Family Assessment Model

Introduction

I am a 24-year-old Female who is working in the Pediatric Surgical Unit as a Registered Nurse at Hospital Authority.

In the Calgary Family Assessment Model (CFAM), I learned about genogram and ecomap, which capture the structures and connections between and around the family (Rempel, Neufeld & Kushner, 2007). Also, the stages of the family life cycle (Carter & McGoldrick, 1988) sketched out how family members emotionally react and interact with the transition to roles and responsibilities. In the Calgary Family Intervention Model (CFIM), I noted the power of using interventive questions to unfold problems and promote behavioral transformation.

Analyze Family Interview Skills - Demonstrated with Clinical Example of Children with

Begin by introducing him/herself and the structure of this interview, then greet every family member and recognize their efforts in providing input and resources. Engaging pediatric patients and their siblings and commending their caring gestures by saying "I can see you like to hold hands with your brother. You are a big sister who is willing to help care for your brother." Assessment stage focuses on problem identification, family dynamics and its impact on the health issue, attempted solutions and goals (Wright and Leahey, 2012). Children with Short-Bowel Syndrome require long-term parenteral nutrition support (TPN), with its regimen revised at nutrition clinic regularly. To explore differences, ask "How was the family daily routine different after TPN was shortened for two hours? How would it be different if s/he is willing to try oral feeding more often?" Use questions like "How have you tried to step up diet levels for better nutrient intakes?" to interview parents for their "desired practice" when dealing with special conditions. Besides exploring and classifying the least and most effective solutions, searching for successful features of current practices may facilitate understanding of the

Clinical Example for Instrumental Functioning When the caregiver masters the technique for TPN infusion, the doctor would suggest "Home TPN", allowing the child to have rich family-life experiences. Determine by the duration of TPN infusion i.e. ten to twelve hours, family routines especially bedtime and morning rituals are altered to integrate disease management into daily life. Some may postpone bedtime so the completion of TPN can fit into their morning rituals; while others may bring it forward to being punctual for school.

Clinical Example for Expressive Functioning - Influence and Power Unlike his talented younger brother Jack, Mike could not pay full attention to lessons and was often absent from school due to his chronic illness. With a heavy emphasis on "saving face" (miànzi), their father, Mr. Chan believed that Jack has a brighter future, who can make him proud. As the only breadwinner of the family, he even requested Mrs. Chan to devote all of her attention and time to Jack 's academic performances. Mrs. Chan can only stop by the hospital once a week during Jack 's extra-curricular activity. She feels helpless and guilty for not showing equal love to her children. Isolation and use of male privilege are demonstrated in this example (McGoldrick, Gerson & Petry,