Fundamentals of Child Life: Final Exam 2
Macro Influences -
Larger view (society) of children's health care
Micro Influences -
What directly influences the child. Family Structure, Parent employment status,
living arrangements, family priorities
Emma Plank -
The mother of Child life
Wrote "Working with Children in Hospitals"
Association of the Care of Children's Health (ACCH) -
Had pre/post conferences workshops for child life, play, recreation therapists to
focus on skill development
Child Life Council (CLC) -
Created in 1982
2007- Celebrated 25th Anniversary this year 30th
Competency A (Care of Infants, Children, Youth and Families) -
The ability to assess and meaningfully interact with infants, children, youth and
families
Competency B (Care of Infants, Children, Youth and Families) -
The ability to create a therapeutic, safe, healing environment for infants, children,
youth and families
Competency C (Care of Infants, Children, Youth and Families) -
The ability to assist infants, children, youth and families in coping strategies during
potentially stressful events
Competency D (Care of Infants, Children, Youth and Families) -
The ability to provide teaching specific to the population being served. Including
psychological prep for potentially stressful experiences for infants, children, youth and
families
Competency E (Care of Infants, Children, Youth and Families) -
The ability to self evaluate the professional practice
Competency F (Care of Infants, Children, Youth and Families) -
The ability to function as a member of the service team
Competency A (Education and Supervision) -
The ability to represent and communicate the child life practices and psychosocial
issues of infant, children, youth and families to others
1|Page
,Competency B (Education and Supervision) -
The ability to supervise child life students and volunteers
Competency A (Administration) -
The ability to develop and evaluate child life services
Competency B (Administration) -
The ability to implement child life services within the structure and culture of work
environment
Role of child life specialist -
to minimize stress and anxiety children and families experience during
hospitalization and health encounters
Goals of child life specialist -
Normalize hospital experience
Promote growth and development
Increase child's knowledge and understanding about illness and treatment
Assist in creating and utilizing coping strategies
Child Life Interventions (Thompson) -
Play
Preparation
Family Support
Advocacy
Environment
Intervention: Play -
Mechanism by which children:
learn new cognitive skills
socialize with peers and parents
practice gross and fine motor skills
understand and cope with new experiences
Intervention: Preparation -
provides children and families with honest explanations
Builds trust and strengthens therapeutic relationship
alleviates fears and misconceptions
allows increased sense of control
provides active role in coping
Intervention: Family Support -
Acknowledges that parents know their child best
Allows parents to have active role in treatment
encourage parents to ask questions
Siblings: encourage visitation, they are important too, coping
Interventions: Advocacy -
Advocating parent involvement during treatments
age appropriate language
2|Page
,are coordination
Family centered care is reflected in policy making
Interventions: Environment -
Decor is child/family friendly
Access to play area
Play area has supplies available
Comfortable accommodations for parents
Literature and Educational material are family centered
Overview of Interventions: American Academy of Pediatrics -
Play and Age appropriate communication used to promote development, present
information, plan coping, work through feelings, establish therapeutic relationship
Piaget's Stages -
Sensorimotor
Preoperational
Concrete Operations
Formal Operations
Freud's Stages -
Oral
Anal
Phallic
Latent
Genital
Erikson's Stages -
Trust v mistrust
Autonomy v Shame and Doubt
Initiative v Guilt
Industry v Inferiority
Identity v Role Confusion
Brofenbrenner -
Ecological Systems Theory
Microsystems and Macrosystems
Vygotsky -
Zone of Proximal Development
Scaffolding
Bandura -
Social Learning Theory
Children are active participants in their environment: Attention, Retention, Imitation and
Reinforcement
Bowlby -
Attachment Theory
Secure attachment and Insecure attachment
3|Page
, Ainsworth -
Strange Situation Theory
Secure, Ambivalent, Avoidant
Chess & Thomas -
Temperament
Easy, Difficult, Slow to Warm
Lazarus & Folkman -
Stress & Coping Theory
coping, internal and external demands that can be appraised as taxing for the person
Family Systems Theory -
Seeing the family as a whole instead of as individual members
Robertson -
Separation in Hospital
Protest - Fussing
Despair - Depressed
Detachment - Don't care about separation
Principals of Growth and Development -
growth is orderly, development includes physical, cognitive, psychosocial,
individual differences, critical periods
cephalocaudal -
head to toe
proximodistal -
midline - outward
Gross Motor Skills -
large muscle movement
Fine Motor Skills -
small muscle movements
cognitive development -
thinking and reasoning about the world
Psychosocial development -
involving, psychological, emotional and social learning
Infancy: Gross Motor -
Newborn: head lags
6 Months: easily lifts, head, chest and abdomen
2 Months: needs full support to sit up
8 months: can sit up independently
