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Quarterly
VINTAGE CHILD LIFE CHILD LIFE SHORT STORIES SPARK THE CONVERSATION SPOTLIGHT: UTICA COLLEGE CHILD LIFE AWARENESS CONTEST WINNERS LSQ: THE WEBSITE
CHILD LIFE MONTH:
10 WAYS TO CELEBRATE MARCH $4 USA $5 INT
Contributors
Mission Light Spinner Quarterly was created to start a dialogue between child life specialists about their practices through valuable content and resources. LSQ also serves as a public forum to educate the world at large about the field of child life. LSQ is an independent publication.
child life spe·cial·ist [c + l + s] noun
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Y OU S U
Origin: 1922-Current Find out more at LightSpinnerQuarterly.org
BE CRI D? H BS
E AV
Child Life Specialists are trained professionals who help children and their families understand the hospital environment through education, therapeutic intervention, and play.
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Copy Editor Dawn Braa, MA, Early Childhood and Youth Development Educator Graphic Designer Michelle Jodziewicz, BS, Child Life Student
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Social Media Manager Erica Lara, MS, Child Life
Photographer Hector Collazos (cover & main spread), owner of HectoCol Photography, proves to be an ambitious and enthusiastic freelance photographer. By closely following industry trends, Hector comes to the table with an edgy creativity. His main interests reside in commercial and fine arts photography. He has worked in different countries including Colombia, Argentina, and the USA. For more information and to view his work, please visit: www.hectocol.com
BED? CR I H BS
Founder and Editorial Director Sarah Mendivel, MS, Child Life
Happy Child Life Month!
cont ents March 2012
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4. From the Founder
“It’s time to start finding our own heroes in child life, or becoming them ourselves.”
5. Child Life Awareness Contest: Runners-Up
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From Japan to Iowa, these child lifers show off their CL pride through art and camaraderie.
6. Your Words: Child Life Short Story Contest
Writers from across the nation share their most intimate moments in child life.
8. Child Life Month Celebration Ideas Spice up your annual routine with some of these spiffy numbers!
9. LSQ: The Website
It’s more than a blog, it’s the hottest thing happening in the field right now. Get your free resources on!
10. Vintage Child Life
See firsthand how outside interests can keep your work with patients refreshed and inspired.
11. Product Reviews: Distraction Action/Survival Archival
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Stay ahead of the curve by checking out our spring favorites!
12. Student Corner: Utica College
Home of the Child Life Archives and Council members, Utica gives us a glimpse into how aspiring specialists should be educated.
13. Ink About It
Think your child life skills are limited only to the hospital? Think again.
15. Speech and the CLS
Give yourself a professional edge! Learn what speech therapists are looking for in patients and how you can turn some of their practices into yours.
16. International Voice: All They Needed Was Love From Canada to Africa. How love translates to all cultures.
18. Cover Article: Child Life Month
Milwaukee, Wisconsin’s child life department comes to the table united and compassionate.
26. Spark the Conversation: Reinventing the Umbrella
It’s time for child life to move forward and start rethinking our future. How do you measure up on health literacy?
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From the Founder
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sychology has Freud. Science has Einstein. Medicine has Gray. They are the defining heroes of their fields; leaders that generations following strive to emulate. They are people of passion that share a single virtue of great significance: contribution. March marks the international celebration of Child Life Month. Founded in the hopes of promoting awareness, this month is also a time to recognize the contributions ourselves, our colleagues, and our classmates make on field. This issue of LSQ gives center stage to individuals going beyond the norm of everyday activities to define what a modern day CCLS is.
“Never underestimate the power of a small group of committed people to change the world. In fact, it is the only thing that ever has.” Margaret Mead
As the Child Life Conference celebrates its 30th anniversary this year, we commemorate the thousands of child life specialists that walked before us to lay the ground we now stand on. The paths created for us took work to build and commitment to maintain. They were orchestrated with patience, compassion, and a faith in the child life profession. Some of us will continue to walk these path, and some will begin to branch off into new trails that broaden our reach to the world. March energizes these new trails and illustrates that Child Life Month is more than just an annual pitstop, it’s a destination. Our contributions of today will become standards of practice tomorrow. What will your contribution be to child life this month? How will you be remembered in the field ultimately? How will you be remembered by your team? By your families? By your patients? It’s time to start finding our own heroes in child life, or becoming them ourselves. Happy Child Life Month. “Child Life is here. GET EXCITED!”
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Sarah Mendivel, M.S. Child Life, Founder
CHILD LIFE AWARENESS CONTEST: RUNNERS-UP
Postcard from Japan: Kazuyo Kuwahara, MS, CCLS Fuji, Shizuoka, Japan
“Happy Birthday Child Life! May you have another bright, beautiful, and amazing 30 years! I wish you peace and harmony today and always.”
University of Alabama, Student Organization: Sherwood Burns-Nader, MS, CCLS Tuscaloosa, AL “Child Life is here. Get Excited!”
Letters represent items found in the hospital.
WINNER PICTURED ON BACK COVER: UNIVERSITY OF IOWA
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Your Stories
Photo: Chance Agrella
Child Life Short Story Contest
As a tribute to the Child Life Council’s 30th birthday this year, Light Spinner Quarterly asked readers to share their child life stories in a celebration of the hardest, proudest, and most trying moments we share as a field. Short story author Beth Cantrell of Little Rock, AR won our spring quarterly contest. She was awarded a GIANTmicrobe® figurine, light spinner distraction toy, and the published first story position. Share your story for a chance at the prize next quarter! Email your short story (500 words or less) to us at LSQuarterly@gmail.com. Include your name and city/state. WINNER
My First Memorialization: An Intern’s Memoir
My ears ring with the scream of silence. For hours now, I’ve tried to push it back so that I may see to my other patients at the hospital. But I am alone. My fingers tingle with the feeling of death. They touched death today. Gently I pushed his hands into clay, molding the shape of a mother’s labor and love in the form of a boy’s fingers and palm; large for his young age. But they will grow no more.
