Child Life Certification Exam Study Guide with Complete
Solutions
Professional-patient relationships
-clinical relationship
-therapeutic relationship
-connected relationship
-over-involved
clinical relationship
-short/transitory
-interaction is perfunctory/rote
-patient's needs are minor and treatment-oriented
-Pt is viewed as only in pt role
-professional commitment
therapeutic relationship
-short/average
-interaction is professional
-Pt's needs are met and are minor/moderate
-Pt is viewed first in pt role and second as a person
-professional commitment and patient's concerns are secondary
*ideal type of relationship
connected relationship
-lengthy
-Pt interaction is intensive/close
-pt's needs are extensive/crisis and "goes the extra mile"
-Pt viewed first as a person and second as a pt
-patient's concerns are primary and treatment concerns secondary
,over-involved relationship
-long-term
-interaction is intensive/intimate
-pt has enormous needs
-pt viewed only as a person
-committed to patient only as a person and treatment goals are discarded
phases of therapeutic relationship
-initiation/orientation phase
-working phase
-termination
initiation/orientation phase of therapeutic relationship
The most important goal for this phase is the establishment of trust. This phase usually includes
an introduction, the establishment of the purpose of the interaction, and a mutual decision
about the plans and logistics for continued interaction.
working phase of therapeutic relationship
-The professional works towards the achievement of goals as established in the initiation phase.
-Trust and provider communication are key contributors
termination phase of therapeutic relationship
-The focus is on ending the relationship not on establishing new material.
-ACLP guidelines: 2 years before a CLS can have a personal relationship with a patient or family
member
transference
when the child generalizes parent/family roles to the professional CLS.
countertransference
a professional generalizing their past experiences to new patients.
,beneficence
the duty to do good for patients
nonmaleficence
duty to minimize harm or burden for the patient and family
respect for persons
each person has worth and deserves to be treated with dignity
autonomy
duty to foster self-determination and decision-making for each person
justice
-equitable distribution of services
-providing fair and impartial care despite personal feelings for patient/family
veracity
truthfulness in interactions with patients, families, and colleagues
fidelity
keeping promises and fulfilling commitments; either directly to a person or implied in policies
competence
maintain skills necessary to perform job responsibilities
confidentiality
-maintain and protect the privacy of patients
-avoid sharing false, embarrassing, or harmful information
Goals of the ACLP "Code of Professional Practice"
, -Maximize physical and emotional health as well as social, cognitive, and developmental
abilities of children
-Minimize potential stress and trauma for children and families
Child Life Council is ethically responsible to who?
-Infants, children, youth, and families
-Other professionals
-Staff, students, and volunteers receiving training and supervision
-Themselves both personally and professionally
(Boundaries, compassion fatigue, self-care)
Principles of the Child Life Code of Professional Practice
-Hold paramount the welfare of children and families whom they serve
-Strive to maintain objectivity, integrity, and competence in fulfilling the mission, vision, values,
and operating principles of the profession
-Have an obligation to serve children and families regardless of race, gender, religion, sexual
orientation, economic status, values, national origin, disability (diversity)
-Respect the privacy of children and families and shall maintain confidentiality of info
concerning the children and their families
-Promote the effectiveness of child life
-Continually seek knowledge and skills
-Those engaged in study and research guided by scholarly inquiry and ethical practice
-Engage only in areas of practice in which they are qualified
-Respect duties, competencies and needs of colleagues: maintain the utmost integrity in
interactions.
-Use integrity to assess and examine any personal relationship or situations that may interfere
with professional effectiveness or objectivity
-Recognize that financial gain should not take precedence over service delivery
-Responsible for supervision and training of others
-Refrain from illegal conduct
Solutions
Professional-patient relationships
-clinical relationship
-therapeutic relationship
-connected relationship
-over-involved
clinical relationship
-short/transitory
-interaction is perfunctory/rote
-patient's needs are minor and treatment-oriented
-Pt is viewed as only in pt role
-professional commitment
therapeutic relationship
-short/average
-interaction is professional
-Pt's needs are met and are minor/moderate
-Pt is viewed first in pt role and second as a person
-professional commitment and patient's concerns are secondary
*ideal type of relationship
connected relationship
-lengthy
-Pt interaction is intensive/close
-pt's needs are extensive/crisis and "goes the extra mile"
-Pt viewed first as a person and second as a pt
-patient's concerns are primary and treatment concerns secondary
,over-involved relationship
-long-term
-interaction is intensive/intimate
-pt has enormous needs
-pt viewed only as a person
-committed to patient only as a person and treatment goals are discarded
phases of therapeutic relationship
-initiation/orientation phase
-working phase
-termination
initiation/orientation phase of therapeutic relationship
The most important goal for this phase is the establishment of trust. This phase usually includes
an introduction, the establishment of the purpose of the interaction, and a mutual decision
about the plans and logistics for continued interaction.
working phase of therapeutic relationship
-The professional works towards the achievement of goals as established in the initiation phase.
-Trust and provider communication are key contributors
termination phase of therapeutic relationship
-The focus is on ending the relationship not on establishing new material.
-ACLP guidelines: 2 years before a CLS can have a personal relationship with a patient or family
member
transference
when the child generalizes parent/family roles to the professional CLS.
countertransference
a professional generalizing their past experiences to new patients.
,beneficence
the duty to do good for patients
nonmaleficence
duty to minimize harm or burden for the patient and family
respect for persons
each person has worth and deserves to be treated with dignity
autonomy
duty to foster self-determination and decision-making for each person
justice
-equitable distribution of services
-providing fair and impartial care despite personal feelings for patient/family
veracity
truthfulness in interactions with patients, families, and colleagues
fidelity
keeping promises and fulfilling commitments; either directly to a person or implied in policies
competence
maintain skills necessary to perform job responsibilities
confidentiality
-maintain and protect the privacy of patients
-avoid sharing false, embarrassing, or harmful information
Goals of the ACLP "Code of Professional Practice"
, -Maximize physical and emotional health as well as social, cognitive, and developmental
abilities of children
-Minimize potential stress and trauma for children and families
Child Life Council is ethically responsible to who?
-Infants, children, youth, and families
-Other professionals
-Staff, students, and volunteers receiving training and supervision
-Themselves both personally and professionally
(Boundaries, compassion fatigue, self-care)
Principles of the Child Life Code of Professional Practice
-Hold paramount the welfare of children and families whom they serve
-Strive to maintain objectivity, integrity, and competence in fulfilling the mission, vision, values,
and operating principles of the profession
-Have an obligation to serve children and families regardless of race, gender, religion, sexual
orientation, economic status, values, national origin, disability (diversity)
-Respect the privacy of children and families and shall maintain confidentiality of info
concerning the children and their families
-Promote the effectiveness of child life
-Continually seek knowledge and skills
-Those engaged in study and research guided by scholarly inquiry and ethical practice
-Engage only in areas of practice in which they are qualified
-Respect duties, competencies and needs of colleagues: maintain the utmost integrity in
interactions.
-Use integrity to assess and examine any personal relationship or situations that may interfere
with professional effectiveness or objectivity
-Recognize that financial gain should not take precedence over service delivery
-Responsible for supervision and training of others
-Refrain from illegal conduct
