Child Life Certification Exam Review 2024
Emma Plank **** In Cleveland, helped create the child life movement in the 50s
and 60s
Wrote the book "working with children in hospitals"
Mary Brooks **** In Philadelphia, helped create the child life movement in the
50s and 60s
The Association for the Care of Children in Hospitals (1967) **** The first
organization of personnel engaged in child life work
All Programs are guided by these two primary objectives **** 1. to help children
cope with the stress and anxiety of the hospital experience
2. to promote the child's normal growth and development while in the health care
setting after returning hom
Play **** It is a mechanism through which children learn, socialize, test their
growing bodies, and, most importantly for hospitalized children, it is a way they
cope with the unfamiliar and express their concerns.
overt or active response **** crying, screaming, whining, clinging to parents,
resisting medicine, being self-destructive, being destructive of the environment,
fighting
passive response **** excessive sleeping
decreased communication
decreased activity
decreased eating
regressive behavior **** alterations in sleeping patterns
eating too much or too little
being tense, anxious, restless
manifesting fears (of hospitals, needles, death, ect.)
being overly concerned with one's body
displaying compulsive behavior
,Vernon, Foley, Sipowicz and Schulman (1965) **** drawn a distinction between
"immediate response" (behavior manifesting itself during the hospitalization) and
"post-hospital response".
Prugh, Staub, Sands, Kirschbaum and Lenihan (1953) **** Study that offers
further evidence that a substantial percentage of children may suffer psychological
upset as a result of hospitalization
Skipper and Leonard (1968) **** explored the effects of providing additional
information and support to mothers of hospitalized children
Vernon et al (1965) **** -support the belief that psychological preparation is an
effective means of reducing post-hospital upset
-found that only four of these determinants had been sufficiently investigated to
warrant summary and conclusion:
unfamiliarity of the hospital setting
separation from parents
age
prehospital experience
Wolfer and Visintainer (1975) **** provided impressive evidence that
psychological preparation is an effective means of lessening the upset of children
during hospitalization as well as after discharge
Johnson, Kirchhoff and Endress (1975) **** found that discrepancies between a
child's expectations and the actual physical sensations experiences produce distress
in the child
contagion hypothese **** parental anxiety is transmitted to the child, who then
shows signs of stress
Castler (1961) **** Institutionalized children who suffered stimulus deprivation
over prolonged periods demonstrated profound delay in cognitive, physical,
emotional and social development
Robertson (1958) and Bowlby (1960) **** Both describe a series of three stages
which characterize a young child's response to seperation
The 3 Phases of Separation **** Protest, despair and detachment
,Protest **** During this period of acute distress, children cry, scream and kick, all
the while eagerly looking for signs of their parent's return
Despair **** If parents do not return, children may enter a period characterized by
"increased hopelessness"
Detachment **** In this phase, children appear to be making a recovery, as they
once again become active and interested in their surroundings
The upset child **** The child is calm and quite, until the parents arrive.
The protest by the child is in fact a positive and reassuring sign that the child has
not yet slipped into the phase of detachment from the parents.
The child's interest in material goods **** parents are met by an indifferent child,
who shows far more interest in the wrapped package than in the parent who has
brought it
The 'highly social' child **** allow human beings to come and go without regret
The child reluctant to leave **** this represents a child in the detachment phase
Schaffer and Callender (1959) **** offer substantiation for the belief that young
infants are less vulnerable than other infants
Kassowitz (1958) and Levy (1960) **** found that young infants demonstrated
less response to inoculation prior to the event than did older infants
Campbell (1957) **** supports the idea that the "contagion hypothesis"
(transmission of anxiety from parent to child) is operable for young infants
Scarr-Salapatek and Williams (1973) **** came to the conclusion that child life
workers should design and implement a stimulation program for young infants to
insure maximum development while hospitalized
Anna Freud (1977) **** Hospitalization often requires the child to temporarily
yield some or all of new found skills
Burton (1975) **** Although any illness or hospitalization may place a severe
stress on the family system, chronic conditions present their own special hazards
, (her study focused on patients with CF)
Hargrove and Dawson (1972) **** claim that contentions concerning children's
upset in the presence of parents are based on a number of questionable assumptions
Care by parental units **** parents live with their children and retain the role of
primary caregivers
Gofman et al (1957) **** found that 57 percent of the parents whose children
were hospitalized experienced "overwhelming anxiety"
Hartley and Goldenson (1963) **** play is not only the child's response to life; it
is his life, if he is to be a vital, growing, creative individual
Garvey (1977) **** compiled a list of elements which characterize play:
-play is pleasurable, enjoyable
-play has no extrinsic goals
-play is spontaneous and voluntary
-play involves some active engagement on the part of the player
-play has certain systematic relations to what is not play
Jean Piaget (1970) **** children learn about the world around them through their
own actions and explorations.
