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Child Life > The Handbook of Child Life > Flashcards

The Handbook of Child Life Flashcards

1
Q

Piaget Stages of Play

A

Sensorimotor (Birth - 1 year)
Symbolic Representational (1 - 3 years)
Preoperational (4 -5 years)
Games with rules (6- 12 years)

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2
Q

Sensorimotor

A

Tactile, visual, auditory, and kinetic stimulation

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3
Q

Symbolic Representational

A

Imitation facilitated through opportunities for parallel play, use of props, and exploration of sensory materials

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4
Q

Preoperational

A

Increased opportunities for both independent activities and associative play in groups

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5
Q

Games with Rules

A

Exposure to familiar, novel and ‘safe’ activities, ideas and friends can be facilitated through structured opportunities for appropriate interactions with materials and peers

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6
Q

Social Cultural Theory (Vygotsky)

A

“Children’s thinking is said to reflect a combination of maturation and learning that takes place within the social and cultural context”

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7
Q

The Zone of Proximal Development

A

The difference between a child’s actual development level when acting independently and the potential level a child may reach under effective guidance

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8
Q

Psychosocial Theory (Erikson)

A 
Trust vs. mistrust (Birth - 1 year)
Autonomy vs. doubt (1 -3 years)
Initiative vs. guilt (4 - 5 years)
Industry vs. inferiority (6 - 12 years)
Identity vs. role confusion (13 - 17 years)
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9
Q

Trust vs. mistrust

A

Separation from caregivers, unfamiliar environments, routines, and people

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10
Q

Autonomy vs. doubt

A

Reduced autonomy, lack of opportunities for self-control, separation anxiety

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11
Q

Initiative vs. guilt

A

Limitations on sense of control and independence, magical thinking and egocentric thought resulting in misunderstanding, fear

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12
Q

Industry vs. inferiority

A

Separation from normal activities associated with home, school and peers, concrete literal thought resulting in misunderstanding, reduced self-esteem

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13
Q

Identity vs. role confusion

A

Limitations related to privacy, peer relationships, independent activity and decision making, concern with perspective of others, body image

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14
Q

Temperament Theory (McLeod & McClowry)

A

“Easy”- adaptability and positive mood
“Difficult”- manipulative, demanding, highly active and/or loud
“Slow-to-warm-up” - may need extra time and attention in order to adjust to new situations

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15
Q

Social Learning Theory (Bandura)

A

Four main processes of learning; attention, retention, imitation, and reinforcement involve the interaction of behavioral and cognitive components

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16
Q

Stress and Coping Theories (Lazarus & Folkman)

A

The individual viewpoint or appraisal of a stressful situation recognizing that individuals use different coping responses in different situations

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17
Q

Emotion-based strategies (Lazarus & Folkman)

A

Characterized by behavior aimed to regulate the emotion responses to a problem such as reappraisal of the situation and tension release

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18
Q

Problem-based strategies (Lazarus & Folkman)

A

Characterized by efforts to change the situation or solve the problem, for example through information seeking

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19
Q

Family Systems Theory (Friedman)

A

Promotes the examination of the family as a whole in terms of individual family members, their relations within the family, and the relations among members as the family strive to maintain balance in the face of development and change

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20
Q

Ecological Theory (Bronfenbrenner)

A

It is the perceptions of, and transactions with, the environment that influence development

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21
Q

Typology of Child Life (Bolig)

A

1) diversion, 2) activity/recreation, 3) child development, 4) therapeutic, and 5) comprehensive

22
Q

Responses to Healthcare Variable (Thompson & Stanford)

A

Active- obvious behaviors such as hitting, destroying property or fighting
Passive- less obvious behaviors such as becoming withdrawn, loss of appetite, increased sleeping
Regressive- new behaviors, or a return go behaviors from a previous developmental stage that are not consistent with positive development, such as changes in sleep patterns, loss of toileting skills, being restless or anxious

23
Q

Child Life Assessment Intervention Plan

A

1) Responses to healthcare variables
2) Developmental vulnerability
3) Age
4) Mobility
5) Culture and language
6) Social and Family status
7) Support system
8) Temperament/coping style
9) Past negative experiences

