{"product_id":"caring-for-children-with-special-healthcare-needs-and-their-families-a-handbook-for-healthcare-professionals-paperback-softback-9780813820828","title":"Caring for Children with Special Healthcare Needs and Their Families; A Handbook for Healthcare Professionals (Paperback \/ softback) 9780813820828","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eCaring for Children with Special Healthcare Needs and Their Families\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Handbook for Healthcare Professionals\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eLinda L. Eddy (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780813820828, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 2 April 2013\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e272 pages\u003cbr\u003e24.4 x 17.3 x 1.1 cm, 0.485 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e“Although written for healthcare providers, the book is geared more for advanced practice nurses. It is recommended as a supplement to references on children with special healthcare needs.”  (\u003ci\u003eDoody’s\u003c\/i\u003e, 23 May 2014)\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003ci\u003eCaring for Children with Special Healthcare Needs and Their Families: A Handbook for Healthcare Professionals\u003c\/i\u003e provides a guide for addressing the challenges of providing optimal general and routine care for the special needs population.  More than just caring for the patients, the text stresses the importance of caring for their families as well.\u003c\/p\u003e \u003cp\u003eThe book begins with chapters on common aspects of this population, including physical or sensory disabilities and developmental and learning disabilities.  Subsequent chapters expound on more specific topics related to communication, mobility, emotional issues, quality of life, and end-of-life.\u003c\/p\u003e \u003ci\u003eCaring for Children with Special Healthcare Needs and Their Families\u003c\/i\u003e is a must-have book for family  and pediatric nurse practitioners, registered nurses, healthcare technicians, physician assistants and social services professionals who see these patients regularly as part of their daily patient load.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eContributors xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction 3\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLinda L. Eddy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Common Physical or Sensory Disabilities 9\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMary C. Sobralske\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCerebral Palsy 11\u003c\/p\u003e \u003cp\u003eDiagnosis, etiology, and risk factors of CP 11\u003c\/p\u003e \u003cp\u003ePresenting signs and symptoms of CP 13\u003c\/p\u003e \u003cp\u003eClassification of CP 14\u003c\/p\u003e \u003cp\u003ePrognosis and complications 15\u003c\/p\u003e \u003cp\u003eCommon pharmacologic and non-pharmacologic therapies 16\u003c\/p\u003e \u003cp\u003eRole of nursing 18\u003c\/p\u003e \u003cp\u003eRoles of occupational and physical therapy 19\u003c\/p\u003e \u003cp\u003eRoles of speech and language therapy 20\u003c\/p\u003e \u003cp\u003eRoles of social work and psychology 21\u003c\/p\u003e \u003cp\u003eTransition to adulthood 21\u003c\/p\u003e \u003cp\u003eNeural Tube Defects (Myelodysplasia\/Spina Bifida) 23\u003c\/p\u003e \u003cp\u003eEtiology 23\u003c\/p\u003e \u003cp\u003ePresenting signs and symptoms 24\u003c\/p\u003e \u003cp\u003ePrognosis 25\u003c\/p\u003e \u003cp\u003eCommon pharmacologic and non-pharmacologic therapies 25\u003c\/p\u003e \u003cp\u003eRoles of nursing 27\u003c\/p\u003e \u003cp\u003eOccupational and physical therapy 27\u003c\/p\u003e \u003cp\u003eSpeech and language therapy 28\u003c\/p\u003e \u003cp\u003eSocial work and psychology 29\u003c\/p\u003e \u003cp\u003eTransition to adulthood 29\u003c\/p\u003e \u003cp\u003eMuscular Dystrophy 29\u003c\/p\u003e \u003cp\u003eEtiologies of muscular dystrophy 30\u003c\/p\u003e \u003cp\u003ePresenting signs and symptoms 30\u003c\/p\u003e \u003cp\u003ePrognosis 31\u003c\/p\u003e \u003cp\u003eCommon pharmacologic and non-pharmacologic therapies 31\u003c\/p\u003e \u003cp\u003eRoles of nursing 32\u003c\/p\u003e \u003cp\u003eOccupational and physical therapy 33\u003c\/p\u003e \u003cp\u003eSpeech and language therapy 33\u003c\/p\u003e \u003cp\u003eSocial work and psychology 34\u003c\/p\u003e \u003cp\u003eTraumatic Brain Injury 34\u003c\/p\u003e \u003cp\u003eEtiologies 34\u003c\/p\u003e \u003cp\u003ePresenting signs and symptoms 34\u003c\/p\u003e \u003cp\u003ePrognosis 35\u003c\/p\u003e \u003cp\u003eCommon pharmacologic and non-pharmacologic therapies 35\u003c\/p\u003e \u003cp\u003eRoles of nursing 35\u003c\/p\u003e \u003cp\u003eOccupational and physical therapy 36\u003c\/p\u003e \u003cp\u003eSpeech and language therapy 36\u003c\/p\u003e \u003cp\u003eSpinal Cord Injury 36\u003c\/p\u003e \u003cp\u003eEtiologies 36\u003c\/p\u003e \u003cp\u003ePrognosis 37\u003c\/p\u003e \u003cp\u003ePresenting signs and symptoms 37\u003c\/p\u003e \u003cp\u003eCommon pharmacologic and non-pharmacologic therapies 37\u003c\/p\u003e \u003cp\u003eRoles of healthcare providers 38\u003c\/p\u003e \u003cp\u003eOccupational, physical, and speech therapies 40\u003c\/p\u003e \u003cp\u003eSocial work and psychology 40\u003c\/p\u003e \u003cp\u003eChildren with Deafness and Hearing Impairment 41\u003c\/p\u003e \u003cp\u003eEtiology of deafness 41\u003c\/p\u003e \u003cp\u003ePresenting signs and symptoms 42\u003c\/p\u003e \u003cp\u003ePrognosis 43\u003c\/p\u003e \u003cp\u003eCommon pharmacologic and non-pharmacologic therapies 43\u003c\/p\u003e \u003cp\u003eRole of nursing 44\u003c\/p\u003e \u003cp\u003eOccupational and physical therapy 45\u003c\/p\u003e \u003cp\u003eSpeech and language therapy 45\u003c\/p\u003e \u003cp\u003eSocial work and psychology 46\u003c\/p\u003e \u003cp\u003eChildren with Blindness and Visual Impairment 46\u003c\/p\u003e \u003cp\u003eEtiology 47\u003c\/p\u003e \u003cp\u003ePresenting signs and symptoms 47\u003c\/p\u003e \u003cp\u003ePrognosis 48\u003c\/p\u003e \u003cp\u003eCommon pharmacologic and non-pharmacologic therapies 48\u003c\/p\u003e \u003cp\u003eRole of nursing 48\u003c\/p\u003e \u003cp\u003eOccupational and physical therapy 49\u003c\/p\u003e \u003cp\u003eSpeech and language therapy 50\u003c\/p\u003e \u003cp\u003eReferences 50\u003c\/p\u003e \u003cp\u003eOnline Resources 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Common Developmental\/Learning Disabilities 57\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLinda L. Eddy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Child with Attention Deficit\/Hyperactivity Disorder 59\u003c\/p\u003e \u003cp\u003eDefinition and presenting signs and symptoms 59\u003c\/p\u003e \u003cp\u003eEtiology 59\u003c\/p\u003e \u003cp\u003eADHD in preschoolers 60\u003c\/p\u003e \u003cp\u003eADHD in school-aged children and adolescents 60\u003c\/p\u003e \u003cp\u003ePsychopharmacologic management of ADHD 61\u003c\/p\u003e \u003cp\u003ePsychotherapeutic\/behavioral management of ADHD (NIMH, 2008) 62\u003c\/p\u003e \u003cp\u003eApplication to nursing and multidisciplinary practice 63\u003c\/p\u003e \u003cp\u003eThe Child with Intellectual Disability 63\u003c\/p\u003e \u003cp\u003eDefinition and presenting signs and symptoms 63\u003c\/p\u003e \u003cp\u003ePrevalence of intellectual disability 63\u003c\/p\u003e \u003cp\u003eEtiology 