Interactive Schedule

Between working two jobs to save money for my Fall Child Life Internship and taking online classes as a part of UCSB’s Child Life Certificate Program, there has not been a lot of spare time for blogging this summer. But I did want to share with you all a project that I worked on this week.

As a part of my class Children with Special Needs in the Healthcare Setting, I developed an adaptive therapeutic intervention. I was assigned a 12 y.o patient that was developmentally functioning at about the level of a 9 y.o. Due to the many medical conditions that this patient had, they were in a wheelchair, used slings to hold their arms up due to a lack of strength and also had communication issues due to a trach. Medical play is hard for this patient and they have severe anxiety before procedures. My idea for an intervention was to make an interactive schedule that the patient could put together along with guidance from the staff.

The goals of this intervention were to provide a sense of predictability and stability regarding each week’s routine. By allowing the patient to make the schedule each week, it would also give them a sense of control over their days. The materials I used were a wooden dowel, magnets, printed and laminated images of emotions, procedures and rewards, and then a piece of poster board for the schedule. Below are images of my schedule and brief descriptions of each step.

The first thing I did was print off procedures, rewards and emotions. The procedures were ones that the patient frequently encountered (such as x-rays, blood draws, trach changes, etc). And then I also printed possible rewards. While the patient might not be able to choose which procedures happen on which day, they would be able to make the decision whether they would like to play with the IPAD or hear a story after an unwanted medical procedure. I felt it was important to print off emotions to enhance communication between staff and the patient. Because of the trach, staff struggled to understand this patient. By allowing the patient to display an emotion each day, the staff can better support and comfort them.

20170811_083340.jpg

I printed these images on card stock paper, cut them out into little squares and then laminated them. After laminating the squares, I glued a small magnet to the back of them. This magnet would allow the squares to attach to the board and also made it possible for the patient to lift them. Because of the patient’s need for slings in order to hold their arms up, there is not a lot of mobility. But the patient would be able to hold the dowel and drag it to the square with a magnet on it. While the patient might not be able to attach the square to the board without help, they would be the one who would select the procedure/emotions/reward and bring it to the appropriate place on the board. Staff could then help remove the dowel from the laminated square.

20170812_090126

The words I chose for the headings were very intentional. I chose to use “have” for the medical procedures because the patient doesn’t have a lot of choice about which ones will happen and when they will occur. I used “I would like to” for the rewards to emphasize that this decision was the patient’s. They chose what they would like to do after the procedure that they had to have done.

Stay tuned for most posts about the projects that I’ve done for my summer classes. I’ll share them as my free time allows.

My First Teddy Bear Clinic

Yesterday I helped out with my first Teddy Bear Clinic. As a Child Life Student, I had obviously heard about Teddy Bear Clinics. But it was so incredible to see the kids experience the clinic firsthand instead of watching YouTube highlights of other hospital’s events. There were 11 stations that the kids visited with their Teddy Bears. These stations could be attended in any order and the kiddos could also skip any areas that they thought their bear didn’t need.

