Playing a Part in the Performance of a Child's X-ray Procedure

This PhD study aims explore the communication that occurs during a child’s non-urgent X-ray procedure and examine children and their parent’s perceptions of this communication and the procedure. There is increasing evidence of children's engagement in health services. Less is known about children's experiences of X-ray procedures or the ways they communicate during the procedure. Data were generated through non-participant observations of children undergoing X-ray procedures. Children and their parents were invited after the procedure to take part in a semi-structured interview. Children, parents and radiographers played specific parts during the X-ray procedures and this influenced communication. Three different categories of communication were developed but are not presented as a hierarchy of the communication children preferred. The first category was communication where a child was involved; children's voices were sought with the expectation that they could influence what happened during the procedure. The second category was communication where a child was interrupted; children's voices were replaced because of the bigger roles adults played. The third category was communication where a child was ignored; children's voices were overlooked, silenced or not sought by adults. Children in these procedures had a small role and little power to influence what happened during their procedure. The findings have been discussed using dramaturgical metaphors of roles, scripts and front and back stage performances that unified the three developed categories and lead to the theorisation of a core category of 'Playing a Part in the Performance'. Children are able and value being engaged in meaningful communication during their X-ray. Different roles and interactions can close down or open up children's opportunity and ability to play an active role in their procedure.