Doctor–parent–child communication. A (re)view of the literature

Tates, Kiek; Meeuwesen, Ludwien

doi:10.1016/s0277-9536(00)00193-3

Cited by 314 publications

(269 citation statements)

References 28 publications

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“…Although both GP and parent predominantly assume a non-supportive role in interaction with the child, GPs more frequently display supportive behavior, especially in the medical history-taking segment. This picture is in line with the often depicted stereotype of doctor±parent±child communication being restricted to the dyadic interaction between physician and parent [17]. In line with the expectations, the child's age did matter.…”

Section: Resultssupporting

confidence: 74%

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Doctor–parent–child relationships: a ‘pas de trois’

Tates

Elbers

Meeuwesen

et al. 2002

Patient Education and Counseling

Self Cite

142

111

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Adult participants play a pivotal role in doctor±parent±child interactions at the general practitioner's (GP's) surgery. The child's opportunities to participate are rather limited and parental speaking for the child is, in a way, institutionally co-constructed. This study aimed at further characterizing the relationships within this triad by developing a typology of doctor±parent±child interactions, which classi®ed adult behavior in terms of supporting versus non-supporting child participation. The child's participation was described in terms of display of involvement and turning for support. Analyses of 105 videos show that in most consultations, both GP and parent displayed nonsupportive behavior. Despite the GPs' initial efforts to involve the child in the interaction, 90% of the consultations ended up in a nonparticipatory way. During this last segment of diagnosis and treatment information, the child's voice was hardly heard, as re¯ected in the minimal involvement displayed and the absence of turning to the parent for support. It is concluded that the bi-directional perspective chosen in this analysis allowed for a better understanding of the underlying mechanisms leading to the stereotypical picture in both literature and actual practice of triadic medical interactions being dominated by both adult participants. The low degree of child participation should not solely be seen as a consequence of adult behavior, but rather as a co-construction of all three participants. The results are discussed from a pedagogical perspective, and implications for medical practice are formulated. #

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Section: Resultssupporting

confidence: 74%

“…Opportunities for child participation depend on the segment of the medical interview; physicians tend to elicit medical information from children, but exclude them from diagnostic and treatment information [16,17]. Rede®nition of participant roles can take place in particular within the transition of the consultation segments [3].…”

Section: Research Questionsmentioning

confidence: 99%

Doctor–parent–child relationships: a ‘pas de trois’

Tates

Elbers

Meeuwesen

et al. 2002

Patient Education and Counseling

Self Cite

142

111

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“…[18][19][20][21][22][23][24][25] Thirteen papers on the paediatric triadic consultation in settings outside primary care, which met the criteria for inclusion, were found as shown in Table 2. [26][27][28][29][30][31][32][33][34][35][36][37][38] They are diverse in terms of the methodology used to evaluate the consultations, settings, and study designs. Eleven quantitative studies, nine qualitative studies, and one literature review of triadic paediatric consultation were found.…”

Section: Description Of the Studiesmentioning

confidence: 99%

“…Adult carers General practice, UK 18 primary care consultations interrupted doctor-child talk when the adults had not had their concerns expressed early in the consultation. 32 At the time the study took place, authors found only three papers that were actually about triadic consultations with a doctor, child, and parent. This review was conducted to find studies on triadic paediatric consultations relevant to primary care.…”

Section: Tates Et Al A23mentioning

confidence: 99%

Triadic communication in the primary care paediatric consultation: a review of the literature

Cahill¹,

Papageorgiou²

2007

Br J Gen Pract

111

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Children aged 6-12 years are usually seen in primary care with an adult carer. It is a government and professional priority for doctors to try and involve these children in their medical consultations. AimTo ascertain the evidence available on the amount and type of involvement that children in the 6-12 year age group have in their primary care consultations when the consultation was held with a child, a GP, and an adult. Design of the studyLiterature review.

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“…Despite research suggesting children engaged in health education have decreased morbidity and increased self-efficacy, doctors give little attention to educating young children [20,23]. Children routinely experience a "joking relationship" with doctors and usually have very little control in their conversations with them [23].…”

Section: Audience: Childrenmentioning

confidence: 99%

Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

Wyatt¹

2015

J Child Adolesc Behav

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Childhood asthma is a growing societal problem that causes suffering for children and families. Short of finding a cure, the best way to address this problem is to give children with asthma the resources they need to control their condition. Unfortunately, research and resources for young children with asthma are lacking. The authors hypothesize that an approach using technology based delivery methods to provide age-appropriate education, which promotes self-regulation and includes psychosocial elements, could help children with asthma decrease exacerbations in the short term and establish healthy habits in the long term. To lay the groundwork for the initial investigation of this hypothesis, the authors reviewed the literature for three elements: audience (children with asthma), content (self-regulation and psychosocial elements), and media (mobile technology applications and digital story). Literature was reviewed for children's beliefs about illness and medication, self-regulation versus selfmanagement, the psychosocial elements of parental support and peer influences, technology and education, clinical computer-based education, electronic educational games, and smartphone applications. The gaps in the literature found regarding these topics point to areas where future research would be instructive for designing effective, technology based applications for children with asthma. To produce the most effective asthma education materials for children, all three elements in this literature review-audience, content, and medium-should be investigated in future research studies.

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Doctor–parent–child communication. A (re)view of the literature

Cited by 314 publications

References 28 publications

Doctor–parent–child relationships: a ‘pas de trois’

Doctor–parent–child relationships: a ‘pas de trois’

Triadic communication in the primary care paediatric consultation: a review of the literature

Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

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