  1. Registration. This is where the bears received their name and passport. The name band was similar to the ones that the patients wore and the bear’s name was written on it in Sharpie before it was attached to their furry paw. The passport had blank areas for the bear’s name, his/her place of birth (zoo or in the wild) and the weight/height of the bear. The rest of the passport had all the stations listed and the stations would stamp the passport when the bear visited them.
  2. Height/Weight. After receiving their bear, the children would take their new friend to one of the nurses who placed the bear on a scale and also measured it’s height. This information was recorded on the top of the passport.
  3. Doctor’s Office. At the doctor’s office, the doctor used a stethoscope to check the bear’s heartbeat. He reported to the child how their bear was doing and also wrote a prescription on the passport. For example, the doctor heard one of the bear’s stomach growling and suggested that the child and bear eat some chicken nuggets together.
  4. X-Ray. The X-Ray section had a back-lit area to look at x-rays of a variety of human body parts and also an x-ray of a Teddy Bear.
  5. Healthcare Play. This area was for the kids to place an IV on their bear. There were tourniquets, arm boards, IV tubing, tape and band-aids. Since this Teddy Bear Clinic was in the hospital, most of the kids had IVs or had them in the past. So this station was something that they all understood from personal experience.
  6. Labs. When in the hospital, the nurses are frequently taking labs so that the doctors can get a better idea of what is going on. The lab station was a spot for children to make a vial of Teddy Bear blood that they could keep. Using baby oil and glitter, the children made a wand that looked like it had sparkly blood in it.
  7. Surgery. At the surgery station, there was a small bed for the bear. The bear received a hair net like the children wear for surgery and the child was able to choose which scent their bear might want for the anesthesia mask. The bear then received some bandages from the surgeon before returning to their owner.
  8. Music Therapy. The music therapy was mainly for the child. The music therapists brought out a variety of musical instruments and the children were allowed to express themselves with any instrument that they wanted to try. Some children spent a short time here and others spent most of the time playing on the drums.
  9. Dentist. At the dentist station, there were x-rays of mouths/teeth. The dentist checked over the bear’s teeth before giving the child a little baggie with toothpaste, toothbrush and a mirror to look at teeth. The small mirror was a favorite of the kids.
  10. Ortho. The ortho section was where the teddy bears received casts. These casts were put on arm, legs, heads, whatever part of the teddy bear that the child thought they needed a cast. One little girl’s teddy bear received a cast that matched hers, same color and same injured area.
  11. Therapy Dog. The hospital that hosted the Teddy Bear Clinic had a therapy dog on staff, so he came to hang out with the patients. The children loved seeing the dog, so having him in a central location allowed more children to visit and interact with him.

The Teddy Bear Clinic was an opportunity for the children to learn more about the hospital, but also for them to exert some control over medical procedures. There was one little child that wanted to do everything himself instead of letting the surgeon/doctor/nurse perform the procedure on the teddy bear. He wanted to be hands on and helping care for the bear.

Have you run or helped out with a Teddy Bear Clinic before? I would love to hear your thoughts and ideas as this is something I plan to do again in the future!

Fabulous Find Friday: Little Patient

A friend recently suggested the Little Patient for Fabulous Find Fridays and I think it is one of the coolest things I’ve ever seen!

When she told me about the Little Patient, her exact words were “You can get a boy, a girl, or both, and they are dressed in little hospital gowns. Their tummies unzip to reveal many organs that are velcroed into place, so they are easy to take out, play with, and replace.” It was her favorite Christmas gift this year!

As you can probably see from the image above, the Little Patient comes with all the major organs. It would be a great teaching tool for children to learn about what’s inside our bodies. It is a plush toy, so it might be hard to incorporate into Child Life Practice at the hospital. But, the Little Patient would be great to give as a gift to help a child or in a setting that doesn’t have as strict infection control rules.

The Little Patient is available online here

Fabulous Find Friday: KidSpeak App

Today’s Fabulous Find is a very well done app from the Tuscon Medical Center for Children. This app is called KidsSpeak : Medical Preps for Kids. This app has photos of most of the rooms that a child might encounter in the hospital and walks them through all the machines and other tools that they might find in the room. It also has a digital whiteboard. This is a really cool feature that allows the child (or Child Life Specialist) to draw on the body parts. What a great way to illustrate a medical condition!

There are so many apps out there, which are your favorite ones for children?

kidspeak-logo-med.jpg

Fabulous Find Friday: Plush Organs

Welcome to our first Fabulous Find Friday! My plan is to share with you some Child Life related items and opportunities that I think might interest other passionate Child Life Individuals!

Today I want to share with you PLUSH ORGANS!!! Many of you might have seen them on Pinterest, but I have finally found where you can buy them online. I Heart Guts doesn’t only sell plush organs, but also T-shirts, socks and keychains. I’m not kidding when I say that Plush Organs are now at the top of my Christmas wishlist.

Unfortunately, they are only available in plush form which could make it hard to utilize these in the hospital setting. But I’m sure there are other ways that they could be used to educated children about their bodies. How would you use Plush Organs to educate and prepare children?