Integrating Therapeutic Play Into Nursing and Allied Health Practice: A Developmentally Sensitive Approach to Communicating with Children

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Dr Athena A Drewes dr.athena.drewes@gmail.com Introduction
Natalie Hadiprodjo, Belinda Dean and Judi Parson
natalie.hadiprodjo@deakin.edu.au
Section 1 Theoretical Background
Each chapters in this section will follow a specific format to provide uniformity.
* At the beginning of the chapter please write 3 or 4 objectives:
* Introduction
Topic 1
Topic 2
Topic 3
Topic 4
* Chapter Summary
* References
* Key terms
* Reflective questions and activities
* Additional resources
Chapter 1. Setting the scene
Judi Parson judi.parson@deakin.edu.au
This chapter will provide an overview of the book including the theoretical orientation to introduce the overarching humanistic, childhood developmental and neuroscientific approaches that will set the scene. It will provide the context in relation to the
Chapter 2. Therapeutic Play
Fi Melita & Judi Parson
fmelita@deakin.edu.au This chapter presents a definition of overview of play including differentiating normative, therapeutic and educative play as well as play therapy, medical play therapy, Filial Therapy, and Child life Therapy as relevant in health c
Chapter 3. Caring for children, families and health care professionals
Kerry Reid-Searl k.reid-searl@cqu.edu.au This chapter will provide an overview of the role of caring in nursing and allied health as the philosophical basis for paediatric health care provision. It presents the five C's of caring - commitment, conscience
Chapter 4. Assessing the sick or vulnerable child
Belinda Dean and Judi Parson
belinda.dean@deakin.edu.au
Nurses are required to undertake paediatric physical assessments, which may seem strange to the child and therefore this chapter introduces some playful but practical ways to examine the child from head to toe. Nurses may also be responsible for assessing
Chapter 5. Attachment in the health care setting
Natalie Hadiprodjo natalie.hadiprodjo@deakin.edu.au
This chapter will provide an introduction and overview of attachment theory in simple terms and how an understanding of the wider family system may inform paediatric health care provision. It will provide an overview of the Dynamic Maturational Model of A
Section 2 Child Development & Assessment
Each chapter will follow a specific format to provide uniformity for each developmental stage.
* At the beginning of the chapter please write 3 or 4 objectives:
* Introduction
* Child development and assessment
o Physical development
o Psychosocial development
o Neurological development
o Play Development
* Considerations for nursing care
o Common fears and anxieties
o Grief and loss / death and dying
o Pain management
* Therapeutic play approaches for clinical practice
o Include parents as partners
* Considerations for referral
* Chapter Summary
* References
* Key terms
* Reflective questions and activities
* Additional resources
Chapter 6. Therapeutic play and maintaining hope in the infant child
Dolores Dooley d.dooley@deakin.edu.au This chapter focuses on caring for the infant child between the ages of 0 - 18 months including, child development and assessment - physical, neurological, attachment and infant play development and incorporating Eri
Chapter 7. Therapeutic play, volition and the toddler
Rhiannon Breguet rhiannon.breguet@deakin.edu.au
This chapter focuses on caring for the toddler aged between 18 months - 3 years including, child development and assessment - physical, neurological, toddler play development and incorporating Erikson's psychosocial development stage autonomy versus shame
Chapter 8. Therapeutic play and explaining purpose to the pre-schooler
Leanne Hallowell leanne.hallowell09@gmail.com This chapter focuses on caring for the pre-schooler aged between 3 - 5 years including, child development and assessment - physical, neurological, child play development and incorporating Erikson's psychosoci
Chapter 9. Therapeutic play and instilling competence in the school aged child
Sarah Hickson sairhicks@hotmail.com
This chapter focuses on caring for the school aged child between 5 - 13 years including, child development and assessment - physical, neurological, play development and incorporating Erikson's psychosocial development stage industry versus inferiority. It
Chapter 10. Therapeutic play, fidelity and the teenager (13-18)
Phoebe Godfrey & Natalie Hadoprodjo Email: phoebe.godfrey@deakin.edu.au
This chapter focuses on caring for the young person aged between 13 - 18 years including, child development and assessment - i.e. physical, neurological, pain perception, and incorporating Erikson's psychosocial development stage identity versus confusion
Section 3 Case Presentations & Conceptualisations
Each chapter will follow a specific format to provide uniformity for case presentation, conceptualisation and application of therapeutic play interventions for a range of clinical settings
* At the beginning of the chapter please write 3 or 4 objectives:
* Introduction
* Background to the clinical setting through the eyes of the child
* Background to the presenting condition and supporting literature
* Case vignette
o Child diagnosis and presenting issues
o Considerations for health care needs based on diagnosis
o Detailed therapeutic play assessment, interventions and strategies specifically used for child and family
* Considerations for referral
* Chapter Summary
* References
* Reflective questions and activities
* Additional resources
Chapter 11. Preparing Jesse for an allergy assessment
Michelle Perrin genevieve.pepin@deakin.edu.au
This chapter explores a case study about Jesse (pseudonym) a child who has experienced an allergy assessment which required him to go to the accident and emergency department in a regional hospital and outpatient clinic. It takes the reader on a journey t
Reflective questions and activities for this chapter will focus on the basic five senses - what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), propriocepti
Paediatric resources for teaching and distracting children whilst having blood tests.
Activities will incorporate caring for the health care professional (compassion fatigue)
Chapter 12. Supporting Evan with pain
Bridget Sarah bridget.sarah@deakin.edu.au
This chapter explores a case study about Evan (pseudonym), a child who has experienced developmental delay and Cerebral palsy which required him to go to be admitted directly into a regional and then tertiary hospital for specialised treatment including B
