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PAEDIATRICS AND CHILD HEALTH 18:5 233 2008 Elsevier Ltd. All rights reserved.
Play in hospital
Norma Jun-Tai
Abstract
Observing children during play nds them practising and mastering skills
in planning, investigation, discovery, construction, imitation and imagi-
nation; there is no less need for the continuation of these skills during
illness and hospitalization. Play produces comfort and reassurance at a
time of unfamiliar and potentially frightening experiences. Play helps to
coordinate developmental and learning strategies to help children un-
derstand their environment. The multifaceted nature of play contributes
to the non-pharmacological approaches to hospital procedures; play is
not just for passing time pleasurably or relieving boredom (though both
are crucial for a positive experience within this setting). The inuence
of normal play in hospital, alongside distraction therapy, preparation for
procedures, referrals and home visits, are explored using therapeutic,
cognitive and behavioural interventions.
Keywords behavioural intervention; cognitive intervention; distraction
therapy; non-pharmacological; play; referrals
Basic concepts
History: play in UK hospitals has taken many forms since the
Platt report, which highlighted its benets by advocating that
play should be organized under skilled supervision to reduce the
negative effects of separation of mother and child, disturbance
of routine, and lack of training for doctors and nurses regarding
the emotional and mental needs of children.
1
Save the Children
helped the rapid expansion of hospital play schemes throughout
England in the 1960s and1970s,
2
with this practice subsequently
embedded in several leading UK Department of Health reports
on the efcacy of play provision as part of the treatment process
of sick children.
3
Play in hospital carries a wider remit because
there is evidence that play hastens recovery and reduces the
need for interventions to be delivered under general anesthesia
4
;
hospital play is a recognized and valued element of child health
services at every level.
5
Recommendations: the Department of Health recommends that
play in hospital should be organized and delivered by qualied
hospital play specialists.
3,6
Despite the generic term, play applies
from birth to 19 years of age. Safeguarding children (including
those with disabilities) is integral to play services. It should be
Norma Jun-Tai HPS MA is a Hospital Play Specialist Co-ordinator at
Kingston Hospital, and Chairperson of the National Association of
Hospital Play Staff, London, UK.
assumed that siblings are routinely included in most hospital
play services and, in some cases, programmes will be developed
specically for siblings if a sick brother or sister is chronically ill
or dying.
Normal play
Reducing fear: play forms the basis of a trusting relationship
between staff and children because it is probably one of the few
familiar and reassuring sights in an unfamiliar environment. If
children are enabled to play despite physical limitations or medi-
cal conditions, they receive the message that they are welcome,
particularly when they are most vulnerable. A vital function of
normal play is the reduction of fear; this is particularly noticeable
in A&E or outpatient departments, which are often the childs
rst experience of hospital. This type of play encourages the
rebuilding of skills lost through injury or illness, and can be used
to achieve treatment plans and goals.
Structured play: normal play occurs naturally through toys and
equipment in a relaxed atmosphere; its function is to reduce
fear and anxiety by introducing familiar activities in an unfa-
miliar setting. This approach can be structured and diverted
into directed play, where the adult requires specic outcomes
which may be part of the care plan.
7
Valuable information can be
gained by observing directed play and may contribute to clinical
decisions. For example, the level of pain may be observed during
a therapeutic play activity; conversely, the child may not exhibit
limitations in his play despite reporting pain. Such observations
offer a broader perspective on condition, and are of particular
relevance for children who are pre-verbal or have limited ver-
bal skills. They may communicate specic information through
painting, clay sculpting or doll play which identies their present
level of understanding of their condition and treatment. Carefully
structured therapeutic and directed play may help to inform the
child of the procedure and increase cooperation with treatment,
choice and consent.
Preparing children for procedures
Active participation: the UK Healthcare Commission recom-
mends that children should be active participants in decisions
about treatment. Findings indicate that children had a poorer
experience of hospital than they should because of a lack of
training among staff with highly variable access to staff who spe-
cialize in play.
8
The link between play and communication is integral to effec-
tive preparation for procedures; play specialists use various play
techniques and resources to deliver meaningful information to
children and young people. Children understand at a develop-
mentally appropriate level the procedures they are about to expe-
rience, resulting in adaptive coping strategies and participation
in the consent process.
5
Common fears: children can be successfully prepared for a range
of invasive procedures, including surgery, venepuncture, cannu-
lation, injections and lumbar punctures; despite pharmacologi-
cal advances, children and young people fear these procedures.
