HEAD START®

Caring for Children with
Chronic Conditions

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3
| Continuing Professional Development | Resources

MODULE 1: Activity 1 - What Does "Chronic Condition" Mean?

Module 1 | Activity 1 | Activity 2 | Activity 3 | Activity 4 | Next Steps

Purpose: This activity helps participants appreciate the emotional impact of chronic conditions on children, parents and Head Start staff.

For this activity you will need:

• Handouts A-1, A-2, and A-3: Characteristic Cards for Child, Parent, and Staff
  
  
• Handout B: How Does It Feel?
  
  
• Three different colors of paper or card stock
  
  
• Three envelopes
  
  
• Flip chart and markers
  
  
• Name tags and marker
  

Trainer's Preparation Note:

Before beginning this activity you will need to:

1. Copy Handouts A-1, A-2, and A-3 onto three different colors of paper or card stock.
   
   
2. Cut along the horizontal and vertical lines to make separate cards for Child, Parent, and Staff.
   
   
3. Label the envelopes "Child," "Parent," and "Staff" and place the cards in the appropriate envelopes.
   

This makes enough cards for 45 participants. If there are more participants in this activity, make two copies each of Handouts A-1, A-2, and A-3.

Step 1: Start this activity by asking participants:

• What does "chronic condition" mean?
  
  
• What are some examples of chronic conditions that children in your Head Start program have had?

Step 2: Discuss how each child with a chronic condition is a unique individual. The family and the Head Start staff people caring for the child and family have unique characteristics and circumstances as well.

Explain that this activity helps participants experience what chronic conditions mean, particularly how they feel, from everyone's perspective–the child, parent, and Head Start staff–based on their own characteristics and circumstances.

Step 3: Have participants divide into groups of three. Groups should decide among themselves who will play the role of a child, a parent, and a Head Start staff person. Distribute name tags and markers and have participants write their role on their name tag.

Step 4: Pass around the envelopes labeled "Child," "Parent," and "Staff" and have participants take two cards from their role category. Ask them to quickly review their cards. If they've drawn contradictory characteristics, they should draw again.

Step 5: Explain to participants that they've just been dealt their current life circumstances. The characteristics on the cards are part of who they are in their role. Ask them to take a minute to imagine their identity more fully.

Step 6: Explain that each group is preparing for the child to enter Head Start. Distribute Handout B: How Does It Feel? Have the groups spend about 10 minutes discussing the questions on the handout.

Step 7: Return to the large group. Write the headings Child, Parent, and Staff on three pieces of flip chart paper and post them.

Ask participants:

• What are some of the feelings and concerns that you discussed from the child's perspective? From the parent's perspective? From the staff perspective?

Write their responses down on the appropriate flip chart.

Step 8: Ask participants:

• What did it feel like to be dealt a situation without any control?

• Consider the feelings and concerns from the different perspectives of the child, parent, and Head Start staff. What are the common concerns and common needs? What are the differences?
  
  
• What attitudes, policies, and practices could Head Start build to help make children with chronic conditions, families, and staff feel comfortable and confident?
  

Points to Consider:

• To include children with chronic conditions, Head Start needs honest communication and respect for the feelings and concerns of everyone involved: the child, family, classmates, staff, and service providers. With good communication and collaboration, including children with chronic conditions can be a rewarding experience for the entire Head Start community.
  
  
• Caring for a child with special health care needs is a serious responsibility, and it is appropriate for families, Head Start staff, and health care providers to approach it with concern and careful attention. Staff need support including close communication with parents and service providers, and good supervision.
  
  
• The Characteristics Cards in this activity described functional characteristics rather than simply listing diagnoses. To care for a child with chronic conditions, Head Start staff need to know the child's characteristics, abilities, and care needs.