ and ‘no problem’
B. INTERVIEW SESSION
Sue noted that Peter close to his grandfather
She wonders if it will be beneficial to encourage the grandfather’s support in managing Peter’s diabetes
Although she is aware that this could cause friction between mother and grandfather
She is also wonder what kind of connection his father has with his son.
How the stress of the unemployment is affecting the family.
The family is under a lot of stress:
- Mother seems anxious and controlling.
- Peter tense and defiant
- Sister possibly feeling a lack of attention
- Father absorbed in his own problems.
- Grandfather either supportive or demanding
C. REFLECTION PETER
- How does he feel about his diagnosis?
- How much does he know about diabetes?
- Does he know anyone of his own age with diabetes?
- Is he embarrassed at being different from his friends?
- What is his relationship with his mother, father and grandfather?
- How will his diabetes affect his relationships with his friends and sister?
C. REFLECTION PARENTS
- How do his parents feel about Peter’s diagnosis?
- How do they think the diagnosis will affect them as a family?
- What role, if any, does Peter’s father play in shopping and in preparing and cooking the family food?
- Would Peter’s father come with his wife to discuss Peter’s diet?
- Do they see him as a help or a hindrance?
- She considers seeing mother and Peter again and instructing them about :
- what he is to eat
- what he is to avoid
- how to manage his diet, insulin and exercise .
- At 10 ,Peter should be able to grasp the basic concept of balancing diet, insulin and exercise .
- She also considers how to reinforce her instructions by stressing the consequences of not keeping to the diet .
- She thinks of the others involved in caring for Peter – the medical and nursing staff and his teachers – and notes the following questions:
- Has the dietetic department got any notes on the grandfather?
- Has a colleague given him dietary advice in the past?
- Is it worth looking at his medical notes?
- Have the doctors any concerns about both children being small for their age?
- In the case of Peter, this may be due to his diabetes, but what about his sister?
- How long has their growth been slowed?
- Is their size a family characteristic?
- His mother is quite petite, but what about his father?
- Is his small stature a sign of deprivation, or is it of little significance?
- Is anyone else in the team involved with the family?
- Make an appointment to see mother on her own.
- See Peter on his own.
- Look up the department records about grandfather.
- Talk to the doctor.
Sue now feels ready to make a plan of action, and jots down the following steps:
She thinks that more information will help her to decide how best to approach Peter about his diet . She realizes that if she can establish a good relationship with Peter, it will make it easier for him to learn .
It will also stand him in good stead for his contact with dietitians in the future .
She recalls herself at 10 years old, when she was in hospital for a tonsillectomy (is a surgical procedure in which both palatine tonsils are fully removed from back the throat) .
She remembers how scared she felt in the strange environment and how worried she was about what would happen to her . She remembers counting the hours until she could go home . She wonders if Peter feels anxious, like she was .
The Next Meeting
She focuses on giving him her full attention and actively listening to what he says by using her skills of reflecting .
This is instead of questioning, which she thinks is likely to seem interrogative to Peter .
Her intention is to demonstrate her acceptance and understanding .
He slowly opens up to her and begins to talk more freely about himself and his family .
She learns how much Peter values spending time with his grandfather when he calls in for tea on his way home from school Peter suddenly confides in her his fear about having hypos (apparently he had his first the previous day).
She focuses on demonstrating her empathy by reflecting,
You feel frightened about having more hypos?’ She then adds, ‘I think I would, also’, in an attempt to convey that his fear is normal in the circumstances .
She senses him relax a little . She asks him if he feels frightened because he is not sure what to do to prevent one occurring again . He says he does .
As the time for their interview is drawing to a close, Sue says she will see him at the same time tomorrow and will explain then how he can avoid the risk of hypos by having enough to eat .
She asks him if the doctors know about his hypo or if he wants to tell them . He shrugs his shoulders, as if he does not care either way . Sue is aware of feeling a little irritated and yet at the same time realizes that this may be difficult for him .
She says she is willing to tell the doctor on his behalf if he would like her to . He nods his head . Reflecting upon their meeting, Sue thinks she is slowly gaining Peter’s trust .
She knows now about his fear of hypos, and she has a lot more information about his eating patterns on which to base her teaching plan .
Summary of How Sue
Worked With Peter
An example : When he referred to his favourite evening meal, which he called a ‘plate supper’ . This consisted of a specific selection of cold snack foods, served on his own special plate and eaten while lying on the floor, in front of the television .
Sue trying her best to build a relationship with him to gain his trust .
To achieve that, she uses her skills such as active listening to show her acceptance, genuineness and empathy towards Peter . She knew what is it feel like to be in Peter’s situation helped her to be empathic . Besides that, to make the communication easier, she usually use a simple words or the same vocabulary as Peter . She also checked her understanding with Peter when he used words that had a particular meaning for him and his family.
Cite this essay
WORKING WITH PARENT AND CHILDREN. (2019, Nov 16). Retrieved from https://studymoose.com/working-with-parent-and-children-essay