Term
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Definition
| those relationships, both clinical and non-clinical, which advocate for psychosocial coping and adjustment. |
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Term
| Therapeutic Relationships |
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Definition
those relationships, both clinical and non-clinical, in which a goal for providing some sort of healing is established.
- A clear intention by the professional to have some specified impact on the client or patient. |
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Term
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Definition
| : the theories behind his work led to a therapy that required warmth, genuineness, and positive regard from the therapist toward the patient. |
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Term
| Three types of relationships |
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Definition
- friendship (Social): mutual needs are met during social interaction
- intimate: involve a partnership with an emotional commitment to one another
- therapeutic (professional): |
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Term
| Phases of the Therapeutic Relationship |
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Definition
- First phase = initiation or orientation phase. The most important goal for this phase is the establishment of trust. This phase usually includes some sort of introduction, the establishment of the purpose of the interaction and a mutual decision about the plans and logistics for continued interaction.
- Working phase = at this point the professional works towards acheivment of goals as established in the initiation phase.
- Termination: focus is on ending the relationship not on establishing new material. |
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Term
| Three ways in which boundaries are established |
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Definition
- first there are licensure or certification
- development of ethical standards for each profession – ethical responsibility has been established by the Child Life council
- Implied definitional assumption that professional relationships are to be kept professional |
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Term
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Definition
| In its most basic conceptualization, Freud theorized that when people enter therapy, the way that they see and respond to their therapist will be influenced by two factors; they will see the relationship in light of their earlier ones, especially very early childhood relationships, and they will have a tendency to replay those earlier situations. In other words clients transfer onto their therapist their previous patterns of behavior and response. |
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Term
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Definition
| Responses in the therapist toward their clients |
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Term
| elements of communication |
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Definition
| The elements of communication include speaker, listener, message, channel, feedback and context. |
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Term
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Definition
| Human communicatin is a transactional activity, one in which participants reciprocally influence each other. |
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Term
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Definition
the place whre communication occurs can have an unexpectedly powerful effect on outcome of communication.
- For Child Life: the distraction that are so frequently a part of context need to be recognized and whenever possible steps need to be taken to eliminate them. |
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Term
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Definition
Humans have the unique ability to engage in symbolic activity; to use symbols (words) to stand for objects, actions, concepts and feelings.
- example: the word hospital can frighten a child for whom it means a place filled with frightening instruments and needles while to a child life specialist the word simply means a workplace |
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Term
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Definition
Humans have the unique ability to engage in symbolic activity; to use symbols (words) to stand for objects, actions, concepts and feelings.
- example: the word hospital can frighten a child for whom it means a place filled with frightening instruments and needles while to a child life specialist the word simply means a workplace |
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Term
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Definition
| Words can stimulate images and feelings that are so intense that they can replace reality. For example, the word surgery can so frighten children and parents with images of pain and suffering that it obscures the reality of pain management, recovery and the reason for surgery. |
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Term
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Definition
| an approach to healthcare that is based on mutually beneficial partnerships between patients, families, and healthcare professionals. |
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Term
| Core Principles of Family Centered Care |
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Definition
1. people are treated with dignity and respet
2. healthcare providers commuicate and share complete and unbiased information with patients and families in ways that are affirming and useful
3. Individuals and families build on their strengths by participating in experiences that enhance control and independence
4. Collaboration among patients, families, and providers occurs in policy and program development and professional education, as well as in the delivery of care. |
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Term
| Stress Potential Assessment Process |
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Definition
| This model encourages the child life specialist to formulate a care plan based on consideration of three categories of information: health care, family, and child variables. By combing an evaluation these variables, the child life specialist assigns a stress potential rating to the patient using a scale of 1-5 with 1 being low stess potential and 5 indicating the highest potential for experiencing stress and coping difficulties. |
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Term
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Definition
| obvious behaviors like hitting, destroying property, or fighting |
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Term
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Definition
| : less obvious behaviors like becoming withdrawn, loss of appetite, increased sleeping |
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Term
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Definition
| developing some new behavior that is not consistent with positive development such as changes in sleep patterns, loss of toileting skills, being restless or anxious |
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Term
| developmental vulnerability |
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Definition
| considered most critical, children who are challenged in one or more developmental domain may have a more difficult time coping with healthcare experiences |
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Term
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Definition
| a symbolic activity incluging play with medical equipment that elicits concerns, clarifies misconceptions, and discerns coping strategies |
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Term
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Definition
| is used to screen children ages birth to six years old in four domains: personal-social, fine motor-adaptive, language, and gross motor |
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Term
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Definition
| (Hawaii Early Learning Profile has been validated in infant, toddler, and preschool versions and includes assessment of multiple domains (cognition, language, gross motor, fine motor, social-emotional, self-help, regulatory and sensory) |
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Term
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Definition
| assesses children in five major developmental domains: cognitive, language, motor adaptive behavior, and social-emotional |
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Term
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Definition
- an advertisement for the work of child life
- valuable tool to introduce the chuld life profession and educate others about how the CLS contributes to the care of the patient and family |
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Term
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Definition
| Subjective, objective, Assessment, plan |
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Term
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Definition
a method of measuring the volume of professional activity
- records the service provided by the child life specialist in direct patient care, indirect patient care, and indirect service as well
- allows the hospital to identify patient-specific resource utilization and cost and provides tangible evidence for justification of resource levels.