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A burst of blood poured forth from a vessel in his brain. Here one moment and gone the next. Machines beep rhythmically with the beats of a heart that no longer sustains life for this family. They surround the boy and the machines he is connected to, know ing his heart is no longer his own. It and his other organs that once sustained life belong now to the children who wait for life miles and lifetimes away. His death will breathe life into them, but there is no solace in this room. “He was our angel,” a father’s retort to muffled words, an attempt at comfort from a well meaning doctor. “We’re sorry for your loss.” “But he was our angel.” What more can we say? I try to find words or actions to bring relief. There are none. I press the boy’s hands into clay for the grieving mother. Will this be a memory of a smiling boy
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in a football jersey or a reminder of the small form covered in blankets and surrounded by foreign equipment and sounds? A stranger to the family, a body now lacking the life it once held. “It is hard for the young to understand death.” We try to give words to explain to the young sibling that his brother will never come home again. “I don’t understand either.” The last words I’ll hear from a father gripped with grief as I quietly leave the room. I have felt like an intruder. The sadness is not my own, but I will carry it for all of my life. I am sorry for your loss. I am sorry for your angel. Beth Cantrell Little Rock, Arkansas
Go Fish Queen
“You win again, darn!” the boy exclaimed while I shuffled the deck for another round of Go Fish. The boy reached down to itch his foot and accidentally pushed the blanket off the hospital bed, revealing his bruised, two-toed foot. Without grimacing, I picked the blanket up and softly spread it over his leg. After playing a few
more games, the boy stated he wanted to go outside. After he eased into his wheelchair and I spoke with his nurse, I brought him to the outside deck. The boy blinked in the strong summer sun as I stopped him beside the ledge overlooking the parking lot. The boy looked at me and asked, “Rachel, why are you helping me?” I drew back, surprised by his question. “Why are you helping kids like me?” he expounded. My process of becoming, in his eyes, the “Go Fish Queen” started after a career assignment in my high school English class. I realized my career goals were not like others; I liked health care and teaching, but I thought there could be a combination of these careers. When I discovered child life, I was overwhelmed with excitement; by combining health care and teaching, I could finally help children overcome illness in a positive manner through natural ways of teaching, like play. After going through the local hospital’s child life volunteer program, I knew that my heart was set within a child life career. On my first day, I used puppets to communicate with an eight year old that could not speak, held a premature baby with a serious heart condition, and sang nursery rhymes with a girl in intensive care. That day, I learned how all children in a health care setting need a person to advocate for their own methods of care. As a junior in college, I am often asked why I am going into the career of child life during such hard economic times and job instability. My answer is simple: child life is my passion. I don’t think of it as a job, rather an opportunity to reach out to all families and children in need of answers, help, and guidance throughout a health care process. Child life volunteering isn’t just play time, it is time for me to help children grow and learn about themselves and their abilities. It is time for me to give families resources to better themselves and the community around them. It is time for me to establish the once-forgotten mentality that play and communication can create the best learning experiences. Even though “Go Fish Queen” was a clever title I gained through my first year of volunteering, the biggest prize I won was the experience. Sitting with a boy who is equally determined to walk normally again as to beat me in Go Fish gives me purpose for becoming a Child
Life Specialist. My simple reply to the boy made him smile, “I am helping kids like you because I want too”. Rachel Filak Springfield, Missouri
Giving Back
First and foremost, Happy Birthday Child Life Council! When I was a hospitalized child many years ago, child life was in rare existence. Had I not experienced the trauma of being an isolated, scared, and terrified surgical patient, I probably wouldn’t have found the profession. One of my fondest memories happened when I was an intern. I had developed an interest in acute care cases, including I.V. sticks, medical prep, surgery, and casting. There was a six year old that had been admitted as a surgical patient. She was
“We’re sorry for your loss.” having tummy aches that wouldn’t go away. Her parents had taken her to the pediatrician to find a mass the size of a cantaloupe. She was admitted immediately after to have the mass removed. There was an immediate trusting connection between the patient and me. Back then, parents were not allowed into the pre-op rooms for anesthesia induction. Neither was child life, but somehow my boss made it possible. I was given the opportunity to stay with this child throughout her entire surgery. She was fearful of needles and I advocated for her to have the mask placed first before the needle. The anesthesiologist was abrupt and said she isn’t going to remember anything anyway. She started with the tourniquet and the patient began to cry. The anesthesiologist said, “This won’t hurt if you stop fighting me.” I was horrified at what I was witnessing! As a new intern, I was unaware of the protocols of the O.R.. Everyone had a job to do, and a non-compliant patient didn’t have much of a choice. No wonder why parents were not allowed to go back there! The “sleep doctor” obviously had a specific way of wanting to handle the situation, and likely viewed me as a nuisance in her space. Despite this tension, I continued to advocate for the patient and eventually won over the respect of
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attending staff. I remember being so angry at the situation that I wanted to thrash out at the doctors. I realized instead that this is why we need to help educate the medical staff on why child life is so relevant for children and their families. Thankfully, we have all come a long way since then. My lesson that day was that I can advocate for the child in front of me, but that we also need to keep on our toes and advocate for all children. Wendy Gardner Skokie, Illinois
In the News January, 2012 Toyota Motor Sales, USA presented the child life staff of Miller Children’s Hospital with a check for $45,000. The grant money will be used towards supporting a new CCLS position in the hospital’s emergency department (ED). The new CCLS will help an average of 7,000 children a year in the ED. January, 2012 The Rose, a nonprofit breast cancer organization, recently held their annual Shrimp Boil benefit. The Shrimp Boil included food, auction, and raffle prizes. Among these prizes, was a sizable collection of toys. Walter and Martha Tutor placed the winning bid on the toys. Instead of claiming the prize for themselves, they immediately contacted Texas Children’s Hospital and made arrangements for the toys to be donated to the child life department. January, 2012 The child life department at Children’s of Alabama’s worked with Cheeriodicals (a gift company) to bring specifically designed gift boxes to patients based on age and gender. For more information about Cheeriodicals, visit : Cheeriodicals.com.
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Wanted: Child Life Add some unusual fun and creative flair to your campaign to be recognized. Child life teams are in a unique position to be able to think and act outside of the box, so take advantage! There are ways to create a solid looking campaign without breaking the bank. VistaPrint.com runs daily deals that offer promotional products from 25-80% off. On some days, if you join their newsletter, you can even land free stuff! Not artistic? Don’t worry. These sites provide templates (VistaPrint shown on left) that simply require you to copy and paste your photos in. It’s cheap, fast, easy, and professional looking.
Cheap Promo Product Sites: www.vistaprint.com www.posterburner.com www.epingo.com www.zazzle.com www.actionprintinginc.com www.cafepress.com www.shortrunposters.com Label Me
Promo pens, clipboards, etc. can get pricey. Use printable adhesive address labels to get the job done. Type out the role of a CLS, name of a CCLS on staff, and their contact info. Place labels on mugs, markers, staplers, and clothes. Make sure you have permission to stick it to someone before they stick it to you!
Face Time Think of what you’re into and then use it to promote yourself. Boast photos of your staff and share some fun facts about yourselves so that onlookers have an opportunity to get to know you. The more relatable and welcoming your team is, the more recognition you will receive over time. Prioritize
As a CCLS, you have tons of responsibility. Reconsider your priorities this month and spend more time at bedsides, rounds, and in-services. There is something to be said about presence.
Gratitude & Appreciation Reserve a bulletin board and make it a place of acknowledgement. Create slips that say “I would like to show gratitude & appreciation to ___ because they ______.” Make the board child life specific and invite medical staff and families to participate. Write slips for your own child life team to display your own pride and unity!
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Get a Room Go public by offering in-services for new and ongoing medical staff and families. Book a room and make it your stage to show off all that child life is. Include plenty of visuals, handouts, and candy to get the audience excited. Even adults love treats! Socialize Break out of your shell this month and get to know those around you. Familiarity will lead to natural program growth.
Child Life Month: Ideas Get Interactive
Now that you have posters, make them work for you. Explain what child life is in easy-to-get terminology for families. Use vocabulary that matters to them (i.e. scared, calm, help). In our example, designate a CCLS to be pictured on the “Wanted” poster. Families will try to find him/her and ask about him/her roles. Reward their curiosity with some cool treasure box swag and offer a tour of the hospital.
Tie it All Together
There is a ribbon for nearly everything now: pearl for emphysema, green for childhood depression, jigsaw for autism, red for AIDS. Why not commence a new color for Child Life Awareness this month? Choose a cheery color your hospital will be comfortable with. Add some glitter or puffy paint! Get everyone in on it- doctors, nurses, even environmental services. This will help open a dialogue for future interactions. Make fliers explaining your ribbons and start sharing your ribbons with families! Visit trinitylondon.com for ribbon colors.
COVER GIRL Anita Bednarz, MD
“My first exposure to Child Life was in medical school. One child in particular, who had spent his entire life in the hospital, comes to mind. Because he had access to Child Life, he was not only exposed to developmentally appropriate play but was even able to take field trips outside once in a while which he absolutely loved! He was treated as a kid instead of just as a patient. This realization that kids need to be acknowledged as kids has stuck with me - it is so much easier to connect with a child as a physician having been exposed to Child Life. Of course, having bubbles around helps as well!” chicagolandphysicians.com
Make it Stick
Ready for an amazing idea and the ultimate in departmental promotions? Say hello to customized bandages! Did you help with a poke? Leave your kiddo with a “My Child Life Specialist Helped Me” bandage on his arm. Play around with different sayings, “Child Life Makes Pokes Better,” “I Love my Child Life Specialist.” Building rapport with staff and family? Include your extension or pager number. Brilliant? Indeed. Check out: www.promobrands.com www.fortepromo.com
LIGHT SPINNER QUARTERLY: THE WEBSITE
Get Excited: If you search for child life, we will be there. Subscribe with the click of a mouse, keep yourself in the loop with “Child Life in the News” updates, and scope out distraction deals!
Free Resources: On a budget? We get it. Download free resources off our site including a Comfort Positions Poster, “CLS Roles” Coloring Sheets (bilingual), and videos.
Find the Founder: Want our latest shirt? Find LSQ’s founder at the 2012 Child Life Conference in Washington, DC and get a shirt. 20 winners will be awarded!
www.wpmap.org
Giveaways: Like free stuff? Us too. That’s why we regularly give away distraction toys, relaxation DVDs, child life wear, and tons more. Wish you had a light spinner? Stay tuned, they’re our next giveaway.
