Child Life Certification Exam Questions with
comprehensive answers latest version// An A+
Guide.
Terms in this set (342)
In Cleveland, helped create the child life movement in
Emma Plank
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 The first organization of personnel engaged in child life work
Children in Hospitals (1967)
1. to help children cope with the stress and anxiety of the hospital
All Programs are guided by these
experience
two primary objectives
2. to promote the child's normal growth and development
while in the health care setting after returning hom
It is a mechanism through which children learn, socialize, test
Play their growing bodies, and, most importantly for hospitalized
children, it is a way they cope with the
unfamiliar and express their concerns.
crying, screaming, whining, clinging to parents, resisting
overt or active response
medicine, being self- destructive, being destructive of the
environment, fighting
excessive sleeping
decreased
passive response
communication
decreased activity
decreased eating
alterations in sleeping
patterns eating too
much or too little
regressive behavior
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 drawn a distinction between "immediate response" (behavior
Schulman (1965) manifesting itself during the hospitalization) and "post-
hospital response".
Prugh, Staub, Sands, Kirschbaum Study that offers further evidence that a substantial
and Lenihan (1953) percentage of children may suffer psychological upset as a
result of hospitalization
explored the effects of providing additional information and
Skipper and Leonard (1968)
support to mothers of hospitalized children
-support the belief that psychological preparation is an effective
means of reducing post-hospital upset
-found that only four of these determinants had been
Vernon et al (1965) sufficiently investigated to warrant summary and conclusion:
unfamiliarity of the hospital
setting separation from parents
age
prehospital experience
provided impressive evidence that psychological preparation is an
Wolfer and Visintainer (1975)
effective means of lessening the upset of children during
hospitalization as well as after discharge
found that discrepancies between a child's expectations and the
Johnson, Kirchhoff and Endress
(1975) actual physical sensations experiences produce distress in the
child
contagion hypothese parental anxiety is transmitted to the child, who then shows signs of
stress
Institutionalized children who suffered stimulus deprivation
Castler (1961) over prolonged periods demonstrated profound delay in
cognitive, physical, emotional and social
development
Both describe a series of three stages which characterize a
Robertson (1958) and Bowlby
(1960) young child's response to seperation
The 3 Phases of Separation Protest, despair and detachment
During this period of acute distress, children cry, scream
Protest
and kick, all the while eagerly looking for signs of their
parent's return
If parents do not return, children may enter a period
Despair
characterized by "increased hopelessness"
comprehensive answers latest version// An A+
Guide.
Terms in this set (342)
In Cleveland, helped create the child life movement in
Emma Plank
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 The first organization of personnel engaged in child life work
Children in Hospitals (1967)
1. to help children cope with the stress and anxiety of the hospital
All Programs are guided by these
experience
two primary objectives
2. to promote the child's normal growth and development
while in the health care setting after returning hom
It is a mechanism through which children learn, socialize, test
Play their growing bodies, and, most importantly for hospitalized
children, it is a way they cope with the
unfamiliar and express their concerns.
crying, screaming, whining, clinging to parents, resisting
overt or active response
medicine, being self- destructive, being destructive of the
environment, fighting
excessive sleeping
decreased
passive response
communication
decreased activity
decreased eating
alterations in sleeping
patterns eating too
much or too little
regressive behavior
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 drawn a distinction between "immediate response" (behavior
Schulman (1965) manifesting itself during the hospitalization) and "post-
hospital response".
Prugh, Staub, Sands, Kirschbaum Study that offers further evidence that a substantial
and Lenihan (1953) percentage of children may suffer psychological upset as a
result of hospitalization
explored the effects of providing additional information and
Skipper and Leonard (1968)
support to mothers of hospitalized children
-support the belief that psychological preparation is an effective
means of reducing post-hospital upset
-found that only four of these determinants had been
Vernon et al (1965) sufficiently investigated to warrant summary and conclusion:
unfamiliarity of the hospital
setting separation from parents
age
prehospital experience
provided impressive evidence that psychological preparation is an
Wolfer and Visintainer (1975)
effective means of lessening the upset of children during
hospitalization as well as after discharge
found that discrepancies between a child's expectations and the
Johnson, Kirchhoff and Endress
(1975) actual physical sensations experiences produce distress in the
child
contagion hypothese parental anxiety is transmitted to the child, who then shows signs of
stress
Institutionalized children who suffered stimulus deprivation
Castler (1961) over prolonged periods demonstrated profound delay in
cognitive, physical, emotional and social
development
Both describe a series of three stages which characterize a
Robertson (1958) and Bowlby
(1960) young child's response to seperation
The 3 Phases of Separation Protest, despair and detachment
During this period of acute distress, children cry, scream
Protest
and kick, all the while eagerly looking for signs of their
parent's return
If parents do not return, children may enter a period
Despair
characterized by "increased hopelessness"