- Provides a readily accessible information base to assist with management decision making such as staff allocation and serves as one tool in the evaluation or personnel performance. |
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Term
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Definition
| “Play is the child’s work” – her writings emphazise that children’s play is a kind of fantasy preparation for adult life, not a substitute for work. |
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Term
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Definition
| idea that children might actually need to play. Children had their own way of seeing, thinking, and feeling and adults should allow children the innocence and freedom of childhood by not restricting them to adult ways. |
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Term
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Definition
| saw play as a way to release surplus energy. He argued that humans have a certain amount of energy that is needed for survival. As survival needs diminish, this pent-up energy must be released. Children do this through play. |
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Term
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Definition
| suggested an opposite view of play and energy. He theorized that the purpose of play was the renewal of energy wherein children use play to avoid boredom whie they wait for their energy levels to be restored |
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Term
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Definition
| recapitulation theory, in which each person’s development reflects human evolutionary progression. A child’s play framed in present experience might be imitating behaviors of prehistoric ancestors. |
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Term
| General Characteristics defining play |
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Definition
- Play is intrinsically motivated: this encompasses notions of self-directed activity and freely chosen exploitation that lead to self-satisfaction
- Play involves attention to means rather than an ends: goals are flexible, self imposed, and changeable
- Play may be nonliteral or symbolic
- Play may be free from external rules: there may be rules inside the play but they can be freely changed
- Play requires active engagement |
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Term
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Definition
observed and identified participation with others as a four step sequence in children’s play.
- nonsocial activity (unoccupied, onlooker behavior, or solitary play)
- parallel play (playing near other children but not trying to influence behavior
- associative play (interacting by exchanging toys and conversation)
- cooperative play (orienteing toward a common goal |
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Term
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Definition
| repeating actions and manipulations, imitating movements and utterances, and manipulating objects |
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Term
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Definition
| goal-direcrted, creating products, new manipulation of objects, and developing themes |
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Term
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Definition
| controlled behaviors within given limits, and adjustment to other’s needs. |
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Term
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Definition
| use of dramatic situations, substitution of reality with fantasy, and social themes |
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Term
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Definition
| interpretation of play suggests that young children use play as a medium for self-expression that can reduce anxiety caused by internal conflict. It has been suggested that play serves as a neutralizing medium by which young children manipulate traumatic or anxiety-provoking situations in an attempt to gain mastery over the event. |
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Term
| sigmund freud and anna freud |
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Definition
| - play allows the child to explore unwelcome feelings or socially unacceptable thoughts without fear of adult disapproval. Anna began to use play to establish a therapeutic alliance and to build a relationship with her child patienrs. |
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Term
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Definition
| suggested that play provides young children with a way of thinking over difficult experiecnes and restoring a sense of mastery over the situation. |
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Term
| the non-directive approach |
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Definition
| The non-directive relationship approach to therapeutic play emphasizes the therapists role in providing an environment in which the child feels accepted, with the therapist communicating a feeling of warmth, reflecting the child’s feelings, giving the child time and permission to lead the way through therapy. |
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Term
| Vygotsky and pretend play |
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Definition
| - maintained that entering the pretend play mode enables young children to approach situations in an as if fashion and to consider experiences not only in the here and now (the concrete reality) but to entertain theoretical ideas. |
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Term
| Emotional readiness or sense of being as prepared as possible to face impending situations, can be fostered by: |
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Definition
- helping individuals more accurately understand the circumstances and experiences they face
- helping them understand, identify, practice and implement options and strategies they may use to better proceed through the experience
- helping individuals organize their emotional experience to make meaning of the events |
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Term
| - systematic desensitization: |
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Definition
| in which stimuli capable of eliciting fearful, aversive responses in children such as medical equipment are identified and gradually introduced to children over time. |
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Term
| emotional contagion hypothesis |
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Definition
| - Among the elements of the environment considered capable of contributing to children’s distress was the presence of anxious parents |
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Term
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Definition
| buildt upon by Bandura who held that the viewing of life or filmed model who is encountering stressful circumstances similar to that facing a child is likely to increase the probability tht the child will adopt the same behaviors and therefore more successfully complete the procedure. |
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Term
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Definition
| cognitive and behavioral efforts to manage specific external and or internal demands that are appraised |
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Term
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Definition
| each of a series of stress points (episodes or events during a health care encounter that are likely to be appraised as threatening) is dentified. |