64\u003c\/p\u003e \u003cp\u003eDiagnosis 64\u003c\/p\u003e \u003cp\u003eDown Syndrome as Exemplar of Intellectual Disability 65\u003c\/p\u003e \u003cp\u003eApplication to clinical practice 66\u003c\/p\u003e \u003cp\u003eThe Child with An Autism Spectrum Disorder 66\u003c\/p\u003e \u003cp\u003eDefinition and presenting signs and symptoms 66\u003c\/p\u003e \u003cp\u003ePrevalence of ASDs 66\u003c\/p\u003e \u003cp\u003eDiagnosis 67\u003c\/p\u003e \u003cp\u003eApplication to clinical practice 68\u003c\/p\u003e \u003cp\u003eMIA – A Child with Down Syndrome 68\u003c\/p\u003e \u003cp\u003eReferences 69\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Caring for Children with Feeding and Communication Differences 71\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLisa Lyons\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eOverview of Early Feeding Skills 74\u003c\/p\u003e \u003cp\u003eDevelopmental feeding milestones: Gestational period through age 7 74\u003c\/p\u003e \u003cp\u003eOverview of Early Communication Skills 76\u003c\/p\u003e \u003cp\u003eDevelopmental communication milestones infancy through age 7 76\u003c\/p\u003e \u003cp\u003eScreening of Early Feeding and Communication Skills 78\u003c\/p\u003e \u003cp\u003eImpaired feeding skills 78\u003c\/p\u003e \u003cp\u003eImpaired communication skills 80\u003c\/p\u003e \u003cp\u003eReferral and Management: Audiologists and Speech-Language Pathology Professions 83\u003c\/p\u003e \u003cp\u003eReferences 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Caring for Children with Mobility Differences 87\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJeannine Roth\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Mobility? 89\u003c\/p\u003e \u003cp\u003eThe International Classification of Functioning, Disability and Health (ICF) 89\u003c\/p\u003e \u003cp\u003eParticipation and Functional Ability 90\u003c\/p\u003e \u003cp\u003eAssistive technology 93\u003c\/p\u003e \u003cp\u003eGait analysis 94\u003c\/p\u003e \u003cp\u003eWhat Can Nurses do to Help Children with Disabilities? 94\u003c\/p\u003e \u003cp\u003eConclusion 95\u003c\/p\u003e \u003cp\u003eReferences 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Caring for the Child with Special Social and Emotional Needs 97\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSheela M. Choppala-Nestor with Portia Riley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 99\u003c\/p\u003e \u003cp\u003eStructure of this Chapter 99\u003c\/p\u003e \u003cp\u003eEtiological Theories 99\u003c\/p\u003e \u003cp\u003eThe Process of Child Assessment and Intervention 101\u003c\/p\u003e \u003cp\u003eThe salience of rapport building to the process 101\u003c\/p\u003e \u003cp\u003eSystematic data gathering 102\u003c\/p\u003e \u003cp\u003eAnalysis of data gathered 104\u003c\/p\u003e \u003cp\u003eIntervention 106\u003c\/p\u003e \u003cp\u003eThe Interdisciplinary Team: A Critical Aspect  of the Intervention 107\u003c\/p\u003e \u003cp\u003eCase Reviews of Select Disorders 107\u003c\/p\u003e \u003cp\u003eAutism Spectrum Disorders (ASDs) 107\u003c\/p\u003e \u003cp\u003eSocial phobia 109\u003c\/p\u003e \u003cp\u003eAnorexia nervosa 110\u003c\/p\u003e \u003cp\u003eMajor depressive disorder 111\u003c\/p\u003e \u003cp\u003eOther Conditions 113\u003c\/p\u003e \u003cp\u003eAttention deficit and hyperactivity disorder 113\u003c\/p\u003e \u003cp\u003eSubstance abuse 113\u003c\/p\u003e \u003cp\u003ePost-traumatic stress disorder 114\u003c\/p\u003e \u003cp\u003eConclusion 114\u003c\/p\u003e \u003cp\u003eReferences 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Legal and Regulatory Issues 117\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eGinny Wacker Guido\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 