Child Life Profession Case Study

Ashley Williams
HS 4833 – Hospitalized Child
August 24, 2016

Overview of Child Life Council

1. Who is considered the founder of the child life profession?
1. Emma Plank is considered the founder of the child life profession (Thompson, 2009).

2. Why did child life begin in hospitals?
1. Prior to he twentieth century, children who were hospitalized were left alone in rooms and not given any time to play or be around their parents. These children were terrified of the hospital and the people who worked there because it was an unfamiliar and scary place for them. Some critics of “non-medical activities” back then claimed that “a child sick enough to be in the hospital was too sick to play” (p. 4). However, children need play just as much as

4. What are the six Child Life Practicum recommended standards? (you can cut and paste from website). Standard #1: “The child life practicum is largely an observational experience with child life practicum students beginning to engage in independent play and developmentally supportive interventions with infants, children, youth, and families as deemed appropriate by the supervising CCLS” (Practicum). Standard #2: “The child life practicum student will be supervised by a Certified Child Life Specialist (CCLS) who has achieved a minimum of 2,000 hours of paid work experience as a child life specialist. The supervising CCLS must be currently practicing in the field of child life; however, the setting of the child life practicum could vary” (Practicum). Standard #3: “The child life practicum encompasses a minimum of 100 supervised hours. The child life practicum experience may include a combination of practicum hours being completed in no more than two different settings given each setting builds upon and strengthens a child life practicum student’s continual development and growth as a child life specialist”

Standard #4: “Child life practicum hours should be completed in an appropriate setting that provides the child life practicum student with the opportunity to observe and learn from psychosocial interventions that assist infants, children, youth and families experiencing health related or stressful situations. Approved settings can include hospitals/medical centers, therapeutic, medical, or health related camp settings, hospice, grief, or support centers, and rehabilitation settings” (Practicum). Standard #5: “The child life practicum includes observation opportunities for students to explore the following theory and interventions related to child life practice: Child life assessments; Developmental theory integration; Therapeutic play interventions; and Rapport building” (Practicum). Standard #6: “The child life practicum learning experiences include activities and assignments which allow the child life practicum student to begin to apply and integrate knowledge and theory application for future clinical practice and help to initiate the development of a personal philosophy of child life practice. These learning assignments should include journaling, educational in-services and discussions, and specific and structured readings”