9
SYMPOSIUM: SOCIAL PAEDIATRICS
PAEDIATRICS AND CHILD HEALTH 18:5 234 2008 Elsevier Ltd. All rights reserved.
Non-invasive procedures such as mask preparation for radio-
therapy, removal of plaster, and nebulizer masks can evoke dis-
tress. Play in this situation offers coping strategies for managing
pain and invasive procedures, and prepares the child and family
for medical and surgical interventions using an understandable
medium.
Exploratory play: expressions of fear and fantasy are given a
safe outlet through well-planned activities such as exploratory
play; the child is given opportunities to assimilate new experi-
ences. For example, having a blood test supported by appropri-
ate resources (e.g. anatomical dolls and puppets) can facilitate
inquiry into why blood taken does not need to be replaced. The
non-threatening use of play to explain procedures helps children
to reveal specic fears or misunderstandings that are conveyed
to the healthcare team. Preparing children for procedures is good
practice and an acknowledgement of childrens right to be kept
informed of their treatment.
10,11
Distraction therapy
The play specialist creates a safer clinical environment through
distraction and alternative focus activities
5
because children are
less likely to exhibit fear and distress if their attention is diverted,
and are more likely to be compliant during the procedure; this
technique should, if possible, accompany preparation for pro-
cedures. Successful distraction therapy offers children choice,
which can create a sense of empowerment when they may feel
most vulnerable. By constructing a plan about which chair the
child wants to sit on and the choice of distraction techniques (e.g.
talking, counting, blowing bubbles, visualization or guided imag-
ery), the child experiences an increase in control and a reduc-
tion in the feelings of helplessness and uncertainty. Introducing
distraction techniques and coping strategies requires planning
and the skilful use of play to avoid the build-up of anticipatory
distress; shifting attention from the distressing aspect of the pro-
cedure towards more interesting and pleasant experiences.
12
Dis-
traction therapy can signicantly increase the successful outcome
of a procedure, so clinicians should minimize disturbances in the
treatment room by switching off bleeps and not walking in and
out during procedures; interruptions can cause a child to lose
focus, increasing the risk of failure or repeating the procedure.
Referrals
Hospital play specialists receive referrals from nurses, physi-
cians, physiotherapists, dieticians, speech therapists and lan-
guage therapists.
Exploring play as a method of working with children who
experience difculty in coping with ongoing treatment (short-
and long-term) and who are referred for specialized therapeutic
play is discussed below.
Chronic encopresis and soiling
Toileting regimens must be established. Instruction in techniques
to raise awareness of the sensation and muscle tone involved
in emptying the bowel properly, as well as games that explore
supportive nutrition and strategies to build condence and self-
esteem (which may be lacking in children with this condition).
This basic description should not distract from the joint plan-
ning involved in the construction of play programmes for these
patients.
Headaches and abdominal pain
Children presenting with headaches and abdominal pain without
clinical evidence of a physiological cause may be referred by cli-
nicians who suspect an underlying emotional problem. Success-
ful outcomes may be experienced if art and craft are introduced
alongside relaxation techniques. These methods of management
of chronic pain may allow the child to express his pain through
art (possibly highlighting the primary cause); relaxation tech-
niques provide a practical response which the child can control
and implement. Most evidence-based data on pain management
support the recognition and assessment of acute pain in chil-
dren; less information is available on pain management for non-
organic causation. The Healthcare Commission found that many
children are not as able as adults to communicate their pain,
which leads to it being underestimated.
8
Anecdotally, interven-
tions that show children that their pain is being taken seriously
can produce positive outcomes.
Radiotherapy
Play programmes involving simulation of the process of radio-
therapy treatment can help children requiring mask moulding
and compliance during radiotherapy. The aim of these sessions
is to enable children, some as young as three years of age, to lie
completely still without the need for anaesthesia during radio-
therapy. There is a reduced health risk to the child, and a reduc-
tion in cost and clinician time.
Needles
Fear of needle-related pain is the commonest fear in healthy and
chronically ill children,
13
and often manifests as anxiety and mal-
adaptive behaviours. The term needle phobia is frequently used
and may be inappropriate, but a child who is so distressed that
sedation is required or the procedure abandoned needs further
input to restore condence and self-control.
Fear has been described as a normal response to threatening
stimuli and involves three responses:
physiological arousal
having clear skin so that she could wear a pretty dress for a
special occasion