This book explores the social conditions that promote pediatric resilience. It presents resilience as a set of complex interpersonal, institutional, and political relationships that affect young patients’ ability to “do well” in the face of medical adversity. Chapters analyze the impact of chronic or disabling conditions on children’s development, while highlighting effective interventions that promote family well-being. This book integrates research from psychology, social work, medical anthropology, child life specialty, palliative care, public health, and nursing to examine a wide variety of family, cultural, and medical contexts. Practical strategies for supporting children and families are discussed, from meaningful assessment and interventions to social policy and advocacy.
Featured topics include:
- Psychosocial factors influencing children with immune-related health conditions.
- Resilience and pediatric cancer survivorship within a cultural context.
- Promoting resilience in chronically ill children and their families during the transition to adolescence.
- Creating a context for resilience in medical settings.
- Promoting resilience through children’s health and social care policy.
Child and Adolescent Resilience Within Medical Contexts is a must-have resource for researchers, clinicians and other professionals, as well as graduate students in child and school psychology, child and adolescent psychiatry, social work, pediatrics, medical anthropology, nursing, educational psychology and policy.
Table of Content
Chapter 1. Relational Resilience: An Interdisciplinary Perspective.- Chapter 2. Psychosocial Factors that Influence Children with Immune Related Health Conditions.- Chapter 3. Resilience, Disparity, and Narrative Phenomenology: African American Families Raising Mentally Vulnerable Children.- Chapter 4. Promoting Resilience During the Transition to Adolescence in Chronically Ill Children and Their Families.- Chapter 5. Resilience in Pediatric Sickle Cell Disease and Cancer: Social Ecology Indicators of Health-Related Quality of Life.- Chapter 6. The Role of Parents in Promoting Children’s Adjustment to Chronic Illness.- Chapter 7. Resilience in the Care of Children with Palliative Care Needs.- Chapter 8. Resilience and Pediatric Cancer Survivorship in Cultural Context.- Chapter 9. Promoting Resilience in Pediatric Health Care: The Role of the Child Life Specialist.- Chapter 10. Imaginal Coping: Resilience Through a Play of Tropes.- Chapter 11. Acceptance and Commitment Theory (ACT) to Foster Resilience in Pediatric Chronic Illness.- Chapter 12. Creating a Context for Resilience in Medical Settings: The Role of Collaborative Professionals and Informal Supports.- Chapter 13. Building Strengths and Resilience: Supporting Families and Disabled Children.- Chapter 14. The Concept of Resilience in Children’s Health and Social Care Policy.- Chapter 15. Coping with Chronic Illness in Children and Their Families.- Chapter 16. Researching Resilience in a Medical Context: Understanding Social Ecologies Using Mixing Methods.- Chapter 17. A Global Perspective on Resilience and Creativity.- Chapter 18. Recommendations for Promoting Resilience of Children in Medical Contexts.
About the author
Carey De Michelis is a doctoral candidate in the Department of Applied Psychology and Human Development at the University of Toronto. Her research focuses on the way adolescent patients make medical decisions- particularly in cases where the family’s cultural or religious beliefs conflict with medical recommendations. Located at the intersection of biomedical ethics, developmental psychology, and medical anthropology, Carey’s research explores the way adolescent autonomy intersects with medical authority, cultural identity and legal president in these complex cases. Carey is a student in the Collaborative Program at the Joint Centre for Bioethics. She is a graduate associate at the Centre for Ethics and at the Centre for Critical Qualitative Health Research at the University of Toronto. Carey earned her M.A. in 2011 from the University of Chicago where she studied comparative human development.
Michel Ferrari, Ph.D., teaches developmental and educational psychology in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), part of the University of Toronto. From 2004 to 2005, he was a visiting scholar at Harvard and at the Max Planck Institute for the History of Science and in 2013 was a visiting scholar at the University of Potsdam. He is interested in personal identity and developing wisdom throughout the lifespan and has studied self-understanding of identity in people diagnosed with autism. Dr. Ferrari has coauthored and coedited books on wisdom, including,
Teaching for Wisdom (with Georges Potworowski, Amsterdam: Springer, 2008), and
The Science of Personal Wisdom (with Nic Weststrate, Springer, 2014). Dr. Ferrari has also coedited books on child development and education, most recently,
Developmental Relations Among Mind, Brain, and Education: Essays in Honor of Robbie Case (with Ljiljana Vuletic, Amsterdam: Springer, 2010), and a
Handbook on Resilience in Children of War (with Chandi Fernando, Springer, 2013).
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