CCLS are often faced with ethical dilemmas in their daily practice.  These dilemmas may arise from many different layers including the patients, families, health care team, and/or culture and society.  Most who serve in health care subscribe to the Best Interest Standard, which is the "ethical requirement that people who care for others will do so in good faith, placing their assessment of that person's best interests above their own".  As CCLS, navigation of Parental Authority, Pediatric Assent, Justice, and Respect for Person are common ethical principles that often arise with each intervention.  However, veracity, or the obligation to be truthful may vary depending on culture.  Often Eastern and Western Medicine and Culture have differing views on including children and adolescents in their health care decisions. As CCLS, who are often trained in Western Medicine, we must balance obligations to respect individual patient autonomy, professional truth telling, and tolerances of multicultural beliefs and values.  This presentation will review ethical principles such as Beneficence, Nonmaleficence, Fidelity, and Cultural Relativism and how they relate to navigating ethical dilemmas, in particular with different cultural views or beliefs.  For example, a CCLS may feel obligated to be honest if a patient asks, "What is happening to them?" or a CCLS may feel an obligation in Respect for a patient's autonomy to be included in decision making, memory making, or legacy building activities related to their medical diagnosis or prognosis.  This presentation will provide participants an opportunity to utilize an Ethical Framework to navigate these ethical dilemmas and explore is Veracity, Always Best when working with different cultures.

Suggested Domain: Ethics

1.0 PDU

Learning Objectives:

1. Utilize ethical tenets to assess and implement patient interventions 

2. Review application of child life code of ethics, with emphasis on cultural implications 

Thank you to the generous sponsor of today's webinar, Mighty Millie.

This package provides live and on-demand access to all of our 2023 programming. Participants of this package will gain access to webinars across all exam domains and have the potential to earn 23.5 PDUs. 

Not able to attend the live event or subscribing mid-year? No problem. All participants will retain access to on-demand 2023 webinars for one year from the date of purchase. With this premium subscription, ACLP's newest webinars are always at your fingertips.

*Please note that Introduction to Foundations of Racially Conscious Collaboration is NOT included in this package

This presentation will explore how student programming was expanded to incorporate facility dog work in a new model for a practicum experience. An in-depth look at this institution's student programming model will be shared. The student’s unique perspective will be shared through a first-person student experience and direct connection to growth into internship readiness. This first-person experience will also be shared by facility dog handler and clinical trainer to reflect upon how the practicum student partnership offered an opportunity to explore clinical engagement. This presentation will also showcase future plans for program expansion and implementation in other institutions

Suggested Domain: Professional Responsibility

1.5 PDUs

Learning Objectives:

1. Define Facility Dog Program and Practicum Programing through the lens of ACLP and the Service Dog Organization.

2. Learn about the benefits and structure of a Facility Dog Program and Child Life Student Program partnership.

3. Discuss future and creative goals on how to implement programming into other hospital/teaching environments.

The support that students gain as they enter the field of child life is wide and quite variable. Samantha and I will explore the topic of how this impacts the scope of psychological safety through the breakdown of the safety core components, survey response and literature support. Through the exploration we will then note some of the pieces we have fostered at our site to aid in the support and supplementation the creation of safety for our trainees.

We will also look at where our department still has room to grow. While the focus of this work would be mainly on students, we will also look towards the new hire/first career support to foster an entry point that feels supportive and safe. 

Suggested Domain: Ethics

1.0 PDU

Learning Objectives:

1. Define Psychological Safety

2. Define Psychological Safety Impacts noted via literature support, survey and CHOP student feedback

2. Understand how sites can aid in supporting students during the process of application, interview, and practicum/internship 

4. Understand the job ready entry impact of moving into clinical supervision space, mentorship programs, and tailored onboarding, and early support when moving to a new location. 

This webinar will focus on providing racially conscious pediatric psychosocial care to the patients and families we serve. Areas that will be discussed include reflecting on the theoretical frameworks we use, understanding the importance of diversifying the field of child life, considering the influence of racism on health outcomes, and recommendations for our everyday practice in order to deliver high quality care for our diverse patients and families.

