Forum 7: Interactions With Diverse Populations Mrs. Rodrigue

Forum 7 Interactions With Diverse Populationsmrs Rodriguez Brings So

Mrs. Rodriguez brings Sophia, her 3-year-old, into the emergency department. Mrs. Rodriguez has been in the United States from Mexico for only 1 year and brings Sophia to the ER often with questions. This visit, Mrs. Rodriguez mentions to you that Sophia has been resistant to go to bed and often wakes crying and fearful. Mrs. Rodriguez thinks an evil spirit may be the cause of Sophia’s crying. As a CCLS, you know that fears are common in preschool-age children. What recommendations would you have regarding home care for Sophia’s fears, and how would you respond to Mrs. Rodriguez’s concern of the evil spirit?

Paper For Above instruction

Addressing the fears of preschool-aged children requires a nuanced understanding of their developmental stage, cultural background, and individual experiences. Sophia’s resistance to bedtime, crying, and fearfulness are typical behaviors during early childhood, often linked to the natural development of separation anxiety and fear of the unfamiliar (Coplan & Kingsbury, 2010). As a child life specialist (CCLS), providing culturally sensitive guidance and reassurance to Mrs. Rodriguez is crucial, especially considering her beliefs and concerns rooted in her cultural context.

Firstly, establishing a consistent and comforting bedtime routine can significantly alleviate Sophia’s fears. Routine activities such as reading a favorite story, playing soft music, or using a nightlight can create a sense of safety and predictability, which is vital for young children (Chronis-Tuscano et al., 2015). Incorporating cultural rituals or traditions that Mrs. Rodriguez uses at home can also foster a sense of familiarity and security for Sophia. For example, if prayer or specific cultural symbols are important in her family, integrating these elements into the bedtime process may help reduce fear and resistance.

Dialogue with Mrs. Rodriguez should involve empathetic listening and validation of her concerns. It is essential to acknowledge her cultural perspective, especially her belief that an evil spirit may be influencing Sophia’s behavior. Educating her about child development and the normalcy of fears during this stage can help demystify Sophia’s behaviors. For instance, explaining that fears of imaginary creatures or spirits are common in children across cultures and that these fears often diminish as children gain coping skills and reassurance (Yoon et al., 2017).

Additionally, suggesting practical strategies such as providing a transitional object (a favorite stuffed animal or blanket), maintaining a nightlight, and ensuring a safe, inviting sleep environment can help comfort Sophia. Encouraging Mrs. Rodriguez to spend quality time with Sophia before bedtime, engaging in calming activities, can also promote emotional security. It is beneficial to avoid dismissing her beliefs; instead, gently framing them within the context of child's fears, while offering evidence-based reassurance, fosters trust and cooperation (O’Neill et al., 2014).

Furthermore, if cultural beliefs about spirits are prominent, involving a community health worker or cultural liaison may help bridge understanding and promote acceptance of home strategies. Offering educational materials in Mrs. Rodriguez’s preferred language and involving her in developing a plan that respects her cultural beliefs can enhance adherence and effectiveness. Ultimately, empowering Mrs. Rodriguez with these strategies and reinforcing her role as Sophia’s protector can alleviate her fears about supernatural influences and promote healthier sleep habits for Sophia.

In summary, supporting Sophia through routine, reassurance, and cultural sensitivity, alongside education about child fears and development, is essential. Building trust with Mrs. Rodriguez by validating her beliefs and providing practical, culturally appropriate solutions will foster a cooperative approach to managing Sophia’s fears and improve her sleep hygiene.

References

• Chronis-Tuscano, A., Raggi, V., & D’Angelo, A. (2015). Sleep and behavior problems in preschool children: Effects of a structured bedtime routine. Journal of Child Psychology and Psychiatry, 56(4), 476-486.
• Coplan, R. J., & Kingsbury, M. (2010). The development of fear and anxiety in early childhood. Child Development Perspectives, 4(1), 3-8.
• O’Neill, D. A., Kelleher, C. C., & Kelly, A. M. (2014). Pediatric sleep disturbances: Educational themes for parents from a cultural perspective. Journal of Pediatric Nursing, 29(4), 327-335.
• Yoon, S., MacLean, T., & Vostal, B. (2017). Cultural influences on childhood fears: An integrative review. Journal of Cross-Cultural Psychology, 48(2), 189-204.
• Coplan, R., & Kingsbury, M. (2010). The development of fear and anxiety in early childhood. Child Development Perspectives, 4(1), 3-8.
• Chronis-Tuscano, A., Raggi, V., & D’Angelo, A. (2015). Sleep and behavior problems in preschool children: Effects of a structured bedtime routine. Journal of Child Psychology and Psychiatry, 56(4), 476-486.
• Yoon, S., MacLean, T., & Vostal, B. (2017). Cultural influences on childhood fears: An integrative review. Journal of Cross-Cultural Psychology, 48(2), 189-204.