Child Life Certification Exam :)
"When a child is a patient. the patient is the _____" (page 15) ** answer ** whole family
Morse (1991) describes medical relationships as either _____ or ______ (page 15) **
answer ** mutual or unilateral
mutual relationships are characterized by degrees of ________ and ________ (page
15) ** answer ** involvement and intensity
clinical relationship (page 15) ** answer ** technical, brief, relatively minor, and routine
therapeutic relationship (page 15) ** answer ** extends the professional view to "patient
as person," with the professional serving as a primary support and resource enhancer
connected relationship (page 15) ** answer ** with the patient and provider seeing each
other as people first, and in their roles second; trust particularly deep
over-involved relationship (page 15) ** answer ** where enmeshment overrides
appropriate treatment selection and goals, and where the relationship becomes closed
with essential outside resources and referrals lost
unilateral relationship (page 15) ** answer ** arise when one person is unwilling to
adequately invest in the relationship at all (i.e. burned out provider who keeps
interactions superficial and brieft)
physician-patient relationships (page 15) ** answer ** deepened in mid-1900's,
depicting healers who were not only medically skilled but also served as confidants and
counselors
3 factors that increase the degree and intensity of provider-patient relationship (page
16) ** answer ** chronic illness, life-threatening illness, and home care
increasing degree and intensity of provider-patient care relationship may lead to
____________ issues (page 16) ** answer ** boundary
provider-patient relationship factor: chronic illness (page 16) ** answer ** where
necessity dictates frequent contacts over a particularly long period of time
provider-patient relationship: life-threatening (page 16) ** answer ** producing poignant
feelings of attachment along with significant feelings of grief and emotional distress
within the provider-patient-family relationship
,provider-patient relationship: home care (page 16) ** answer ** where the caring
context and environment tends to imbue the relationship with a greater sense of family
than would otherwise occur
behaviors that provide warning before boundary violations have occurred or become
severe: 7 (page 16) ** answer ** 1. marked feelings of inadequacy, embarrassment, or
guilt
2. feeling victimized, used, or put upon by others
3. a sense of responsibility for things beyond control
4. creating unrealistic goals or expectations
5. being unable to accept normal human differences and mistakes
6. feeling compelled to help when not asked or needed
7. meeting the needs of others to the exclusion of one's own
what are the indicators of relationship power: 6 (page 16) ** answer ** time, touch,
height, space, pointers, and voice level
indicator of relationship power: time (page 16) ** answer ** the person who controls
contact timing, duration, and scheduling wrests more power from others
indicator of relationship power: touch (page 16) ** answer ** powerful people touch
more often, so use touch carefully
indicator of relationship power: height (page 16) ** answer ** standing over someone
communicates power
indicator of relationship power: space (page 16) ** answer ** wide movements and
gestures dominate a room and thus communicate power
indicator of relationship power: pointers (page 16) ** answer ** holding something in
one's hand symbolizes power
indicator of relationship power: voice level (page 16) ** answer ** louder talk dominates
others
power strategies tend to _______ _________ (page 16) ** answer ** induce conflicts
HIPPA (page 17) ** answer ** addresses the rights of the individual related to privacy of
health information
child life professionals must not release any information or documentation about a
patient's condition or treatment without the consent of the parent or legal guardian
what does personal information include in the HIPPA law (page 17) ** answer **
identifying or personal information about the patient, such as health history, condition, or
treatments in any form, in any documentation, including electronic, verbal, or written
, what is the goal of ethics (page 18) ** answer ** to engage in a process of thinking
about what should occur when faced with difficult situations
to ensure that appropriate and necessarily rigorous pondering, consideration, and
discussion take place before decisions are made
what is child life's ethical role? (page 18) ** answer ** advocate
advocate for the patient, family, caregivers, and guardians
ethical role: direct service practitioner (page 18) ** answer ** the CLS must be able to
assess and respond to ethical issues and concerns relating to daily performance
ethical role: teacher, supervisor, or mentor (page 18) ** answer ** the CLS must be
able to teach others elements necessary to identify and resolve ethical dilemmas, to
establish necessary boundaries, and to otherwise meet all ethical obligations
beneficence (page 19) ** answer ** duty to produce benefit and to act for the good and
wellbeing of another
depends on individuals culture and customs
Nonmaleficence (page 19) ** answer ** first, do no harm
reduction of emotional and psychological distress
autonomy (page 19) ** answer ** self-determination, individual freedom, and self-
actualization
child's buy-in, acceptance, and increased internal sense of self-control can ultimately
mean the difference between success and failure in many treatment plans and
interventions
respect for persons (page 20) ** answer ** every living being be acknowledged as
unique and singularly valuable
considering domains of life and long-term effects
veracity (page 20) ** answer ** truth
fidelity (page 20) ** answer ** being faithful and devoted to any obligation
promise keeping
fiduciary (page 20) ** answer ** someone who holds something in trust for another
