CHILD LIFE CERTIFICATION EXAM QUESTIONS WITH COMPLETE AND CORRECT ANSWERS/VERIFIED/24/25, Exams of Childhood Development

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CHILD LIFE CERTIFICATION EXAM

QUESTIONS WITH COMPLETE AND CORRECT

ANSWERS/VERIFIED/24/

1. Emma Plank: In Cleveland, helped create the child life movement in the 50s and 60s Wrote the book "working with children in hospitals"
2. Mary Brooks: In Philadelphia, helped create the child life movement in the 50s and 60s
3. The Association for the Care of Children in Hospitals (1967): The first orga- nization of personnel engaged in child life work
4. All Programs are guided by these two primary objectives: 1. to help children cope with the stress and anxiety of the hospital experience
5. to promote the child's normal growth and development while in the health care setting after returning hom

5. Play: It is a mechanism through which children learn, socialize, test their growing bodies, and, most importantly for hospitalized children, it is a way they cope with the unfamiliar and express their concerns.
6. overt or active response: crying, screaming, whining, clinging to parents, resist- ing medicine, being self-destructive, being destructive of the environment, fighting
7. passive response: excessive sleeping decreased communication decreased activity decreased eating
8. regressive behavior: alterations in sleeping patterns eating too much or too little being tense, anxious, restless manifesting fears (of hospitals, needles, death, ect.) being overly concerned with one's body

prehospital experience

13. Wolfer and Visintainer (1975): provided impressive evidence that psycholog- ical preparation is an effective means of lessening the upset of children during hospitalization as well as after discharge
14. Johnson, Kirchhoff and Endress (1975): found that discrepancies between a child's expectations and the actual physical sensations experiences produce distress in the child
15. contagion hypothese: parental anxiety is transmitted to the child, who then shows signs of stress
16. Castler (1961): Institutionalized children who suffered stimulus deprivation over prolonged periods demonstrated profound delay in cognitive, physical, emotional and social development
17. Robertson (1958) and Bowlby (1960): Both describe a series of three stages which characterize a young child's response to seperation
18. The 3 Phases of Separation: Protest, despair and detachment
19. Protest: During this period of acute distress, children cry, scream and kick, all the while eagerly looking for signs of their parent's return

20. Despair: If parents do not return, children may enter a period characterized by "increased hopelessness"
21. Detachment: In this phase, children appear to be making a recovery, as they once again become active and interested in their surroundings
22. The upset child: The child is calm and quite, until the parents arrive. The protest by the child is in fact a positive and reassuring sign that the child has not yet slipped into the phase of detachment from the parents.
23. The child's interest in material goods: parents are met by an indifferent child, who shows far more interest in the wrapped package than in the parent who has brought it
24. The 'highly social' child: allow human beings to come and go without regret
25. The child reluctant to leave: this represents a child in the detachment phase
26. Schaffer and Callender (1959): offer substantiation for the belief that young infants are less vulnerable than other infants
27. Kassowitz (1958) and Levy (1960): found that young infants demonstrated less response to inoculation prior to the event than did older infants
28. Campbell (1957): supports the idea that the "contagion hypothesis" (transmis- sion of anxiety from parent to child) is operable for young infants

-play is pleasurable, enjoyable -play has no extrinsic goals -play is spontaneous and voluntary -play involves some active engagement on the part of the player -play has certain systematic relations to what is not play

37. Jean Piaget (1970): children learn about the world around them through their own actions and explorations.
38. Assimilating: children are continually "taking in" information through play
39. accommodation: the process of altering old patterns of thinking to allow for the further assimilation of information
40. Sensorimotor Stage: Birth-two years During this period, children move from the dominance of reflex mechanisms with which they are born, to a deliberate manipulation of objects
41. Preoperational Stage: 2-7 years Children at this age are highly egocentric, incapable of viewing the world from any perspective other than their own

42. Concrete operational stage: 7-12 years This child has developed a concept of conservation, noting certain properties of liquids and solids remain constant despite transformation in length, shape or grouping
43. Formal Operational Stage: 12 years and older Now capable of abstract thought
44. Parten (1932): first suggested a categorization of social participation, based on the play behavior of children
45. unoccupied behavior: children demonstrating this behavior seem not to be playing-watching, instead, whatever strikes them as interesting
46. Onlooker Play: although not actively involved in play themselves, these children focus their attention on the play activities of others, remaining close to the partici- pating group
47. solitary independent play: children engaging in this play do so alone, using materials different from other children in the vicinity
48. parallel activity: this play is characterized by children playing in the same area with like materials, but with each using the materials in an independent manner

2. direct exploration of the unique aspects of the hospital environment should be encouraged
3. the child life department should coordinate efforts with the school program and insure that every child's schooling continues appropriately

55. Emotional development: 1) provide materials conductive to self-expression and allowing the child to achieve mastery

2. be open and non-judgmental of the child's play
3. reflect the child's feelings through summarization of thoughts expressed of by labeling feelings expressed nonverbally
4. ask questions which probe the feelings of the children