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Term
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Definition
| : are the efforts to manage stressful demands. They may be external observable behaviors or internal processes such as thoughts. |
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Term
| sensory coping strategies |
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Definition
| rely on sound touch, or movement to enhance the child’s coping capacitieis. |
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Term
| cognitive coping strategies |
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Definition
| approaches include those that help reframe or refocus thoughts from negative to positive. |
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Term
| behavioral coping strategies |
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Definition
| approaches introduce behaviors that are compatible with the successful completion of the threatening event. |
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Term
| self directed model of child life leadership |
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Definition
of leadership have no designated leader and utilize the entire child life staff in the management of the department by distributing, and sometimes rotating, administrative duties and responsibilities.
o The advantages: shared responsibility and accountability, variety in the job role
o Disadvantages: the inhibitiin of relationship development on the managerial level because of increased numbers of people filling the role
• A reduction in opportunities to develop management skills
• Lessened continutity of vision for the program
• Decreaed initimate knowledge of the evolution of the profession on a comprehensive level. |
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Term
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Definition
| define the rules for a program and should always be adhered to without variation. |
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Term
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Definition
| are more specific and provide systematic direction to staff in carrying out tasks (ie washing toys) |
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Term
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Definition
| provide more general direction for the operation of units and programs and are often open to interpretation to meet needs of patients, families, and staff. |
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Term
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Definition
| which is a system or structure within a healthcare setting that determines the placement of patient’s on particular units. |
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Term
| Four basic factors to consider when staffing |
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Definition
o the needs of patient’s and families:
o Volume of patients and families
o Number of child life staff available
o Acceptance and understanding of child life service |
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Term
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Definition
: a two way relationship between two workers in which the supervisors goal within that relationship is to empower each worker – whether employees or volunteers – to be successful in his or her work.
- Three coomponents of supersion:
educate, managerial, support |
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Term
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Definition
| sometimes termed secondary traumatic stress disorder, is similar to post traumatic stress except that it influences those who are emotionally impacted by the trauma of others. |
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Term
| clinical advancement systems |
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Definition
| provide opportunities for career development within child life programs and reward child life specilaists who demonstrate high level of skill. |
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Term
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Definition
| an organization wide program to identify risks, control occurences, prevenet damage and control legel liability. Risks to the institution are evaluated and controlled. |
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Term
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Definition
- equipment (toys and games)
- expendable crafts and art materials
- office supplies
- funds to travelto confernces
- telephone
- printing
- computers
- dietary supplies
- books and journals
- teaching materials
- miscellaneous |
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Term
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Definition
- Environmental stressors:
o Sounds of monitors, alarms
o Visual stimulation Of equipment
o Observation of other people
o Procedures and surgical intercentions conducted at bedside
- Communication stressors
o Too much or too little info
o Few opportunities for questions
o Inability to interpret staff behaviors
- Concenrs about child’s physical appearance, behavior, and emoitional coping
- Alteractions or deprivations in parenting role
- Concenrs about wellbeing of other children in the family |
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Term
| initial phase of diagnosis |
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Definition
| : prediagnosis and diagnosis, family may face feelings that are as signigicant as those felt during the terminal phase |
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Term
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Definition
| the time between the diagnostic phase and the terminal phase. It is during this period that the family realizes the illness and treatment will be a continuing part of their life |
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Term
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Definition
| CL may help a child prepare for death by preserving self-concepts, maintaining relationhsips with fam and friends, and expressing feelings and fears. |
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Term
| noncorporeal contuniation |
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Definition
| : refers to the belief in the afterlife or some kind of communication that goes on after the death of the physical body |
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Term
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Definition
| model for assessing the bereved child, which includes individual factors such as age and past experience; death related factors such as the type of death, and factors related to family, social supports, religion, and culture. |
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Term
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Definition
| are those that begin as soon as the child learns of the death. They involve developing understanding or what has happened while protecting oneself against the full emotional impact of the loss |
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Term
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Definition
| include accepting and processing the loss, including the intense psychological pain |
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Term
| grieving needs to indluce |
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Definition
- understanding and acknowledgement of the reality of death
- grieving or feelings associtated with the loss
- commemorating or keeping alive the memory of the loved one; converting the relationship with the deceased from one of presence to memory.
