CHILD LIFE CERTIFICATION EXAM- PRACTICE TEST QUESTIONS WITH ACCURATE ANSWERS /GRADED A+ 24, Exams of Childhood Development

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CHILD LIFE CERTIFICATION EXAM- PRACTICE

TEST QUESTIONS WITH ACCURATE ANSWERS

/GRADED A+ 24/

1.When should a child life specialist initiate a referral to an interdisciplinary member of the health care team?: When professional limits and boundaries of the child life scope of practice have been recognized. 2.A physician enters a room alone to obtain informed consent for an upcom- ing procedure from a family who, in hand off, has been reported to understand English but is primarily Spanish speaking. What should the child life specialist do next?: The child life specialist contacts interpretation services, in advocacy, to alert them that the family is currently meeting with the physician and is questioning their full comprehension of the consent. 3.Upon discharge from the hospital, a patient invites a child life specialist to come to his upcoming birthday party. The child life specialist explains why they cannot have a relationship with the patient outside of the hospital. The child life specialist is maintaining what type of relationship with the patient?: A therapeutic relationship

4.A child life specialist engages a patient in a therapeutic activity. During this activity, the child expresses fears about their upcoming surgery. Which of the following is the most appropriate way for a child life specialist to effectively communicate this child's concerns to the care team?: Chart in the patient's medical record 5.Which of the following describes a child life specialist's obligation to main- tain confidentiality?: to respect and protect the privacy of others 6.How long after a child is no longer a patient must a child life specialist wait until they can begin a personal relationship with the mother?: 2 years 7.To ensure documentation about the intervention provided to a patient is comprehensive the chart note written by the child life specialist should con- tain: assessment information, plan of care and outcomes of care 8.Being a mandated reporter means that a child life specialist is required to: report the suspected abuse or neglect following hospital protocol, including documenting those steps taken. 9.A principle of evidence based practice is: integrating evidence from current research with professional expertise and patient preferences.

10.Which of the following behaviors may alert child life specialists that they may not be maintaining professional boundaries?: Feeling an exaggerated sense of responsibility for things beyond one's control. 11.A child is separated briefly from a parent and upon return, the child is hesitant to interact with the parent. According to John Bowlby's attachment theory, this is an example of: detatchment 12.Which theory best illustrates how a new diagnosis affects not only the patient, but also the entire family?: family systems theory 13.According to the Stress Potential Assessment Process, which health care variables would warrant the rating of a 5?: A ten-year-old admitted to the Inten- sive Care Unit with Guillain-Barre Syndrome who is angry and rejecting everyone who enters the room 14.What is the most effective age range for utilizing oral sucrose when doing a heel stick?: Two days old and disappears over the first six months of age. 15.When is palliative care shown to be most effective?: When the patient has a life-limiting or ultimately terminal condition. 16.A child's understanding that all living things eventually die is known as: universality

17.What is the difference between palliative care and hospice?: Palliative care extends the concept of care beyond connotation of hospice to include a longer time frame and broadens the scope to apply to other illnesses that are life limiting 18.A child life specialist provides a variety of medical supplies. A 10-year-old child that has both hands in casts chooses to place casts on the paws of a stuffed animal. The type of play that is most likely to happen is: spontaneous play 19.A pediatric resident enters the playroom to assess a preschool-age pa- tient's pain and listen to their lungs. The child life specialist should: explain to the resident that the playroom is a 'safe space' and if an assessment must occur immediately the child would have to return to their room.

20. A 10-year-old patient is having an IV placed. Which would be a developmen- tally appropriate coping strategy to offer the patient during the procedure?: - imagery 21.Which of the following best describes an emotion-based coping strategy used in child life practice?: advocate for use of the procedure/treatment room 22.overt or active response: crying, screaming, whining, clinging to parents, resisting medicine, being self-destructive, being destructive of the environment, fighting

23.passive response: excessive sleeping decreased communication decreased activity decreased eating 24.regressive behavior: alterations in sleeping patterns eating too much or too little being tense, anxious, restless manifesting fears (of hospitals, needles, death, etc) being overly concerned with one's body displaying compulsive behavior 25.Contagion hypothesis: Transmission of anxiety from parent to child. 26.During this period of acute distress, children cry, scream and kick, all the while eagerly looking for signs of their parent's return: protest 27.If parents do not return, children may enter a period characterized by "increased hopelessness": despair 28.In this phase, children appear to be making a recovery, as they once again become active and interested in their surroundings: detachment

29.unoccupied behavior: children demonstrating this behavior seem not to be playing-watching, instead, whatever strikes them as interesting 30.microsystem: immediate environment 31.mesosytem: describes how different parts of a child's microsystem work togeth- er for the sake of the child 32.research indicates that children in this age group are most vulnerable to psychological stress when hospitalized: 7 months-4 years

33. 3 elements of preparation for the child: 1) imparting information to the child

2. encouraging emotional expression
3. establishing trusting relationships with the hospital staff 34.predominant pattern of functioning: the child life specialist should observe a child's intensity of response, distractibility, adaptability to changes in routine, persistence and attention span, in order to determine this... 35.The essential elements of a psychosocial assessment include: affect, mood and temperament, capacity of communication and interaction, prior physical health and medical history, personal and family stressors, coping skills and predisposed strategies/patterns, preferred defense mechanisms

and frequency of common situ- ations of use, history of any self-esteem issues, recent events 36.CL service model: APIE 37.P- plan of CL service model: care plans must target specific goal outcomes and identify an anticipated benefit 38.I- intervention of CL service model: begin by establishing rapport and trust, interventions should be consistent, timed and sequenced, adapted to availability of CLS and child's needs 39.E- evaluation of CL service model: Pt. describing their experience and under- standing of a diagnosis or finally talking about their feelings 40.Identifying need- risk potential scores/vulnerability ratings: Child age (6mo-4 years most vulnerable) Parent/family unavailability Stress points Illness severity 41.Concept of caring: developing true and honest empathy and care about others is vital to health care professionals.

42. newborn-3 years understanding of death: does not comprehend death, aware of constant buzz of activity, aware of Mom & Dad looking sad, aware that someone in home is missing
43. 3 to 5 years understanding of death: death is temporary and reversible, feel ambivalent, magical thinking or responsibility for death
44. 6 to 9 years understanding of death: understand concept of death, understand that death happens to others, superstitions about death, uncomfortable explaining feelings, worried other important people will die
45. 9 to 12 years understanding of death: accepts death as final, personal fear of death, morbidly interested, concerned with practical matters 46.Adolescents (12-18 years) understanding of death: adult concept of death, ability to cope based on prior experience, thrill of recklessness, focuses on present, questions afterlife
46. 3 child life categories of care: Direct care, indirect care, non-direct care 48.One person CL programs: account for 25% CL programs today -single person programs often report to nurse managers, physician admin, or family service directors