The Role of Nurse in Social and Emotional Well-being of the Australian Child Preschooler - Term Paper Example

Social and emotional well-being of the Australian child (Preschooler) Name of Student Institution Purpose This report has been written to enlighten parents and members of health care systems on the importance of social and emotional well-being a child. The report has placed emphasis on the role of a registered nurse in ensurance of this vital issue. Introduction Social and emotional well-being is an essential protective feature for pre school children. It aids in putting off the growth of stern emotional and behavioral complexities in one’s life. The Australian Centre for Health Promotion draws upon the necessity of emotional and social in the current health status to guarantee that equivalent opportunities are offered for all to attain health potential (Australian Institute of Health and Welfare, & Australia. 2008). Contributing risk factors to unhealthy social and emotional well-being includes lack of a healthy mutual liaison linking the pre school child and carer. This makes it complex for a preschool child to access the emotion of being loved. Through primary health care strategies, nurses are in a good position to promote social and emotional well-being of a child (Keleher, 2007). Definitions Pre-schooler A child below the age at which essential schooling begin. Social and emotional well-being emotional well-being It is the aptitude of people to grow, harmoniously live with others and be happily effect change. Social competence The ability of a preschool child to integrate feeling and behavior in the accomplishment of outcomes valued in his or her environment (Underdown, 2007). Emotional competence It is the aptitude of a child to successfully release inner feelings and as a result creates a positive impact to those around him or her (Ben-Arieh & Goerge. 2006). Primary Health Care It is the fundamental everyday healthiness concern that health care professionals work with the community to ensure an appropriate delivery of information regarding basic good quality health standards. Attachment in Preschool Children It is the initial relationship between a child and a carer or parent. Family education It is the process of enlightening family members on the importance of positive relationship. Health promotion Advocacy It is the science of aiding people notice the importance of good health and hence transform their way of life to move to a state of optimal well-being (Smith & Hart. 2011). Behavioral development It is the gradual growth of one’s actions and reactions in response to stimuli. Risk factors These are the characteristics associated with increasing the possibility of failure in social and emotional well-being of an individual. Health determinants These are conditions where children are born and live (Marotz, 2009). Mental health The state of well-being; where a child is aware of his or her abilities to cope with all stressors and work fruitfully (Burton, Westen & Kowalski. 2012). Physical health This is a state of well being in a person where all his or her external and internal body is functioning as they are supposed (McNeil, Anhalt & Hembree-Kigin. 2010). Background According to the Longitudinal Study of Australian preschool Children; in 2010 (56%) of the Australian children often had signs of aggression by hitting other children or parents. Around (20%) Of the children were nervous while a very little number (7%) seemed to have a little fun of staying with others. It was reported that only (4%) had been very sad. Preschool Boys and girls portray their gender differences in terms of their behavioral characteristics. (29%) Of the Australian preschool boys hit other kids compared to (20%) Of girls who did the same. The Socio-economic backgrounds of preschool children play a significant role on social and emotional well being of a child. Children in lower Socio-economic position have upper behavioral problems. They also have a low level of competency compared to their counterparts. The number of siblings in a family is another determining factor of a child’s behavior. (30%) Of those children with no siblings showed most problems to their parents (Eldridge, Macdonald, Australian Institute of Health and Welfare & Australia. 2008). During a child’s Preschool age, the development of social and emotional competence becomes an aspect of key magnitude. Most parents consider promotion of academic astuteness during this age. However, changes in development of social and emotional skills significantly affect a child’s performance in academics. Preschool children who are socially and emotionally well attuned perform well in their entire life (Australian Institute of Health and Welfare, & Australia. 2008). They always communicate well, make reasonable peer relationships and develop strong a confidence in taking on life challenges. This buffers them from stress hence aiding them to thwart the progression of serious behavioral complexities (Davies, 2010). The risk of lacking social and emotional well-being can result into serious problems on a child. It increases significantly throughout his or her life. Lack of social and emotional well being leads to poor mental health. In addition, it causes behavioral problems that include depression and anxiety (Ahola & Kovacik. 2007). In this sense, it is vital to address this issue early in the child’s development stage else it can negatively affect him or her in the entire life (Soni & Bristow. 2011). Discussion Every child has his or her intrapersonal characteristics such as emotional and behavioral regulation. However, a preschool child is always encircled by interacting environments (Bruce, 2010). A caring atmosphere across all environments is essential for the social and emotional well-being of a preschool child. Children undergoing emotional and social problems are more probable at some point in their life to: abuse drugs, have poor academic attainment and even end up involved in crime (Bronson & Merryman. 