Child Life Certification Exam with
Complete Solutions
A CLS who encourages patients and families to be experts of their own family practice
is building the foundation for - ANSWER-culturally competent and spiritually supportive
care
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? - ANSWER-documentation
Components of assessment - ANSWER-information from the family, information from
the child, and information from the healthcare team
Kubler-Ross's stages of grief - ANSWER-denial, anger, bargaining, depression, and
acceptance
culture shock - ANSWER-results when a series of disorienting encounters occur in
which an individual's basic values, beliefs, and patterns of behavior are challenged by a
different set of values, beliefs, and behaviors
Cross cultural competency can be demonstrated by - ANSWER-managing culture shock
Various Models of Assessment - ANSWER-1. Stress Potential Assessment Process
2. Psychosocial Risk Assessment in Pediatrics (PRAP)
3. Child Life Assessment Intervention Plan (CLAIP)
4. Hawaii Early Learning Profile (HELP)
Stress Potential Assessment Process - ANSWER-- encourages the CLS to formulate a
care plan based on the consideration of 3 categories of information: healthcare, family,
and child variables
- CLS then assigns a stress potential rating (1 to 5)
- draws upon knowledge of child development and family systems functioning with
added healthcare stressors to assign a rating
- developed by Gaynard (1998)
Psychosocial Risk Assessment in Pediatrics (PRAP) - ANSWER-- formal screening tool
to assess a patient's risk for coping during a particular intervention or healthcare
encounter
- assigns a risk level based on empirical evidence using eight variables that closely
correlate with the potential for negative outcomes during healthcare encounters
,Child Life Assessment Intervention Plan (CLAIP) - ANSWER-- provides specific criteria
for assessing patients and prioritizing their needs, and delineates forms of child life
intervention that address the identified needs of the individual.
- begins w/ consideration of critical psychosocial variables (9) that have been found to
predict psychological upset in children experiencing healthcare
Hawaii Early Learning Profile (HELP) - ANSWER-- formal assessment that has been
validated in infant, toddler, and preschool versions, and includes assessment of multiple
domains: cognitive, language, gross motor, fine motor, social-emotional, self-help,
regulatory, and sensory.
- relies heavily on parent report
Documentation of a child life intervention in a patient healthcare record should be
considered - ANSWER-an extension of the intervention that is necessary to regard it as
complete
Types of coping techniques/strategies - ANSWER-sensory, cognitive, behavioral
sensory coping strategies - ANSWER-rely on sound, touch, or movement to enhance
the child's coping capacities
types of sensory coping strategies - ANSWER-- positioning (comfort hold, swaddling)
- movement (rocking or patting)
- soothing touch massage
- thermal regulation (warm blankets or cold packs)
- music
cognitive coping strategies - ANSWER-approaches that include those that help reframe
or refocus thoughts from negative to positive
Types of cognitive coping strategies - ANSWER-- conscious choice of alternate focus
(distraction)
- thought stopping self-instruction (self-talk)
- therapeutic storytelling
- intellectualization (information seeking)
- reframing
- spirituality or prayer
- humor
- imagery
- hypnotherapy (magic glove)
behavioral coping strategies - ANSWER-introduce behaviors that are compatible with
the successful completion of the threatening event
, Types of behavioral coping strategies - ANSWER-- relaxation techniques (deep
breathing)
- muscle relaxation
- desensitization (medical play)
- modeling
emotion-focused coping - ANSWER-directed toward regulation of one's emotional
responses to potentially stressful circumstance
problem-focused coping - ANSWER-efforts directed toward managing or changing the
potentially stressful situation
Undifferentiated - ANSWER-Infants
- No concept of right or wrong; no apparent religious beliefs or convictions to guide
behavior
- Beginnings of faith established with the development of basic trust through developing
a relationship with their primary caregiver
Intuitive-Projective - ANSWER-Toddlers & Preschoolers
- imitates religious gestures and behaviors of others with very limited comprehension of
meaning or significance of activity
- Follows parental beliefs as part of daily life, but without an understanding of their basic
concepts
Mythical-literal - ANSWER-School-age
- spiritual development closely related to experiences and social interactions
- usually has a strong interest in religion and is able to articulate his or her faith
- conscience is developing
Synthetic-conventional - ANSWER-pre-adolescent
- becomes increasingly aware of spiritual disappointments
- begins to reason and questions some established parental religious standards
- may drop or modify some religious practices
Individuative-reflective - ANSWER-adolescent
- becomes more skeptical and begins to compare religious standards of family with
standards of others
- a time of asking questions and searching for answers
Healthcare design philosophies - ANSWER-- Plantree
- Easy Street
- Anthroposophy
- Evidence-based design
- Generative design