119\u003c\/p\u003e \u003cp\u003eChildren with Disabilities and the Law 120\u003c\/p\u003e \u003cp\u003eIndividuals with Disabilities Educational Act 120\u003c\/p\u003e \u003cp\u003eNo Child Left Behind Act 123\u003c\/p\u003e \u003cp\u003eAmericans with Disabilities Act of 1990 125\u003c\/p\u003e \u003cp\u003eEthical Issues in Caring for Children with Disabilties 126\u003c\/p\u003e \u003cp\u003eLaws Affecting the Education of Disabled Children and the Healthcare System 128\u003c\/p\u003e \u003cp\u003eConclusion 130\u003c\/p\u003e \u003cp\u003eReferences 130\u003c\/p\u003e \u003cp\u003eResources for Parents 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Use of Theories to Guide Practice 133\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLinda L. Eddy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndividual Theories 135\u003c\/p\u003e \u003cp\u003ePhysical growth and development 135\u003c\/p\u003e \u003cp\u003eErikson’s theory of psychosocial development 135\u003c\/p\u003e \u003cp\u003ePiaget’s theory of cognitive development 138\u003c\/p\u003e \u003cp\u003eFamily Theories 139\u003c\/p\u003e \u003cp\u003eFamily life course perspective (developmental family theory) 140\u003c\/p\u003e \u003cp\u003eSystems theory 141\u003c\/p\u003e \u003cp\u003eBasic systems terminology 141\u003c\/p\u003e \u003cp\u003eFamily ecological theory 142\u003c\/p\u003e \u003cp\u003eTerminology 142\u003c\/p\u003e \u003cp\u003eResources 143\u003c\/p\u003e \u003cp\u003eFamily assessment guidelines 143\u003c\/p\u003e \u003cp\u003eFamily genograms and ecomaps 144\u003c\/p\u003e \u003cp\u003eReferences 148\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Enhancing Quality of Life For Children with Special Healthcare Needs 149\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLinda L. Eddy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eQuality of Life Defined 151\u003c\/p\u003e \u003cp\u003eDecreasing Pain 152\u003c\/p\u003e \u003cp\u003ePain assessment 152\u003c\/p\u003e \u003cp\u003ePain management in children with special needs 154\u003c\/p\u003e \u003cp\u003ePain assessment and management specific to children with special needs 154\u003c\/p\u003e \u003cp\u003eDecreasing Fatigue 155\u003c\/p\u003e \u003cp\u003eResources 157\u003c\/p\u003e \u003cp\u003eReferences 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Impact on Family and Increasing Family Well-Being 161\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLinda L. Eddy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFamily Well-Being 163\u003c\/p\u003e \u003cp\u003eSubjective Well-Being in Parents of Children with Disabilities 164\u003c\/p\u003e \u003cp\u003eLinking Family Well-Being to Child Well-Being 166\u003c\/p\u003e \u003cp\u003eFamily Diversity and Well-Being 167\u003c\/p\u003e \u003cp\u003eMaking a Difference: Family Interventions 168\u003c\/p\u003e \u003cp\u003eCulturally sensitive interventions 168\u003c\/p\u003e \u003cp\u003eFlexible interventions 169\u003c\/p\u003e \u003cp\u003eReferences 170\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Public Health and School Health Nursing of Children with Special Healthcare Needs 173\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePhyllis Eide\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCommunity Health Nursing with Children with Special Health Needs 175\u003c\/p\u003e \u003cp\u003ePublic Health and Children with Special Health Needs 175\u003c\/p\u003e \u003cp\u003ePublic Health and Community Health Programs Serving this Special Needs Population 176\u003c\/p\u003e \u003cp\u003eCommunity Health Nursing Roles with Children with Special Health Needs 178\u003c\/p\u003e \u003cp\u003eCase Management with Children with