- Adjusting to a life from which the deceased is missing; developing a new self-identity based on life without the loved one
- Relating the expereience of the loss to a context of meaning
- Going on (going on with fun activities; developing loving relationships with others etc. This does not mean forgetting the person who’s gone |
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Term
| cognitive tasks of grieving |
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Definition
| : understanding what death is, understanding that a loved one is gone forever |
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Term
| emotional tasks of grieving |
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Definition
| grieving, feeling the feeligns associated with loss, expressing emotions |
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Term
| faith and future tasks of grieving |
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Definition
| incorporating the loss in a way that allows personal growth and loving relationships with others, fidning meaning, enjoying positive life-affirming experiences |
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Term
| rationl for children at funerals |
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Definition
- funerals serve to confirm and reinforce the reality of death
- funerals are important occasion in a family’s life and provide a framework for family support
- funerals are an important source of ritual, providing an opportunity to remember the loved one’s life and to say goodbye |
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Term
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Definition
| not only tends to direct the child’s thoughts and actions but also implies that the objective is for the adult to gain knowledge about the child. Supportive techniques (reflection, paraphrasing, clarifying) sustain the child’s own process, self-understanding, and mastery) |
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Term
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Definition
| the ability to step inside someone’s shows and experience the world from their perspective |
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Term
| three guidelines to avoid burnout |
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Definition
o Know one’s limitations
o Practice active grieving
o To know how to reach out for help |
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Term
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Definition
| characterized by a duration of three months or longer or those which necessitate a period of continuous hospitalization fore more than one month. |
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Term
| goals of family adaptation |
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Definition
o Accept the condition and manage it on a daily basis
o Meet normal developmental needs
o Cope with ongoing stess and crisis
o Manage feeliings
o Educate others
o Establish support systems |
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Term
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Definition
| the sense of accomplishment perceived by the child. Chldren need to succeed in order to feel competent; part of that success is mastering their environment. Children who feel self competent may have the internal resources to deal with whatever challenges they may face |
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Term
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Definition
| this is a type of therapeutic play in which reenactment of the traumatic event occurs. It differs from other forms of play in that it frequently lacks both pleasure and relief. It has a seriousness and intensity uncharacteristic of typical play. This play is very repetitious and usually self-initiated, with mastery of the events demonstated over time. |
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Term
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Definition
| defined as play that has been altered in from, complexity, or intent to serve the needs of children with disabilities. It includes modifying the materials, the environment or the process to meet the needs of a child or teen. |
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Term
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Definition
| a CLS may sere as an educator with regards to activity restrictions following traumatic brain injury. Many patients have limitations at discharge that are designed to keep them safe. |
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Term
| guidelines for working with children with neurological defects |
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Definition
1) allow and engourage the presence of parents and/or other famiair caregivers during assessment and management of pain. They may be better at recognizing signals of pain
2) ensure the child has access to his or her means of communication
3) advocate for children who can’t
4) encourage appropriate pharmacological intervetnions and the least invasive route for dosing when possible
5) ask about or docuent the ways patinets usually expresses stress. |
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Term
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Definition
| not only tends to direct the child’s thoughts and actions but also implies that the objective is for the adult to gain knowledge about the child. Supportive techniques (reflection, paraphrasing, clarifying) sustain the child’s own process, self-understanding, and mastery) |
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Term
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Definition
| the ability to step inside someone’s shows and experience the world from their perspective |
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Term
| three guidelines to avoid burnout |
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Definition
o Know one’s limitations
o Practice active grieving