"When a child is a patient. the patient is the _____" (page 15) ** answer ** whole family
Morse (1991) describes medical relationships as either _____ or ______ (page 15) **
answer ** mutual or unilateral
mutual relationships are characterized by degrees of ________ and ________ (page
15) ** answer ** involvement and intensity
clinical relationship (page 15) ** answer ** technical, brief, relatively minor, and routine
therapeutic relationship (page 15) ** answer ** extends the professional view to "patient
as person," with the professional serving as a primary support and resource enhancer
connected relationship (page 15) ** answer ** with the patient and provider seeing each
other as people first, and in their roles second; trust particularly deep
over-involved relationship (page 15) ** answer ** where enmeshment overrides
appropriate treatment selection and goals, and where the relationship becomes closed
with essential outside resources and referrals lost
unilateral relationship (page 15) ** answer ** arise when one person is unwilling to
adequately invest in the relationship at all (i.e. burned out provider who keeps
interactions superficial and brieft)
physician-patient relationships (page 15) ** answer ** deepened in mid-1900's,
depicting healers who were not only medically skilled but also served as confidants and
counselors
3 factors that increase the degree and intensity of provider-patient relationship (page
16) ** answer ** chronic illness, life-threatening illness, and home care
increasing degree and intensity of provider-patient care relationship may lead to
____________ issues (page 16) ** answer ** boundary
provider-patient relationship factor: chronic illness (page 16) ** answer ** where
necessity dictates frequent contacts over a particularly long period of time
provider-patient relationship: life-threatening (page 16) ** answer ** producing poignant
feelings of attachment along with significant feelings of grief and emotional distress
within the provider-patient-family relationship
,provider-patient relationship: home care (page 16) ** answer ** where the caring
context and environment tends to imbue the relationship with a greater sense of family
than would otherwise occur
behaviors that provide warning before boundary violations have occurred or become
severe: 7 (page 16) ** answer ** 1. marked feelings of inadequacy, embarrassment, or
guilt
2. feeling victimized, used, or put upon by others
3. a sense of responsibility for things beyond control
4. creating unrealistic goals or expectations
5. being unable to accept normal human differences and mistakes
6. feeling compelled to help when not asked or needed
7. meeting the needs of others to the exclusion of one's own
what are the indicators of relationship power: 6 (page 16) ** answer ** time, touch,
height, space, pointers, and voice level
indicator of relationship power: time (page 16) ** answer ** the person who controls
contact timing, duration, and scheduling wrests more power from others
indicator of relationship power: touch (page 16) ** answer ** powerful people touch
more often, so use touch carefully
indicator of relationship power: height (page 16) ** answer ** standing over someone
communicates power
indicator of relationship power: space (page 16) ** answer ** wide movements and
gestures dominate a room and thus communicate power
indicator of relationship power: pointers (page 16) ** answer ** holding something in
one's hand symbolizes power
indicator of relationship power: voice level (page 16) ** answer ** louder talk dominates
others
power strategies tend to _______ _________ (page 16) ** answer ** induce conflicts
HIPPA (page 17) ** answer ** addresses the rights of the individual related to privacy of
health information
child life professionals must not release any information or documentation about a
patient's condition or treatment without the consent of the parent or legal guardian
what does personal information include in the HIPPA law (page 17) ** answer **
identifying or personal information about the patient, such as health history, condition, or
treatments in any form, in any documentation, including electronic, verbal, or written
, what is the goal of ethics (page 18) ** answer ** to engage in a process of thinking
about what should occur when faced with difficult situations
to ensure that appropriate and necessarily rigorous pondering, consideration, and
discussion take place before decisions are made
what is child life's ethical role? (page 18) ** answer ** advocate
advocate for the patient, family, caregivers, and guardians
ethical role: direct service practitioner (page 18) ** answer ** the CLS must be able to
assess and respond to ethical issues and concerns relating to daily performance
ethical role: teacher, supervisor, or mentor (page 18) ** answer ** the CLS must be
able to teach others elements necessary to identify and resolve ethical dilemmas, to
establish necessary boundaries, and to otherwise meet all ethical obligations
beneficence (page 19) ** answer ** duty to produce benefit and to act for the good and
wellbeing of another
depends on individuals culture and customs
Nonmaleficence (page 19) ** answer ** first, do no harm
reduction of emotional and psychological distress
autonomy (page 19) ** answer ** self-determination, individual freedom, and self-
actualization
child's buy-in, acceptance, and increased internal sense of self-control can ultimately
mean the difference between success and failure in many treatment plans and
interventions
respect for persons (page 20) ** answer ** every living being be acknowledged as
unique and singularly valuable
considering domains of life and long-term effects
veracity (page 20) ** answer ** truth
fidelity (page 20) ** answer ** being faithful and devoted to any obligation
promise keeping
fiduciary (page 20) ** answer ** someone who holds something in trust for another
