Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Child Life
Theoretical Foundations of Child Life
| Question | Answer |
|---|---|
| What framework should CCLS specialist use when working with children? | theoretical |
| How theories help us as CCCLS: Help us to make ____ of the ____ around us ______ us in our interactions Help us to _____ our observations and ______ | sense, world guide analyze experiences |
| How theories help us as CCCLS: Offer solutions to _______ from ____ that we face when taking care of children and families Give us ____ into children's behavior | selecting, choices, insight |
| Traditional cognitive used to build child life practice | Piaget's theory Vygotsky's theory information processing theory |
| This theory takes a look at how differences in socio-culture aspects affect a child's development. | Vygotsky's theory |
| Vygotsky's theory -Analyzes the influence of ______ on children's ____ knowledge of the world. -States that thinking involves the process of ____ and _____. | context developing maturation and learning |
| Vygotsky's theory -States that ____ ____ what and how children learn. -Focuses on the Zone of _____ ______and Scaffolding | cultural influences Proximal Development |
| the distance between what a learner is capable of doing unsupported and what they can do when supported | Zone of Proximal Developement |
| Many theories view play as a _____ modality | healing |
| Theory that states that children learn from observing and their behavior can be modified through the modeling process | Social Learning Theory |
| What are the four main process of learning that the social learning theory defines? | 1. ATTENTION 2. RETENTION 3. INITAITON 4. REINFORCEMENT |
| Social learning states that learning involves an interaction between _____ and _______ components | behavioral and cognitive |
| _____ theory can also be used by a CCLS to understand a child's behavior and their bond with others. | attachement |
| Three main types of attachment in attachment theory | secure, anxious, and avoidant |
| The temperament theory states that there are certain ______ which account for ______ in behavior. These characteristics are as followed: adaptability, irritability, activity level, emotionality, fearfulness | characteristics, differences |
| What are the two main types of system theories used in Child Life? | Family systems theory Ecological Theory |
| An emotional bond that is formed when a parent consistently responds to their child's needs | secure attachement |
| This attachment style will develop if a child feels there needs are not meet | insecure attachement style |
| Piaget developed 4 main stages of ____ _____ | cognitive developement |
| Piaget's first stage is the _____ stage and the age range for this stage is ___ to ____ years of age | sensorimotor stage birth to 2 years of age |
| Piaget's second stage is the _____ stage and the age range for this stage is ____ to _____ years of age. | Preoperational 2-7 years of age |
| Piaget's third stage is the _____ stage and the age range for this stage is ___ to ____ years of age. | Concrete operational 7-11 years of age |
| Piaget's fourth stage is the ______ stage and the age range for this stage is ___ + years of age. | Formal operational 12+ years of age |
| The following elements of care are important so that an infant can develop proper trust: Comfort: _____ ______ Food: _____ feeding schedule Opportunities for ____ to ____ care | appropriate positioning individualized skin to skin |
| The following elements of care are important so that an infant can develop proper trust: Touch: human touch, infant ____, maximize ____ _____ Quiet environment: environment should include ____ of ____ voice and calm music | parent presence sound of mother's |
| The following elements of care are important so that an infant can develop proper trust: Sleep:The infant's day ____ and _____ should be structured around ____ - ______ cycles and should allow for time to be spent with family members | routine, procedure, sleep-wake |
| The idea of ____ _____ is an essential part of temperament theory | seperation anxiety |
| 3 levels of separation anxiety | protest despair detachement |
| This stage of separation anxiety includes active aggressive responses | protest |
| This stage of separation anxiety includes increasing hopelessness | despair |
| The following elements of care are important so that a toddler can develop autonomy: - _____ in play should be permitted, incorporating familiar play ___ ____ -Parent and child should be ____ _______ in order to minimize anxiety | autonomy, from home adequately prepared |
| The following elements of care are important so that a toddler can develop autonomy: -A CLS should support ____ ______ participation - A CLS should keep in mind that _____ procedures are highly ____ for this age group | maximum parental intrusive procedures |
| The following elements of care are important so that a preschooler can develop initiative: -Recognize that _____ are still important and the ____ is often painful for this age group - _____ is a MUST | parents, separation preparation |
| Elements of care are important so that a preschooler can develop initiative: -Mitigate any ______ that the toddler has that they have done ____ _____. -Establish a ____-____ for the preschooler, such as the bed or play room. | feelings, done something wrong, safe-place |
