Supporting the Child and the Family in Paediatric Palliative Care2007/1st Supporting the Child and the Family in Paediatric Palliative Care Jessica Kingsley 304 £22.99 9781843101819 1843101815

Brown, Erica; Warr, Brain; Corkin, Doris

doi:10.7748/paed.20.6.7.s12

Cited by 3 publications

(3 citation statements)

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“…This, among all the literature, would be my highest commendation as it offers profound understanding of the child’s perspective and contains a sizeable section on ‘Handling death in the playgroup and at school’. Although a limited library, there are those publications that could offer a wealth of guidance, information, strategies and resources to teachers in schools (Boyd Webb, 2010; Brown, 1999, 2007; Duffy, 2003; Holland, 2001; Job and Frances, 2004; Potts, 2005). Such information, however, requires wider dissemination in order that practitioners, whose primary role might not be bereavement support, could nevertheless avail themselves of these resources.…”

Section: Rationalementioning

confidence: 99%

Least said, soonest mended?: Responses of primary school teachers to the perceived support needs of bereaved children

Potts¹

2013

Journal of Early Childhood Research

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Every 22 minutes in the United Kingdom, a child is bereaved of a parent, making up some 24,000 a year. An even greater number experience the loss of a grandparent. There is a limited, but growing, body of research into the impact of grief and bereavement on young children and how their support needs might be met. This article expands upon research with primary school teachers articulating something of their knowledge and experience in encountering bereaved children. The mixed methodology research includes quantitative and qualitative data that incorporate teachers' responses to the fictionalised narrative of a bereaved 6-yearold. The discussion elucidates teachers' confidence -or reluctance -in broaching the topic, highlighting the lack of specific training within teacher education for understanding and supporting bereaved children. Compassionate understanding is offered to some children, but many others detect a wall of silence, which, when encountered in early childhood, can have detrimental consequences for their personal, social and academic development. The article calls for policy and practice that will ameliorate this situation.

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Section: Rationalementioning

confidence: 99%

Least said, soonest mended?: Responses of primary school teachers to the perceived support needs of bereaved children

Potts¹

2013

Journal of Early Childhood Research

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“…These authors make a plea for professionals to be recruited from within the communities of the service users in order for them to advocate on their behalf in ways that represent their views and experiences. Where such a model of recruitment is practiced, the numbers of families from South Asian families accessing palliative care services is increasing year by year (Brown, 2007; Taylor et al, 2010).…”

Section: Resultsmentioning

confidence: 99%

A concept analysis in relation to the cultural competency of the palliative care workforce in meeting the needs of young people from South Asian cultures

2017

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“…Many children with life limiting conditions have learning and/or communication difficulties, and it was considered important not to exclude these children from the consultations. Members of the project team have considerable experience of engaging children with disabilities in consultations about issues that are important to them and using conversation and arts-based techniques to elicit their views ( Brown and Warr, 2007 ; Coad et al, 2009 ).…”

Section: Methodsmentioning

confidence: 99%

‘Why does it happen like this?’ Consulting with users and providers prior to an evaluation of services for children with life limiting conditions and their families

Hunt

Brown²,

Coad

et al. 2013

J Child Health Care

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Children with life limiting conditions and their families have complex needs. Evaluations must consider their views and perspectives to ensure care is relevant, appropriate and acceptable. We consulted with children, young people, their parents and local professionals to gain a more informed picture of issues affecting them prior to preparing a bid to evaluate services in the area. Multiple methods included focus groups, face-to-face and telephone interviews and participatory activities. Recordings and products from activities were analysed for content to identify areas of relevance and concern. An overarching theme from parents was ‘Why does it happen like this?’ Services did not seem designed to meet their needs. Whilst children and young people expressed ideas related to quality of environment, services and social life, professionals focused on ways of meeting the families’ needs. The theme that linked families’ concerns with those of professionals was ‘assessing individual needs’. Two questions to be addressed by the evaluation are (1) to what extent are services designed to meet the needs of children and families and (2) to what extent are children, young people and their families consulted about what they need? Consultations with families and service providers encouraged us to continue their involvement as partners in the evaluation.

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Supporting the Child and the Family in Paediatric Palliative Care2007/1st Supporting the Child and the Family in Paediatric Palliative Care Jessica Kingsley 304 £22.99 9781843101819 1843101815

Cited by 3 publications

References 0 publications

Least said, soonest mended?: Responses of primary school teachers to the perceived support needs of bereaved children

Least said, soonest mended?: Responses of primary school teachers to the perceived support needs of bereaved children

A concept analysis in relation to the cultural competency of the palliative care workforce in meeting the needs of young people from South Asian cultures

‘Why does it happen like this?’ Consulting with users and providers prior to an evaluation of services for children with life limiting conditions and their families

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