Free Child Life Job and Internship Listings: Whether you’re starting your child life journey or looking to refresh it, we can help. Listings include all 50 states and several other countries (Canada, England, New Zealand, etc.). Job listings are updated every Sunday. Need résumé or cover letter help? Don’t worry, we have examples of those too.
BOOKMARK US: LIGHTSPINNERQUARTERLY.ORG
Vintage Child Life Photos by Alex Gabucci Child life is a field made up of diverse cultures and personal interests. Light Spinner Quarterly sits down with child life specialist and entrepreneur Maria Sideris to find out why it’s so important to have curiosities outside of work and how these diversions can actually help calm your daily grind. Maria owns Little Tree Vintage, an online vintage clothing boutique.
Maria Sideris: New Brunswick, NJ. 25 years old: Sagittarius
Maria also models on her site (pictured above and below).
www.littletreevintage.com
I have been working as a Child Life Specialist for three years now. I have worked in many different locations such as a long term care facility, an inpatient rehabilitation center, an emergency department, and a pediatric clinic. My favorite color to wear is probably black- it matches everything so you can’t go wrong! I was inspired to start my online store because of my love for vintage. I have always loved vintage items and once I started blogging it came hand in hand. I always knew I wanted to express myself creatively and this was the perfect way to do it. What I love most about vintage is the fact that it has a pre- loved past. It has been worn by others and has had a previous history. I love being able to incorporate vintage into my daily fashion because it definitely provides a unique style that most people cannot emulate. I like being able to express myself through things that I love and anything vintage comes naturally to me.
I definitely think it’s important to have interests outside of work no matter what profession you are in. As a CLS, I know how hard it can be to separate work and my personal life. I think having interests that span outside of work helps me balance my life better. It’s imperative to have goals in and out of work. I try to give myself different goals professionally and in my blog/shop.
Having strong interests definitely helps me in many different ways. Although I can’t say it helps me cope better, it does keep me busy and even gives me ideas for activities when working with children. I will say that it does “It’s imperative to goals in and out help me focus on other things when I am outside of work and that is important. work.” I try to keep the two separate because I know how different both are. My CLS outfits are definitely more professional and although I do include personal style, I also have to be appropriate for a hospital setting. I try to keep my personal style and my work attire somewhat separate. Being a CLS has definitely influenced my blog in some ways. I have included in my biography that it’s my 9-5 job because it’s important for people to know that I have that side of me as well. I do love fashion and vintage; however, I also really love working with hospitalized children.
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The name Little Tree Vintage was actually created by my boyfriend, Alex Gabucci. We were coming up with different names and couldn’t stick to one we both liked. Finally Alex came up with Little Tree Vintage, and I just fell in love with it.
I collect most of my clothes and accessories from different places. Most of my vintage accessories are hand me downs from my mother who shares my love for vintage and antiques. Since I sell on Etsy, I also do a good amount of vintage searching on their website as well. My favorite [vintage inspired] stores currently include Urban Outfitters, ModCloth, and Anthropologie. I also shop at Goodwill, Salvation Army, and other local thrift stores on a weekly basis not only to stock up my shop, but also to shop for myself!
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Distraction Action/Survival Archival Check out these spring favorites!
u Chomp on something dino-mite during your next bedside! Dino Hands
temporary tattoos come in eight awesome designs and provide for an animated distraction during medical procedures. Safe, non-toxic, and easy to wash off, Dino Hands are guaranteed to become a child’s best friend. Have conversations between dinosaurs, create puppet shows under the sheets, and ask little dino’s how they’re feeling about the hospital. Pack contains eight designs for use with multiple patients and Specialists. A steal for $5.99 on Amazon.com, by Natural Products Ltd. (www.npwtrade.co.uk) v Welcome the next best go-to pocket-sized intervention. Finger Puppet Bases offer an immediate opportunity for role play, building rapport, and fighting boredom. Finger Puppets are lightweight and open for decoration. Make them a doctor, family member, or patient. Smooth wooden foundation allows for a quick wipe down and reuse. Flex your creativity without straining your budget. A set of 5 Finger Puppets is $6.50 at A Child’s Dream Come True (www.achildsdream.com). We’re giving 3 sets away on our web site! w Washing and sanitizing your hands between each visit to a patient’s room can run a toll on your hands. Give those life-changing hands relief with a hand cream that fits comfortably in the mysterious tiny pocket of your jeans! This Mini Glycerin Hand Cream (.41 fl. oz.) by Time & Again (www.timeandagain.com ) comes in eight different fragrances including Sapphire, White Tea & Ginger, Mango, and Sweet Pea. Velvety to the touch and not overly fragrant, so as to respect the little noses of your more sensitive patients. About the size of a tube of lip balm, your skin will stay moisturized without the greasy leftovers. It’s pocket change for this pocket cream at $2.30. Interested in one of these hand creams for free? We’re giving them away at LightSpinnerQuarterly.org
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UTICA COLLEGE
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ne of the oldest academic programs in Child Life, the Psychology-Child Life major at Utica College, has provided undergraduate liberal Stat Sheet arts education with professional training in Child Life since 1978. In addition to a concentration in Emphasis Areas: Child and Adolescent Child Life Specialty, we have a concentration in Development; Developmental-Ecological Framework; Child Studies. In both concentrations, students Stress & Coping; Child Life; Play; Internship receive a solid foundation in: child/adolescent development within a developmental-ecological Placement & Support framework, theory regarding stress and coping, and the use of play within a helping relationship. Degree: Bachelor of Science in PsychologyWe pride ourselves on integrating theory, research Child Life, either Child Life Specialty or Child Studies and field experience so that our students become competent, open, reflective, and intellectually System: Semester, Typically 12-16 credits per curious professionals who are able to ask the right questions to reveal the unique needs of each child/ semester adolescent in their care. Students in the Child Life Specialty concentration receive the academic Cost: Tuition is $29, 476.00 per year training and internship experience needed to apply for and take the Child Life Certification Exam. Students in the Child Studies concentration receive the academic training and internship experience needed to start entry level positions in social service fields and/or to enter graduate schools in fields such as social work, early intervention, and counseling. Our students enjoy small classes and individualized attention from the faculty in the major. Recent results based on returned alumni surveys indicate that students are typically successful in finding employment and/or continuing their studies in Child Life or related fields.
While Utica College, nestled in the foothills of the Adirondacks, is a beautiful place to study, we offer students opportunities to study throughout the country and the world through our internship placements and the Study Abroad programs available to students. A diverse flavor is offered as well; students come from all over the country and the world to Utica College. In fact, in recent years, we have had two students from Japan complete their degree in Psychology-Child Life at Utica College. Our faculty members also reflect a local, national and international interest in the field of Child Life. For example, Professor Melodee Moltman has traveled to Kuwait and Saudi Arabia to educate health care professionals on the role of Child Life. She has made connections with International Health Partners and their work at a rural health clinic in Tanzania. Professor Jo Ellen Vespo, who provides the developmental foundation to the curriculum, has published work on child development in developmental, child care, and education journals in both the United States and Britain Speaking of local, national, and international interest in Child Life, if you want to know anything at all about the history of the profession of Child Life and/or the Child Life Council, then talk to Professor Civita Brown, our Internship Coordinator. Professor Brown has been the Co-Chair of the Child Life Council Archives Management Group (the History Committee) for many years. Through this committee, Professor Brown has developed two
CHILD LIFE ARCHIVES
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Utica College is the home of the Child Life Council Archives. This collection of materials, dating back to the 1920’s, was transferred to the Utica College Frank E. Gannett Library in 2001. Today the collection consists of articles, publications, conference materials, professional journals, scrapbooks, photographs, video tapes, audiotapes, and ephemera from the child life profession. Much of the material was produced as a result of the efforts of the Child Life Council’s Archives
(formerly known as the History Committee) and proves useful in gaining a perspective on the historical development and growth of the Child Life profession, from its earliest inception as a “play program” to the independent and fully recognized profession that it is today. It is a unique resource to the Utica College Psychology-Child Life students. The Child Life Council Archives can be accessed through the Child Life Council website or by visiting the Utica College campus.