56. Trust vs mistrust: Birth-1 year Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust.
57. Autonomy vs shame and doubt: 1-3 years Children need to develop a sense of personal control over physical skills and a sense of independence.
58. Initiative vs guilt: 3-6 years Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose.
59. Industry vs inferiority: 7-11 years Children need to cope with new social and academic demands. Success leads to a sense of competence
60. Identity vs role confusion: Adolescence Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

67. phallic stage: the focus moves to genital stimulation and the sexual identifica- tion that comes with having or not having a penis
68. genital stage: adult sexual interests and activities come to dominate
69. ego: values and rules
70. Kohlberg: described three stages of moral development which described the process through which people learn to discriminate right from wrong to develop increasingly sophisticated appreciations or morality
71. pre-conventional: describes children whose understanding of morality is es- sentially only driven by consequences
72. conventional: describes people who act in moral ways because they believe that following the rules is the best way to promote good personal relationships and a healthy community
73. post-conventional: describes people whose view of morality transcend what the rules or laws say
74. Bronfenbrenner: developed the ecological systems theory to explain how everything in a child and the child's environment affects how a child grows and develops
75. microsystem: the small immediate environment the child lives in

76. mesosystem: describes how different parts of a child's microsystem work to- gether for the sake of the child
77. exosystem: includes other people and places that the child herself may not interact with often herself but that still have a large affect on her
78. macrosystem: the largest and most remote set of people and things to a child but which still has a great influence over the child
79. attachment: a special emotional relationship that involves an exchange of com- fort, care and pleasure
80. proximity maintenance: the desire to be near the people we are attached to
81. safe haven: returning to the attachment figure for comfort and safety in the face of a fear or threat
82. secure base: the attachment figure acts as a base of security from which the child can explore the surrounding environment
83. separation distress: anxiety that occurs in the absence of the attachment figures
84. Kubler-Ross: developed the 5 stages of grief
85. denial: the first stage of grieving helps us survive the loss. the world becomes meaningless and overwhelming

91. the easy child: this child showed regular eating, sleeping, elimination cycles, a positive approach response to new situations and could accept frustration with little fuss
92. the difficult child: this child showed irregular eating, sleeping and elimination cycles. They displayed a negative approach response to new situations, for example frequent and loud crying or throwing tantrums when frustrated. They are slow to adapt to change and need more time to get used to new food or people
93. the slow-to-warm-up child: this child showed negative response of mild intensi- ty when exposed to the new situations, but slowly came to accept them with repeated exposure
94. Ainsworth's "strange situation" assessment: parents present with child child explores the room stranger enters parent quietly leaves parents returns to comfort the child
95. Social Learning Theory: people learn from one another, via observation, imi- tation and modeling

96. discovery learning: a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves
97. Adler's theory: each of us is born into the world with a sense of inferiority
98. maslow's hierarchy of needs: physiological, security, social, esteem and growth needs
99. deficiency needs: physiological, security, social and esteem needs
100. growth needs: maslow's highest level of the pyramid
101. physiological needs: include the most basic needs that are vital to survive
102. security needs: these include needs for safety and security
103. social needs: these include needs for belonging, love and affections
104. self actualizing: people are self-aware, concerned with personal growth, less concerned with the opinions of others and interested fulfilling their potential
105. classical conditioning: a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus
106. experiential learning: a four stage cyclical theory of learning, Kolb's experi- mental learning theory is a holistic perspective that combines experience, percep- tion, cognition and behavior

114. constructivitism: worldview posits that learning is an active, constructive process
115. behaviorism: a worldview that operates on a principle of "stimulus response"
116. APIE: assessment, plan, intervention and evaluation
117. handbook of material covered: an essential component of any student or volunteer orientation
118. Purpose of child and family observation: this determines strengths and coping techniques already in place for the child and family
119. 7 months-4 years: research indicates that children in this age group are most vulnerable to psychological stress when hospitalized
120. The presence of an attachment figure: the PRINCIPLE factor in reducing a child's susceptibility to fear and anxiety
121. Weekly meetings attended by all disciplines: the best place for doctors and other staff to express concerns for the patients
122. document in the patients chart and speak privately to the parents: child life specialists communicate interpretation of a child's behavior to others by doing these steps

123. Nonverbal communication: infants primarily use and understand this as a means of communicating their needs to their caregiver
124. safety of the patient: the most important consideration when a policy is written concerning playroom use
125. the purpose of quality management activities: assure high quality, cost-ef- fective child life care
126. Azarnoff and Flegal (1975): discussed the importance of an outpatient play program
127. the inpatient pediatric unit and the outpatient clinic: generally the first ares in which child life services are organized
128. Factors rating needs of children: age of the patient high risk children medical condition manifested problems
129. 7 months to 3 or 4 years: particularly vulnerable to psychological trauma
130. high risk children: children who have had difficulty with a previous hospital- ization or who have recently experienced a death in the family