Special Health Needs 180\u003c\/p\u003e \u003cp\u003eEvidence-Based Home Visiting Programs for Children with Special Health Needs 183\u003c\/p\u003e \u003cp\u003eThe Child with Special Needs in the School Setting 185\u003c\/p\u003e \u003cp\u003eConclusion 187\u003c\/p\u003e \u003cp\u003eReferences 188\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 End-of-Life Care for Children with Special Needs and Their Families 191\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJanet A. Lohan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChildren’s Understanding of Death 193\u003c\/p\u003e \u003cp\u003eDifficult Conversations About Death and Dying with Children and Their Families 201\u003c\/p\u003e \u003cp\u003eProviding Crisis Intervention for Families and Peers After a Child Dies 208\u003c\/p\u003e \u003cp\u003eResources 216\u003c\/p\u003e \u003cp\u003eFor parents 216\u003c\/p\u003e \u003cp\u003eFor children 217\u003c\/p\u003e \u003cp\u003eFor caregivers 217\u003c\/p\u003e \u003cp\u003eFor parents 217\u003c\/p\u003e \u003cp\u003eFor children and adolescents 218\u003c\/p\u003e \u003cp\u003eReferences 218\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Assessment, and Development of an Interprofessional Plan of Care 221\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eNancy Lowry and Patricia Shaw\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Assessment Process 224\u003c\/p\u003e \u003cp\u003ePreparing for your visit with the family 224\u003c\/p\u003e \u003cp\u003ePractice tips: Finding reliable information on the Internet 225\u003c\/p\u003e \u003cp\u003eCultural considerations and the use of interpreters 226\u003c\/p\u003e \u003cp\u003ePractice Tip: The following tips can be useful when working with an interpreter:(Lipson \u0026amp; Dibble, 2005; CaCoon Program Manual, 2012) 227\u003c\/p\u003e \u003cp\u003eFamily engagement–Getting to know the family and child 228\u003c\/p\u003e \u003cp\u003ePractice Tip: Strategies to facilitate an effective relationship with families 229\u003c\/p\u003e \u003cp\u003eThe assessment process 230\u003c\/p\u003e \u003cp\u003eCommon issues in children with special needs 231\u003c\/p\u003e \u003cp\u003eDeveloping a Plan of Care 235\u003c\/p\u003e \u003cp\u003eKey components of a care plan 235\u003c\/p\u003e \u003cp\u003eRole of the care coordinator in developing and carrying out the plan of care 235\u003c\/p\u003e \u003cp\u003eExample of a problem and possible interventions 236\u003c\/p\u003e \u003cp\u003eDocumentation and the use of electronic health records 237\u003c\/p\u003e \u003cp\u003ePractice tip: What to include in the EHR 238\u003c\/p\u003e \u003cp\u003eDocumentation of care coordination activities 238\u003c\/p\u003e \u003cp\u003eA note about electronic health records (EHRS) 240\u003c\/p\u003e \u003cp\u003eOther Recommended Resources 241\u003c\/p\u003e \u003cp\u003eReferences 241\u003c\/p\u003e \u003cp\u003eOther Recommended Readings 242\u003c\/p\u003e \u003cp\u003eIndex 245\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Nursing \u0026amp; ancillary services [\u003ca title=\"See our other books on Nursing \u0026amp; ancillary services\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Nursing%20\u0026amp;%20ancillary%20services%20%5BMQ%5D%22\"\u003eMQ\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Brand New","offer_id":52509199859992,"sku":"9780813820828","price":49.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780813820828.jpg?v=1786497501","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/caring-for-children-with-special-healthcare-needs-and-their-families-a-handbook-for-healthcare-professionals-paperback-softback-9780813820828","provider":"Freshly Printed Books","version":"1.0","type":"link"}