|
| Different views on professionalism | Themes | Quotations () |
|
| Child-oriented professionalism | Awareness of the importance of development | 21 |
| Attention to a growing child’s quality of life and physical as well as psychosocial integrity | 10 |
| Ability to recognize therapeutically induced harm and to balance it with evidence-based benefits | 13 |
| Compassion and empathy based on understanding a child's reaction and sensitivity regarding differences between children's and adult’s perspectives | 25 |
|
| Family-oriented professionalism | Appreciate the importance of relationships | 17 |
| Multilateral interactions between child, parents, professionals, and support groups | 23 |
| Skills to identify and integrate parents’ reactions, values, and needs and the ability to coordinate adequate support and interventions | 37 |
| Ability to support parental empowerment, coping and resilience | 23 |
|
| Shared-decision-oriented professionalism | Development and ongoing adjustment of treatment plan in close collaboration with patient and parents and based on their assent/consent | 14 |
| Awareness and communication of all available or missing evidence concerning treatment and outcome | 26 |
| Awareness of one's own values, feelings, and influence | 19 |
| Sensibility and avoidance of unnecessary medicalization | 37 |
|
| Quality-oriented professionalism | Ability to acknowledge, evaluate, communicate, and improve substandard quality | 18 |
| Limiting certain interventions to centers and experts with necessary experience and skills | 14 |
|
