Reference no: EM133534639

Case study: David and Cindy moved to Toronto with their five children Cara, Kendall, Shayla, Cody, and Tyler. They are an Indigenous family that have a house on the reserves. Due to their son Kendall's heart issues, they moved to Toronto. David and Cindy believe that coming to Toronto reminds them of their schooling which was not a good experience. Having been raised in nature and involved in their community back home, they feel it's tough to transition living in the city. Kendall's need for another surgery and rehabilitation had a huge impact on the whole family. In their meeting with the social worker, the parents learned that Cara was struggling to adjust in school. During a session with a child life specialist, David and Cindy discuss how they feel and the changes they have noticed in their children. A new environment is proving difficult for all of their children. Cindy is concerned about Cara isolating herself and having difficulty expressing her feelings. Kendall also exhibits difficult behaviors, such as crying a lot, wetting the bed at night, and warning to be held constantly. Their relationship is difficult to redevelop their relationships with their children. The parents and children are making slow progress as they are passive and reserved, according to the child life specialist. During the meeting the parents don't communicate properly, make eye contact and don't open up. Generational trauma might be preventing them from connecting with the community here. The child life specialist believes they need to adapt activities to support the parents as well. Cara's child life specialist suggests that she join the indigenous community in Toronto so she can reconnect with her culture.

Questions: Preventative Strategies at Home

• Based on the information in your summary, what are the short term and long-term goals for the child/family?
• What are some preventative strategies to be implemented in the child's home?
• These strategies should be in response to the challenges the child faces, but also to support his/her strengths and interests.
• Think about the routine, set up of the environment, relationships with parents and siblings, specific activities that should be implemented and why (consider materials, time of day, set up, location, etc.).