IIMPACT in Health, Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia.
Education Futures, University of South Australia, Adelaide, South Australia, Australia.
J Pain. 2024 Aug;25(8):104520. doi: 10.1016/j.jpain.2024.03.016. Epub 2024 Apr 3.
Pain experiences are common during childhood (eg, "everyday" pain, vaccine injections) and are powerful opportunities for children to learn about pain and injury. These experiences likely inform fundamental and life-long beliefs about pain. There is scant research investigating the sociocultural contexts in which children learn about pain and injury. One unexplored context is the shared reading of picture books (eg, between parents/caregivers and children). In this study, we investigated whether shared reading of picture books that included depictions of pain and/or injury prompted parent/caregiver-child interactions. If interactions were observed, we explored what those interactions entailed. Twenty parents/caregivers (8 men, 12 women) and their children (n = 27; 10 boys, 17 girls) were recruited from libraries in South Australia. Parent/caregiver-child families chose from 8 books (7 fiction, 1 nonfiction) with varying amounts of pain/injury-related content. Shared reading interactions were video recorded, transcribed, and analyzed alongside analysis of the picture books using reflexive thematic analysis. Pain/injury-related interactions were observed between parents/caregivers and children during shared reading of picture books. Qualitative analyses generated 1 main theme and 3 subthemes. Findings identified that shared reading presented an opportunity for children's understanding of pain and injury to be socialized through discussion of characters' experiences. This included teaching children about pain and injury, as well as promoting empathy and emotional attunement toward characters who were depicted as being in pain. Finally, parents/caregivers often responded with observable/expressed amusement if pain/injury was depicted in a light-hearted or unrealistic way. Overall, shared reading of picture books presents an untapped opportunity to socialize children about pain and injury. PERSPECTIVE: Shared reading of picture books that have depictions of pain and/or injury can prompt parent/caregiver-child interactions about pain and injury. These interactions present critical opportunities that can be harnessed to promote children's learning of adaptive pain-related concepts and behaviors during a critical developmental period.
儿童在成长过程中会经历疼痛（例如“日常”疼痛、疫苗接种），这是他们了解疼痛和伤害的绝佳机会。这些经历可能会影响他们对疼痛的基本和终身信念。目前，关于儿童如何了解疼痛和伤害的社会文化背景的研究甚少。一个尚未探索的背景是共同阅读图画书（例如，父母/照顾者和孩子之间）。在这项研究中，我们调查了共同阅读包含疼痛和/或伤害描述的图画书是否会引发父母/照顾者与孩子的互动。如果观察到互动，我们探讨了这些互动的具体内容。我们从南澳大利亚的图书馆招募了 20 名父母/照顾者（8 名男性，12 名女性）及其孩子（n=27；10 名男孩，17 名女孩）。父母/照顾者-孩子家庭从 8 本不同程度包含疼痛/伤害相关内容的书中进行选择（7 本虚构，1 本非虚构）。使用反思性主题分析，对图画书的分析与共享阅读互动的视频记录、转录和分析同时进行。在共同阅读图画书时，观察到父母/照顾者与孩子之间存在与疼痛/伤害相关的互动。定性分析生成了 1 个主要主题和 3 个次主题。研究结果发现，共同阅读为孩子们通过讨论角色的经历来理解疼痛和伤害提供了机会，从而使他们的理解得以社会化。这包括教导孩子有关疼痛和伤害的知识，以及培养他们对被描绘为疼痛的角色的同理心和情感共鸣。最后，如果疼痛/伤害以轻松或不切实际的方式呈现，父母/照顾者通常会以明显的/表达的乐趣做出回应。总的来说，共同阅读图画书为孩子了解疼痛和伤害提供了一个未被开发的机会。观点：共同阅读包含疼痛和/或伤害描述的图画书可以引发父母/照顾者与孩子之间关于疼痛和伤害的互动。这些互动提供了关键机会，可以利用这些机会在儿童发育的关键时期促进他们学习与疼痛相关的适应性概念和行为。
