Parenting children who are enterally fed: How families go from surviving to thriving.

Hopwood, N; Elliot, C; Moraby, K; Dadich, A

Parenting children who are enterally fed: How families go from surviving to thriving.

Hopwood, N

Elliot, C Moraby, K Dadich, A

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Publication Type:: Journal Article
Citation:: Child: care, health and development, 2020
Issue Date:: 2020-09-09

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.contributor.author	Elliot, C
dc.contributor.author	Moraby, K
dc.contributor.author	Dadich, A
dc.date.accessioned	2020-09-19T06:11:15Z
dc.date.available	2020-09-02
dc.date.available	2020-09-19T06:11:15Z
dc.date.issued	2020-09-09
dc.identifier.citation	Child: care, health and development, 2020
dc.identifier.issn	0305-1862
dc.identifier.issn	1365-2214
dc.identifier.uri	http://hdl.handle.net/10453/142754
dc.description.abstract	BACKGROUND:Complex feeding difficulties requiring enteral (tube) feeding affect everyone around the child. Parents experience additional stress and are at risk of social isolation. This study investigated the strategies families develop and use to adjust and adapt to enteral feeding so they were not just surviving but thriving as a family. METHODS:Twenty parents whose children had been or continued to be enterally fed were interviewed, four of them twice as their experience of enteral feeding progressed. Learning theory was used to conceptualize findings in terms of changing use of tools that mediated parents' response to feeding-related challenges. RESULTS:Parents encountered dilemmas relating to enteral feeding: maintaining participation in everyday activities, managing responses to the use of tubes for feeding, and doing what feels right for their child. They used four kinds of mediating tools to overcome these: memory aids and readiness tools, metaphors and narratives, repurposed everyday objects and personalized routines and materialities. CONCLUSIONS:This novel account of tool used to resolve dilemmas provides an empirically and theoretically grounded basis for supporting parents to thrive despite the challenges of enteral feeding. Specifically, it can guide information given to help parents anticipate and cope with dilemmas arising from enteral feeding.
dc.format	Print-Electronic
dc.language	eng
dc.relation.ispartof	Child: care, health and development
dc.relation.isbasedon	10.1111/cch.12808
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	11 Medical and Health Sciences, 13 Education, 17 Psychology and Cognitive Sciences
dc.subject.classification	Pediatrics
dc.subject.classification	Developmental & Child Psychology
dc.title	Parenting children who are enterally fed: How families go from surviving to thriving.
dc.type	Journal Article
utslib.location.activity	England
utslib.for	11 Medical and Health Sciences
utslib.for	13 Education
utslib.for	17 Psychology and Cognitive Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2021-09-09T00:00:00+1000Z
dc.date.updated	2020-09-19T06:11:10Z
pubs.publication-status	Published

Abstract:

BACKGROUND:Complex feeding difficulties requiring enteral (tube) feeding affect everyone around the child. Parents experience additional stress and are at risk of social isolation. This study investigated the strategies families develop and use to adjust and adapt to enteral feeding so they were not just surviving but thriving as a family. METHODS:Twenty parents whose children had been or continued to be enterally fed were interviewed, four of them twice as their experience of enteral feeding progressed. Learning theory was used to conceptualize findings in terms of changing use of tools that mediated parents' response to feeding-related challenges. RESULTS:Parents encountered dilemmas relating to enteral feeding: maintaining participation in everyday activities, managing responses to the use of tubes for feeding, and doing what feels right for their child. They used four kinds of mediating tools to overcome these: memory aids and readiness tools, metaphors and narratives, repurposed everyday objects and personalized routines and materialities. CONCLUSIONS:This novel account of tool used to resolve dilemmas provides an empirically and theoretically grounded basis for supporting parents to thrive despite the challenges of enteral feeding. Specifically, it can guide information given to help parents anticipate and cope with dilemmas arising from enteral feeding.

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http://hdl.handle.net/10453/142754