CCLS CERTIFICATION EXAM 2024 QUESTIONS WITH 100% CORRECT ANSWERS!!

erikson birth to 1 year - ANS trust vs mistrust when basic needs are met, trust is fostered between child and caregiver security is fostered with consistency and community key issues: disruption of routine and proper stimulation, separation erikson 1-3 years - ANS autonomy vs shame and doubt motivation to become self-sufficient learning how to have mastery and control over bodily functions need to assert their independence key issues: separation, fear of bodily injury and pain, fantasies, loss of routine erikson 4-5 years - ANS initiative vs guilt desire to do activities "all by myself" learning to assert their independence key issues: loss of control, fear of bodily mutilation erikson 6-12 - ANS industry vs inferiority sense of self affected by status with peers desire to be competent and master tasks key issues: loss of control, fear of loss of mastery, fear of bodily mutation and bodily injury erikson 13-17 - ANS identity vs role confusion desire to determine who they are need to define self as a unique individual and establish persona in regards to interpersonal relationships and his/her role in society key issues: body image, social groups, separation from family and peers, fear of loss of identity, dependence on adults piaget birth-2 - ANS sensorimotor knows world through movements and sensations through sense exploration primary circular reactions- connections within own body secondary-connections with the environment-awarness of things tertiary coordination- active experimentation and mental combinations piaget 2-7 years - ANS preoperational begin to think symbolically and learn to use words and pictures to represent objects egocentric learn by playing with objects that represent the world thinking characterized by irreversibility and egocentricity rich imaginations piaget 7-11 years - ANS concrete operational begin to think logically about concrete events development of rational thought seek rules and structure piaget 12 and up - ANS formal operational begin to think abstractly and reason about hypothetical problems capable of contemplating the future piaget assimilation - ANS take in new info or experiences and incorporate them into existing ideas occurs when individuals adjust to new information accommodation piaget - ANS process of altering old patterns of thinking to allow for the further assimilation of information occurs when individuals adjust to new information vygotsky zone of proximal development - ANS just above what a person can do but not yet something that they cannot do, the area in the middle is the zone vygotsky scaffolding - ANS the use of appropriate guidance techniques that allow for the presentation of enough challenge to advance the child to the next level vygotsky guided participation - ANS takes place when creative thinkers interact with a knowledgable person bandura - ANS social learning theory social learning theory - ANS filmed modeling -used as a means of reducing children's anxiety about potentially frightening stimuli of events -child watches a film where a model successfully experiences the same type of threatening situation that the child faces -modeling and learning through observation chess, thomas, and birch - ANS temperament theory temperament theory - ANS goodness of fit matching your interventions to the needs of the child from the demands of the healthcare setting bronfenbrenner - ANS ecological systems theory development should consider all contexts and interactions ecological theory microsystem - ANS immediate settings in which the child develops ex. home child care school, church, family, peers ecological theory mesoststem - ANS represents the links between two or more microsystems and the relations between or among these settings ex. interactions between school and home, hospital and home, or all three ecological theory exosystem - ANS represents those systems separate from the individual but which have an effect on the microsystems containing the developing child ex. parents workplace, financial institution, local pharmacy, neighbors, social services, mass media, local politics ecological theory macrosystem - ANS refers to the greater social system of culture and subcultures and the reality of consistencies or inconsistencies in belief systems or ideologies between cultures family systems theory - ANS promotes the examination of the family as a whole in terms of individual family members, their relations within the family, and the relations among members as the family strives to maintain balance in the face of development and change when something happens to one, the whole system is affected and reacts in a manner that serves to sustain balance play theorists - ANS rubin parten landreth and boling unoccupied behavior (play) - ANS seem to not be playing watching,instead, whatever strikes them as interesting onlooker play - ANS focus their attention on the play activity of others, remaining close to the participating play different than unoccupied behavior in that an onlooker is consciously observing specific play of others, rather than just attending to the most exciting stimulus at a given time solitary independent play - ANS playing alone using materials different from other children in the vicinity parallel activity (play) - ANS children playing in the same area with like materials, but with each using the materials in an independent manner associative play - ANS children interact with each other while engaged in a common activity materials may be exchanged and some attempts to control or limit participation but the play is not organized cooperative or organized supplementary play - ANS a group goal has been developed the children involved may be producing an artwork, playing a formal game or dramatizing a situation play usually directed by one or two of the players and is characterized by differentiation of roles social and non social - ANS play begins as non social and progresses to social interaction practice play play observation scale?? - ANS healthcare/medical play - ANS play that helps a child cope in the health care field importance: learning and mastery of hospital situations and supplies, social interaction, expression, connection, continue education attachment theorists - ANS mahler bolby ainsworth greenspan brazelton attachment theory - ANS attachment reflects the relationship between the quality of care provided by caregiver as it affects the child's confidence in the availability of the caregiver infants attach to