Child Life Certification Exam questions with
verified answers
0-3 years understanding of death Ans✓✓✓ - doesn't comprehend death
- aware of constant buzz of activity in the house
- aware of caregivers looking sad and teary-eyed
- aware that someone in the home is missing
3 stages of transactional stress model Ans✓✓✓ Lazarus and Folkman (1984)
1. stressor identification
2. appraisal of resolution options
3. stressor mitigation (behavioral or cognitive changes and efforts)
3-5 years old understanding of death and associated behaviors Ans✓✓✓ - death
is temporary and reversible
- continually asks if person will return
- may feel ambivalent
- through magical thinking, may assume responsibility for the death
BEHAVIORS:
- concerned about own well-being
- feels confused and guilty
- may use imaginative play, re-enacting scene of CPR, etc.
- withdraws, is irritable, and may regress
,3-5 years understanding of death Ans✓✓✓ - sees death as temporary and
reversible
6 to 9 years old understanding of death and associated behaviors Ans✓✓✓ -
begins to understand concept of death
- feels it happen to others
- may be superstitious about death
- may be uncomfortable in expressing feelings
- worries that other important people will die
BEHAVIORS:
- may seem outwardly uncaring, but it inwardly upset
- may use denial to cope
- may attempt to "parent" the parent
- may act out in school or at home
- may play death games
9 to 12 year olds understanding of death Ans✓✓✓ - accepts death as final
- has personal fear of death
- may be morbidly interested in skeletons, gruesome details of violent deaths
- concerned with practical matters about child's lifestyle
BEHAVIOR:
- May appear tough or funny
- may express and demonstrate anger or sadness
,- may act like adult but regress to earlier stage of emotional response
A CLS who encourages patients and families to be experts of their own family
practice is building the foundation for Ans✓✓✓ culturally competent and
spiritually supportive care
A culturally sensitive person Ans✓✓✓ - recognizes the differences and
similarities that exist between cultures
- strives to acquire knowledge about other cultural groups
- understands that cultural diversity has an impact on families' participation in
intervention programs
Afterlife Ans✓✓✓ belief in some sort of life after death (appears in adolescence)
All medical personnel are mandatory reporters and must report Ans✓✓✓ - child
abuse or neglect that places the child in risk of harm (physical or emotional),
death, or exploitation
- sexual abuse including rape, molestation, prostitution, incest, or coercion to
engage in any type of sexually explicit behavior
anthroposophy Ans✓✓✓ - supports a philosophy focusing on opening up to the
various spiritual realms connected with human life through our conscious
understanding
- intent of facility is to provide a "sense of living order"
- the philosophy reflected in the building assumes an evolution on part of the
healing patient from containment to exploration
, Anticipatory grief Ans✓✓✓ grief expressed in advance when the loss is perceived
as inevitable
APIE charting Ans✓✓✓ assessment, planning, implementation/intervention,
evaluation
arousal-seeking play theory Ans✓✓✓ children are innately driven toward
information seeking, environmental stimulation, and arousal and play is the
mechanism by which levels of stimulation can be meditated and moderated to
optimum level
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? Ans✓✓✓ documentation
Aspects of cross-cultural competence Ans✓✓✓ 1. The awareness of one's culture
and limitations
2. An openness to and respect for cultural differences
3. A willingness to learn from intercultural interactions
4. An ability to use cultural resources during interventions
Assessment Ans✓✓✓ Gathering of information about the child, family, and
various components of healthcare situation in order to determine what type of
relationship and intervention is indicated
Assessment variables (CLAIP) Ans✓✓✓ 1. response to healthcare variables
2. developmental vulnerability
verified answers
0-3 years understanding of death Ans✓✓✓ - doesn't comprehend death
- aware of constant buzz of activity in the house
- aware of caregivers looking sad and teary-eyed
- aware that someone in the home is missing
3 stages of transactional stress model Ans✓✓✓ Lazarus and Folkman (1984)
1. stressor identification
2. appraisal of resolution options
3. stressor mitigation (behavioral or cognitive changes and efforts)
3-5 years old understanding of death and associated behaviors Ans✓✓✓ - death
is temporary and reversible
- continually asks if person will return
- may feel ambivalent
- through magical thinking, may assume responsibility for the death
BEHAVIORS:
- concerned about own well-being
- feels confused and guilty
- may use imaginative play, re-enacting scene of CPR, etc.
- withdraws, is irritable, and may regress
,3-5 years understanding of death Ans✓✓✓ - sees death as temporary and
reversible
6 to 9 years old understanding of death and associated behaviors Ans✓✓✓ -
begins to understand concept of death
- feels it happen to others
- may be superstitious about death
- may be uncomfortable in expressing feelings
- worries that other important people will die
BEHAVIORS:
- may seem outwardly uncaring, but it inwardly upset
- may use denial to cope
- may attempt to "parent" the parent
- may act out in school or at home
- may play death games
9 to 12 year olds understanding of death Ans✓✓✓ - accepts death as final
- has personal fear of death
- may be morbidly interested in skeletons, gruesome details of violent deaths
- concerned with practical matters about child's lifestyle
BEHAVIOR:
- May appear tough or funny
- may express and demonstrate anger or sadness
,- may act like adult but regress to earlier stage of emotional response
A CLS who encourages patients and families to be experts of their own family
practice is building the foundation for Ans✓✓✓ culturally competent and
spiritually supportive care
A culturally sensitive person Ans✓✓✓ - recognizes the differences and
similarities that exist between cultures
- strives to acquire knowledge about other cultural groups
- understands that cultural diversity has an impact on families' participation in
intervention programs
Afterlife Ans✓✓✓ belief in some sort of life after death (appears in adolescence)
All medical personnel are mandatory reporters and must report Ans✓✓✓ - child
abuse or neglect that places the child in risk of harm (physical or emotional),
death, or exploitation
- sexual abuse including rape, molestation, prostitution, incest, or coercion to
engage in any type of sexually explicit behavior
anthroposophy Ans✓✓✓ - supports a philosophy focusing on opening up to the
various spiritual realms connected with human life through our conscious
understanding
- intent of facility is to provide a "sense of living order"
- the philosophy reflected in the building assumes an evolution on part of the
healing patient from containment to exploration
, Anticipatory grief Ans✓✓✓ grief expressed in advance when the loss is perceived
as inevitable
APIE charting Ans✓✓✓ assessment, planning, implementation/intervention,
evaluation
arousal-seeking play theory Ans✓✓✓ children are innately driven toward
information seeking, environmental stimulation, and arousal and play is the
mechanism by which levels of stimulation can be meditated and moderated to
optimum level
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? Ans✓✓✓ documentation
Aspects of cross-cultural competence Ans✓✓✓ 1. The awareness of one's culture
and limitations
2. An openness to and respect for cultural differences
3. A willingness to learn from intercultural interactions
4. An ability to use cultural resources during interventions
Assessment Ans✓✓✓ Gathering of information about the child, family, and
various components of healthcare situation in order to determine what type of
relationship and intervention is indicated
Assessment variables (CLAIP) Ans✓✓✓ 1. response to healthcare variables
2. developmental vulnerability
