The Clinical Guide to Supportive and Palliative Care for HIV/AIDS

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A Clinical Guide to Supportive and Palliative Care for HIV/AIDS • Chapter 12: The Care of Children and AdolescentsThe loss of motor skills due to illness or injury is significant physically and emotionally for childand parent alike. HIV can cause progressive neurologic deterioration, with loss of milestonesand increased dependency on others for ambulation and self-care. HIV also causes fatigue andweakness26 picasthat functionally restrict a child’s independence. Assessing changes over time, especiallythe loss of skills, is an important component of care planning for children with chronicand progressive illness.Cognitive MaturationA child’s developing ability to think is reflected in his or her ability to communicate in writtenand spoken language, and in the ability to solve problems. Expressive language includesthe vocalizations, body motions, or writings that a child will use to attempt to express ideas toothers. Primitive skills will communicate comfort or discomfort (smiling, crying). As cognitionadvances, expressions become more intricate and refined, becoming recognizable words, thensentences, then paragraphs and conversations. With patients who are children, our ability toascertain their experience of physical symptoms or psychological loss is limited by their abilityto express these ideas in ways we can understand.Receptive language skills include a child’s ability to hear and understand the spoken word andsee and read the written word. All these skills are necessary for children and adolescents (andadults) to participate effectively in decisionmaking. These skills develop gradually as a childmatures. Young children understand events concretely while adolescents are better able to thinkabstractly. Our explanations of what is going to happen and why, or of choices about treatment,can only be shared to the extent that a child has the receptive skills and cognitive processing tocomprehend what is being communicated and its implications.Social and Emotional MaturationA child’s social interaction begins with parents and other daily caregivers. During the firstyear, infants begin to distinguish self from others, and familiar others from strangers. They beginto remember people even when the people are not physically present. During the secondyear, children begin parallel play and later become truly interactive in their play. Social interactionwith peers becomes important throughout the school years, and takes on greater importanceas adolescents become more independent from adults. Table 12-2 presents suggestions forhealth care providers to use in working with children and adolescents at different stages ofsocial development.A personal or family illness will interfere with the normal progression of a child’s socializationprocess. Missing school and other opportunities for age-appropriate play can cause arrest orregression of this component of development.Emotionally, a child’s experience of loss (self, family, friends) will vary according to his or herdevelopmental age. The same loss may be re-experienced in new ways at critical points in thechild’s development.270U.S. Department of Health and Human Services • Health Resources and Services Administration • HIV/AIDS Bureau
A Clinical Guide to Supportive and Palliative Care for HIV/AIDS • Chapter 12: The Care of Children and AdolescentsTable 12-2:26 picasInfants (0-12 months)Toddlers (1-2 years)Interacting with Children and Adolescentsat Different Stages of Social DevelopmentPreschoolers (3-4 years)Children (5-11 years)Early Adolescents (12-14 years)Late Adolescents (15-18 years)Communicate to us nonverballyAdults should use language, tone, and touch tocommunicateNeed physical and emotional nurturingAdults should give very simple explanationsObject permanence developsAre learning wordsMay have temper tantrumsAdults should give simple explanationsAdults should be clear, consistentAdults should prepare toddlers forprocedures just beforehandAdults should be efficient and comfortingHave simple conversations, can ask questionsCan play with othersHave concerns about body integrityShow magical thinkingAdults should provide concrete information aboutwhat is happening and whyAre curious about own body and own healthSpontaneous questions are opportunities for adultsto tell children the truthLearn to readBegin to understand cause and effectOffering children choices improvestheir sense of controlPuberty is a period of rapid physical, physiologic,emotional, and social changeWant to be treated like adults but are still kidsStruggle with their own vulnerabilityvs. invulnerabilityNeed direct positive adult supportPeer relationships are very importantAre abstract, existential thinkersCan accept active responsibility for own health careCan be active in health care decisions, includingparticipation in researchStill need adult structure and supportMay be shouldering adult responsibilitiesXIIU.S. Department of Health and Human Services • Health Resources and Services Administration • HIV/AIDS Bureau 271
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DedicationA Clinical Guide to Suppo
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Lynn A Jansen, RN, PhDAssistant Res
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TABLE OF CONTENTSPart IChapter 1Cha
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IChapter 1.26 picasHIV and Palliati
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IA Clinical Guide to Supportive and
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A Clinical Guide to Supportive and
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IIIChapter 3.Assessment of Physical
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Chapter 6.26 picasPulmonary Symptom
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Chapter 8.26 picasOral ProblemsDavi
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Chapter 9.26 picasDermatologic Prob
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Chapter 10.26 picasPsychiatric Prob
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Chapter 17.26 picasEthical IssuesLy
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Chapter 18.26 picasLegal and Financ
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Chapter 19.Palliative 26 picas Care
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Chapter 25.26 picas Prevention of S
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Chapter 26.26 picasResourcesMagda B
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DRUGS AND THERAPIES INDEXNOTES: Ent
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