| 1. Well before treatment is needed, help your child to | | | | may have been in a better mood at the time, their child |
| prepare emotionally for medical procedures. Play | | | | may have been older, more outgoing, or have had |
| “dentist,†“doctor†| | | | previous positive experiences with medical/dental visits. |
| or “hospital,†read relevant books | | | | The procedure may also have been different and not |
| about children having medical treatment. To help your | | | | as difficult. |
| child become familiar with medical instruments before | | | | 6. Ask for a detailed, step-by-step description of what |
| treatment is needed, find real instruments (such as a | | | | will happen during the entire appointment. If the staff is |
| rubber pick and plastic dental mirror) or create | | | | reluctant to give this information to you, go elsewhere. |
| “play†ones (such as using a piece | | | | When my son needed surgery, I asked for and |
| of fabric as a blood pressure wrap). Medical treatment | | | | received a very detailed description of the procedure. |
| can be frightening to a child, especially if there are too | | | | Unfortunately, I was not told that they would take him |
| many new and strange things to learn about all at | | | | forcefully from my arms and rush him into surgery, |
| once. | | | | locking me out of the room and ignoring my protests. |
| 2. Find respectful, kind and skilled caregivers now, and | | | | 7. All too often, medical personnel can be intimidating |
| ask for your family to be accepted as their patients. If | | | | and critical when their procedures are questioned. And |
| there is an emergency, you won’t have time | | | | when a child needs medical treatment, the parent is |
| to check out recommendations. Ask your friends, other | | | | naturally distracted and worried, making communication |
| parents, La Leche League leaders and anyone else | | | | more difficult. For these reasons, it can be very helpful |
| whose opinions you trust to recommend professionals | | | | to bring along an ally – a spouse, friend or |
| who genuinely like children and respect their needs. | | | | relative with similar views to step in if you are having |
| Holistic medical personnel such as naturopathic dentists | | | | difficulty communicating your wishes and to show that |
| and pediatricians are usually patient and kind with | | | | your views are not unique or odd. Your friend may |
| children. It can be well worth the extra effort, such as | | | | also have creative solutions you may not have |
| driving to another town, to avoid traumatic medical | | | | considered, such as having the child on your lap during |
| experiences. | | | | a dental appointment. Whatever you suggest, be polite |
| 3. Be aware that most adults, regardless of their | | | | but assertive: “I’ll be staying with |
| profession, do not “get it†that | | | | her,†or “I’d prefer to stay, |
| children deserve to be treated with dignity and respect | | | | thank you,†and walk in as if you have given |
| (most likely because they were not treated | | | | permission. |
| respectfully in their own childhoods). “Drive | | | | 8. If the procedure is an elective one, remember that |
| defensively†when medical treatment is | | | | your legal consent is needed. If all else fails and your |
| needed. Don’t assume that because | | | | child’s critical needs for support and comfort |
| someone went to dental school, nursing school or | | | | are being ignored, make it clear that you can and will |
| medical school that they understand the critical | | | | withdraw permission if necessary. If you find yourself in |
| importance of early childhood experience. This | | | | a really difficult situation, ask to speak to the head |
| essential topic was almost certainly not covered in | | | | nurse, department head or hospital administrator. |
| their classes. (A pediatric dentist once criticized me for | | | | Don’t be deceived by a nurse’s |
| nursing my son in toddlerhood, even though one of the | | | | claim that there is “no one higher.†|
| many benefits of nursing is to help set the jaw | | | | Again, having an ally present can be very helpful if the |
| properly and help prevent the need for braces later | | | | situation requires such a confrontation. Remember that |
| on.) | | | | you owe far more to your child than to a stranger, |
| 4. Remember that medical professionals can be very | | | | regardless of their professional status. |
| intimidating. The usual argument for parent-child | | | | 9. Be especially careful about making promises to your |
| separation is that medical personnel can | | | | child that you may not be able to keep. For example, |
| “better get their work done.†A | | | | before promising to be present in the recovery room, |
| helpful reply is that you also have work to do | | | | be sure that this is possible and that all relevant |
| — to provide critically important emotional | | | | personnel are informed of this plan. Although I had |
| support — and that with both of you doing | | | | permission from my son’s doctor to be |
| your respective jobs, your child will receive the best | | | | present when he awoke, the nurses on duty that day |
| possible care. You might remind them that everyone, | | | | had not been informed. Broken promises endanger the |
| child or adult, recuperates better and more quickly if | | | | trust between parent and child and should always be |
| given strong emotional support and that someone | | | | avoided. |
| closely bonded to the child can best provide this. The | | | | 10. Finally, send a letter after the procedure, letting the |
| Charter of Rights for Children in Hospitals includes | | | | staff know what worked and what didn’t. |
| recommendations that also apply to office visits (you | | | | This type of feedback is essential for effecting |
| have our permission to print and share this article). | | | | positive changes in our medical institutions. And |
| Be aware that children, like the elderly, often receive | | | | don’t limit such letters to negative |
| less pain medication than do adults. A child can | | | | experiences. Applauding the efforts of staff members |
| experience great pain but feel powerless to ask for | | | | who were particularly supportive can be the most |
| help. Stay on your child’s side by validating | | | | helpful feedback of all. |
| his experience, and never hesitate to ask the staff for | | | | Even the most meticulous planning won’t |
| immediate pain relief to be given to your child. | | | | guarantee that you aren’t surprised by |
| 5. Unless you have an emergency situation, always | | | | dental/medical procedures or policies. If something |
| meet the staff well in advance before scheduling an | | | | goes amiss, be prepared to validate your |
| appointment. Even so, be aware that no matter how | | | | child’s feelings of being abandoned or |
| cordial the staff may seem during a preliminary | | | | betrayed. Accept the anger and allow it to be |
| meeting, that may say little about how they actually | | | | expressed safely (such as by providing pillows for |
| see children. | | | | pounding), and accept and express your own anger |
| To find a professional who will work in close | | | | and disappointment. Tell your child how you feel, what |
| partnership with your child as well as with you, always | | | | you wish you had done and what your child deserved |
| bring the child with you to see how they interact with | | | | to have had from you and from the doctor. Apologize |
| him or her. Relying on even a glowing recommendation | | | | and reassure him that it was not deliberate on your |
| without first meeting the dentist, doctor or nurse may | | | | part. Show with your words and actions that you are |
| not be enough. Another family may have had a good | | | | on his side, even though things went wrong. We can |
| experience because of numerous factors that do not | | | | only do the best we can, learn from our mistakes and |
| apply to you or your child: the doctor may have had | | | | hopefully, do better next time. |
| more personal rapport with the other family, he or she | | | | |