adults that consistently respond to their needs bowlby stages of attachment theory - ANS protest, despair, detachment attachement theory protest - ANS initial phase, may last a few hours to a week or more during this period of acute distress children may cry, scream, and kick, while eagerly looking for signs of their caregivers return attachment theory despair - ANS if parents do not return, children my hit second stage increasing hopelessness children become quiet and withdrawn, crying intermittently attachment theory detachment - ANS final stage, if parents dont return children appear to be making recovery in that they are involved with their surroundings again, however when parents do return, children respond with indifference showing secure attachment is no longer present secure attachment - ANS child uses parents as a secure base from which they explore the world if parent leaves, child becomes upset but is happy and easily comforted with parents return avoidant attachment - ANS child does not appear to behave much differently around the parents than they would around strangers resistant attachment - ANS the child explores little, preferring to remain close to the parents. child highly upset when parent leaves and resists interaction with parent upon return disorganized/disoriented attachment - ANS behavior cannot be described by any of the three main attachment types moral development theorists - ANS Kohlberg and Giligan Pre-Conventional Moral Development stage 1 - ANS obedience and punishment children see rules as fixed and absolute. obeying rules is important because it is a means to avoid punishment Pre-Conventional Moral Development stage 2 - ANS individualism and exchange children account for individual points of view and judge actions based on how they serve individual needs reciprocity is possible at this point but only if it serves ones own interests conventional moral development stage 3 - ANS interpersonal relationships focused on living up to the social expectations and roles emphasis on conformity, being nice, and consideration of how choices influence relationships conventional moral development stage 4 - ANS maintaining social order begin to consider society as a whole when making judgments. focus is on maintaining law and order by following rules, doing one's duty and respecting authority post conventional moral development stage 5 - ANS social contract and individual rights people begin to account for the different values, opinions and beliefs of other people rules of law are important for maintaining a society but members of the society should agree upon those standards post conventional moral development stage 6 - ANS universal principles people follow these internalized principles of justice even if they conflict with laws and rules lazarus and folkman - ANS anxiety levels and coping transitional stress model stress is subjective, depending on the individual social and cultural views problem based/focused coping - ANS characterized by efforts to change the situation or solve the problem solve the problem by changing something in the environment examples: stalling, running away, information seeking emotion based/focused coping - ANS behavior to regulate the emotion responses to a problem such as reappraisal of the situation and tension release dealing with the distressing thoughts and feelings that accompany stressful situations examples: denial, avoidance, reappraisal of situation normative stressors - ANS common, developmental stressors of daily life non-normative stressors - ANS unusual traumatic experiences psychological coping - ANS ? physiological coping - ANS ? coping styles: sensitizer - ANS collects detailed information "the more i know, the more i can manage" coping styles: catastrophizer - ANS tends to blow details out of proportion, overwhelmed and terrified by the information imagine unlikely negative consequences, when info is collected it doesn't settle anxiety -common in children who have had previous bad pain experiences and have not had the opportunity to discuss and resolve coping styles: minimizer - ANS tend to play down information as a way of coping with anxiety and uncertainty put potentially threatening information aside and privately digest it in their own time, when ready they will come back and collect specific information to address their specific concerns -focus best when not knowing all of the details, only need highlights coping styles: avoider - ANS minimizing carried to the extreme will totally push out of their minds the unpleasant experience with which they're going to need to deal with "dont remind me, i dont want to talk about it" more common in adults stress potential assessment level 1 - ANS children assessed as being at lowest risk generally in stable medical condition with good prognosis tended to have well functioning family support network, play interact comfortably, and show minimal signs of emotional distress stress potential assessment level 2 - ANS may have differed from the lowest risk level because of factors such as their behavior, remaining length of their hospital stay, anticipated future admissions, parental concerns or frustrations, or their families inability to provide consistent support child life assistants often provide bulk of care stress potential assessment level 3 - ANS children who were assessed at this level ten to be patients with chronic diagnoses children and their families are typically familiar with hospital staff and procedures children are typically medically stable and receiving adequate emotional support from financially stable families although children assessed at this level tended to be coping well with the current admissions, the chronic nature of their illnesses or disabilities entailed numerous future hospitalizations, daily care and treatments, and the possibility of premature death stress potential assessment level 4 - ANS when current hospitalization posed a notable threat to the child's or family's ability to cope potential for emotionally charged, persistent negative repercussions of the current health care experiences seemed increasingly likely stress potential assessment level 5 - ANS imminent or recent experience of intensive care, trauma and or emergency room care was a common factor life situations are challenging (financials, home life, backgorund) emotional needs not being reliably met showing obvious signs of being emotionally overwhelmed with their health care situation healthcare variables-stress potential - ANS diagnosis; anticipated