Description of Masters Degree Program in Child Life

Description of Masters Degree Program in Child Life

Child life Master’s Degree is an advanced degree program for careers working with infants, children, teens (from birth through adolescence) and their families experiencing traumatic events and situations in their lives including but not limited to acute and chronic illness, hospitalization, accidental and non-accidental trauma and death and bereavement. This program/degree is service oriented and prepares candidates working in four settings: the medical/hospital, school, community and home environments to provide individual and family centered humanistic developmental psycho-social and psycho-educational care.

The Masters Child Life degree/program has been in existence since 1984 and follows the mission Statement of the University of La Verne and the standards of Clinical and Practice based Education Programs developed and implemented by the National Organization, Child Life Council. The Child Life Council recommends the Masters Child Life Program as a high quality clinical education advanced degree program in the field of Child Life. The Masters Child Life Program networks with and provides practicum and internship opportunities for the Masters Child Life candidates in over 55 Medical and Hospital Institutions nationwide. The Masters Child Life Program has a sense of diversity in that the candidates are from local and surrounding communities, the United States and international candidates from Japan, Korea, Taiwan, China and Canada providing the Program with a global perspective. The Masters Child Life Teaching Team consists of Certified Child Life Specialists (who have over 60 years of experience in the field), an Educator and a Nurse Practitioner. The last four semesters the Graduates of the Masters Child Life Program have a 100% pass rate for the Child Life National Professional Certification Exam.

The Child Life Specialist is a trained, educated and caring professional who strives to educate therefore minimizing the stress and anxiety infants, children, teens and family experience while undergoing experiences such as traumatic and psychological experiences, medical treatment, health care issues, emotional and physical pain and grief and loss. In health care environments it is the role of the Child Life Specialist to support and educate the infant, child, teen and their families through building trusting communications and relationships, identifying and assessing the coping, educational and psycho-social needs and help the families develop coping techniques, provide and help the families participate in self- expression through therapeutic and clinical education interventions and along with the interdisciplinary medical health care team create a atmosphere of family and team center care

The Foundation of the Program

The mission of the Masters Child Life program/Child Life Teaching Team is to create an environment of success where everyone is involved in gaining knowledge and appropriate theories and approaches and practical application in the Child Life Skill sets, compassionate learning, collaboration, communication, experience, discovery of one’s self, reflection and empowerment in a candidate team centered developmental atmosphere.

The Vision of the Masters Child Life program/Child Life Teaching team believes that the commitment to the field of Child Life is not always what it is now “But What It CAN BE” and Lending our Hands to the children, families and our peers on their health care journeys Touch Tomorrows.

Child Life Program Core Values

The values that serve as a Conceptual foundation/framework for the Child Life Master’s Degree Program include educating future Child Life Specialists Who:

• Demonstrate integrity, respect, collaboration, teamwork and leadership
• Reflect generosity, energy, understanding, enthusiasm and caring.
• Build relationships through embracing diversity and equality and becoming empowered advocates for themselves and others through integral communication.
• Exhibit an open, honest, genuine and consistent manner/attitude.
• Express confidence and competence while also representing a commitment to standards of excellence, knowledge, planning, technology and lifelong learning.
• Embrace a vision that mirrors humanism, hope, healing, dignity, discovery, creativity, change, acceptance, responsibility, and have the courage to embrace leadership.

Child Life Program Courses

Information pertaining to the University of La Verne Master’s of Science Child Life Degree/Program: 36 Unit Course.

The Child Life Master’s Core Courses

• Education 530Program Development & Child Life Administration
• Education 530.AMulti-Cultural Family Centered Care
• Education 530.M Helping Children Cope in a Health Care/Medical Setting
• Education 530.SDevelopmental Issues of Grieving
• Education 530.TPediatric Educational & Therapeutic Interventions (120-hour practicum)

The above five courses are prerequisites to Education 530. H & 530.I

• Education 530.HEffects of Disease and Injury on the Hospitalized Child
• Education 530.ICL Assessment, preparation and Medical Terminology

(Education 530H & 530I must take same semester).