Suggested Domain: DEI (domain of your choosing)

1.0 PDU

Learning Objectives:

1. To reflect on whether our practice is inclusive of patients and families from minority backgrounds

2. Enforce the importance of practicing cultural humility

3. Feel empowered to create a safe and inclusive environment for our diverse patients and families

Join us at the upcoming Child Life Certification Commission (CLCC) Update! 

The revisions to the Child Life Code of Ethics will be presented and discussed.

Our presentation will give an overview of the unique challenges and scenarios a CCLS may encounter as a one person program in a hospital or community setting. Given the current staffing shortages within the field, we recognize that not only are experienced professionals going into one person program positions, but these hard-to-fill positions are being taken by new graduates and emerging professionals; some of whom may have only had internship experience in large child life teams. While there are many similarities between hospital systems and how they function, there are also important differences that we feel professionals should be prepared to face when entering a one-person program. These things include, but are not limited to, prioritization challenges when covering multiple units, working with managers of other professional disciplines, advocating in an organization that is not familiar with atraumatic care principles. Because of some of these differences, a child life specialist in a one-person program may find themselves with far more administrative responsibilities than they may have initially realized. These responsibilities can include  grant writing, donation procurement and organization, presentations and orientations for staff, volunteer training and direct supervision, intern selection, program development, liaising directly with communications/public relations teams, and so much more. Rather than being a "how-to guide" to starting a one-person program, we would like our audience to feel that they have a greater sense of the realities of working as a one-person program. We are hoping that our presentation will spark a robust discussion and audience engagement whereby we can share case examples, scenarios, resources and more. We hope that by sharing our experiences in one person programs, we can provide insight to the demands, share the unique challenges and offer tips for success to those in or interested in taking on the role of a one-person program. 

Suggested Domain: Professional Responsibility

1.5 PDUs

Learning Objectives:

1. To understand expectations and role requirements of a 1 person program CCLS. 

2. Understanding prioritization challenges as a 1 person program CCLS. 

3. Advocacy as a CCLS when there is no CCLS representation at a leadership level.

A child life focused elective was created to increase inter-professional collaboration and enhance knowledge of child development for medical students.  This elective encourages a more global awareness of how to treat the whole child, while also optimizing the utilization of resources within the healthcare setting.  This webinar will provide insight into how one institution identified a need, and the steps taken to implement a successful 2-week immersive elective for 4th year medical students.  Participants will learn about curriculum development, implementation, evaluation, and continued sustainment. Throughout this discussion, insight into the value this elective brings to all involved will be shared.  Join us and leave feeling empowered to partner with your colleagues to create your own program.

Suggested Domain: Professional Responsibility

1.0 PDU

Learning Objectives:

1. Discuss the design and completion of a needs assessment aimed at guiding development of a Child Life Elective.

2. Identify key collaborators for successful development of a Child Life Elective.

3. Describe steps used for curriculum development.

4. Explain methods to evaluate success and maintain active enrollment in an elective of this nature. 

Children with congenital heart disease (CHD) are at increased risk of neurodevelopment impairments.  Potential risk factors include being left alone for long periods of time with minimal stimulation, interaction, or opportunity to engage in developmentally appropriate play.  An interdisciplinary team was formed and posited that volunteers may be an underutilized resource to help providers and families deliver neurodevelopmental care to pediatric cardiology patients.  That team developed a volunteer program specific to this high-risk chronic population, with the goal of volunteers providing targeted developmental care during patient interactions.  This webinar will outline the process of creating this program, the impact of interdisciplinary teamwork and discuss the benefits of training hospital volunteers to complete specific developmental support within their volunteer scope for any chronic patient population.

Suggested Domain: Assessment

1.0 PDU

Learning Objectives:

1. Participants will identify the need for a dedicated volunteer program within a chronic inpatient setting, and why it differs from a generalized volunteer program

2. Participants will review data collected demonstrating the heightened impact of this program on patients, families, team members and volunteers

3. Participants will gather resources and tips on developing a dedicated volunteer program for any chronic or at-risk inpatient population

4. Participants will have the opportunity to ask questions to an interdisciplinary group of presenters, gaining further insight or ideas for developing a dedicated volunteer program

Aspiring Professionals who have utilized the new Internship Readiness Common Application are encouraged to join us at the upcoming Internship Readiness Common Application Listening Session!  This will be a great opportunity to share feedback on your experience and gather information about how to showcase your KSAs.