treatment and procedures physical responses to illness, injury and treatment previous healthcare experiences family variables - ANS availability to child during hospital stay support system and resources cultural beliefs and values other family member commitments child variables - ANS 7months to 4 years most vulnerable age group for hospitalization chronological or developmental age when to prepare - ANS best: before hospitalization occurs if possible according to patients developmental age and coping style each patient is different, asses each child individually to best determine when to prepare key elements - ANS complete accurate information provide sensory information explain the sequence explain the duratoin determine what information needs to be shared Reactions to hospitalization concerns for infants - ANS disruption of routine, proper stimulation, stranger anxiety (around 6 mo) , sensitivity to abnormal stimulation, loss of security, parents anxiety impacts child Reactions to hospitalization concerns for toddlers - ANS separation, loss of control, may see the hospital as punishment for an action, regressive behaviors (bed wetting, thumb sucking, not doing things for self) Reactions to hospitalization concerns for preschoolers - ANS body mutilation, may see hospital as punishment for action, loss of control, regressive behaviors (tantrums, compliance, clingy) fear of the unknown Reactions to hospitalization concerns for school agers - ANS loss of control, loss of routine, missing school (friends and getting behind) may still see hospital as punishment, body image concerns, loss of privacy, fear of death/disability Reactions to hospitalization concerns for adolescents - ANS body image concerns, social groups, having to depend on adults/others, loss of control, negative impact on self esteem, lack of emotional support, way withdrawal or become angry and isolated, feels identity is threatened, media impacts their perception most common reactions - ANS crying, withdrawal, regressive behaviors, acts of aggression overt/active responses - ANS crying, screaming, whining, clinging to parents, resisting medication or treatment, being self destructive, being destructive of the environment, fighting passive responses - ANS excessive sleeping, decreased communication, decreased activity, decreased eating regressive responses - ANS alterations in sleeping patterns, eating too much or too little, being tense/anxious/restless, manifesting fears, being overly concerned with one's body, displaying compulsive behavior stages of grief - ANS denial anger bargaining depression acceptance death concepts by developmental age-infants - ANS without a sense of time, all separations are emotionally equivalent to profound and permanent loss;grief potential begins in infancy death concepts by developmental age-toddlers - ANS even with explanation and experience, toddlers have a lack of understanding of the irreversibility and permanence of death still think of it as a prolonged separation death concepts by developmental age-preschool - ANS begin to explore properties of components to the concept of death, particularly that its a universal phenomenon (will you die? will i die?) death concepts by developmental age- school age - ANS solidifies understanding of the components of the concept of death even though they may be able to articulate, still vulnerable to regression under stress pt: "what will happen to those left behind" death concepts by developmental age-adolescents - ANS clear understanding of death universality - ANS the understanding that all things must eventually die irreversibility - ANS once a physical body dies, it cannot come alive again -younger children who haven't developed this concept believe death is temporary and reversible non-functionality - ANS the realization that when a living thing dies, all aspects of a living body cease to function -children struggling with this concept question whether a dead person can eat or will feel cold under the ground causality - ANS includes both abstract and realistic causes of death, or internal and external factors -for younger children, causes of death may be unrealistic and blamed on bad behaviors or specific causes like guns, rather than illness or old age APIE - ANS Assessment Plan Intervention Evaluation SOAP - ANS Subjective Objective Assessment Plan social/cultural diversity - ANS cultural destructiveness->cultural incapacity->cultural blindness-> cultural pre-competence-> cultural competence-> cultural proficiency cultural destructiveness - ANS actively carries out activities that destroy or disrupt cultural beliefs or practices cultural incapacity - ANS represents cross-cultural ignorance; often characterized by support of the status quo cultural blindness - ANS well-meaning but misguided policies and practices based on belief that if only the dominant cultural practices were working properly, they would be universally applicable and effective for everyone cultural precompetence - ANS reflects a movement toward the recognition that differences exist in individuals, families and communities and willingness to being to try different approaches to improve service delivery basic cultural competence - ANS acceptance and respect for differences, continuing self assessment regarding culture, careful attention to dynamics of differences, continuous expansion of cultural knowledge and resources, and a variety of adaptations to service models to better meet the needs of non-dominant populations advanced cultural competence - ANS at the most positive end of the scale, characterized by actively seeking to add to the knowledge base of culturally competent practice by conducting research, developing new therapeutic approaches based on culture, publishing and disseminating the results of demonstration projects and so on. bibliotherapy - ANS a clinial intervention utilized by trained professionals who select books designed to help others cope with lifes challenges. beneficence - ANS the duty to do good, having the best interest in mind, promoting welfare of patient nonmaleficence - ANS duty to aviod or minimize harm and burden autonomy - ANS duty to respect and foster self determination and freedom of action of the individual respect decision making capacity of individual respect for persons - ANS the duty to recognize an individual as having unique worth, character and potential and deserving treatment with dignity justice - ANS the duty to be fair, impartial, and equitable and to aviod any discriminatory practices