Jo Ellen Vespo jvespo@utica.edu Melodee Moltman moltma@utica.edu Civita Brown cbrown@utica.edu
historical videos: Follow the Dream and Creating a Legacy: Yesterday, Today, & Tomorrow: 25th Anniversary DVD. Come visit Professor Brown and she can show you the Child Life Archives, housed here at Utica College (see inset). While at Utica College, visit our MultiSensory room which has been developed in collaboration with the Therapeutic Recreation Department. The room is equipped with a Vect-Distraction machine, a relaxation chair, and a fiber optic chair, as well as other sensory materials. We can show how a professional would use this room educationally and therapeutically in practice. Visit one of our classes and meet our students. Join them in the many co-curricular activities available, including the Psychology-Child Life Club. Meet one of our many guest speakers, such as Robin Avant from Hope Labs, an innovator in multimedia technology for children’s health care.
For more information, contact:
Child life specialists are increasingly finding creative alternatives to exercise their infinite knowledge of children, developmental psychology, and coping mechanisms. LSQ founder, Sarah Mendivel, chats with CCLS Kate Gardner about her hand in creating the latest powerhouse intervention, Ink About It. Ink About It is the collaborative genius of CCLS’s, counselors, and educators to help support youth as they develop their understanding of themselves and their mix of emotions. Sarah Mendivel: What was your role in creating Ink About It?
Kate Gadner: A few years before Ink was printed, I had approached Steffanie Lorig at Art with Heart (AwH) about creating a focused therapeutic book specifically for hospitalized teens. It turned out that she was already planning for the next book, and wanted to create something new for this age group. I remember visiting with her in the Seattle office where we did some brainstorming together. Later, I organized a group of my colleagues at Inova Fairfax Hospital for Children to continue thinking of content and review some of the existing ideas. Once
Steffanie had created a rough draft, I was able to give her my input and think of ways to ensure the content would be appropriate for hospitalized teens. The book is not specifically for teens dealing with hospitalization, rather, it is a book for people in this age group who are dealing with change. SM: Why is it important for CLS’s to get more involved in publications like this?
SM: How have your professional experiences prepared you to create something like Ink? KG: For several years before becoming involved with AwH, I was able to see kids in the hospital use the earlier AwH books on a near weekly basis. I was able to see what they enjoyed, what they were proud of, and how much it helped them cope.
KG: Getting involved with projects such as the books published through AwH is a fantastic way to help ensure that therapeutic tools will be appreciated by youth experiencing hospitalization or illness. We have a particularly unique insight into the challenges that these children are faced with and how to best help them with emotional expression.
SM: How can a CLS use Ink in his/her work with teens?
SM: What are some of your favorite parts about Ink?
SM: What type of kiddos does Ink cater to?
KG: I have a personal preference for the open-ended pages, such as “Where I want to go, Where I’m from, Where I’m going next,” “My Inspiration,” etc. When working with teens, I love to use open-ended questions as conversation starters.
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KG: I think it could be given to a patient as something to work on individually, used as a guide when working one-onone with a teen, or as a group activity. If a teen is willing to share their work with the CLS, it would be an excellent way to connect with a patient and understand their world.
KG: It’s a therapeutic activity book designed for the 11+ crowd dealing with change. When you think of it this way, it’s catering to the age group rather than a child dealing with one particular type of issue. The preteen and teen years are
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Photo: JuliaF
Photo: JuliaF packed with life changes, and I think it would appeal to anyone at this stage of life. What’s so great about this book is that it can be used in so many environments: hospitals, schools, counseling sessions, community groups, or independently as a personal growth and self-actualization project.
SM: Do you have any advice for CLS’s trying to get into publishing or creative endeavors like Ink?
SM: Are there any future collaborative projects on the idea shelf?
SM: What are some ways child life can continue to grow and expand as a field?
KG: Not at the moment, but I always love working with Steffanie at AwH. She’s an inspiration and on behalf of all Child Life Specialists, I thank her for creating such lovely therapeutic books to use with our patients. Without a doubt, the AwH books are my favorite printed resources as a Child Life Specialist. SM: What is your professional background? KG: I have a Bachelor’s degree in Human Development and Family Studies with an emphasis in Child Life from the University of Missouri-Columbia. Before graduating in 2004, I completed my child life internship at Children’s National Medical Center in Washington DC. In 2005, I completed a child life fellowship at Inova Fairfax Hospital for Children in Falls Church,Virginia. I was happy to continue working as a CCLS on an adolescent unit until 2010 when I moved to Switzerland for my husband’s career. I am now enjoying the opportunity to work part-time as a CCLS in Switzerland at L’Hôpital de l’Enfance de Lausanne, mostly providing preparation for children on a day surgery unit.
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KG: Approach organizations that offer resources or services to youth, offer your insight, collaborating with others who have access to illustrators or other resources is an excellent use of our knowledge base.
KG: I am particularly interested in promoting child life and its mission in countries beyond the US, and look forward to seeing increased international practice in my lifetime. SM: How did you come across child life as a career choice? KG: I was studying journalism and working in a child care center after my classes. I remember how much I looked forward to working with the children each day and realized I needed to change my major. I researched various career options and thought that Child Life would be a very meaningful and challenging profession where I could work with children and families. SM: What are some important things to remember when working on a team? KG: Make sure everyone has an opportunity to contribute, respect the various perspectives, and stay positive! SM: How long did it take to create Ink? KG: It was several years in the making but really taking time to produce the best possible result is well worth the wait. Lausa��� , S�i����lan�
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Speech pathology and the child life specialist by Erin Hedlin, MS, CCC-SLP/L
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hile working in the neonatal intensive care unit (NICU) as a speech-language pathologist (SLP), you work with many other professionals including neonatologists, residents, nurses (RN), physical therapists (PT), occupational therapists (OT), respiratory therapists, and child life specialists, to name a few. In the NICU, the SLP’s primary role is to help the children with oral feedings. The child life specialist at our hospital works in the NICU with the older babies who have been in the hospital for a long time. Often these chronic NICU babies need to develop their oral motor skills so that they are able to suck on the pacifier and the bottle or breast. Normal oral motor development includes: As a SLP, we help the babies with their oral motor movement so that they can be successful feeders. If you are a child life specialist going into the NICU, your time with the babies is crucial to us having a successful therapy session with the baby. Things you can do to help the baby during your session: • State regulation: Help baby maintain a quiet alert state with minimal stress signs • Engagement: If baby is able to maintain a quiet alert state, having the baby engage with you helps the baby prepare for more difficult expectations such as feeding. • Non-Nutritive Sucking: Offering the baby the pacifier to practice getting ready for oral feedings • Positioning: Just holding the baby outside of his/her crib is an important precursor for starting oral feedings • Talking to the baby to help start language development.
o Attends to and turns toward voice; turns toward sound source o Smiles reflexively o Quiets when picked up o Ceases activity or coos back when person talks (by 2 months) Child life specialists can greatly assist children with speech/language delays as well. Children with speech/language delays often greatly benefit from play and social interactions with others. If you are working with a younger child with a speech/language delay, try some of these strategies: Good Modeling: It is important to provide the child with good modeling when interacting with him/her. Listening is an important way to learn speech and children learn speech by listening to the words and sounds around them.Being overdramatic in your speech is a good way to catch a child’s attention. You can encourage the child to imitate words after you; however, do not get upset if the child incorrectly says the word. Praise him/her for trying. Environmental Sounds: Environmental sounds are a fun way for children to try new sounds. Incorporate environmental sounds when playing games, reading books, or singing songs with the child.
Try to keep sounds short (1 syllable) and easy for the child to produce. Sound/Song Games: Children love to learn through song and music. Incorporate music and sound when engaging with children. Remember your audience: When engaging children, remember that you are engaging children. Keep speech simple and focus on key words. Make sure to use slow speech and gestures to help keep the child’s engagement. Follow Their Lead: Remember that we don’t always have to control the whole interaction with children. They learn a lot by taking control of situations in which they are in. You can still control what is happening in play, but perhaps let them pick the activity. You can also control the language that is happening around the activity that the child picked. Also, imitating sounds and words that the child says is a great way to start an imitation game. Books and Pictures: When looking at books or pictures, add language into the situation. Let the child choose the book and turn the pages. You, as the child life specialist, talk about what the child is looking at (i.e. “tall boy”, “sad baby”). You can also carry this over to what the child is seeing in his/her environment.
