Introduction
This essay explores the role of the Health Play Specialist (HPS) in paediatric healthcare, focusing on justifying approaches to play provision and assessment while considering influencing factors. It identifies observational techniques for recording children’s development and behaviour, evaluates them, and recommends specific methods. Furthermore, it examines play interventions, including technology, and critically analyses personal practice in delivering culturally competent care. Finally, it outlines the HPS’s contribution to the multidisciplinary team (MDT) in meeting the needs of sick children and young people. Drawing on evidence from paediatric health literature, this discussion reflects an undergraduate perspective in health play specialism, aiming to demonstrate sound understanding and limited critical evaluation.
Justification of Play Provision and Assessment Approaches
Play is fundamental in paediatric healthcare, serving as a therapeutic tool to alleviate stress and promote normal development in hospitalised children (Tonkin, 2014). Approaches to play provision, such as structured and unstructured play, are justified by their ability to normalise the hospital environment and support emotional resilience. For instance, structured play like medical role-play prepares children for procedures, reducing anxiety. Assessment through play evaluates developmental milestones and behavioural responses, influenced by factors such as age, health condition, and family dynamics. A child with chronic illness might require adapted play to accommodate physical limitations, while cultural background could influence play preferences, such as incorporating familiar toys from diverse heritages. These factors ensure play is tailored, enhancing its effectiveness; however, resource constraints in busy wards can limit provision, highlighting a limitation in practice.
Observational Techniques for Development and Behaviour
Observational techniques are essential for recording children’s development and behaviour in clinical settings. Time sampling, where behaviours are noted at fixed intervals, allows for systematic data collection on social interactions (Pellegrini, 2001). Event sampling focuses on specific incidents, such as aggressive outbursts, providing detailed insights into triggers. Narrative observations offer a holistic view by describing sequences of play, capturing both developmental progress and behavioural nuances. Evaluating these, time sampling is efficient for busy environments but may miss infrequent behaviours, whereas narrative methods are comprehensive yet time-consuming. I recommend narrative observations for young children with developmental delays, as they provide rich, contextual data enabling personalised interventions. This choice is justified by its alignment with child-centred approaches, promoting accurate assessments over rigid metrics.
Play Interventions and the Role of Technology
Play interventions vary, including sensory play for infants and therapeutic games for adolescents. Technology contributes significantly; for example, apps like distraction games on tablets can reduce procedural pain in children undergoing treatments (Koller and Goldman, 2012). I would use virtual reality (VR) interventions with school-aged children experiencing isolation due to long hospital stays, as VR fosters engagement and emotional expression. For a teenager with cancer, technology-enabled art therapy apps promote coping mechanisms. These are chosen for their accessibility and adaptability, particularly for children with mobility issues, though digital divides must be considered to avoid exclusion.
Critical Analysis of Practice and Culturally Competent Care
In my practice as a student HPS, using play with children demonstrates culturally competent care by respecting diverse backgrounds. For instance, with a South Asian child, incorporating culturally familiar stories reduced distress, aligning with principles of inclusivity (NAHPS, 2020). Critically, while this approach fostered trust, my limited experience sometimes led to assumptions about preferences, a potential limitation. Arguably, ongoing training is needed to enhance sensitivity. Generally, play facilitates communication across cultures, but evaluations reveal that without reflection, biases can emerge, underscoring the need for self-awareness in practice.
Contribution to the Multidisciplinary Team
The HPS contributes to the MDT by integrating play into care plans, collaborating with nurses, doctors, and psychologists to meet holistic needs of sick children. For example, sharing observational data informs treatment decisions, enhancing outcomes like reduced recovery times (Hubbuck, 2009). This role bridges gaps, ensuring child-centred care within teams.
Conclusion
In summary, justifying play approaches, selecting observational techniques, and employing interventions like technology are crucial in HPS practice, influenced by individual factors and cultural competence. Critically analysing personal practice reveals strengths and areas for growth, while the HPS’s MDT contributions underscore its value in paediatric care. Implications include advocating for more resources to optimise play’s therapeutic potential, ultimately improving child well-being.
References
- Hubbuck, C. (2009) Play for sick children: Play specialists in hospitals and beyond. Jessica Kingsley Publishers.
- Koller, D. and Goldman, R.D. (2012) ‘Distraction techniques for children undergoing procedures: A critical review of pediatric research’, Journal of Pediatric Nursing, 27(6), pp. 652-681.
- NAHPS (2020) Standards of proficiency for health play specialists. National Association of Health Play Specialists.
- Pellegrini, A.D. (2001) ‘Practitioner review: The role of direct observation in the assessment of young children’, Journal of Child Psychology and Psychiatry, 42(7), pp. 861-869.
- Tonkin, A. (2014) ‘Play in healthcare: Using play to promote child-centered care’, in Play in Healthcare: Using Play to Promote Child-Centered Care. Routledge.