| Elements of care are important so that a preschooler can develop initiative: - Recognize the preschooler's ____ to threats of _____ _____. | vulnerability, threats of bodily injury |
| When a CCLS uses preparation to prepare a preschooler for a procedure, they should focus on what the preschooler will ____, _____, _____ , _____ and taste before, during, and after the procedure. | hear, smell, see, feel |
| Elements of care that are important so that a school-age child can develop proper industry: - Recognize the child's _____ cognitive ____ abilities - Children during this age are able to form ____ _____with others | expanded, cognitive reasoning trustful relationships with others Fear of anesthesia ( |
| Elements of care that are important so that a school-age child can develop proper industry: - Children during this age may have a strong ____ of _____. - Children this age can better _____ parental ____ | Fear of anesthesia tolerate, separation |
| Elements of care that are important so that a school-age child can develop proper industry: - Highlight importance of ____ _____for this age group - Help to support ___ ____ interactions | normal routine peer-group |
| The school-age child's fear of anesthesia could be due to ____ issues, or feelings that ___ will occur | control, death |
| For the school-age child, the hospital can serve as a sheltered place to gain _____ and _____ with physical change | competence and confidence |
| Elements of care that are important so that an adolescent can develop proper identity roles: -Recognize _____ or _____ about physical development -Recognize that this age group highly values ___ and strongly feels a ____ of ____ during hospitalization | concerns or insecurities independence, loss of control |
| Elements of care that are important so that an adolescent can develop proper identity roles: -Recognize that body image and self-worth of this age group are ____ to the ____ _____, so interventions should be focused on ____ ___ | linked to the peer group, peer support |
| Elements of care that are important so that an adolescent can develop proper identity roles: - Recognize the adolescent's ____ to _____ and make decisions - Be cognizant of privacy and ____ issues related to adolescent care | ability to listen confidentiality |
| For the adolescent age group ____ is especially difficult | isolation |
| Parents and patients have a hard time ____ _____ under stress, and this can be shown through the ____-_____ cycle. | processing information information processing |
| In order for a CCLS to facilitate effective ____ processing she/he can - ______ understanding & ____ threat of situation - Increase ____ and ____ by providing information & anticipatory guidance | understanding, perceived familiarity and predictability |
| In order for a CCLS to facilitate effective ____ processing she/he can : - Recognize the key role that ____ _____ play in information processing because ____ has been established and there is ____ two-way communication | supportive relationships trust open |
| Stress and coping theory: For Children and Families undergoing hospitalization, coping should be viewed within a framework of: -_____ needs and reactions to _____ - _______Centered Care -_____ sensitivity | developmental, stress family cultural |
| Stress and Coping theory The greater the _____ posed by a situation, the less ____ a person feels, and in turn, the ___ ____ the person is to draw on ____ strategies and the_____ _____ he is to handle the situation poorly and become further _____. | threat, control, less likely, strategies, more likely, distressed |
| Stress and Coping theory If one family member is ______ this makes everyone feel a loss of ____. and this perpetuates a ____ cycle. -This negative cycle further erodes ____ and motivation -The effects of this cycle are ____. | distress, control negative confidence cumulative |
| An ongoing transaction between a person and the environment that results in an emotional appraisal that the situation is threatening or harmful to some aspect of well-being. | Gaynard's defintion of stress: |
| Stress involves a _____ of harm. The ___ of harm may be warranted or unwarranted. | perception of harm, threat |
| What a person does in order to avoid, minimize, or "get through" a stressful situation. | Gaynard's defintion of coping |
| Stress is there but the person does not perceive it. | Unconscious stress |
| What are the two major types of coping | problem-based coping emotion focused |
| Building coping mechanisms over time leads to ______ | resilience |
| when individuals overcome hardships and thrive. | resilience |
| When assessing a child we focus on both their ____ and _____ | strengths and vulnerabilities |
| There is a stressful situation, and the child use cognitive skills to help deal with the problem | Problem-Focused Coping- |
| Using self talk, exercise or other emotional coping mechanism to help deal with the problem. | Emotion Focused Coping |
| We should always try to sit at ___-____ with a child, so the child _______ we are focused on them. | eye-level percieves |