Ear Model Photo: Jean Scheijen
During the first 3 months, these are some things we would expect to see: o Displays startle response to loud sound o Visually tracks or moves eyes to source of sound
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Jessica Slawter
All They Needed Was Love
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hildren are complex in numerous ways, but at the same time can be very simplistic. Children require many things; one of the most important of these is love. To love a child is to give them freedom to be themselves, encouragement to become who they want to be, and security in their environment. To think about what would happen to a child who was deprived of love and affection is a saddening thought; something that I learned first-hand on my trip to Africa. This past June, I was given an opportunity to travel to Zambia, Africa with an organization called “Go Mission” founded by The Rock Church. I never pictured myself being part of a trip like this. It was different and way out of my comfort zone. To go to a place full of poverty, disease, and death was a frightening and sobering thought. One of the main goals for my team on this trip was simply to show love to the widows and orphan children of Zambia. Just to be a hand, shoulder, and positive presence for them in the moment. Being a student of the Child and Youth Program at Mount Saint Vincent University, and with the aspiration of becoming a Child Life Specialist, I had a lot of previous experience with children. However, nothing would prepare me for this trip. It wasn’t until I stepped out onto the uneven ground, that I truly understood where I was. With all the smells, heat, dust, and culture, this was Africa. To be honest, Africa was never on my travel wish list. I thought about going many times and talked myself out of it each time. Although it was somewhere that I was very hesitant about, I knew it was a place that would forever change me. Because of that, I decided to go. Thinking back to when I was little, I remembered my mother saying, as I’m sure many parents did, “Eat all your food, there are starving children in Africa.” For many years, the concept of starving children in Africa was something that I had seen only
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Sto��: Jes�ic� Slaw��� P�oto�: An��e� Thomson as a reason to finish my plate, rather than the raw truth and poverty of the country. When we arrived, we drove down the streets of Zambia. I wondered how many children would walk along the roadside alone. As we drove on, I spotted a child. He looked up at me, raised his little hand, and waved. My heart broke to bits in that moment. We worked with an organization in Zambia called “Hands at Work”. One of the most vivid memories that I have of the team was the day that we did home visits. We met with volunteers and, in pairs, traveled to many different huts in the community visiting with the sick children and the elderly. One child we visited was lying out on a straw mat outside her hollow one-room hut. She was very ill with HIV, Malaria, and TB. We found out that she had been sick for over a year. She lived alone with her younger brother, as they were both double orphans. Double orphans are children who have lost both of their parents. We cleaned the water they had and tried to find fresh water for them. I sat there with her, completely still, and held her hand. In that moment, I realized the importance of communication through touch rather than words. No words were ever exchanged between us, but I felt a connection with her. The next day we went to the children’s school. Many of the families of Zambia have children and orphans that have been taken in, but they cannot all afford to attend school. For many families, only one or two children may attend school. We went to the community school and played with the children. There were many children still outside, looking through the bared windows, wanting to come in, but could not. We sat with the school children and watched their faces. They were excited and overwhelmed by the fact that we let them sit with us and held them. These are children who are familiar with being cast aside and not touched because they are “sick”. To be
able to go and just love on these children made a world of difference for them and for me. Their faces will never be forgotten and the memories I hold will forever change me. It was moving. The simplicity of just being there for these children and knowing that in that moment, all they needed was love. During one of our final days in Zambia, we went to a community called Agape. When we arrived, the image from the World Vision commercials (the children with distended stomachs and flies on their faces) came to mind. The difference was that this was neither a picture nor a commercial; this was real. We assisted the workers with the feeding program for the children. This feeding program had 40 children in it that received one meal a day. They were not fed over the weekend though because the volunteers did not have resources to travel to them at that time. Most of the children saved some of their food to take home to their siblings and families as that was the only meal they would receive. In seeing this take place, the terms necessity and privilege took on a whole new meaning for me. Their toys consisted of rags, old dolls, and balls made of plastic bags tied together with string. There were many other experiences that occurred on my trip to Africa as well. Looking back, I am reminded of the smiles on the children’s faces as we held them. To visit them in such a place of stress and challenge and to hold and love them knowing that it would bring them hope, defined my trip. It also reinforced my desires for becoming a Child Life Specialist. I want to be able to comfort children in their stressful times using things like therapeutic play, music, and most importantly, love. Love is the key because when you love, you bring hope and when you bring hope, you can’t help but bring happiness and more love. Bringing such a gift to the children of Africa, will forever warm my heart because all they needed was love. Nova S��ia, C�nada
Learning to Listen to Each Other by Theresa Atchley, M.Ed, Social Emotional Consultant
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hild Life Specialists in medical centers have a unique and sometimes unexpected role with families and children. Many professionals outside of the Child Life field think the CLS’s primary effort is to create play and educational opportunities for hospitalized children. This is certainly an important part of the CLS role; however, a fundamental expectation for the CLS is to listen and be available to the child and family. Many times conversations with parents are centered on developmental activities that engage and nurture the child during their hospitalization. However, the role of the CLS can often become so much more. For families with hospitalized children, the parents are required to do a lot of listening and asking questions to expert doctors, nurses, and other medical staff who are planning, testing, probing, and monitoring their child’s all-important medical care. Not too often can the medical professionals sit with the families and children to ask questions and listen to them about what’s on their mind. It simply isn’t the nature of their role. They have a crucial job to do, medical interventions to follow through on and the ultimate task of restoring a child’s health, while simultaneously caring for many others. This is how the CLS can often become that unhurried professional, available to find out more about the family’s needs. Parents and children may talk about their concerns or uncertainties with the CLS, the available listener. It’s often difficult to know what to do, what to say, or how to respond in the most helpful way, even though listening seems easy enough. Where can CLS’s enhance and deepen their skills as listeners? Is this a skill that comes to some CLS’s more easily than others? Can a CLS learn more about how to listen and respond to worried families? The answer is yes to each of these questions and it can be done together with your colleagues in your medical center. One of the best ways to learn how to be open and available to children and their families is to find time to be listened to ourselves. Meaning, have someone who is really focused on what we’re saying help us think through an experience that we’ve been going through at work. Even though we may have a supportive supervisor or wonderful colleagues to connect with every day, we still need regular reflective time for ourselves. And our colleagues need it too. By setting up group time to meet, weekly if possible, with fellow colleagues, we can experience first-hand the benefits of being listened to and getting reflective support. Listed are some simple guidelines for beginning a “reflective group” in your pediatric unit:
• Create a group time with colleagues twice a month or weekly if schedules allow. Set a regular time that the group members can commit to – possibly over lunch or at the beginning/end of the day.
story-teller or ask them what they have learned through having had the experience. Others in the group can also share what they learned by hearing the story and thinking about the different perspectives.
• At each reflective group, one group member will be the storyteller and share an experience from work that they would like to talk about. It can be something that went well, seemed stressful, or an incidental experience that is still on their mind. They get to choose what they would like to share.
• As you move through this process, take time to consider how it is helpful for you. What parts of reflective work are most helpful? What parts of reflective work may be difficult at times? In what ways can you incorporate this experience into your work with children and families? How do you feel when someone is really listening to you and is focused on what you’re saying?
• As the storyteller speaks, the other group members listen. Once the story has been shared, the group members can ask questions to clarify details so the group has a full sense of the storyteller’s experience. • Once the background information is shared, the group helps the storyteller process their experience. During this processing/reflective activity, group members will ask open-ended questions which will offer an opportunity for the storyteller to more fully think about their experience. Even though the other group members may formulate their own ideas or want to offer specific feedback about what happened and why, it is important to ask the storyteller questions instead. This will allow the storyteller a chance to think through what happened and how it has impacted them.
Receiving and offering reflective listening is a skill that can be helpful for CLS’s in enhancing their capacity to respond and engage with families who just need to “talk”. The biggest challenge with forming a group is often trying to plan the time and then commit to it. So often, CLS’s are pulled in many directions, but agreeing to a twice a month lunch meeting can offer long-term benefits. The benefit of creating a group time and sharing the experience of listening and reflecting with one another can help each one of us become more aware of the value of listening. The reflective experience is designed to help us transfer those interaction skills to working with children and families. It provides us strengths in a skill area that is so important for the CLS role, but one in which there is not necessarily much specific training. Try it with your colleagues and learn together through the experience of reflective support.