2009). According to the world health report on the importance of primary health care, essential health aspects contribute to promotion of social and emotional well-being of a child. Attachment hypothesis states that the initial association between a preschool child and those around him acts as a lifetime outline. During growth of a child’s brains, feelings, compassion and emotional perception are hardwired into his brainpower through the experiences in the early years of life. Smiles on parent’s face trigger off delightful biochemicals called opiates which necessitate growth of the social brain (Cefai, 2009). Research suggests that avoidance, ambivalent, and a disorganized attachment with a child leads to social and emotional incompetence. Avoidance attachment is when a parent believes that emotions are to be concealed and feelings be confined. This makes it hard for a child to access the emotion of being loved. He or she becomes emotionally inhibited and ends up learning to internalize painful feelings. In adulthood, the effects of avoidance attachment become evident as one finds it hard to sustain relationships (Davies, 2010). Ambivalent attachment is where a child is not certain whether her parent will meet her call for for comfort caused by unpredictability in the parent’s behavior. Ambivalent attachment is common in families associated with alcoholic misuse or general mental health illness. Children who under go these kinds of experiences end up as adults with mental health illness such as depression (Axford, 2008). In disorganized attachment a child sends out a signal, but the response becomes poor. This is a result of the parent having his or her own unsettled emotional problems. In addition, this attachment can occur when the parent is a threat to a child through abusive behavior. As a result, the child will have emotional and behavioral troubles such as aggressiveness. In adulthood, he becomes more vulnerable to relationship breakdown and substance misuse. The worst of it is that he can practice self harming behavior such as committing suicide. Recommendations It is necessary for nurses to take on a culturally suitable and holistic approach to social and emotional well-being. This may be through the provision of parenting skills on the basic determinants of good health which include attention, acceptance, appreciation, comfort, security and affection. Attention desires can be met by ensuring that one focuses on the thoughts and feelings of a child such as spending much time with her. Spending time with a child creates a feeling of value. Acceptance refers to not contrasting a child with another. It makes a child grow up in a feeling of self. Appreciation is exposed by giving upbeat congratulatory response on big and small effects. Affection engrosses using the supremacy of physical touch to speak one’s care. Comfort is desirable when a child is upset. He or she needs to understand that her feelings will be recognized. Security is essential to allow a child feel held and enclosed unharmed. This is why competent nurses working closely in educating parents can result into an upbeat effect on enabling them to devote in their kids’ emotional wants (Davies, 2010). Furthermore, all competent nurses need to educate parents on the significance of taking children to health units. This is essential in the deterrence and treatment of diseases that can cause health problems (Shaffer & Kipp. 2010). Conclusion The determinant of social and emotional characteristics of a preschool child can significantly influence his entire way of life. A child with considerably social and emotional characteristics is always in a perfect position to do well in life. References Ahola, D., & Kovacik, A. (2007). Observing and understanding child development: A child Study manual. Australia: Thomson Delmar Learning. Axford, N. (2008). Exploring concepts of child well-being: Implications for children's services. Bristol: Policy Press Ben-Arieh, A., & Goerge, R. M. (2006). Indicators of children's well-being: Understanding their role, usage and policy influence. Dordrecht: Springer Bronson, P., & Merryman, A. (2009). NurtureShock: New thinking about children. New York: Twelve. Bruce, C. (2010). Emotional literacy in the early years. Los Angeles [u.a.: SAGE. Burton, L., Westen, D., & Kowalski, R. M. (2012). Psychology. Milton, Qld: John Wiley and Sons Australia. Cefai, C. (2009). Promoting emotional education: Engaging children and young people with social, emotional and behavioral difficulties. London Davies, D. (2010). Child development: A practitioner's guide. New York: Guilford. Eldridge, D., Macdonald, M., Australian Institute of Health and Welfare., & Australia. (2008). Key national indicators of children's health, development and wellbeing: Indicator framework for a picture of Australia's children 2009. Canberra: Australian Institute of Health and Welfare. Marotz, L. R. (2009). Health, safety, and nutrition for the young child. Australia: Thomson Delmar Learning. McNeil, C. B., Anhalt, K., & Hembree-Kigin, T. L. (2010). Parent-child interaction therapy. New York: Springer. Shaffer, D. R., & Kipp, K. (2010). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth Cengage Learning. Smith, P. K., & Hart, C. H. (2011). The Wiley-Blackwell handbook of childhood social development. Chichester [u.a.: Wiley-Blackwell Soni, A., & Bristow, S. (2011). The key person approach: How to support effective practice in your setting. London: Featherstone Education. Underdown, A. (2007). Young children's health and well-being. Maidenhead (GB: Open University Press. Read More