| What influences a child’s coping? -The medical staff's _____, ______ and agenda- (i.e-How do therapists and other staff work with the children) -Available _____ to the child | skills, interactions, agenda resources |
| What influences a child’s coping? pt. 2 -Child's knowledge of _____ strategies -Child's understanding of medical _______ -_____ life experiences | coping interventions previous |
| In order to build a child's coping strategies you can be ____ about what the child is ____ ____. (i.e saying "you are holding your hand so well") | specific, doing, well |
| Impact of Environment on Child's Coping Staff's ______ of child Staff's _____ of parent The ______ environment surrounding the child Appearance & ______ of Staff | perceptions, perceptions, physical, demeanor |
| What affect's a child's ability to cope Parent’s ____ level and ____ during procedure ____ level of child Physical ____ Level of ____ Child's level of ____ and are their other basic needs met ___ status of child | comfort, availability developmental state fatigue hunger health |
| What are the 4 types of coping styles of a child? | castastrophizer, sensitizer, minimizer, and denier |
| Sensitizer’s pattern carried to the extreme (child thinks worst is going to happen) | Main characteristic of a catastarophizer |
| Other characteristics of a catastrophizer - Even when _____ is collected this still does not settle the _____ ______. -As his anxiety climbs, the child ____ more _____, but any replies are not experienced as ______. | information, child's anxiety asks more questions, reassurance |
| -A catastrophizer tend to ____ the ______ out of proportion - A catastrophizer is often _____ and terrified by the information -They focus on the _____ _____ of pain: -They imagine ____ _____ consequences, (i.e-“I’ll never leave the hospital.”) | blow the details overwhelmed negative effects unlikely negative |
| “This is a total disaster and will never work out.” Attitude of “I hate shots. That will hurt so much it will kill me!” | thoughts of a catastraophizer |
| -A catastraophizer tends to think about _____ and avoiding the ____. | escaping and avoiding |
| This coping style is common in children who have had previous bad pain and have not had the opportunity to discuss and resolve | catastraophizer |
| These type of children run away or show fearful responses | catastraophizer |
| When dealing with a catastraophizer it is important to address their questions so the ____ levels aren't __- (i.e do not answer a bunch of ___-___ level questions at once.) | stress, heightened high-stress level |
| A sensitizer’s way of managing uncertainty and anxiety is to do what? | collected detailed information |
| “The more I know the more I can manage.” | Thoughts of a sensitizer |
| Characteristics of a minimizer - Tend to ___ ____the information as a way of coping with their anxiety and uncertainty -They ____ ____ potentially threatening information _____ and privately digest it in their ___ ____ | play down put the potentially threatening information aside, own time |
| Characteristics of a minimizer: -When they are ready, they will ____ ___ and collect ___ ____. to address specific concerns | come back and collect specific information |
| How much information does a minimizer need from a CCLS? | Not all the information, just the highlights. |
| Coping style classified as minimizing carried to the extreme | denier |
| Children who are deniers, will totally____ ____ of their _____ the unpleasant experience with which they’re going to have to _____. | push out of their minds, deal |
| “Don’t remind me of it; I don’t want to think or talk about it!” | Thoughts of a denier |
| Which type of coping style is more common in adults than children | denier |
| Denying is not particularly helpful when the person is ____ with the _____ | confronted, situation |
| As a CCLS, we still encourage a child who is a denier to engage in ____, with ____ ____ planned | discussion, little breaks |
| A child's coping style is ______ _____ to the situation and it is not uncommon for a child's coping style to _____. | highly specific shift |
| Is there a right or wrong way for a child to cope? | Nope |
| Children on the ____ ends of the coping style _____ tend to have higher anxiety and consequently a ____ ____ coping with ____ or challenging ____. | extreme, continumm, harder time, new, experiences |
| Coping mode is a way of a ____ or _____ stress. Long term = adaptations which acknowledge and accept the stress | avoiding or facing |
| Short term strategies for coping allow the child to go ___ with their lives without confronting ____ _____. | on, immediate stress |
| Long term coping strategies can be developed so that a child can develop ______ which acknowledge and accept the _____. | adaptations, stress |
| DENIAL REGRESSION WITHDRAWL IMPULSIVE ACTING OUT ALTRUISM HUMOR SUPPRESSION ANTICIPATION SUBLIMATION | different patterns of coping, different from coping styles |
| This pattern of coping uses evasive action Children act as though the stress does not exist Serves to alleviate pain and thus can help preserve the child’s equilibrium May use fantasy to obliterate reality | denial |
| A child who uses denial, acts as though the ____ does not ____ | stress, exist |
| The pattern of coping called denial serves to ____ _____and thus can help preserve the child’s equilibrium | alleviate pain |