• Some open-ended questions that can be asked are: What has this been like for you? What would you like to see happen next? Looking back, what might you have done differently? What do you think led up to this? What are other ways of looking at this situation? In what ways does the situation make 5 Reasons to Call Child Life: A Guide for Parents sense to you? by Andrea Winter, Child Life Intern • At future reflective groups, members can take turns talking about their experiences. This allows for listening and talking opportunities to be shared over time. Depending on the length of meeting time, it may be possible for two group members to share their story. • It is helpful to end the group with a “next step” question for the
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Evanston , IL
1. I want someone to PREPARE my child in an age-appropriate manner, (using photos and hands-on medical equipment) as to what to expect before going for surgery. 2. My child is showing signs of FEAR and ANXIETY and I want to provide him/her with a therapeutic way to express emotions. 3. I want my child to understand what will happen during procedures through MEDICAL PLAY. 4. I think my child will benefit from DISTRACTION during frightening procedures. 5. I want my child to participate in ACTIVITIES while he/she is hospitalized which will help to NORMALIZE the experience.
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Julie Johannes, CCLS, CTRS provokes camaraderie in her team mates with quick-witted humor, consistent positive reinforcement, and dependable leadership. Johannes notably illuminates the warmth and approachability that Child Life symbolizes.
Photos: Hector Collazos Light Spinner Quarterly
Child Life Month
Dedication. Magnanimity. Openness. Fairness. Creativity. More than the attributes of great leadership, these characteristics of professional conventions can define the longevity of a team. Child Life Month cuts and shuffles the deck of our field’s fortitude by encouraging its proponents to showcase the value of our offerings. Proverbial efforts to champion child life into the public limelight are continuing to morph into increasingly noticeable acts of professional significance. How do these displays of public education take hold with their audience? What is the driving force behind these activities that swell an ordinary poster into a declaration of pride? Successful public relations regarding child life inarguably begins with the successful interpersonal relations we share with one another. Light Spinner Quarterly spends an intimate afternoon with Milwaukee, Wisconsin’s child life team to see how they preserve the essence of team integrity and conscientiousness to bring forth the ultimate in field advocacy.
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Wisconsin’s child life team makes a habit out of rockin’ their skills to provide outstanding services for families. United by mutual respect and an open communication policy , it’s easy to see how this team makes everyday duties look like play.
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Photo: Hector Collazos
Top left to right: Leslie Scott, CCLS, Erin Hollister, CCLS, Gretchen Running, CCLS, Stephanie Clayton, CCLS, Jill Wiench, CCLS Bottom left to right: Megan Massey, CCLS, Julie Johannes, CCLS, Lori Gottwein, CCLS, Emily Taylor, CCLS Not pictured: Nicole Austin, CCLS, Sue Berg, CCLS, Angie Biersach, CCLS, Julie Majewski, CCLS, Kelly Rettler, CCLS, Eileen Clark, CCLS
Photo: Hector Collazos What will your program do to celebrate child life month? This year we will be creating a giant puzzle to put on each unit. Each day of the month we will put a puzzle piece up describing through pictures and words how child life helps within the hospital to raise awareness of what we can provide for families. At the end we will place a photo of a patient and family to show child life does all of these things to help create a better patient/family experience. – Julie Majewski, CCLS Why is it important to celebrate child life month? It is important to celebrate Child Life Month because even in our hospital where child life is present there are several staff members, patients, and families who don’t know about Child Life, or only know certain aspects of our roles and skills. Child Life Month is just another chance to celebrate and educate our staff and to continue to advocate child life’s presence in our organization, in multiple departments and at bedside. – Emily Taylor, CCLS I think it is important to celebrate child life month because we are still a growing field! Every single day I am sharing education about the work that we do with patients, families, staff, students, friends, family, and more! Why not take the time to shout it louder? – Megan Massey, CCLS To raise awareness of what child life does and to promote the program to not only staff but families as well. I feel every family should know we have child life at the hospital and can help each patient that needs us. It makes me cringe when I meet families and explain what I can provide and they say “we have been here so many times and we didn’t know this
existed, it would have helped so much in past visits”. – Julie Majewski, CCLS Child Life is a profession that is not easily understood by all health care professionals. Taking time each year to highlight the unique impact of CL interventions allows us to continue keeping the focus on the value of family/child centered care. – Eileen Clark, CCLS To celebrate play, to advocate for leisure, to embrace preparation, support, and distraction and to remind everyone that children have a voice and sometimes just need permission to use it. – Julie Johannes, CCLS, CTRS
A Team United
I think it is always important to promote your field and how we can help the patients and families at the hospital. We are a newer profession and at our hospital we are a small department. I think it is important for all staff and families to be aware of how we can help and what a big difference we can make. And maybe those families or staff members will remember child life month and request a child life consult. – Leslie Scott, CCLS CIMI
Milwaukee, WI
It is important to celebrate child life month to continue to foster awareness of child life within and outside of the hospital setting and our roles as members of the health care team. It allows the child life community to most importantly focus on the patients and families who are at the center of all that we do. – Lori Gottwein, CCLS It is important to celebrate the unique perspective that the Child Life team brings to the health care system. It is a wonderful time to highlight our team and show the rest of the hospital all the ways that Child Life makes a difference each and every day. – Jill Wiench, CCLS
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How far have you seen child life come? What major differences do you recognize? Child Life has taken on a long and hard journey that has begun to make its presence in the lives of children and their families. Some don’t know about it but it is our job as advocates to continue to inform people about child life and the reasons we do what we do. The field has been increasing in the amount of evidence based practice which shows the need for child life. There is still a lot that can be done, but a child life specialist’s work is never done! – Nicole Austin, CTRS, CCLS I was born with a severe medical birth anomaly that caused myself and my twin sister to be hospitalized regularly throughout our childhood. I was thirteen years old before I met a child life specialist. Child life services were something that not only myself, but my entire family, would have benefitted from. Now that child life is in every major Children’s Hospital, gaining ground in smaller institutions and expanding to non-hospital settings I know that it will no longer take thirteen years for a patient or family to benefit from the many effects a child life specialist and a Child Life Program can have. – Emily Taylor, CCLS I have been in the profession for over 20 years and I have seen many changed. Today’s Specialists are out of the playroom and into the treatment rooms fostering a healing environment wherever they meet a patient/family. Physician support has always been a strong-hold to effective and
preventive interventions. I see that relationship strengthening as health care professionals advocate for programs that utilize supportive entities in the treatment of the “whole child.” Certainly the global platform we all have available to us now offers access to creative resources that provide healing opportunities and inclusiveness for medically fragile patients. – Eileen Clark, CCLS Child Life has made tremendous growth as a profession. While play continues to provide the foundation for children in the hospital; a child life specialist has evolved into more than “someone who plays with kids.” A child life specialist is a trained professional who is a partner on the health care team, patient/family advocate and an educator/mentor. It is exciting to see that we are recognized as leaders in the areas of child development and how development is impacted by the hospital stay and how our health care partners view our expertise as critical to a child’s stay in the hospital. – Lori Gottwein, CCLS A good day at work means... Feeling like you made a procedure or trip to the hospital better for a patient or family. Especially when a parent states that they didn’t think their child could get through a procedure and they pass with flying colors and no tears. – Emily Taylor, CCLS A good day at work means making a difference. Whether it be getting a smile, a high-five, helping a patient have a successful procedure, finding an appropriate
