Week 2: Peds Intervention Intentional Relationship Model

Therapeutic use of self

- style

- body language

- professionalism

- communication

Intentional Relationship Model

Principles:

- Critical Self Awareness

- Interpersonal Self-Discipline

- Head before Heart

- Mindful Empathy

- Professional Development

- Therapeutic Modes

- Client Definition

- Balance

- Informed Values/Ethics

- Cultural Sensitivity

Interpersonal Characteristics of Children

and Families

- Communication styles

- Tone of voice

- Facial expression

- Body Language

- Interpersonal Reciprocity

- Orientation toward relating

- Need for control

- Level of Trust

- Response to change and

challenge

- Approach to asserting needs

- FamiliesPredisposition to giving feedback

- Response to feedback

- Response to human diversity

Your response can be professionally appropriate and still not be

the interpersonal response this person needs. Remember to respond intentionally

Inevitable Interpersonal Events

Emotionally charged or otherwise challenging moments that emerge naturally during the relationship.

Expression of strong emotion

Emotional expression that extends beyond what would be normally expected for the interaction, including expression of happiness, sadness, fear, or anger.

Example: A child responds to a joke by laughing loudly and rolling around on the floor

Intimate self-disclosure

Sharing information that is personal, private, or otherwise sensitive about oneself or others.

Example: An adolescent shares that they broke up with their boyfriend

Power dilemmas

Interpersonal tension because of power issues within a relationship, including circumstances where a person perceives a lack, or a loss, of power within a relationship.

Example: A child tells their parents that they want to push the shopping cart all by themselves.

Nonverbal cues

Nonverbal expression of an internal state, including facial expression and body language.

Example: A child quickly moves away from the sensory table and puts their hands behind their back

Verbal Innuendos

Indirect communication that serves as a hint or an insinuation about a person,

thing, or situation.

Example: An adolescent says "I cannot believe you were actually able to come

up with something fun" after seeing the schedule for the d

Crisis points

Unanticipated event that results in high stress or pressure in the person's life.

Example: A teacher shares that one of their students was hospitalized after being injured in a car accident

Resistance and reluctance

Resistance—active or passive refusal to participate in an activity.

Reluctance—active or passive expression of hesitation in response to the activity.

Example: A child looks away from the therapist in response to a new activity. They then cross their arms and say, "no, I do not want to play that game

Boundary Testing

A request that goes beyond the defined limit within a therapeutic relationship.

Example: A child invites the therapist to go with them to a family vacation

Empathic breaks

Missed opportunity to notice communication from the client that is perceived as insensitive or hurtful.

Example: A therapist does not notice the child attempting to give them a toy. The child responds by fussing and pulling on the therapist's arm

Emotionally charged therapy tasks and situation

Events that lead to an experience of overwhelm or discomfort.

Example: An adolescent is taught a self-catheterization technique after a spinal

cord injury

Limitations of therapy

Restrictions in available resources and services, including restrictions related to the availability of time, space, and funding.

Example: A therapist shares with a parent that insurance will not cover a recommended assistive technology device

Contextual Inconsistencies

Unexpected change in the interpersonal, occupational, or physical environment.

Example: A teacher changes the class schedule after a fire drill

Trust is

earned

Cultural Humility

incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-clinician dynamic and to developing mutually beneficial and advocacy partnerships with communities on behalf of individuals and defined populations

An acknowledgement of one's own barriers to true intercultural understanding.

Bias & Assumptions

Power Within the Therapeutic Relationship

Equity vs. Equality

Equity is giving everyone what they need to be successful.

Equality is treating everyone the same.

Bridging Difference

Occupational Justice/Access