| A child using the pattern of coping called denial may use _____ to obliterate reality | fantasy |
| An action that occurs when a child clearly does not want to do something | evasive action |
| The regression pattern of coping is an _____ action They become dependent and demanding They may receive more physical comforting and affection, thus easing stress | evasive |
| Pattern of coping in which children act younger and engage in earlier behaviors | regression |
| Children who use the pattern of regression often become dependent and ______ | demanding |
| Children who use the pattern of regression may receive more physical ________ and affection, thus easing _____ | comforting, stress |
| When parents facilitate regression, they fail the child in developing ____ and ______ coping mechanism. | better, proper |
| What type of actions is withdrawal? | evasive |
| A child who uses the withdrawal pattern of coping may ____ ____ or try to become invisible | run away |
| A child who is using the withdrawal pattern of coping takes themselves ____ or ______ out of the picture | physically or mentally |
| A child using the withdrawal pattern of coping does so because it allows them _____ from tension for the time being | respite |
| Children who use the impulsive acting out mechanism of coping often do so to ______ their ____ by making others angry at them | conceal their misery |
| What type of pattern fo coping is almost guaranteed to be self-destructive in the long run? | impulsive acting our pattern of cooping |
| Children using the impulsive/acting out pattern fo coping often try to ___ ______ to themselves and find ways to briefly ease their stress. | draw attention, |
| Coping pattern defined by children acting impulsively and hyper to avoid thinking either of the past or the consequences of their current actions. | Impulsive/acting out pattern of coping |
| What type of mechanism is the impulsive/acting out coping pattern? | an evasive one |
| What type of mechanism is the altruism pattern of coping? | a accepting one |
| Children who use the altruistic pattern of coping often ____ others and _____ their own troubles. | help, forget |
| Children who use the altruistic pattern of coping often gain ____ from the ___ role. | satisfaction, helper |
| Children who use the altruistic pattern of coping do not allow themselves to be ______ and ____. | carefree and irresponsible |
| What type of mechanism is the humor pattern of coping? | an accepting one |
| This pattern of coping is characterized by the child joking about their difficulties | humor |
| Children using the humor pattern of coping often use humor to express _____ and ____. | anger and pain |
| When the humor pattern is taking to the extreme, children may ____ the ability to _____ and to reach out to others for help | lose cry |
| What kind of mechanism does the suppression coping pattern use? stressful situation when the “free time” is over Children may suppress feelings to the point of denial | an accepting one |
| The suppression coping pattern enables kids to _____ _____their anxieties _____ | set aside their anxieties temporarily |
| Children who use the suppression pattern of coping are ___ _____ to go back to the ____ situation when "free time" is over. | not afraid, stressful |
| A child using the suppression pattern of coping may suppress feelings into the____ of ___. | point of denial |
| The anticipation pattern of coping uses what kind of mechanism? | accepting mechanism |
| A child who uses the anticipation pattern of coping, is able to ___ and ____ for the next stressful episode | foresee and plan |
| A child who uses the anticipation pattern of coping, is prepared to ___ ___ and to accept what can not be ____. | protect themselves, avoided |
| A child who uses the anticipation pattern of coping may become ____ _____ and develop a ___ ____ to know what comes next. | too fearful, compulsive need |
| What type of mechanism does the coping pattern of sublimation use? | An accepting one |
| A child who uses this pattern of coping find ways to vent their anger, overcome their fears, or express sadness through becoming absorbed in games, sports, hobbies | sublimation |
| A child using the sublimation pattern of coping utilizes an ____ to the point that it becomes their _____ and can compensate for their stress. | activity, satisfaction |
| A child that uses the sublimation pattern of coping can become so _____ that other pleasures or the needs of family members can be ____. | engrossed, ignored |
| Before adults can help children cope they must have a deep _____ of coping styles and patterns, an appreciation of understanding the child's _____, a certain level of skill, and a level of _____-____ . | knowledge child's individuality |
| The ability to reflect on how we engage with people and to reflect on how we are perceived | self-awareness |
| As a CCLS is important to always try to remain ____ and ____, not scared or over emotional | smiling or stoic |
| There C's important for a CCLS to have | Care, competence, and compassion n |
| When a child is facing a serious procedure, it is important for a CCLS to use coping methods that have been ___ ___ to the procedure | rehearsed prior, |
Created by:
stbrenner