CHILD LIFE PRACTICE EXAM 2025/2026 QUESTIONS WITH
ANSWERS TAGGED A+
✔✔Child Life Code of Ethics 10-13 - ✔✔10- Assess, maintain, and remedy and
relationship of situation that prevents the effective practice of the profession and that at
least 2 years must elapse before any personal relationship can be allowed to develop.
11- Monetary gain should never be primary over the deliver of service.
12- Practitioners who supervise or train others are personally responsible for providing
proper learning opportunities and teaching the professional and ethical values needed
in future practice.
13- Explicitly requires that practitioners engage in no illegal activities in the performance
of their profession.
✔✔Child Life Code of Ethics 5-9 - ✔✔5- All practitioners must continuously strive to
enhance the services they provide, with special emphasis on diverse settings and
relevance to the greater community around them.
6- Practitioners to constantly update and improve their skills and professional
knowledge, and practice understanding to better aid those they serve.
7- Practitioners involved in research must be guided by all applicable standards for
ethical inquiry.
8- Practitioners must make proper referrals to other professionals for services beyond
their skills and competencies, with particular awareness of the competencies of other
involved health care and community professionals.
9- Need for integrity toward employers and employing entities along with respect for
other professionals and their needs and involvement constraints.
✔✔Assessment - ✔✔Information gathering regarding the child, family, and health care
situation. Diagnosis, recommended treatment course, maturational status, responses to
prior and current health care issues, capacity for communication and independent
function, fears and coping styles, cultural and religious issues , and other life stressors.
✔✔Family Information - ✔✔Primary relationships, involved significant others, general
family availability, financial and home stability.
✔✔Care Plan - ✔✔Target specific outcome goals. i.e... greater coping capacity,
increased tolerance
✔✔How to identify where child life services are most needed.. - ✔✔- Common group
types along with their most challenging interventions and procedures
-Ranked severity of relevant group illnesses and the time demands of each
-Illnesses and treatments which arise suddenly and are most unfamiliar- i.e. those most
likey to traumatize or overwhelm patients and families
- The patients and families most likely to benefit from services
-The need for care consistency on continuity
, -The obligation to give priority to services that reflect the mission and goals of the
institution
✔✔According to Bowlby what happens between 6 and 30 months - ✔✔Form "Emotional
Attachments" to familiar caregivers, especially if the adults are sensitive and responsive
to child communications
✔✔According to Bowlby "Emotional Attachments" in young children - ✔✔Show
behaviourally in their preferences for particular familiar people, their tendency to seek
proximity to those people, especially in times of distress, and their ability to use the
familiar adults as a secure base from which to explore the environment.
✔✔According to Bowlby "Emotional Attachments" carry on later in life - ✔✔Contribute to
the foundation of later emotional and personality development, and the type of
behaviour toward familiar adults shown by toddlers has some continuity with the social
behaviours they will show later in life.
✔✔According to Bowlby if attachments are interfered - ✔✔Have short-term and possible
long-term negative impacts on the child's emotional and cognitive life.
✔✔Trust vs. Mistrust - ✔✔Erikson
Birth-1
Develop a sense that with world is a safe, Erikson's first stage, in which a totally
dependent infant will develop an optimistic, trusting attitude toward the world depending
on whether his biological needs are adequately met by his caregivers and sound
attachments formed.
✔✔Autonomy vs. Shame Doubt - ✔✔Erikson
1-3
Learns to exercise will and to do things independently; failure to do so causes shame
and doubt.
✔✔Initiative vs. Guilt - ✔✔Erikson
3-6
Exploration. Children need to begin asserting control & power over their environment.
Success in this stage leads to a sense of purpose. Children who try to exert TOO much
power experience disapproval, resulting in the negative feeling.
✔✔Industry vs. Inferiority - ✔✔Erikson
6-Adol
School. Children need to cope with new social & academic demands. Success leads to
a sense of competence, while failure results in feelings of not being as good as others.
