CCLS study plan

Map the four developmental domains (cognitive, language, motor, social-emotional) to at least two observation-based assessment approaches each.

Contrast formal standardized tools with informal play-based and observational methods by listing appropriate use, age range, and care setting for each.

Sequence a family-centered assessment from intake through documentation in eight or fewer steps.

Identify five behavioral or physiological indicators of child stress, pain, and coping that show up in assessment data.

Draft three full written assessment summaries from self-written child vignettes, each covering developmental status, coping style, risk factors, and recommended interventions.

Score the three summaries against a five-criterion self-made rubric and revise the two lowest-scoring sections.

Justify at least two interventions per identified child need by naming the developmental theory that supports each choice.

Rehearse aloud a five-minute assessment-to-intervention handoff as you would deliver it to a medical team.

Categorize at least 15 child life interventions (medical play, procedural preparation, distraction, relaxation, expressive arts, normalization, legacy building) by purpose, age band, and setting.

Construct a stressor-to-intervention decision map covering 10 common pediatric stressors.

Compare three coping-strategy frameworks and note where they converge and diverge.

Script a 15-minute procedural preparation session for a specified age and procedure.

Apply a stepwise ethical decision model to four intervention scenarios involving consent, assent, confidentiality, and boundary-setting.

Distinguish child life scope of practice from adjacent roles across 10 borderline situations.

Draft documentation notes for two interventions that meet legal and professional documentation standards.

Restate each core principle of the professional code of ethics in your own single sentence.

Differentiate mandatory reporting, informed consent, assent, and confidentiality obligations using five written scenarios.

Outline the components of a defensible intervention note (goal, observation, intervention, response, plan).

Identify five common boundary and dual-relationship risks and the correct response for each.

Summarize in three sentences how evidence-based practice informs intervention selection.

Diagram the interdisciplinary team for three care settings and mark where the child life specialist communicates, refers, and advocates.

Explain family-centered and trauma-informed care principles and show how each changes a specific interaction.

Identify cultural, linguistic, and health-literacy factors that alter assessment and intervention choices across four cases.

Trace how documentation and services move through a healthcare system, including funding, access, and authorization constraints.

Analyze four collaboration scenarios for role clarity, conflict source, and escalation path.

Describe transition and discharge planning steps for children moving between hospital, home, school, and hospice settings.

Rehearse three referral conversations aloud, naming the specific concern and the requested action.

Revisit the Week 3 intervention matrix and add a systems or resource constraint to at least five rows.

Complete two full-length timed practice exams and score each by domain.

Convert every missed item into a one-line governing principle and re-quiz yourself on those principles 48 hours later.

Condense the two weakest domain summaries from Weeks 1-7 onto a single review sheet.

Run a final 30-question rapid review across all four domains.