coping mechanism, having a conversation; whether big or small. . . the goal is ALWAYS to advocate for the patient and to provide Family Centered Care. – Nicole Austin, CCLS, CTRS A good day at work means, I have been a part of the medical in providing healing for a patient/family. Healing does not equate to curing but helping to facilitate growth, understanding, acceptance, peace, and coping. – Megan Massey, CCLS There is a least one child or family you put at ease, comforted, prepared, supported, or made laugh. – Julie Majewski, CCLS As the manager of the program a good day at work means: o Families are aware of and utilize Child Life Services o Knowing the team respects and supports one another to offer services at the most compromising time of a family’s life o Hope prevails for a child whose world has been forever changed - Eileen Clark, CCLS A good day at work means that I go home with a story to tell, good, bad or otherwise. – Julie Johannes, CCLS, CTRS I was able to make the kids and families I worked with that day smile or feel just a little bit better than they were before I got there. – Leslie Scott, CCLS, CIMI Partnering with colleagues both within and outside of child life to provide care for families that is family-focused/putting their needs first. – Lori Gottwein, CCLS The CLS essential(s) I always carry with me... The essentials that I always carry with me are: a fun clicky pen, a squishy ball, a button book, an iPad, a little prize, and a BIG SMILE! – Nicole Austin, CTRS CLS Light-up toys: fans, wands, you name it! – Emily Taylor, CCLS Chart notes and a black pen and a good sense of humor. – Megan Massey, CCLS Something that lights up or spins, every kid loves items
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like that! – Julie Majewski, CCLS I am thinking the overwhelming answer is the iPad. – Eileen Clark, CCLS Nothing, just ask anyone I am constantly losing things. If I was able to keep just one thing it would be my Toy Story joke book. – Julie Johannes, CCLS CTRS Advocacy, bubbles, glitter wand, my imagination. – Angie Biersach, CCLS CIMI I always wear my I Spy lanyard. It has all different letters, animals, shapes, and colors. It is an awesome icebreaker and I can use it for distraction if I walk into a procedure without prior notice. – Leslie Scott, CCLS CIMI
Photos: Hector Collazos
A sense of humor and an ability to adapt to any situation. – Lori Gottwein, CCLS A smile and a positive attitude! – Jill Wiench, CCLS Your favorite ice cream flavor? What does it remind you of? Chocolate chip cookie dough. Sneaking chocolate chip cookie dough when my mom was making cookies. – Megan Massey, CCLS Vanilla, because you had add tons of different toppings to it! Sitting around with family, once one person gets ice cream everyone else wants some. You never eat it alone in my family. – Julie Majewski, CCLS It’s not ice cream but cake batter gelato. It reminds me of summer, weddings, and birthdays all rolled into one. – Julie Johannes, CCLS CTRS
Any procedures that are your favorite to assist in? Being an Emergency Department Child Life Specialist my “bread and butter” procedures are laceration repairs. I do it so frequently that the staff in my Emergency Room jokes that I could probably sew a up a cut myself. These procedures have now become second nature to me and I look forward to working with school aged patients providing prep by “giving stitches” to a stuffed animal and then doing something fun like looking at an iSpy book during the actual procedure. It also is rewarding to be the staff member who gets to have fun and play with a patient instead of performing a procedure. – Emily Taylor, CCLS
Healing does not equate to curing, but helping to facilitate growth, understanding, acceptance, peace, and coping. – Megan Massey, CCLS
Are there any procedures that make you woozy? I will never forget my first laceration repair on a patient’s forehead. The physician was pulling back each layer of skin and as soon as I saw the skull I needed to step out of the room. – Megan Massey, CCLS I remember being woozy during a nail bed repair. I have never found the Spanish version of Cars to be so interesting as at that moment. – Julie Johannes, CCLS CTRS
Anything in radiology, but I have also become very fond of laceration repairs since working in the EDTC. – Julie Majewski, CCLS That procedure when all the other medical staff are positive that your intervention won’t be overly helpful and then that child is cooperative, or doesn’t bat an eyelash. – Julie Johannes, CCLS CTRS
You know you’re a CLS when.... You go home tired, hungry, sore, a popsicle stain on your shirt, bubbles in your pocket, and with the feeling that you helped a child and family with one of the most difficult experiences they will ever face. – Emily Taylor, CCLS You have your pockets stuffed and arms full as you walk into a crowded, hot room to wiggle yourself around the bed and stand hunched over in the most uncomfortable position, all to help the child forget where they are and put a smile on a their face. – Julie Majewski, CCLS The important people in your life outside of work tell you to “quit child lifing me.” – Julie Johannes, CCLS CTRS Who was your inspiration growing up? My parents. They knew and practiced Child Life way before they even knew what it was - imagining a special place during a procedure, having favorite movies and comfort items ready for long hospital stays and keeping daily schedules even though we weren’t home were all tools they used to help me cope. – Emily Taylor, CCLS My aunt, she was always smiling, easy to talk to and ready to help others. – Julie Majewski, CCLS My grandmother, she taught me the difference between pity and compassion. Pity never helped anyone, compassion mends souls. – Julie Johannes, CCLS CTRS
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Was there a time you wish you had a CCLS when you were a kid? As I said before, I basically grew up in a Children’s Hospital with no Child Life presence. I specifically remember my twin sister having spinal fusion the summer of seventh grade and being there when she started to de-sat; being scared and not ever having anyone explain what was going on. It was really frightening and still something that remains on my mind now as an adult. – Emily Taylor, CCLS One of my very first memories was when I had to have allergy testing. I was only 3 yrs old but I remember laying on the exam table belly down and restrained as they poked my back for what seemed like hours-only to find out I was allergic to pine trees and feather pillows! I had no idea what was going on and to my recollection there was no distraction taking place. – Megan Massey, CCLS I do wish I had someone when I was an adult going through some invasive procedures… would have been nice for an honest supportive voice to get through a few procedures. After my physician told me one procedure in particular “does not hurt,” the tech came over and held my hand. I asked her why she was holding my hand; I said “my doctor said it wouldn’t hurt.” She said, “I’ve been through this twice, I’ll hold your hand.” – Eileen Clark, CCLS When I woke up from anesthia as a pre teen, being informed that I could wake up bawling uncontrollably would have been comforting. Or the knowledge that barium was awful, I refused to drink it as I thought it had gone sour. - Julie Johannes, CCLS CTRS
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Wish I had a CCLS when I was 11 years old. I fractured my hand, the orthopedic doctor set it when I was completely awake with minimal sedation & no preparation-ouch! Got a cool plaster cast to wear for 8 weeks though that my friends all decorated. – Angie Biersach, CCLS CIMI I was in the hospital without Child Life for a couple of weeks as a teenager and after being discharged thought there has to be a way to make this experience better. Later that year when my brother was looking at colleges I came across Child Life as a major and knew that was what I wanted to do as a career. I wished I had a person to be able to explain what was going on to me and help me through that difficult time in my life in an age appropriate manner. – Jill Wiench, CCLS What inspires you? Unconditional love. – Emily Taylor, CCLS The resiliency of children. It may sound cheesy but as we all know children already are-our goal is just help bring it out of them and let them shine. – Megan Massey, CCLS The kids. Seeing their smiles each day makes me grateful for my health and reminds me to take a moment and just have fun. Life is too short to stress about the little things in life. The kids care free spirits are what keeps me going each day. – Julie Majewski, CCLS
Courage of the patients and their families has always inspired me! The effortless ability to share their spirit through open, honest, logical, humorous, raw and sensitive communication has allowed me to reflect on profound wisdom from the youngest voices! No matter where I have been or what job I have been doing at the time – I have been able to carry the fundamentals of my experience and expertise of being a CCLS with me. It is amazing to have the opportunity to hear former patients share their professions or life experiences after an illness... It affirms that the work of a CCLS provides a child comfort in the moment, courage for the day, and hope for the future. – Eileen Clark, CCLS
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ARE YOU PROVIDING HUGGABLE HOPE TO THE CHILDREN YOU SERVE WHO ARE BATTLING CANCER?
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How two child life specialists helped launch a new way to teach children about AIDS and infectious diseases.
A
s the saying goes, necessity is the mother of invention. In their work with hematology patients, Certified Child Life Specialists, Tara Collins and Amy Heron, wanted a developmentally appropriate way to help children of all ages better understand their diagnoses and treatments. This was especially important for those coping with HIV or AIDS as misconceptions are common and medication adherence is crucial. At the 2010 Child Life Conference one product caught Tara and Amy’s eye. It was a MediKin™ Hematology Teaching Bone with a zippered pouch that
could add an aesthetic aspect to the vessel and an opportunity to discuss the effect of oxygen on blood color. A set of fifteen “character disks” were developed. Each disk is based on the realistic appearance of the element it represents and reflects an animated depiction of its key role. For example, the sickle-shaped red blood cells have the characteristic banana-shape and a fatigued caricature face to illustrate how the cell might make a person feel. It was important that the product be easy to clean and durable for repeated use in hospital settings. The vessel and character disks are made of materials that allow for effective cleaning and sterilizing with clear disinfectants. The MediKin™ Hematology Teaching Vein debuted at the 2011 Child Life Conference. In addition to AIDS and HIV education, it can be used to demonstrate the four basic components of healthy blood and illustrate a variety of blood disorders including Leukemia, Lymphoma and Sickle Cell Anemia.
