The Ill Child and

Religious Practices
Children - “unlike adults, do not make clear distinctions
between spirituality and religion” (Young and Koopsen,
2011).
Children do, however “draw on previous experiences of life,
including religious and spiritual beliefs to cope with crisis”
( McSherry & Smith, 2006, p.17).

 For a child of any religious tradition who is

experiencing illness - the ability to participate in
religious devotions or practices, such as prayer, may
provide a source of comfort and stability. Religious
practices and beliefs can affect a child’s health; illness
may be interpreted in light of a child’s religious
understanding (Spector & Spertac, 1990, p. 58).
 For the preschooler who has a concrete concept of
God as protector and father - simple bedtime prayers,
such as “Now I lay me down to sleep, I pray the Lord my
soul to keep,” may help the child to feel more at ease
during the night.
 Ill School-age child – Use of a Bible or prayer book, if
part of one’s tradition can be encouraged.
 Early School-age child – can be encouraged to
pray but expect to have prayers answered
  Older School-age child – will have learned that prayers are not always
directly answered
 School-age children – find it important when illness continue, to
participate in certain religious practices such as reception of sacraments

 Ill adolescent – may need spiritual counseling about the relationship of his or her
sickness to the religious or spiritual meaning of life.
- may question “why me?” in relation to an illness
- may experience anxiety over not being able to participate in his/her
past religious activities
- may “reject formal worship services, but engaged in individual worship
in the privacy of their rooms” (Wong, 1997).

 Hope and spiritual well-being in adolescent cancer patients – there are higher
levels of spiritual well-being and religious well-being in the earlier periods after
diagnosis; so, it is suggested that healthcare professionals assess and plan
spiritual care interventions for this patient population.
 Hope and spiritual well-being in adolescent cancer patients
 there are higher levels of spiritual well-being and religious well-being in the earlier
periods after diagnosis
 so, it is suggested that healthcare professionals assess and plan spiritual care
interventions for this patient population.

 Very Ill adolescent – will sometimes request a church-associated ritual

- nurses and chaplains often have the opportunity to create small religious rituals
appropriate to the sickroom setting and yet helpful in meeting the spiritual needs of the
patient and the family
 Assessment of the Ill Child’s Spiritual and
Religious Needs
 A child’s spiritual interests and concerns will vary
greatly depending on age and religious or
denominational tradition of the family.
 “family assessment interview” (Wong, 1997) –
identifies usual religious beliefs and practices:
1. whether the family associates with a particular
denomination or church,
2. how religious beliefs influence the family’s
perception of illness,
3. and who provides religious support for the
family.

 In assessing the spiritual needs of children – It is

important not only to ask questions but also to observe
the child for unusual behaviors such as nightmares or
withdrawal from social activities (Heukelem, 1984).
Spiritual assessment questions that Van Heukelem identified for an ill child:
Focused on
 How the child behaves when frightened
 Who provides support in times of trouble
 What the child’s understanding is of God and prayer

A Nursing Diagnosis of Spiritual distress can be identified for the ill child…

Defining characteristics of the diagnosis – might relate to the child or family’s lack of
spiritual support or spiritual strength (Marlow & Redding, 1988)
Nursing interventions for a child reflecting
spiritual distress
 May begin by encouraging the child to
verbalize his or her feelings to a caring adult.
 Elkins and Cavendish (2004) assert that:
“developing a plan for pediatric spiritual care”
should include attention to “the child’s
spirituality, religion, culture developmental
stage, age-appropriate spiritual care activities,
and the needs of the family
THANK YOU!
Prepared by: Dexter Gadon