Assimilating **** children are continually "taking in" information through play
accommodation **** the process of altering old patterns of thinking to allow for
the further assimilation of information
Sensorimotor Stage **** Birth-two years
During this period, children move from the dominance of reflex mechanisms with
which they are born, to a deliberate manipulation of objects
Preoperational Stage **** 2-7 years
Children at this age are highly egocentric, incapable of viewing the world from any
perspective other than their own
Concrete operational stage **** 7-12 years
Emma Plank **** In Cleveland, helped create the child life movement in the 50s
and 60s
Wrote the book "working with children in hospitals"
Mary Brooks **** In Philadelphia, helped create the child life movement in the
50s and 60s
The Association for the Care of Children in Hospitals (1967) **** The first
organization of personnel engaged in child life work
All Programs are guided by these two primary objectives **** 1. to help children
cope with the stress and anxiety of the hospital experience
2. to promote the child's normal growth and development while in the health care
setting after returning hom
Play **** It is a mechanism through which children learn, socialize, test their
growing bodies, and, most importantly for hospitalized children, it is a way they
cope with the unfamiliar and express their concerns.
overt or active response **** crying, screaming, whining, clinging to parents,
resisting medicine, being self-destructive, being destructive of the environment,
fighting
passive response **** excessive sleeping
decreased communication
decreased activity
decreased eating
regressive behavior **** alterations in sleeping patterns
eating too much or too little
being tense, anxious, restless
manifesting fears (of hospitals, needles, death, ect.)
being overly concerned with one's body
displaying compulsive behavior
,Vernon, Foley, Sipowicz and Schulman (1965) **** drawn a distinction between
"immediate response" (behavior manifesting itself during the hospitalization) and
"post-hospital response".
Prugh, Staub, Sands, Kirschbaum and Lenihan (1953) **** Study that offers
further evidence that a substantial percentage of children may suffer psychological
upset as a result of hospitalization
Skipper and Leonard (1968) **** explored the effects of providing additional
information and support to mothers of hospitalized children
Vernon et al (1965) **** -support the belief that psychological preparation is an
effective means of reducing post-hospital upset
-found that only four of these determinants had been sufficiently investigated to
warrant summary and conclusion:
unfamiliarity of the hospital setting
separation from parents
age
prehospital experience
Wolfer and Visintainer (1975) **** provided impressive evidence that
psychological preparation is an effective means of lessening the upset of children
during hospitalization as well as after discharge
Johnson, Kirchhoff and Endress (1975) **** found that discrepancies between a
child's expectations and the actual physical sensations experiences produce distress
in the child
contagion hypothese **** parental anxiety is transmitted to the child, who then
shows signs of stress
Castler (1961) **** Institutionalized children who suffered stimulus deprivation
over prolonged periods demonstrated profound delay in cognitive, physical,
emotional and social development
Robertson (1958) and Bowlby (1960) **** Both describe a series of three stages
which characterize a young child's response to seperation
The 3 Phases of Separation **** Protest, despair and detachment
,Protest **** During this period of acute distress, children cry, scream and kick, all
the while eagerly looking for signs of their parent's return
Despair **** If parents do not return, children may enter a period characterized by
"increased hopelessness"
Detachment **** In this phase, children appear to be making a recovery, as they
once again become active and interested in their surroundings
The upset child **** The child is calm and quite, until the parents arrive.
The protest by the child is in fact a positive and reassuring sign that the child has
not yet slipped into the phase of detachment from the parents.
The child's interest in material goods **** parents are met by an indifferent child,
who shows far more interest in the wrapped package than in the parent who has
brought it
The 'highly social' child **** allow human beings to come and go without regret
The child reluctant to leave **** this represents a child in the detachment phase
Schaffer and Callender (1959) **** offer substantiation for the belief that young
infants are less vulnerable than other infants
Kassowitz (1958) and Levy (1960) **** found that young infants demonstrated
less response to inoculation prior to the event than did older infants
Campbell (1957) **** supports the idea that the "contagion hypothesis"
(transmission of anxiety from parent to child) is operable for young infants
Scarr-Salapatek and Williams (1973) **** came to the conclusion that child life
workers should design and implement a stimulation program for young infants to
insure maximum development while hospitalized
Anna Freud (1977) **** Hospitalization often requires the child to temporarily
yield some or all of new found skills
Burton (1975) **** Although any illness or hospitalization may place a severe
stress on the family system, chronic conditions present their own special hazards
, (her study focused on patients with CF)
Hargrove and Dawson (1972) **** claim that contentions concerning children's
upset in the presence of parents are based on a number of questionable assumptions
Care by parental units **** parents live with their children and retain the role of
primary caregivers
Gofman et al (1957) **** found that 57 percent of the parents whose children
were hospitalized experienced "overwhelming anxiety"
Hartley and Goldenson (1963) **** play is not only the child's response to life; it
is his life, if he is to be a vital, growing, creative individual
Garvey (1977) **** compiled a list of elements which characterize play:
-play is pleasurable, enjoyable
-play has no extrinsic goals
-play is spontaneous and voluntary
-play involves some active engagement on the part of the player
-play has certain systematic relations to what is not play
Jean Piaget (1970) **** children learn about the world around them through their
own actions and explorations.
Assimilating **** children are continually "taking in" information through play
accommodation **** the process of altering old patterns of thinking to allow for
the further assimilation of information
Sensorimotor Stage **** Birth-two years
During this period, children move from the dominance of reflex mechanisms with
which they are born, to a deliberate manipulation of objects
Preoperational Stage **** 2-7 years
Children at this age are highly egocentric, incapable of viewing the world from any
perspective other than their own
Concrete operational stage **** 7-12 years