Reflective questions and activities for this chapter will focus on the basic five senses - I.e. what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), proprio
Paediatric resources for teaching and distracting children whilst having medical procedures.
Activities will incorporate caring for the health care professional (compassion fatigue)
Chapter 13. Grace break a leg
Leanne Hallowell leanne.hallowell09@gmail.com
This chapter explores a case study about Grace (pseudonym), a child who has experienced a fall from a monkey bar at a local playground, this emergency diagnosed a compound fractured leg - which required her to go to theatre and recover in the paediatric w
Reflective questions and activities for this chapter will focus on the basic five senses - I.e. what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), propri
Paediatric resources for teaching and distracting children whilst having IV canulation.
Activities will incorporate caring for the health care professional (compassion fatigue)
Chapter 14. Bartholomew learns about his sweet blood
Belinda Dean belinda.dean@deakin.edu.au
This chapter explores a case study about Bartholomew (pseudonym), a old child who has been newly diagnosed with Diabetes and is admitted directly into a child and adolescent ward in a regional hospital. It takes the reader on a journey through the eyes of
Reflective questions and activities for this chapter will focus on the basic five senses - I.e. what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), proprio
Paediatric resources for teaching and distracting children whilst having finger blood tests.
Activities will incorporate caring for the health care professional (compassion fatigue)
Chapter 15. Erika begins chemotherapy end of life hospice setting / respite
Erin Butler playtherapywitherin@gmail.com
This chapter explores a case study about Erika (pseudonym), a child who has experienced a potentially life limiting disease (Cancer / CF or other) which required her to go to be admitted directly into an oncology ward a tertiary hospital. It takes the rea
Erin will explore how the therapeutic relationship can help a child to cope with various changes and implications of their life-limiting illness. She will also encourage the reader to reflect on the role that they hold within their current practice and th
Reflective questions and activities for this chapter will focus on the basic five senses - I.e. what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), proprio
Paediatric resources for teaching and distracting children whilst having chemotherapy.
Activities will incorporate caring for the health care professional (compassion fatigue)
Chapter 16. Connor
Kate Renshaw
This chapter explores a case study about Connor (pseudonym), a child who has been referred by the school due to school refusal and anxiety which indicated the need for a play and attachment assessment (encopresis). It takes the reader on a journey through
Reflective questions and activities for this chapter will focus on the basic five senses - I.e. what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), proprio
Paediatric resources for teaching and distracting children whilst having mental health assessments.
Activities will incorporate caring for the health care professional (compassion fatigue)
Chapter 17. Frida
Natalie Hadiprodjo
This chapter explores a case study about Frida (pseudonym), a child who has experienced a multiple Adverse Childhood Experience (abuse / neglect) which required her to go to be assessed for mental health in a community setting. It takes the reader on a jo
Reflective questions and activities for this chapter will focus on the basic five senses - I.e. what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), proprio
Chapter 18. Alice
Genevieve Pepin
Alice is a young person who has experienced anorexia nervosa which required her to access an eating disorder service through CAMHS. It takes the reader on a journey through the eyes of Alice and her family as they encounter various stages of the experienc
Some reflective questions and activities for this chapter will focus on the basic five senses - I.e. what the child may see, hear, smell, taste, and touch. Additional senses are included where relevant - nociception (pain), equilibrioception (balance), p
Conclusion
Belinda Dean, Judi Parson and Natalie Hadiprodjo
Appendices
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This book helps support developmentally sensitive nursing and allied health practice by integrating the therapeutic powers of play into child and adolescent health care service provision. It is designed to link play, child development, neuroscience, biopsychosocial and attachment theories with the biomedical model of health.

Nurses and allied health professionals work with children aged between 0-18 years and with diverse childhood illnesses, injuries, diseases, disorders, and conditions, and are therefore in a prime position to understand and support children through potentially painful and traumatic health care experiences. Understanding of the role of play and the application of the therapeutic powers of play in communicating with children and families has the potential to significantly optimise paediatric care. The theory and play based strategies, tools and techniques presented in this book assist nurses and health care professionals to engage with children in anage-appropriate manner and ‘speak’ with children through their natural language of play, to enhance comprehension, coping, resiliency, and healing.

Play is recognised as a sequentially developing ability and can be aligned with the child’s age and stage of life. Play based approaches can be placed on a continuum from fully child led or non-directive play to adult facilitated educative play. Medical information can be tailored according to the various points along this continuum to inform clinical reasoning and to help children prepare for procedures, recover from medical interventions and / or make sense of their diagnosis.

Whilst this book is directed at nurses and allied health professionals who work with children and their families, it may also be a valuable resource for medical and other professionals in community or educational settings to work systemically as a team. The book takes the reader on a journey to illustrate various professional and therapeutic rolesin how to playfully engage children through a range of case vignettes.

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