How important is what the child does in his daily life environment

We receive and gladly publish the contribution of a professional who we estimate: it will be for the long experience gained in the field with children, for the uncommon profile of therapist and psychotherapist, and because as we believe in the role of Family as a critical success factor in the rehabilitation and post-trauma care process.

HOW IMPORTANT IS WHAT THE CHILD DOES IN HIS DAILY LIFE ENVIRONMENT

Curated by Angela Maria Setaro

In the last years in international literature we talk about Family-Centered Care (FCC) as an approach to rehabilitation of the child with results of brain damage.

The FCC's assumptions are:

  • Parents are fundamental resources in the life of the child

  • The rehabilitation process must be based on cooperation between families and professionals rather than on the authority of the latter

  • Professionals play a role in supporting family responsibilities

  • To be effective, social services and structures must be based on the values, preferences, priorities and needs of the family.

In the site below it is possible to draw on bibliographical sources related to the theme, as well as finding useful material for families with children with results of brain damage:

Https://www.canchild.ca/en/diagnoses/cerebral-palsy

Even the most recent data of scientific research in the field of rehabilitation recognize the importance of an environment of daily life "enriched" and "strategically set up" (Setaro 2009, 2015, 2015) for the promotion of the development of the child with damage Cerebral.

The group italiano Infantile cerebral palsy that for years has been involved in Italy of research, training and dissemination on the subject, has produced some useful tools to promote the sharing of knowledge and strategies of daily life useful for the development of the child with damage Cerebral.

You can consult the website:

Http://www.fondazione-mariani.org/it/gipci.html

Still today the discussion between professionals and families on "Who should do and what"It is lively and variegated and very often the family members hear themselves saying: ' You think about making the parent that rehabilitation and decisions on the rehabilitation of your child are up to us '. If the dialogue closes thus, the ill-humour of the families remains and the dissatisfaction with what is proposed to their child and this does not favour the setting in field of all the evolutionary potentialities of the child and the family.

But if dialogue continues in an honest and constructive confrontation, then it is possible to bring out some useful reflections for a greater awareness of their parental role and of promoters of the development of their child. The comparison must be cultivated and promoted in rehabilitation facilities, in services, in all places of care of the child.

Even a Blog can encourage it and that's what is happening on:

http://rinnovamentodeltrattamento.blogspot.it/ Where in that direction it was written:

The risk of taking the energies of family astray or not using them well is always there, it is real. It is not as easy as professionals to keep in mind in every moment "what is important for the development of this child?". "This child" means to see him in the entirety of his being and first of all in his deepest motivations: the child cares to be loved deeply for what he is, with his "faults" and not to be "therapeutized" to erase what is in Actually The child (but also the adult) needs to perceive the "cheering cheer (M.M. Pierro)" That the parents do for him, because they believe in him, because they rejoice and Esultan of his small victories, because in the face of his difficulties are done to enable him to Overcome them and do not die on him for wanting different from how it is. Then it becomes complex and it is delicate to reconcile the motivations of the child with those of an adult-parent worried, disappointed, annihilated sometimes by the "bad luck". Complex and delicate, but not impossible, because it is the job of the professional to keep well present and distinct the motivations of every actor in the scene to harmonize, integrate, reconcile. Above all it is the job of the professional to offer the child and parents a respectful, attentive, welcoming relational style of the needs and experiences of one and the other. Just because it's outside the system. Then it is possible to make proposals to the child who motivate him towards new challenges, towards the testing of his abilities, towards the experimentation of his own limits, towards the "overcoming of the area of adaptability (htr Pierro). And it is possible to show the parents the best part of their child, the "Best Performance (T. Brazelton)" and involve them with enthusiasm and passion in the shared discovery of its evolutionary potentialities. It is complex and delicate to propose to the family strategies and proposals useful to promote the "best performance" of their child and to be able to start a virtuous circle of trust, Lucid Hope, tenacious and passionate realism in the life path that awaits them. Complex and delicate, but possible. With great attention to the characteristics and needs of each one, but also to the outcomes that arise from the proposals that are made: if the child is serene and satisfied with his achievements, if it shows desire to use what is learned and does not remain the victim of Expectations far from its possibilities and the ill-humour of those who see their expectations disappointed; If the parents are attentive and caring towards the deepest needs of the child without becoming "technicians without heart" and without passion.