Primary Well-Being: Case Studies for the Growing Child

268 Pages·2017·3.307 MB·English

by  Deborah Kramer

Primary Well-Being:
Case Studies for
the Growing Child
Deborah Kramer
123
Primary Well-Being: Case Studies for the
Growing Child
Deborah Kramer
Primary Well-Being:
Case Studies for the
Growing Child
Deborah Kramer
Department of Nursing
College of Mount Saint Vincent
New York
USA
ISBN 978-3-319-56707-5 ISBN 978-3-319-56708-2 (eBook)
DOI 10.1007/978-3-319-56708-2
Library of Congress Control Number: 2017944448
© Springer International Publishing AG 2017
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The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
This book is dedicated to health
professionals and nurse practitioner students
who promote wellness in our children and
deliver excellent patient care.
This book is also dedicated to my husband,
children (and spouses), and my
grandchildren, including those who may be
born in the future.
This book is also dedicated to the thousands
of students I have been privileged to teach
for inspiring the awareness of the need for
this book.
Preface
Primary Well-Being: Case Studies for the Growing Child fills an urgent need:
to emphasize and enhance the normal development of the well child. The primary
care provider is the one professional who sees every child and their parent during
the early years of life. This is a unique time where the provider can assess the
child’s health and educate parents on how to provide a healthy environment and
important practices to nurture healthy children.
This book will benefit nurse practitioner students as a teaching text and a manual
for clinical practice; it will also serve as a guide for nurse practitioners. The book
incorporates complementary medicine, professional advocacy, specific develop-
ment enhancement skills, and parent/provider communication strategies.
The book is unique in providing realistic scenarios of what students will see as
they begin their clinical training. It is structured in a question and answer frame-
work to help students and practitioners critically think through the best practices
that can be implemented during the well-child visit and develop a plan of action for
the family. Each case study describes with sensitivity families from diverse cultural
and economic backgrounds. It provides recommendations for broad social policies
to help all children succeed.
The case studies help students and nurse practitioners to develop their critical
thinking skills while working through typical situations faced by health care
providers.
New York, NY Deborah Kramer
vii
Acknowledgements
To Carole Oshinsky, thank you for generously providing your expertise and time to
make this book possible. Working with you in your role as co-president of the
New York Zero-to-Three Network and its Infancy Leadership Circles Project helped
me gain a greater appreciation of advocacy within the community and across pro-
fessions that serve children and their families. I have greatly enjoyed working with
you and revere your friendship.
To Helen Lerner, thank you for being my professor, mentor, and colleague. You
introduced me to the wonderful expanded role of the nurse when you suggested I
apply to the nurse practitioner program and my professional life has been forever
enhanced. I greatly value you as a colleague and friend.
I would like to thank Ilana Spierer and Shuli Spivak for their generous time and
expertise in the field of occupational therapy and recommendations regarding sen-
sory integration for the well child.
I would like to thank my husband, children, my parents, and siblings for their
guidance and generosity in enabling and encouraging me to do this work. You gave
me the inspiration and support to become a nurse practitioner early in the profession
and embrace this once new role.
ix
Contents
Part I Preparation for the Well-Child Visit
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2 Overview of the Well-Child Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.1 The Parent/Provider Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.2 Role of Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.3 Promoting the Parent–Child Relationship . . . . . . . . . . . . . . . . . . . . . . 8
2.4 Understanding Temperament . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.5 Promoting Health and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.6 Promoting Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.7 Promoting Parent Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.8 Parents As Role Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.9 Promoting Patience and Expressing Emotions . . . . . . . . . . . . . . . . . 11
2.10 Understanding Parental Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.11 Promoting Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
3 Role of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3.1 Developmental Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3.2 Early Brain Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.3 Cultural Influences on Development . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.4 Gross and Fine Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.5 Visual and Auditory Development . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.6 Language Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.7 Temperament . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.8 Piaget’s Theory of Cognitive Development . . . . . . . . . . . . . . . . . . . . 19
3.9 Erickson’s Theory of Psychosocial Development . . . . . . . . . . . . . . . 20
3.10 Freud’s Theory of Psychosexual Development . . . . . . . . . . . . . . . . . 21
3.11 Kohlberg’s Theory of Moral Development . . . . . . . . . . . . . . . . . . . . 22
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
xi
xii Contents
4 Health History and Physical Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.1.1 Infant Exam (0–2 Years) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
4.1.2 Toddler Exam (2–3 Years) . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
4.1.3 Preschooler (3–5 Years) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4.1.4 School Age (5–12 Years) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4.1.5 Adolescent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4.2 Taking the Health History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.3 Pediatric Physical Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
4.4 Adolescent Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
4.5 Using Teaching Plans for the Well-Child Visit . . . . . . . . . . . . . . . . . 41
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
5 The Primary Care Provider as Advocate . . . . . . . . . . . . . . . . . . . . . . . . 45
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
6 Complementary Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.1 Environmental Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
6.2 Food as Alternative Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
6.3 Bibliotherapy as Alternative Medicine . . . . . . . . . . . . . . . . . . . . . . . 53
6.4 Books to Share with Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
6.4.1 Books to Help Children Self-Regulate . . . . . . . . . . . . . . . . . 54
6.4.2 Books and Resources for Parents
on Self-Regulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
6.4.3 Books About Self-Esteem for Children . . . . . . . . . . . . . . . . . 56
6.4.4 Books That Help Parents and Children
Explore Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
6.4.5 Books About Common Childhood Issues . . . . . . . . . . . . . . . 58
6.4.6 Books About Children with Special Needs . . . . . . . . . . . . . . 62
6.5 Sensory Motor Integration as Alternative Medicine . . . . . . . . . . . . . 62
6.5.1 Brain Gym . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
6.5.2 Tools for Tots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
6.5.3 Getting in Touch with Feelings . . . . . . . . . . . . . . . . . . . . . . . 65
6.6 Staying in Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
6.6.1 Encouraging Movement and Inner Reflection . . . . . . . . . . . . 66
6.7 Specific Games/Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
6.7.1 Sensory Wrestling Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
6.7.2 Jumping on a Trampoline . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
6.7.3 Doing Heavy Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
6.7.4 Noodle Kidoodle Movement . . . . . . . . . . . . . . . . . . . . . . . . . 69
6.7.5 Stop-Light Bracelet Game . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
6.7.6 Find It, Feel It, Show It Wheel Game . . . . . . . . . . . . . . . . . . 69
6.7.7 Snap and Clap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
6.7.8 Say It, Play It with Clay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
6.7.9 What’s in Your Hand Sensory Game . . . . . . . . . . . . . . . . . . . 70
6.7.10 Listening to Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Contents xiii
6.8 Focus, Organization and Self-Regulation . . . . . . . . . . . . . . . . . . . . . 74
6.8.1 Normal Child Behaviors That are Difficult for
Parents and the Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Part II Case Studies
7 Newborn Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
8 Two-Week Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
9 Two-Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
10 Four-Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
11 Six-Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
12 Nine-Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
13 One-Year Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
14 Eighteen-Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
15 Two-Year Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
16 Thirty-Month Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
17 Three-Year Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
18 Four-Year Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
18.1 Are Alberto’s Height and Weight Appropriate for Him? . . . . . . . . 187
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
19 Five-Year Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
20 Six-Year Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
21 Seven-Year Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208