The Use Of Therapeutic Toys On Children

One of the many important roles as educators is to select toys that are developmentally safe and appropriate for children to use. Parents need to be educated and taught to differentiate between the beneficial toys as opposed to the toys that can be dangerous. There are different guidelines to review when it comes to selecting toys for the ages of birth till 8th grade. The manufacturer labels the toys regarding age and that follow certain guidelines where parents could relate to. Furthermore, toys that are manufactured in the U.S. after 1995 must adhere to the (CPSC) Consumer Product Safety Commission standards.

The types of toys children play with can affect how they develop. Toys can help or hinder a child’s development in intelligence, social skills and personality. Certain characteristics may be genetically entwined in a human being, but some characteristics and behaviors can be learned, from parents, surroundings, and the toys with which a youngster plays. Elise Moore, author of “How Do Toys Aid Development”, stated “if play is the work of the child, toys are the child’s tools” (Moore, 2).

It has been documented that children undergoing surgery and their families experience high levels of distress and perioperative anxiety. Stress and perioperative anxiety have the potential to cause more harm on post-surgical healing, in consideration of both physical and mental health, if not addressed promptly and properly. Child Life Specialists are pediatric healthcare professionals who are able to provide interventions to help reduce anxiety and increase developmental growth within pediatric patients, provide family centered care, and facilitating therapeutic play interventions for pediatric patients, all the while in the hospital environment (Child Life Council, 2014). Child life specialists are able to meet these values and missions to create a standard of practice that the American Pediatric Association recommends in all pediatric healthcare settings (Child Life Council, 2014). Typically, when child life specialists are working with pediatric patients undergoing anesthesia for surgical procedures they are able to participate as a part of the multidisciplinary health team to provide family centered care and increase a patient and their families understanding on the medical procedure at hand. A common intervention for pediatric patients undergoing anesthesia for surgical procedures include medical play and medical preparation sessions.

Medical play is a kind of therapeutic activity which the children use special themes and tools related to medical while they play. This can help the adult to observe the child's feelings and take the information that can support the children when dealing with their healthcare experience. There are three different type of play in healthcare setting. The first type is therapeutic play which helps in improving the healthy state of the child physically and psychologically and the study show that therapeutic play is effective in coping and improving the healthy state of the child. The second type is recreational play which commonly used to make the child happy and facilitate normalization. The third type is developmentally supportive

“You need to work on your math, because you need to earn your points.” (care giver was sad, angry)

This article contributes by defining all the major points that the nurse must know and identify to give the best possible care to the patient and their family. During the post-surgery period, the patient is just coming out of the anesthesia and may be a little sore from the surgery and the family may be unsteady not knowing what all is happening with the surgery and the post-surgery. It is during this period that the nurse must also be able to deal with those fears, and uncertainties that the patient and family have to answer everyone’s needs and maintain their composure (Silva et al,

When a child has experienced a crisis or trauma, the play therapist should consider intensive play therapy in which the child is scheduled for play therapy sessions two or three times a week for the first two weeks in order to speed up the therapeutic process (Landreth, 2012).

Resistance is often synonymous with dragging or a push back. Resistance within play therapy can be defined as “an attitude, belief, or behavior that derails or slows the therapeutic process and stems from a combination of parent and counselor beliefs and attitudes” (Bornsheuer and Watts, 2012, p.7). Play therapy enables children to be more active in family sessions (Willis, Walters, & Crane, 2014). However, resistance can still be found. Some causes of resistance include not fully understanding play therapy; therapy being court-ordered; parents are unwilling to change; as well as parents not wanting to participate in therapy (Bornsheuer and Watts, 2012; Willis, Walters, & Crane, 2014). Parents may come in with

The end of play therapy can be a difficult stage of the therapy process for children. If the termination of play therapy experience is not handled properly, children may feel rejected, punished, or experience a sense of loss (Landreth, 2012).

Play serves an important aspect within pediatric ward environments. Not only can play equipment and toys serve as therapeutic tools for patient recovery and rehabilitation, play distracts from illness realities, diminishes anxiety, and facilitates family bonding opportunities. These moments of diversion perhaps allow children’s growth and development to remain on course for physical and mental areas not directly impacted by the illness or injury, providing a sense of normalcy – not only for the children, but for surrounding family members as well.

Children need to be prepared for surgery. They often react emotionally to the prospect of surgery. Children need to be prepared physically, intellectually and emotionally for their surgery experience. A surgical experience can be a positive event if children and family members are well informed about the surgery, and are aware of the events associated with the surgery. It also will be positive if the children and family members’ worries and fears are discussed and understood, and they are able to create some familiarity with the medical staff associated with their

The primary result was behavioral distress assessed using the Observational Scale of Behavioral Distress–Revised. The children were also videotaped to assess their distress-related behaviors every 5 minutes before, during, and after the procedure. The secondary outcomes included child-reported pain using the Face Pain Scale, “ranged 0 to 10,” and the heart rate measured with a “cardiorespiratory monitor”; additional outcome included, parent and medical staff satisfaction using Likert scales and parental anxiety using the “State Trait Anxiety Inventory” (Hartling et al., 2003, p. 2 and

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Hospitalization can be difficult for children of all ages. Familiarization play gives “children of all age[’s] opportunities to freely explore, manipulate, and play with health-related object in a nonthreatening, pleasurable context” (ACCH, n.d., p. 71). Thus, familiarization play helps children become more familiar with the hospital surroundings and with their healthcare experiences. Children have a chance to play with medical items such as stethoscopes, band-aids, doctor's hats, gloves, masks. This hands-on experience, along with the information provided to the child will helps the child learns what they will see, and feel in the medical setting. It also gives a child an opportunity to express any questions or fears they may have before

The importance of using evidence-based tools I essential in child therapeutic approach. According to Woodley (2013) the starting framework of assessment in social work with children is defined as including three components: collecting data, being informed by a contextual perspective, and leading to a prevention or intervention plan. A good assessment usually occurs over 2-3 sessions or more and includes a clinical interview; use of objective measures; behavioral observations of the child; and collateral contacts with the family, caseworkers, and others. The assessment covers basic demographics; family history; a comprehensive trauma history including events a child has experienced or witnessed; a complete developmental history; an overview of the child’s problems/symptoms; and relevant contextual history, such as behavior and progress in school; as well as interactions with other systems. The