- Salutogenic design
Complete Solutions
A CLS who encourages patients and families to be experts of their own family practice
is building the foundation for - ANSWER-culturally competent and spiritually supportive
care
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? - ANSWER-documentation
Components of assessment - ANSWER-information from the family, information from
the child, and information from the healthcare team
Kubler-Ross's stages of grief - ANSWER-denial, anger, bargaining, depression, and
acceptance
culture shock - ANSWER-results when a series of disorienting encounters occur in
which an individual's basic values, beliefs, and patterns of behavior are challenged by a
different set of values, beliefs, and behaviors
Cross cultural competency can be demonstrated by - ANSWER-managing culture shock
Various Models of Assessment - ANSWER-1. Stress Potential Assessment Process
2. Psychosocial Risk Assessment in Pediatrics (PRAP)
3. Child Life Assessment Intervention Plan (CLAIP)
4. Hawaii Early Learning Profile (HELP)
Stress Potential Assessment Process - ANSWER-- encourages the CLS to formulate a
care plan based on the consideration of 3 categories of information: healthcare, family,
and child variables
- CLS then assigns a stress potential rating (1 to 5)
- draws upon knowledge of child development and family systems functioning with
added healthcare stressors to assign a rating
- developed by Gaynard (1998)
Psychosocial Risk Assessment in Pediatrics (PRAP) - ANSWER-- formal screening tool
to assess a patient's risk for coping during a particular intervention or healthcare
encounter
- assigns a risk level based on empirical evidence using eight variables that closely
correlate with the potential for negative outcomes during healthcare encounters
,Child Life Assessment Intervention Plan (CLAIP) - ANSWER-- provides specific criteria
for assessing patients and prioritizing their needs, and delineates forms of child life
intervention that address the identified needs of the individual.
- begins w/ consideration of critical psychosocial variables (9) that have been found to
predict psychological upset in children experiencing healthcare
Hawaii Early Learning Profile (HELP) - ANSWER-- formal assessment that has been
validated in infant, toddler, and preschool versions, and includes assessment of multiple
domains: cognitive, language, gross motor, fine motor, social-emotional, self-help,
regulatory, and sensory.
- relies heavily on parent report
Documentation of a child life intervention in a patient healthcare record should be
considered - ANSWER-an extension of the intervention that is necessary to regard it as
complete
Types of coping techniques/strategies - ANSWER-sensory, cognitive, behavioral
sensory coping strategies - ANSWER-rely on sound, touch, or movement to enhance
the child's coping capacities
types of sensory coping strategies - ANSWER-- positioning (comfort hold, swaddling)
- movement (rocking or patting)
- soothing touch massage
- thermal regulation (warm blankets or cold packs)
- music
cognitive coping strategies - ANSWER-approaches that include those that help reframe
or refocus thoughts from negative to positive
Types of cognitive coping strategies - ANSWER-- conscious choice of alternate focus
(distraction)
- thought stopping self-instruction (self-talk)
- therapeutic storytelling
- intellectualization (information seeking)
- reframing
- spirituality or prayer
- humor
- imagery
- hypnotherapy (magic glove)
behavioral coping strategies - ANSWER-introduce behaviors that are compatible with
the successful completion of the threatening event
, Types of behavioral coping strategies - ANSWER-- relaxation techniques (deep
breathing)
- muscle relaxation
- desensitization (medical play)
- modeling
emotion-focused coping - ANSWER-directed toward regulation of one's emotional
responses to potentially stressful circumstance
problem-focused coping - ANSWER-efforts directed toward managing or changing the
potentially stressful situation
Undifferentiated - ANSWER-Infants
- No concept of right or wrong; no apparent religious beliefs or convictions to guide
behavior
- Beginnings of faith established with the development of basic trust through developing
a relationship with their primary caregiver
Intuitive-Projective - ANSWER-Toddlers & Preschoolers
- imitates religious gestures and behaviors of others with very limited comprehension of
meaning or significance of activity
- Follows parental beliefs as part of daily life, but without an understanding of their basic
concepts
Mythical-literal - ANSWER-School-age
- spiritual development closely related to experiences and social interactions
- usually has a strong interest in religion and is able to articulate his or her faith
- conscience is developing
Synthetic-conventional - ANSWER-pre-adolescent
- becomes increasingly aware of spiritual disappointments
- begins to reason and questions some established parental religious standards
- may drop or modify some religious practices
Individuative-reflective - ANSWER-adolescent
- becomes more skeptical and begins to compare religious standards of family with
standards of others
- a time of asking questions and searching for answers
Healthcare design philosophies - ANSWER-- Plantree
- Easy Street
- Anthroposophy
- Evidence-based design
- Generative design
- Salutogenic design