Photos supplied by Amy Heron and Tara Collins
“Children as young as preschool can start to comprehend their diagnosis,” Amy explained. “As they interact with the components, a CCLS can assess their comprehension and misconceptions related to their illness. Older children
(Left) Tara D. Collins, CCLS (Right) Amy S. Heron, CCLS, CHRISTUS Sutton Children’s Medical Center
may become more compliant with their medications and treatments when they more thoroughly understand their illness and the way their body works.” “In many instances, parents also gain a clearer understanding of their child’s diagnosis,” Tara stated. “They are better able to interact with their child and reinforce accurate information about the diagnosis. With developmentally appropriate explanations, children and teens can feel empowered about their own body, illness, and treatments. This helps them interact with peers and assimilate the information into daily life.” Amy and Tara are proof that child life specialists can make a difference and be part of the solution. With their help, an innovative teaching tool is now a reality. For more information on the MediKin™ Hematology Teaching Vein, visit www.LegacyProductsInc.com.
held fabric shapes representing blood production in bone marrow and the conditions that occur there. © 2012 Legacy Products
This was similar to what they had in mind, except they wanted a blood vessel, with more detailed cells that could be used to teach a wider variety of hematology conditions.
Show a child what is going on in their blood in a way that makes sense to them! Developed in collaboration with Amy S. Heron, CCLS and Tara D. Collins, CCLS
Familiar with Legacy Products’ Medikin™ teaching aides, Tara and Amy chatted with the Legacy team that day and followed up with a description of what they needed. The product should resemble a vein, where various blood components and pathogens would “live” and “interact.” The use of a blue vein with red caps
The MediKin™ Hematology Teaching Vein is 18" x 4" with a zippered pouch that holds 15 disks representing the components of healthy blood and the disorders, diseases and infections that can occur. Disks depict each character’s role and reflect its real appearance as seen thru a microscope. Learn more about this unique teaching tool at: www.LegacyProductsInc.com or by calling 1-800-238-7951.
NOTE: Vein and disks may be disinfected with clear infection control products.
AIDS/HIV Lymphoma
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Asthma • Cardiology • Cystic Fibrosis • Diabetes • Dialysis • Foot Care • Hemophilia • Infectious Blood Diseases • Leukemia Neuro-Oncology • Oncology-Hematology • Pain Management • Rotationplasty/Amputation • Sickle Cell Disease • Spina Bifida
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P�ot�: R���� Fa�ya�
Spark the Conversation
Reinventing The Umbrella
M
ary Poppins’ magical umbrella remains a romantic image from the 1964 Disney classic, Mary Poppins. Emerging from the dark and windy skies of London, the Perfect Nanny floats into the lives of the Banks family - carpetbag of fun in hand. At that time, Mary Poppins matched the now decades old criteria established by the Banks children, Jane and Michael: If you want this choice position Have a cheery disposition Rosy cheeks, no warts! Play games, all sorts (Sherman & Sherman, 1963) As we all know, times have changed. Consider whether the Perfect Nanny criteria could hold up today, not to mention the carpetbag? How would the umbrella function in today’s changing climate? Consider that the standby umbrella is constantly being redesigned and reinvented, with new patents filed regularly. Just Google the company SENZ, or the name Gerwin Hoogendoorn, for the success story of an inventor with a crazy idea to rethink the
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by Joan Turner, CCLS, PhD.
classic umbrella. Then ask yourself, is it also time to reinvent the traditional child life umbrella to protect from the fog and flurries to come? The current economic climate of health care in Canada and the United States is fraught with forecasts calling for cloudy skies. Now is a good time for the profession of child life to check the barometer: consider whether the current umbrella of programs and services will hold up under the pressures to come. This is not the first time the child life profession has been faced with the reality of adapting to change. In retrospect, the emergence of the child life profession has been the story of reinventing the umbrella to match changing perspectives on the needs and rights of children and families in health care settings. The recent passing of Peg Belson is a reminder of the broader picture of modifications in child and family supportive policies and practices through
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advocacy and action in the UK and Europe (Belson, 1993). Activities celebrating the 30th Anniversary of the Child Life Council in 2012 will serve as additional reminders of the successful transformation of child life programs and services across North America and beyond. Success, however, is not guaranteed into the future. How can the child life profession stay relevant during times of turbulence and change? This is a big question that many child life specialists and programs may be facing. Although Child Life Specialists are often promoted as enhancing health care for children and families, that image is not maintenance free. I believe it is time that child life specialists approach the drawing board to reconstruct and strengthen the image of child life to include the promotion of health literacy for children and youth in health care settings. Beyond the unease associated with eco-
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nomic uncertainty, there is one current issue in North America that I consider to be overlooked as a child life benefit: learning outcomes associated with health literacy. Data on adults shows that low levels of health literacy are a concern as low levels of health literacy skills are positively associated with poor health outcomes (CCL, 2008).
The cognitive and social skills that determine the motivation and ability of individuals to gain access, to understand and use information in ways that promote and maintain good health. Borzekowski (2009) extends the definition of health literacy for children by proposing the Freirian perspective; “One is literate when he or she can read the word as well as the world (Freire & Macedo, 1987). Wolf, Wilson, Rapp, Waite, Bocchini, Davis & Rudd (2009) explain that health literacy is a phenomenon that goes beyond our understanding of literacy in general. They advocate that the health system should be viewed as a dynamic learning environment. The focus on the improvement of psychosocial skills as a way to modify the health-learning capacity of the patient is outlined in a conceptual model of health learning for children and youth. Should we be surprised that child life practice was not mentioned in this discussion? In child life settings, the belief that even young children are able to gain the developmentally appropriate skills necessary to become health literate is
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Each subscriber will receive a glittery surprise with their next magazine! Special interviews with “child lifers” making a global impact A year in review: photos from behind the scenes Exclusive report from the 2012 Child Life Conference Brand new ready-to-use resources and distraction ideas Team building exercises Major giveaways and contests Exciting plans to modernize Child Life
implicit as child life specialists provide services and programs that empower children as they live through health experiences and beyond. In order to join the discussion on child health literacy, however, we need to spark the conversation among ourselves:
Canadian Council on Learning (2008). Health Literacy in Canada: A Healthy Understanding. Canadian Council of Learning : Ottawa.
• Is it possible to raise the visibility of the child life umbrella of services and outcomes through increasing our knowledge and understanding of health literacy and translating that into our practice profile?
Sherman, R. M. & Sherman, R. B. (1963). The Perfect Nanny. Wonderland Music Company, Inc.
• What would we have to do in order to reframe our child life work around health literacy outcomes? • Is the child life community ready and willing to move into the realm of health literacy practice and research as a way to stay relevant during times of change? From a child life perspective, health literacy has the potential to become recognized as a measureable outcome of the services and interventions provided for children and youth. Frequently, the outcomes of child life services are described in terms of decreased stress and anxiety, increased coping and cooperation, and enhanced knowledge and understanding. Let’s expand that description to accurately reflect our role and include a range of additional learning outcomes as well. References
Freire, P. & Macedo,D. Literacy: Reading the Word and the World. Westport, CT.: Begin & Garvey, 1987.
Wolf, M, Wilson, E., Rapp, D., Waite, K., Bocchini, M., Davis, T., & Rudd, R. (2009). Literacy and learning in health care. Pediatrics, 124: S275 DOI: 10.1542/ peds.2009-1162C. Note: Pediatrics November 2009 124 Supplement 3 includes a series of articles on Health Literacy Joan Turner is an Associate Professor and CCLS at Mount Saint Vincent University in Halifax.
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In Canada, rates of health literacy are lower than for general literacy with six in ten Canadians lacking the skills necessary to manage their health and health-care needs adequately (CCL, 2008, p. 2). The data is not so different in the USA. Health literacy tasks include the ability to use prose literacy, document literacy, and numeracy tasks simultaneously, as well as understand health-related information and communicate within complex contexts. The Canadian Council on Learning (CCL, 2008) review the evolving concept and definitions of health literacy including that of the World Health Organization (WHO, 1998),
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Belson. P. (1993). Children in hospital. Children & Society, 7 (2), 196-210. Borzekowski, D. (2009). Considering children and health literacy: A Theoretical Approach. Pediatrics, 124: S282 DOI: 10.1542/peds.2009-1162D.
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