Child Life Certification Exam Questions with
comprehensive answers latest version// An A+
Guide.
Terms in this set (61)
Cultural Destructiveness (1) Differences seen as a problem; identifies one superior culture
(2) Lacks awareness and skill; perpetuates stereotypes; paternalistic
Cultural Incapacity
towards non- dominant groups
Cultural Blindness (3) All cultures are alike; culture does not account for differences
Cultural Pre-Competence (4) Recognizes differences; complacent in making change
Basic Competence (5) Accepts, appreciates, and values differences; seeks opinions of diverse
groups
Cultural Proficiency (6) Actively educates less informed; seeks to interact with diverse groups
Cephalic to caudal and proximal to distal; gross motor skills develop
Order of Physical Growth in Children
before fine motor skills
Developed by Connie M. Baker, CCLS. Utilizing facial expressions
FACES Pain Scale for pain description was easier than applying numerical values to
pain. 0-no pain; 1-5 increasing pain
Pain is measured using numerical values (0-10); 0-no pain; 5-moderate
Numbers Pain Scale
pain; 10-worst pain
Chronological and developmental age; responses to previous
separations from home and family; responses to current and
Child Variables
previous health care experiences; ability to communicate and
function independently; understanding, fears, and concerns;
coping styles and resources; cultural values and beliefs; and other life stresses
Availability to child during hospital stay; support systems and
resources; other family needs and commitments; cultural beliefs
and values; anxiety level and emotional status; other life stresses;
Family Variables
responses to current and previous health care
experiences; understanding of child's health care situations;
awareness of child's needs and concerns; ability and opportunities
to communicate with health care providers
, Diagnosis; anticipated treatment and procedures; physical response
Health Care Variables to illness, injury and treatment; previous health care experiences;
number, personalities, and values of health care professionals
involved
Children in stable medical condition with a good prognosis that have well-
Level 1 Stress Potential functioning family support network, play and interact comfortably,
and show minimal signs of emotional distress
Children in stable medical condition with a good prognosis that
exhibit concerning behaviors, need future hospital admissions, have
Level 2 Stress Potential
inconsistent familial support, etc. Child life care focuses around
age-appropriate, developmentally supportive activities and
interactions in the playroom
Children with chronic diseases that are generally medically stable and receiving
adequate emotional support from financially stable families; coping
well with current admissions; experience frequent hospitalizations,
Level 3 Stress Potential
daily care and treatment;
possibility of premature death
Child life specialist provides at least one individualized interaction
of significant length and engages in multidisciplinary
communcation
Children are either in a great deal of discomfort, are going to experience
invasive
and unfamiliar procedures and unpredictable events, or are facing a
several complex medical and psychological challenges to their
Level 4 Stress Potential
their adjustment; potential for
emotionally charged, persistent negative repercussions of the
current healthcare experience; some children are considered in
this category upon admission
Child life specialists spend considerable time each day in direct
interactions with patient and/or family; increases availability for
preparation, rehearsal, support, and/or post-procedural play;
increases multidisciplinary communication
Children who are experiencing intensive care, trauma, and/or
emergency room care; children whose life situations are
challenging, whose emotional needs are not being reliably met, and
who are showing obvious signs of being emotionally overwhelmed
Level 5 Stress Potential with their healthcare experience; children experiencing a medical
comprehensive answers latest version// An A+
Guide.
Terms in this set (61)
Cultural Destructiveness (1) Differences seen as a problem; identifies one superior culture
(2) Lacks awareness and skill; perpetuates stereotypes; paternalistic
Cultural Incapacity
towards non- dominant groups
Cultural Blindness (3) All cultures are alike; culture does not account for differences
Cultural Pre-Competence (4) Recognizes differences; complacent in making change
Basic Competence (5) Accepts, appreciates, and values differences; seeks opinions of diverse
groups
Cultural Proficiency (6) Actively educates less informed; seeks to interact with diverse groups
Cephalic to caudal and proximal to distal; gross motor skills develop
Order of Physical Growth in Children
before fine motor skills
Developed by Connie M. Baker, CCLS. Utilizing facial expressions
FACES Pain Scale for pain description was easier than applying numerical values to
pain. 0-no pain; 1-5 increasing pain
Pain is measured using numerical values (0-10); 0-no pain; 5-moderate
Numbers Pain Scale
pain; 10-worst pain
Chronological and developmental age; responses to previous
separations from home and family; responses to current and
Child Variables
previous health care experiences; ability to communicate and
function independently; understanding, fears, and concerns;
coping styles and resources; cultural values and beliefs; and other life stresses
Availability to child during hospital stay; support systems and
resources; other family needs and commitments; cultural beliefs
and values; anxiety level and emotional status; other life stresses;
Family Variables
responses to current and previous health care
experiences; understanding of child's health care situations;
awareness of child's needs and concerns; ability and opportunities
to communicate with health care providers
, Diagnosis; anticipated treatment and procedures; physical response
Health Care Variables to illness, injury and treatment; previous health care experiences;
number, personalities, and values of health care professionals
involved
Children in stable medical condition with a good prognosis that have well-
Level 1 Stress Potential functioning family support network, play and interact comfortably,
and show minimal signs of emotional distress
Children in stable medical condition with a good prognosis that
exhibit concerning behaviors, need future hospital admissions, have
Level 2 Stress Potential
inconsistent familial support, etc. Child life care focuses around
age-appropriate, developmentally supportive activities and
interactions in the playroom
Children with chronic diseases that are generally medically stable and receiving
adequate emotional support from financially stable families; coping
well with current admissions; experience frequent hospitalizations,
Level 3 Stress Potential
daily care and treatment;
possibility of premature death
Child life specialist provides at least one individualized interaction
of significant length and engages in multidisciplinary
communcation
Children are either in a great deal of discomfort, are going to experience
invasive
and unfamiliar procedures and unpredictable events, or are facing a
several complex medical and psychological challenges to their
Level 4 Stress Potential
their adjustment; potential for
emotionally charged, persistent negative repercussions of the
current healthcare experience; some children are considered in
this category upon admission
Child life specialists spend considerable time each day in direct
interactions with patient and/or family; increases availability for
preparation, rehearsal, support, and/or post-procedural play;
increases multidisciplinary communication
Children who are experiencing intensive care, trauma, and/or
emergency room care; children whose life situations are
challenging, whose emotional needs are not being reliably met, and
who are showing obvious signs of being emotionally overwhelmed
Level 5 Stress Potential with their healthcare experience; children experiencing a medical