o To know how to reach out for help |
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Term
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Definition
| characterized by a duration of three months or longer or those which necessitate a period of continuous hospitalization fore more than one month. |
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Term
| goals of family adaptation |
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Definition
o Accept the condition and manage it on a daily basis
o Meet normal developmental needs
o Cope with ongoing stess and crisis
o Manage feeliings
o Educate others
o Establish support systems |
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Term
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Definition
| the sense of accomplishment perceived by the child. Chldren need to succeed in order to feel competent; part of that success is mastering their environment. Children who feel self competent may have the internal resources to deal with whatever challenges they may face |
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Term
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Definition
| this is a type of therapeutic play in which reenactment of the traumatic event occurs. It differs from other forms of play in that it frequently lacks both pleasure and relief. It has a seriousness and intensity uncharacteristic of typical play. This play is very repetitious and usually self-initiated, with mastery of the events demonstated over time. |
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Term
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Definition
| defined as play that has been altered in from, complexity, or intent to serve the needs of children with disabilities. It includes modifying the materials, the environment or the process to meet the needs of a child or teen. |
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Term
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Definition
| a CLS may sere as an educator with regards to activity restrictions following traumatic brain injury. Many patients have limitations at discharge that are designed to keep them safe. |
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Term
| guidelines for working with children with neurological defects |
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Definition
1) allow and engourage the presence of parents and/or other famiair caregivers during assessment and management of pain. They may be better at recognizing signals of pain
2) ensure the child has access to his or her means of communication
3) advocate for children who can’t
4) encourage appropriate pharmacological intervetnions and the least invasive route for dosing when possible
5) ask about or docuent the ways patinets usually expresses stress. |
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Term
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Definition
-meaningful work, worth their time and effort
- a clear job description
- thorough oritentation
- training do's and don'ts
- a capable supervisor
- opporuntity to give feedback
- appreciation, recognition and rewards |
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Term
| developmental views of death birth to age 3 |
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Definition
infants and toddlers sense there is sadness or anxiety
- impacted by the response of caregiers and significant others around them
- may exhibit changes in sleeping, eatin, and mood, ie increased clinging, decreased appetite, more irritable
- depend on nonverbal communications and consistent nurturing |
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Term
| developmental views of death 3 to 6 years |
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Definition
May view death as reversible and temporary
- beleive in magical thinking
- interpret words literally (my daddy died from a stomach ache)
- still impacted by emotions of others around them
- abstract concenpt such as heaven may be difficult to understnad
- may revert to earlier stages
may exhibit changes in habits
may hae difficulty being seprated from caregiver
- may escape through play |
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Term
| developnental views of death 6 to 9 |
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Definition
Children begin to view death as final
- increased curiosity about illness and how death affects the body
- worries about how the dead person eats sleep etc
- may think death is something that takes people away or is contagious
- views death as accidental or something that happens to old people but not to them
- may blame self for death and expereincing feelings of guilt
- may have difficulty seperating from caregivers
may exhibit changes in behavior
may have difficutly expressing feelings verbally |
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Term
| Developmental views of death ages 9-12 |
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Definition
Children are more aware of the finality of death
- concerned about how the loss will impact them
- may be reluctant to sahre intially, but later have strong grief reactions
- may be angry and direct anger at a variety of people
- may exhibit a wide range of emotions such as shock, denial, anxiety, fear, depression, or withdrawl
- begin to develop an interest in rituals
- may exhibit changes in behavior at home or in school |
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Term
| developmental views on death adolescents |
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Definition
- May have an adult understanding of death
- may feel confused, responsible, helpless, angrey, lonley, afraid etc.
- sees self as invincible
- questions the meaning of life and spirituality and beleifs
- sees the aging process leading to death
may engage in risk taking behaviors
may need permission to grieve but choose to grieve with his or her peers and not adults. |
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