4|Page
Macro Influences -
Larger view (society) of children's health care
Micro Influences -
What directly influences the child. Family Structure, Parent employment status,
living arrangements, family priorities
Emma Plank -
The mother of Child life
Wrote "Working with Children in Hospitals"
Association of the Care of Children's Health (ACCH) -
Had pre/post conferences workshops for child life, play, recreation therapists to
focus on skill development
Child Life Council (CLC) -
Created in 1982
2007- Celebrated 25th Anniversary this year 30th
Competency A (Care of Infants, Children, Youth and Families) -
The ability to assess and meaningfully interact with infants, children, youth and
families
Competency B (Care of Infants, Children, Youth and Families) -
The ability to create a therapeutic, safe, healing environment for infants, children,
youth and families
Competency C (Care of Infants, Children, Youth and Families) -
The ability to assist infants, children, youth and families in coping strategies during
potentially stressful events
Competency D (Care of Infants, Children, Youth and Families) -
The ability to provide teaching specific to the population being served. Including
psychological prep for potentially stressful experiences for infants, children, youth and
families
Competency E (Care of Infants, Children, Youth and Families) -
The ability to self evaluate the professional practice
Competency F (Care of Infants, Children, Youth and Families) -
The ability to function as a member of the service team
Competency A (Education and Supervision) -
The ability to represent and communicate the child life practices and psychosocial
issues of infant, children, youth and families to others
1|Page
,Competency B (Education and Supervision) -
The ability to supervise child life students and volunteers
Competency A (Administration) -
The ability to develop and evaluate child life services
Competency B (Administration) -
The ability to implement child life services within the structure and culture of work
environment
Role of child life specialist -
to minimize stress and anxiety children and families experience during
hospitalization and health encounters
Goals of child life specialist -
Normalize hospital experience
Promote growth and development
Increase child's knowledge and understanding about illness and treatment
Assist in creating and utilizing coping strategies
Child Life Interventions (Thompson) -
Play
Preparation
Family Support
Advocacy
Environment
Intervention: Play -
Mechanism by which children:
learn new cognitive skills
socialize with peers and parents
practice gross and fine motor skills
understand and cope with new experiences
Intervention: Preparation -
provides children and families with honest explanations
Builds trust and strengthens therapeutic relationship
alleviates fears and misconceptions
allows increased sense of control
provides active role in coping
Intervention: Family Support -
Acknowledges that parents know their child best
Allows parents to have active role in treatment
encourage parents to ask questions
Siblings: encourage visitation, they are important too, coping
Interventions: Advocacy -
Advocating parent involvement during treatments
age appropriate language
2|Page
,are coordination
Family centered care is reflected in policy making
Interventions: Environment -
Decor is child/family friendly
Access to play area
Play area has supplies available
Comfortable accommodations for parents
Literature and Educational material are family centered
Overview of Interventions: American Academy of Pediatrics -
Play and Age appropriate communication used to promote development, present
information, plan coping, work through feelings, establish therapeutic relationship
Piaget's Stages -
Sensorimotor
Preoperational
Concrete Operations
Formal Operations
Freud's Stages -
Oral
Anal
Phallic
Latent
Genital
Erikson's Stages -
Trust v mistrust
Autonomy v Shame and Doubt
Initiative v Guilt
Industry v Inferiority
Identity v Role Confusion
Brofenbrenner -
Ecological Systems Theory
Microsystems and Macrosystems
Vygotsky -
Zone of Proximal Development
Scaffolding
Bandura -
Social Learning Theory
Children are active participants in their environment: Attention, Retention, Imitation and
Reinforcement
Bowlby -
Attachment Theory
Secure attachment and Insecure attachment
3|Page
, Ainsworth -
Strange Situation Theory
Secure, Ambivalent, Avoidant
Chess & Thomas -
Temperament
Easy, Difficult, Slow to Warm
Lazarus & Folkman -
Stress & Coping Theory
coping, internal and external demands that can be appraised as taxing for the person
Family Systems Theory -
Seeing the family as a whole instead of as individual members
Robertson -
Separation in Hospital
Protest - Fussing
Despair - Depressed
Detachment - Don't care about separation
Principals of Growth and Development -
growth is orderly, development includes physical, cognitive, psychosocial,
individual differences, critical periods
cephalocaudal -
head to toe
proximodistal -
midline - outward
Gross Motor Skills -
large muscle movement
Fine Motor Skills -
small muscle movements
cognitive development -
thinking and reasoning about the world
Psychosocial development -
involving, psychological, emotional and social learning
Infancy: Gross Motor -
Newborn: head lags
6 Months: easily lifts, head, chest and abdomen
2 Months: needs full support to sit up
8 months: can sit up independently
4|Page