24
Q

Play/ Activity Programming

A

Play is recognized as being critically important for normalization, expression, learning, and processing of experiences. The play/activity program provides developmentally appropriate materials, as well as space and activities that facilitate involvement in play

25
Q

Developmental Support

A

A child whose developmental progress is impacted (or risks being impacted) by treatment, or lengthy and/or repeated admissions to the hospital can benefit from a developmental plan of care that identifies specific activities to reach developmental goals

26
Q

Healthcare Play/Therapeutic Dialogue

A

Child life specialists use many different activities and strategies to support expression of thoughts and feelings as it relates to healthcare experiences, such as using medical supplies and equipment, art supplies, music, photography, technology-based activities, dramatic play, or journal/blogging

27
Q

Procedural Support

A

Providing support during a medical intervention or other healthcare experience may include various forms of distraction to altered focus activities, coaching the child/family to use the coping strategies previously identified or rehearsed during the preparation session, or providing information during the procedure

28
Q

Preparation

A

Most children cope better when they receive developmentally appropriate information geared to their coping style and temperament. Most children cope better when they understand the rationale for the intervention or transition, the anticipated sequence of events, the sensations that accompany the experience, as well as an opportunity for questions and clarification of any misconceptions

29
Q

Family Facilitation

A

It is important for the child life specialist to develop a supportive relationship with the child’s family. Accepting family members “where they are” is important for being able to partner with them, developing a trusting relationship, helping translate medical jargon, supporting an understanding of their child’s response to healthcare, providing information, and facilitating/fostering parent-professional partnerships in order to provide and receive the best care

30
Q

Sibling Support

A

Child life specialists recognize that siblings are integral members of the child’s family and are influenced by their brother or sisters health concerns and healthcare experiences. The child life specialist should discuss sibling perceptions, understanding and overall coping with this experience with the sibling(s) when available and/or parents to determine any further support needs

31
Q

Hawaii Early Learning Profile (HELP)

A

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

32
Q

Brigance Inventory of Early Development III (BIED III)

A

Assesses children ages birth to seven in the following domains: physical development, language development, (receptive and expressive), literacy, mathematics and science, daily living, and social and emotional development

33
Q

Parallel Play (Parten)

A

Characterized by children playing near others, but not with others. Children continue to play independently, but often do so with similar toys as their peers around them. There is an increased awareness of the children nearby, but little direct interaction, although toddlers often display pleasure in having peers who are engaging in similar activities close to them

34
Q

Solitary Play (Parten)

A

Nonsocial activity, unoccupied, onlooker behavior

35
Q

Associative Play (Parten)

A

Children interacting by exchanging toys and conversation. Most often observed in preschool children when the interactions among children are more important to them than the play activity itself

36
Q

Cooperative Play (Parten)

A

Children play together, take turns, assign roles, and organize pretend play themes and scripts. Children are able to demonstrate a focus on group projects, a division of roles, sustained play themes and cooperation to attain a simple group goal

37
Q

Constructive Play (Piaget)

A

Goal directed activities, and play during which children create products. Using real materials to build a model of an object according to a plan, such as creating a pie with play dough

38
Q

Functional Play (Piaget)

A

Referred to as “practice play” because children are often observed consolidating skills via repetitive actions and finding pleasure in these repetitions

39
Q

Sociodramatic Play (Piaget)

A

Children create imaginary roles and interactions of play use objects, actions or words to represent items of situations

40
Q

Games with Rules (Piaget)

A

Children recognize and follow present rules according to the goals of a group or game. Children in the early elementary grades begin to enjoy games with rules including board games, simple card games, computer games and organized team sports

41
Q

Therapeutic Play Objectives

A

1) Optimize development and meet holistic needs of children
2) Promote relaxation
3) Divert attention
4) Facilitate socialization
5) Enhance parent/family-child interactions
6) Prepare children and families for healthcare procedures
7) Reduce distress, sadness, fear, boredom, and other feelings associated
8) Normalize the healthcare environment
9) Facilitate effective coping and emotional well-being
10) Enhance expression of feelings
11) Increase a sense of safety, control and security