Child Life Core Courses must be completed before the Internship Courses

• Education 553.FChild Life Clinical Internship I (300 hours)
• Education 553.PChild Life Clinical Internship II (300 hours)

One Recommend Elective: Possible list below

• Education 452Identifying Children with Specialty Needs
• Education 454.FChild Development Fieldwork
• Education 550Human Development
• Education 551Studies in Attachment
• Education 558Cognition and Brian Development
• Education 599Independent Study through Child Life Chair

Additional/Comprehensive Courses

• Education 504Research Methods
• Education 596Graduate Seminar

Table 1: Summary of Transition Point 1: Admission Data (For students active from Fall 2007 to Spring 2010)

Average of GPA / Count of GPA / Average of Writing Score / Count of Writing Score / Average of Interview Score / Count of Interview Score
2007-2008 / 3.199 / 28 / 3.552 / 29 / 3.668 / 29
2008-2009 / 3.124 / 23 / 3.870 / 23 / 3.875 / 23
2009-2010 / 3.215 / 21 / 3.524 / 21 / 3.869 / 21

yellow highlights represent statistically significant differences

Table 2: Summary of Key Assessments and Associated Course Grades (For courses completed from Fall 2008 to Spring 2010)

Key Assessment 1 (Knowledge)

Average of Grade 530M / Count of Grade 530M / Average of KA 1 EDUC 530 M (%) / Count of KA 1 EDUC 530 M (%) / Average of KA 1 EDUC 530 M (Rubric) / Count of KA 1 EDUC 530 M (Rubric) / Average of Grade 530S / Count of Grade 530S / Average of KA 1 EDUC 530S Grief Handbook (%) / Count of KA 1 EDUC 530S Grief Handbook (%) / Average of KA 1 EDUC 530S Grief Handbook (Rubric) / Count of KA 1 EDUC 530S Grief Handbook (Rubric)
2007-2008 / 4 / 26 / 0.863 / 26 / 3.967 / 30 / 0.852 / 30
2008-2009 / 4 / 25 / 0.957 / 25 / 3.973 / 22 / 0.935 / 22
2009-2010 / 3.941 / 17 / 0.857 / 1 / 3.695 / 17 / 3.786 / 14 / 0.913 / 8 / 3.665 / 6

Key Assessment 1 (Knowledge) (cont)

Average of Grade 530 / Count of Grade 530 / Average of KA 1 EDUC 530 Leadership Project (%) / Count of KA 1 EDUC 530 Leadership Project (%) / Average of KA 1 EDUC 530 Leadership Project (Rubric) / Count of KA 1 EDUC 530 Leadership Project (Rubric)
2007-2008 / 3.828 / 25
2008-2009 / 3.84 / 30 / 0.837 / 7
2009-2010 / 3.909 / 11 / 0.786 / 2 / 3.837 / 9

yellow highlights represent statistically significant differences

Table 2 (Cont) Key Assessment 2 (Planning)

Average of Grade 553P / Count of Grade 553P / Average of KA 2 EDUC 553 P (%) / Count of KA 2 EDUC 553 P (%) / Average of KA 2 EDUC 553 P (Rubric) / Count of KA 2 EDUC 553 P (Rubric) / Average of KA 2 EDUC 530 Leadership Project / Count of KA 2 EDUC 530 Leadership Project
2007-2008 / 3.545 / 11 / 0.834 / 11
2008-2009 / 3.44 / 25 / 0.857 / 25
2009-2010 / 3.858 / 12 / 0.878 / 7 / 3.767 / 6 / 3.718 / 9

Table 2 (Cont) Key Assessment 3 (Assessment)

Average of Grade 530I / Count of Grade 530I / Average of KA 3 Education 530 I (%) / Count of KA 3 Education 530 I (%) / Average of KA 3 Education 530 I (Rubric) / Count of KA 3 Education 530 I (Rubric) / Average of KA 3 EDUC 530 Leadership Project / Count of KA 3 EDUC 530 Leadership Project
2007-2008 / 3.986 / 21 / 0.851 / 22
2008-2009 / 3.810 / 21 / 0.855 / 21
2009-2010 / 3.514 / 21 / 0.941 / 13 / 3.702 / 8 / 3.317 / 9

Table 2 (Cont) Key Assessment 4 (Diversity)

