CHILD LIFE CERTIFICATION EXAM WITH VERIFIED ANSWERS // A+
GRADED
A CLS who encourages patients and families to be experts of their own family practice is building
the foundation for - ANSWER-culturally competent and spiritually supportive care
As members of the healthcare team, how do child life specialists accurately and consistently
share assessment information and care plans with other healthcare team members? - ANSWER-
documentation
Components of assessment - ANSWER-information from the family, information from the child,
and information from the healthcare team
Kubler-Ross's stages of grief - ANSWER-denial, anger, bargaining, depression, and acceptance
culture shock - ANSWER-results when a series of disorienting encounters occur in which an
individual's basic values, beliefs, and patterns of behavior are challenged by a different set of
values, beliefs, and behaviors
Cross cultural competency can be demonstrated by - ANSWER-managing culture shock
Various Models of Assessment - ANSWER-1. Stress Potential Assessment Process
2. Psychosocial Risk Assessment in Pediatrics (PRAP)
3. Child Life Assessment Intervention Plan (CLAIP)
4. Hawaii Early Learning Profile (HELP)
Stress Potential Assessment Process - ANSWER-- encourages the CLS to formulate a care plan
based on the consideration of 3 categories of information: healthcare, family, and child variables
,- CLS then assigns a stress potential rating (1 to 5)
- draws upon knowledge of child development and family systems functioning with added
healthcare stressors to assign a rating
- developed by Gaynard (1998)
Psychosocial Risk Assessment in Pediatrics (PRAP) - ANSWER-- formal screening tool to assess a
patient's risk for coping during a particular intervention or healthcare encounter
- assigns a risk level based on empirical evidence using eight variables that closely correlate with
the potential for negative outcomes during healthcare encounters
Child Life Assessment Intervention Plan (CLAIP) - ANSWER-- provides specific criteria for
assessing patients and prioritizing their needs, and delineates forms of child life intervention
that address the identified needs of the individual.
- begins w/ consideration of critical psychosocial variables (9) that have been found to predict
psychological upset in children experiencing healthcare
Hawaii Early Learning Profile (HELP) - ANSWER-- formal assessment that has been validated in
infant, toddler, and preschool versions, and includes assessment of multiple domains: cognitive,
language, gross motor, fine motor, social-emotional, self-help, regulatory, and sensory.
- relies heavily on parent report
Documentation of a child life intervention in a patient healthcare record should be considered -
ANSWER-an extension of the intervention that is necessary to regard it as complete
Types of coping techniques/strategies - ANSWER-sensory, cognitive, behavioral
sensory coping strategies - ANSWER-rely on sound, touch, or movement to enhance the child's
coping capacities
, types of sensory coping strategies - ANSWER-- positioning (comfort hold, swaddling)
- movement (rocking or patting)
- soothing touch massage
- thermal regulation (warm blankets or cold packs)
- music
cognitive coping strategies - ANSWER-approaches that include those that help reframe or
refocus thoughts from negative to positive
Types of cognitive coping strategies - ANSWER-- conscious choice of alternate focus (distraction)
- thought stopping self-instruction (self-talk)
- therapeutic storytelling
- intellectualization (information seeking)
- reframing
- spirituality or prayer
- humor
- imagery
- hypnotherapy (magic glove)
behavioral coping strategies - ANSWER-introduce behaviors that are compatible with the
successful completion of the threatening event
Types of behavioral coping strategies - ANSWER-- relaxation techniques (deep breathing)
- muscle relaxation
- desensitization (medical play)
- modeling
GRADED
A CLS who encourages patients and families to be experts of their own family practice is building
the foundation for - ANSWER-culturally competent and spiritually supportive care
As members of the healthcare team, how do child life specialists accurately and consistently
share assessment information and care plans with other healthcare team members? - ANSWER-
documentation
Components of assessment - ANSWER-information from the family, information from the child,
and information from the healthcare team
Kubler-Ross's stages of grief - ANSWER-denial, anger, bargaining, depression, and acceptance
culture shock - ANSWER-results when a series of disorienting encounters occur in which an
individual's basic values, beliefs, and patterns of behavior are challenged by a different set of
values, beliefs, and behaviors
Cross cultural competency can be demonstrated by - ANSWER-managing culture shock
Various Models of Assessment - ANSWER-1. Stress Potential Assessment Process
2. Psychosocial Risk Assessment in Pediatrics (PRAP)
3. Child Life Assessment Intervention Plan (CLAIP)
4. Hawaii Early Learning Profile (HELP)
Stress Potential Assessment Process - ANSWER-- encourages the CLS to formulate a care plan
based on the consideration of 3 categories of information: healthcare, family, and child variables
,- CLS then assigns a stress potential rating (1 to 5)
- draws upon knowledge of child development and family systems functioning with added
healthcare stressors to assign a rating
- developed by Gaynard (1998)
Psychosocial Risk Assessment in Pediatrics (PRAP) - ANSWER-- formal screening tool to assess a
patient's risk for coping during a particular intervention or healthcare encounter
- assigns a risk level based on empirical evidence using eight variables that closely correlate with
the potential for negative outcomes during healthcare encounters
Child Life Assessment Intervention Plan (CLAIP) - ANSWER-- provides specific criteria for
assessing patients and prioritizing their needs, and delineates forms of child life intervention
that address the identified needs of the individual.
- begins w/ consideration of critical psychosocial variables (9) that have been found to predict
psychological upset in children experiencing healthcare
Hawaii Early Learning Profile (HELP) - ANSWER-- formal assessment that has been validated in
infant, toddler, and preschool versions, and includes assessment of multiple domains: cognitive,
language, gross motor, fine motor, social-emotional, self-help, regulatory, and sensory.
- relies heavily on parent report
Documentation of a child life intervention in a patient healthcare record should be considered -
ANSWER-an extension of the intervention that is necessary to regard it as complete
Types of coping techniques/strategies - ANSWER-sensory, cognitive, behavioral
sensory coping strategies - ANSWER-rely on sound, touch, or movement to enhance the child's
coping capacities
, types of sensory coping strategies - ANSWER-- positioning (comfort hold, swaddling)
- movement (rocking or patting)
- soothing touch massage
- thermal regulation (warm blankets or cold packs)
- music
cognitive coping strategies - ANSWER-approaches that include those that help reframe or
refocus thoughts from negative to positive
Types of cognitive coping strategies - ANSWER-- conscious choice of alternate focus (distraction)
- thought stopping self-instruction (self-talk)
- therapeutic storytelling
- intellectualization (information seeking)
- reframing
- spirituality or prayer
- humor
- imagery
- hypnotherapy (magic glove)
behavioral coping strategies - ANSWER-introduce behaviors that are compatible with the
successful completion of the threatening event
Types of behavioral coping strategies - ANSWER-- relaxation techniques (deep breathing)
- muscle relaxation
- desensitization (medical play)
- modeling