42
Q

Play as Therapy

A

1) Play allows children to communicate feelings effectively and naturally
2) Play allows adults to enter the world of children with mutual recognition, acceptance, and temporary power-sharing
3) Observing children’s play leads to adult understanding
4) The pleasure of play allows children to relax, and therefore, anxiety and defensiveness are reduced
5) Play allows children to release feelings that might be otherwise difficult to express openly. It allows them to use play materials in aggressive, hostile ways without fear of reprisals
6) Play allows children to develop social skills that might be useful in other situations
7) Play allows children to try out new roles and experiment in a safe environment using a variety go problem-solving approaches

43
Q

Best Practice Standards for Sibling Involvement

A

1) Provided developmentally appropriate explanations to convey disease related information to siblings
2) Facilitate discussion of these feelings between parents and children when siblings are present
3) Encourage phone calls, letter writing or videoconferencing if siblings are not present
4) Remind family members to include school personnel and child care providers with information for additional sibling support
5) Include siblings in child life programming as possible
6) Provide group programming specifically for siblings in speciality units, such as oncology or NICU
7) Support parents in meeting the needs of their well children

44
Q

Supporting the Dying Adolescent- addressing the following developmental tasks is important…

A
  • Dealing with symptoms, discomfort, pain, and incapacities
  • Managing health procedures and institutional procedures
  • Managing stress and examining coping
  • Dealing effectively with caregivers
  • Preserving self-concept
  • Preserving relationships with family and friends
  • Ventilating feelings and fears
  • Finding meaning in life and death
  • Preparing for death and saying good-bye
45
Q

Supporting the Parents of a Dying Child or Teen

A
  • Respect for the family’s role in caring for their child
  • Comfort - managing pain while still able to interact or play
  • Spiritual care
  • Access to care and resources
  • Communication - sensitive and compassionate sharing of information for parent and child
  • Support for parental decision making
  • Caring and humanism - including bereavement support, the presence of familiar caregivers who viewed the child as a unique, whole being
46
Q

Foundation of Palliative Care

A
  • Respect for the dignity of patients and families
  • Access to competent and compassionate palliative care
  • Support for the caregivers
  • Improved professional and social support for pediatric palliative care
47
Q

Grief as a Family Process

A
  • Recognizing the family as the constant in the child’s life
  • Facilitating family and professional collaboration
  • Sharing complete and unbiased information between families and professionals in a supportive manner
  • Recognizing and honoring cultural diversity, strengths, and individuality
  • Recognizing and respecting different methods of coping
  • Encouraging and facilitating family-to-family networking and support
  • Ensuring that services are flexible, accessible, and comprehensive in responding to diverse family identified needs
48
Q

Tasks of Grieving

A

1) Understanding and acknowledging the reality of the death
2) Grieving or “feeling the feelings” associated with the loss
3) Commemorating or keeping alive the memory of the loved one; converting the relationship with the decreased from one of presence to one of memory
4) Adjusting to a life from which the deceased is missing; developing a new self-identity based on life without the loved one
5) Relating the experience of the loss to a context of meaning
6) Going on

49
Q

Goals in Ambulatory Settings

A
  • To assess coping responses and needs of children and families to healthcare experiences
  • To minimize stress and anxiety for the child
  • To prepare children and families for healthcare experiences
  • To provide essential life experiences that are relevant to the child’s developmental needs, and to their family and community values
  • To create opportunities that strengthen self-esteem and independence
  • To communicate effectively with other members of the healthcare team
50
Q

Individualized Education Plan (IEP) - information included…

A
  • Current performance
  • Annual goals
  • Special education and related services provided to achieve these goals
  • The provision of supplementary aids
  • Participation in state and district-wide tests and modifications in the administration of these tests, depending on the unique needs of the child
  • Program modifications and support services
  • Dates and places of then services will begin, how often they will be provided, where they will be provided and how long they will last

Child Life (4 decks)

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