Average of Grade 530A / Count of Grade 530A / Average of KA 4 EDUC 530 A (%) / Count of KA 4 EDUC 530 A (%) / Average of KA 4 EDUC 530 A (Rubric) / Count of KA 4 EDUC 530 A (Rubric) / Average of KA 4 EDUC 530S Grief Handbook / Count of KA 4 EDUC 530S Grief Handbook / Average of KA 4 EDUC 530 Leadership Project / Count of KA 4 EDUC 530 Leadership Project
2007-2008 / 3.988 / 25 / 0.845 / 26
2008-2009 / 4 / 25 / 0.941 / 25
2009-2010 / 3.981 / 16 / 0.886 / 1 / 3.856 / 17 / 3.71 / 5 / 3.956 / 9

Table 2 (Cont) Key Assessment 5 (Technology)

Average of Grade 530T / Count of Grade 530T / Average of KA 5 EDUC 530 T (%) / Count of KA 5 EDUC 530 T (%) / Average of KA 5 EDUC 530 T (Rubric) / Count of KA 5 EDUC 530 T (Rubric) / Average of KA 5 EDUC 530 Leadership Project (%) / Count of KA 5 EDUC 530 Leadership Project (%) / Average of KA 5 EDUC 530 Leadership Project (Rubric) / Count of KA 5 EDUC 530 Leadership Project (Rubric)
2007-2008 / 3.941 / 27 / 0.833 / 27 / 3.65 / 2
2008-2009 / 4 / 19 / 0.890 / 8 / 3.755 / 11 / 0.981 / 7
2009-2010 / 3.856 / 18 / 0.929 / 1 / 3.624 / 17 / 0.967 / 2 / 3.888 / 9

Table 3: Child Life M.S. End of Program Survey Results (Data inclusive of students that completed the program from Spring 2003 through Winter 2010)