✔✔Identity vs. Identity Confusion - ✔✔Erikson
Adolescence,
ANSWERS TAGGED A+
✔✔Child Life Code of Ethics 10-13 - ✔✔10- Assess, maintain, and remedy and
relationship of situation that prevents the effective practice of the profession and that at
least 2 years must elapse before any personal relationship can be allowed to develop.
11- Monetary gain should never be primary over the deliver of service.
12- Practitioners who supervise or train others are personally responsible for providing
proper learning opportunities and teaching the professional and ethical values needed
in future practice.
13- Explicitly requires that practitioners engage in no illegal activities in the performance
of their profession.
✔✔Child Life Code of Ethics 5-9 - ✔✔5- All practitioners must continuously strive to
enhance the services they provide, with special emphasis on diverse settings and
relevance to the greater community around them.
6- Practitioners to constantly update and improve their skills and professional
knowledge, and practice understanding to better aid those they serve.
7- Practitioners involved in research must be guided by all applicable standards for
ethical inquiry.
8- Practitioners must make proper referrals to other professionals for services beyond
their skills and competencies, with particular awareness of the competencies of other
involved health care and community professionals.
9- Need for integrity toward employers and employing entities along with respect for
other professionals and their needs and involvement constraints.
✔✔Assessment - ✔✔Information gathering regarding the child, family, and health care
situation. Diagnosis, recommended treatment course, maturational status, responses to
prior and current health care issues, capacity for communication and independent
function, fears and coping styles, cultural and religious issues , and other life stressors.
✔✔Family Information - ✔✔Primary relationships, involved significant others, general
family availability, financial and home stability.
✔✔Care Plan - ✔✔Target specific outcome goals. i.e... greater coping capacity,
increased tolerance
✔✔How to identify where child life services are most needed.. - ✔✔- Common group
types along with their most challenging interventions and procedures
-Ranked severity of relevant group illnesses and the time demands of each
-Illnesses and treatments which arise suddenly and are most unfamiliar- i.e. those most
likey to traumatize or overwhelm patients and families
- The patients and families most likely to benefit from services
-The need for care consistency on continuity
, -The obligation to give priority to services that reflect the mission and goals of the
institution
✔✔According to Bowlby what happens between 6 and 30 months - ✔✔Form "Emotional
Attachments" to familiar caregivers, especially if the adults are sensitive and responsive
to child communications
✔✔According to Bowlby "Emotional Attachments" in young children - ✔✔Show
behaviourally in their preferences for particular familiar people, their tendency to seek
proximity to those people, especially in times of distress, and their ability to use the
familiar adults as a secure base from which to explore the environment.
✔✔According to Bowlby "Emotional Attachments" carry on later in life - ✔✔Contribute to
the foundation of later emotional and personality development, and the type of
behaviour toward familiar adults shown by toddlers has some continuity with the social
behaviours they will show later in life.
✔✔According to Bowlby if attachments are interfered - ✔✔Have short-term and possible
long-term negative impacts on the child's emotional and cognitive life.
✔✔Trust vs. Mistrust - ✔✔Erikson
Birth-1
Develop a sense that with world is a safe, Erikson's first stage, in which a totally
dependent infant will develop an optimistic, trusting attitude toward the world depending
on whether his biological needs are adequately met by his caregivers and sound
attachments formed.
✔✔Autonomy vs. Shame Doubt - ✔✔Erikson
1-3
Learns to exercise will and to do things independently; failure to do so causes shame
and doubt.
✔✔Initiative vs. Guilt - ✔✔Erikson
3-6
Exploration. Children need to begin asserting control & power over their environment.
Success in this stage leads to a sense of purpose. Children who try to exert TOO much
power experience disapproval, resulting in the negative feeling.
✔✔Industry vs. Inferiority - ✔✔Erikson
6-Adol
School. Children need to cope with new social & academic demands. Success leads to
a sense of competence, while failure results in feelings of not being as good as others.
✔✔Identity vs. Identity Confusion - ✔✔Erikson
Adolescence,