Do you plan to work as a Child Life Specialist outside of the United States?
Answer Options / Response Percent / Response Count
Yes / 23.1% / 6
No / 76.9% / 20
answered question / 26
skipped question / 0
To what degree do you believe you can demonstrate the knowledge and/or skills learned through this program?
Answer Options / Cannot Demonstrate (1) / Minimum Degree (2) / Average Degree (3) / Maximum Degree (4) / Rating Average / Response Count
Knowledge of and having the ability to meeting the developmental needs of children with medical conditions through knowledge of inter- personal relationships among family, child, and teen, health care environment and child life and child development theories and approaches. / 0 / 0 / 5 / 21 / 3.81 / 26
Knowledge of and having the ability to create types of child life curricula/interventions and various techniques and skill sets used to develop and implement a wide variety of child life services and programs / 0 / 0 / 6 / 20 / 3.77 / 26
Knowledge of and having the ability to assess and identify how hospitalization, illness and traumatic experiences can affect the children/teens cognitive, behavioral, emotional, social, and physical development. / 0 / 0 / 5 / 21 / 3.81 / 26
Knowledge of the physical, behavioral, cognitive, social, and emotional development of the child from infancy through early adolescence. / 0 / 1 / 9 / 16 / 3.58 / 26
Knowledge of and having the ability to assess coping responses and the needs of children and families in healthcare. / 0 / 1 / 5 / 20 / 3.73 / 26
Knowledge of and having the ability to minimize stress and anxiety related to illness, hospitalization, separation, traumatic and stressful events. / 0 / 0 / 6 / 20 / 3.77 / 26
Knowledge of and having the ability to assess and identify emotional and physical pain issues and to be able to provide pain management techniques. Facilitating education, distraction and support through medical events and or invasive procedures. / 0 / 2 / 9 / 15 / 3.50 / 26
Knowledge of and having the ability to prepare children, teens and their families for the health care experience. To be able to increase an overall understanding of the health care environment by providing developmentally appropriate explanations and teachings. / 0 / 1 / 5 / 20 / 3.73 / 26
Knowledge of and having the ability to understand and explain the medical and health care environments, medical terminology, medical illnesses and procedures. / 0 / 2 / 12 / 12 / 3.38 / 26
Knowledge of psychological and psychosocial theory behind parenting and family centered care approaches and theories. / 0 / 2 / 10 / 14 / 3.46 / 26
Knowledge of and having a respect and an understanding of working with culturally diverse children, teens and their families who have specialty health care needs. / 0 / 1 / 6 / 19 / 3.69 / 26
Knowledge of and having the ability to apply child life theories and approaches into the hospital, home and school environments depending on the needs of children, teens, siblings and their families. / 0 / 0 / 8 / 18 / 3.69 / 26
Knowledge of and having the ability to understand the many losses and the developmental grief processes that families may have to deal with and heal from. Understanding death, dying, grieving and the healing process. / 0 / 1 / 3 / 22 / 3.81 / 26
Knowledge of and having the ability to support, educate and be able to relieve stress and provide self- expression through expressive therapies: Art, music, sensory, literature, humor. Etc / 0 / 1 / 6 / 19 / 3.69 / 26
Knowledge of and having the ability to create opportunities to strengthen self- esteem and independence. / 0 / 2 / 8 / 16 / 3.54 / 26
Knowledge of and having the ability to advocate for the needs and services of the children, teens and their families within the health care environment and to communicate effectively with other members of the health care team. / 0 / 0 / 8 / 18 / 3.69 / 26
Knowledge of leadership, team building and ethics in the field of Child Life. / 0 / 1 / 11 / 14 / 3.50 / 26
Knowledge of local and state regulations pertaining to supervising programs for young children. / 0 / 7 / 11 / 8 / 3.04 / 26
Knowledge of supervising techniques and administrative/supervisory communication skills. / 1 / 3 / 12 / 10 / 3.19 / 26
Knowledge of the relationship of Child Life Council standards to Child Life practice. / 0 / 2 / 12 / 12 / 3.38 / 26
Knowledge of how to understand, read and complete research / 0 / 0 / 8 / 18 / 3.69 / 26
Knowledge of and preparation for the Child Life Certification Test. / 0 / 1 / 7 / 18 / 3.65 / 26
Knowledge of the Diversity of the child life field and job opportunities / 0 / 1 / 8 / 17 / 3.62 / 26
answered question / 26
skipped question / 0
Directions: Now we would like to rank how helpful the program has been in providing you with skills and confidence.
Answer Options / Not Useful (1) / Minimally Useful (2) / Useful (3) / Extremely Useful (4) / Rating Average / Response Count
Overall, this program has provided me with the educational theories and approaches pertaining to the diverse aspects of the field of Child Life. / 0 / 1 / 8 / 17 / 3.62 / 26
Overall, this program has provided me with the practical Child Life skill sets and confidence in developing communication, assessment and intervention tools necessary to provide child life care and services. / 0 / 1 / 5 / 20 / 3.73 / 26
Overall, this program has provided me with the skills and confidence to assume a leadership role in developing and fulfilling Child Life roles and duties, team development, and administrative assignments needed to succeed in the field of Child Life / 0 / 1 / 7 / 18 / 3.65 / 26
Overall, the Child Life Practicum Program’s components of observation and developing the beginning skills of Child Life provided me with practical application of course content material that will be utilized in the understanding of my profession / 0 / 1 / 7 / 18 / 3.65 / 26
Overall, the Child Life Internship Program’s functions and tasks of observing, learning, practicing and implementing the diverse clinical, therapeutic and educational components of child life care provided me with a practical application that will be utilized in my profession. / 0 / 0 / 4 / 22 / 3.85 / 26
Overall, the program’s design around the Child Life Council’s standards for Academic & Clinical Preparation will be useful in advancing my career in this field. / 0 / 1 / 6 / 19 / 3.69 / 26
answered question / 26
skipped question / 0
Directions: Now we would like to rank the usefulness of the content of each course you took in preparing you for a career of Child Life.
Answer Options / Not Useful (1) / Minimally Useful (2) / Useful (3) / Extremely Useful (4) / Not applicable – did not take course at ULV / Rating Average / Response Count
EDUC 530 - Program Development & Child Life Administration / 0 / 4 / 12 / 8 / 1 / 3.17 / 25
EDUC 530 A - Parenting the Medically Fragile Child / 0 / 0 / 3 / 16 / 6 / 3.84 / 25
EDUC 530 H - Effects of Disease on the Hospitalized Child - Part A / 0 / 2 / 4 / 18 / 1 / 3.67 / 25
EDUC 530 I - Effects of Disease on the Hospitalized Child – Part B / 0 / 1 / 4 / 19 / 1 / 3.75 / 25
EDUC 530 M - Helping Children Cope in a Health Care/Medical Setting / 0 / 0 / 2 / 21 / 2 / 3.91 / 25
EDUC 530 S - Developmental Issues of Grieving / 0 / 0 / 1 / 22 / 2 / 3.96 / 25
EDUC 530 T - Pediatric Educational & Therapeutic Interventions / 0 / 0 / 2 / 21 / 2 / 3.91 / 25
EDUC 553 T - 120 hour Child Life Practicum / 0 / 1 / 5 / 15 / 4 / 3.67 / 25
EDUC 553 F - Child Life Internship I / 0 / 1 / 1 / 21 / 2 / 3.87 / 25
EDUC 553 P - Child Life Internship II / 0 / 0 / 2 / 21 / 2 / 3.91 / 25
EDUC 596 - Graduate Seminar – Child Life Focus / 0 / 0 / 7 / 13 / 3 / 3.65 / 23
answered question / 25
skipped question / 1
Elective Classes
Answer Options / Not Useful (1) / Minimally Useful (2) / Useful (3) / Extremely Useful (4) / Not applicable – did not take course at ULV / Rating Average / Response Count
EDUC 599 - Independent Study – Child Life Focus / 0 / 0 / 4 / 9 / 12 / 3.69 / 25
EDUC 454F - Early Childhood Teaching / 0 / 1 / 0 / 1 / 22 / 3.00 / 24
SPED 457 - Introduction to Exceptional Individuals & their families / 0 / 1 / 0 / 2 / 21 / 3.33 / 24
answered question / 25
Other Elective Classes
Answer Options / Not Useful (1) / Minimally Useful (2) / Useful (3) / Extremely Useful (4) / Not applicable – did not take course at ULV / Rating Average / Response Count
Other / 0 / 2 / 0 / 2 / 11 / 3.00 / 15
Other (please specify) / 4
answered question / 15
skipped question / 11
Other (please specify)
Technology for the Child Life Specialist
computer class
Infant and Toddler Development
EDUC 530C Technology and Child Life
Please tell us the strengths and growths you identified about yourself as a result of going through this program:
Answer Options / Response Count
18
answered question / 18
skipped question / 8
Response Text
I discovered a creative side that I didn't realize I possessed. I became a better public speaker and less afraid.
I have become more resourceful and take more of an initiative when I engage with my patients and their families.
Strengths:
Ability to look at a situation from an objective point of view, without being critical but rather being conscious of culture/religion/etc; Ability to understand developmental needs/issues in theory and identify them in real life/practice and how they relate to children/families/growth/hospitalization/etc
Ability to help others see differing points of view
Growths:
Team Work; Thinking outside of the box; Learning to be more flexible and that nothing usually goes as planned; Improved communication with others; Learning to work in the hospital environment with children
;Medical knowledge and it's impact on children/families
I came into the program with a strong knowledge of child development but very little knowledge of the field of child life. After the practicum, internship, and child life experiences and classes of the program, I now am a Certified Child Life Specialist. I now have the strong ability to help children and their families cope in a medical setting and cope with challenging life experiences. I have a strong knowledge of pediatric medical procedures and am strong in preparing children for medical tests, exams, and procedures. I also have the ability to use a variety of interactions to teach a child in the hospital about their environment and help them cope with it through several therapeutic outlets.
I feel much more confident in the hospital setting and felt 100% ready for the internship that I completed. I feel as though I grew not only within myself, but also my understanding of how to help children and families cope with the hospital setting, cope with hospitalization and how it can effect siblings. I also learned how to be a child life specialist for myself, which at first I didn't understand why I would need to do, but quickly learned throughout my internship.
I feel I am walking away prepared to be a Child Life Specialist. Tools in my pocket and armed with knowledge. Walking out of my internship, I had a job ready for me. I am very blessed to have worked under and taught by a wonderful instructor. Dr. Leslie Ann Young is a wonderful instructor who goes out of her way to help students. She is the reason why I chose to go to La Verne!! Wonderful!!
Through this program, I could learn child life theories, practices, and professional attitudes and be ready to work as a child life specialist.
I really grew during my internship. While my courses prepared me, I felt that in the end, my internship is where I really learned and grew in hands on experience.
I developed solid, entry-level skills for working with children and teens with medical needs. I particularly appreciated the chance to apply what I was learning during my internship.
Beyond the books, I learned to open my mind to the different cultures and styles of individuals as it pertains to hospitalization. I gained confidence through the program because I was given ample opportunities to discuss and speak during classes.