This session explores how child life specialists can strengthen collaboration with physicians and increase professional visibility. Drawing from a dual background in child life and medicine, this session offers practical tools to empower child life specialists as key members of the medical team and support cross-collaboration with physicians.

Learning Objectives:

• Identify key strategies for increasing child life visibility and integration within interprofessional medical teams.
• Describe methods for effectively communicating the child life role and expertise to physicians and medical learners.
• Apply techniques for building collaborative relationships with physicians through participation in rounds and clinical discussions.
• Evaluate personal and institutional barriers to physician collaboration and formulate individualized approaches to overcome them.

Suggested Domain:  Professional Responsibility

Credits: 1.0

Speakers

Mary W. Noe, MD, MPH, CCLS - Pediatric Resident Physician 

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This session explores the dynamics of an intergenerational workforce within child life teams, emphasizing the unique values and work habits of Gen X, Millennials, and Gen Z. Attendees will learn strategies for fostering mutual understanding and effective collaboration across generations, with a focus on enhancing team cohesion and leadership approaches.

Learning Objectives:

• Interpret survey results from regional child life professionals to gain insight into real world experiences working in intergenerational teams.
• Analyze the impact of intergenerational differences on workplace dynamics, including collaboration, leadership, and professional development.
• Apply practical strategies to foster mutual understanding and effective communication across generational lines in child life departments.
• Evaluate how evolving generational shifts may influence recruitment, mentorship, and retention within the child life profession.

Suggested Domain:  Professional Responsibility, DEI

Credits: 1.0

Speakers

Melissa Hernandez, CCLS, MS - Children's Memorial Hermann Hospital

Julia Mendoza, CCLS - Children's Memorial Hermann Hospital

Alyssa Luksa, MS-I/O, CCLS - Children's Memorial Hermann Hospital

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This session explores how simulation-based training can increase child life specialists’ confidence and competence in high-stakes scenarios, such as end-of-life care. Presenters will share tools, scenarios, and data used in program development and evaluation, empowering attendees to replicate or adapt simulations for high stakes child life interventions.

Learning Objectives:

• Participants will be able to identify core aspects of adult learning theory and how simulation-based trainings can be an effective tool to meet adult learning needs.
• Participants will be able to describe and utilize provided tools for creating simulation-based training including character development tool and scenario templates.
• Participants will learn 2-3 methods of fostering psychologically safe learning environments including expectation setting, psychosocial debrief methods, and considerations when creating participant cohorts.

Suggested Domain:  Professional Resposibility

Credits: 1.5

Speakers

Michelle Kerns, MS, CCLS - CS Mott Children's Hospital

Emilia Crnjak, MS, CCLS - Chicago Children's Advocacy Center

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This session explores how systemic and interpersonal barriers impact neurodiverse individuals in healthcare. It highlights Child Life Specialists’ use of adaptive strategies to promote emotional safety and individualized care, while emphasizing peer-led efforts and advocating for educational reforms to better support neurodiverse populations in Child Life practice.

Learning Objectives:

• Recognize systemic and interpersonal barriers that individuals with neurodevelopmental disabilities (NDD) face in healthcare settings and analyze their impact on psychosocial development and well-being.
• Apply inclusive Child Life interventions: adaptive preparation, sensory-informed strategies, and communication tools to support coping, autonomy, and emotional safety for neurodiverse patients.
• Describe the impact of peer-led Child Life initiatives that address gaps in professional education by offering mentorship, shared learning, and collaborative support for working with neurodiverse populations to meet unmet healthcare needs.
• Critically assess the limitations of existing Child Life education in preparing professionals to work with neurodiverse populations and explore how Child Life leaders can contribute to curriculum reform and lifelong learning models.

Suggested Domain:  DEI

Credits: 1.5

Speakers

Alanna Kanawalksy, CCLS, MS - UPMC Children's Hospital of Pittsburgh

Kerri Birkett, MS, CCLS - Empowered Pathways, LLC

Emily Minges, CCLS - Intermountain Health

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This session shares research findings from a Certified Child Life Specialist–led dental desensitization program for children with special health care needs. Attendees will explore evidence-based strategies that reduce distress and foster cooperation, with examples from dental care that can be adapted across other high-anxiety pediatric medical environments.

Learning Objectives:

• Identify common sensory, behavioral, and systemic barriers to procedural cooperation in children with special health care needs (SHCN), with specific examples for dental care.
• Describe the structure, implementation, and outcomes of a Certified Child Life Specialist–led desensitization program using validated behavior and fear measures.
• Demonstrate how to apply sensory-based, play-centered desensitization techniques to reduce anxiety and improve cooperation in medical settings (e.g., dental, imaging, lab draws).
• Utilize the Sensory Tolerance Checklist (STC) and other assessment tools to track progress and guide individualized desensitization sessions.
• Adapt program strategies to promote health equity and inclusivity for neurodivergent patients and children.

Suggested Domain:  Assessment, Intervention

Credits: 1.0

Speakers

Stephanie Barta, MA, CCLS - Children's Hospital Colorado

Jennifer Staab, CCLS, MS - Children's Hospital Colorado

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This presentation will review the neurobiological underpinnings of pediatric medical trauma, including its presentation and impact on development and coping. The critical role of therapeutic play in facilitating trauma responsive care, and the need to prioritize and strengthen practice of this competency, will be explored through case examples and discussion.

Learning Objectives:

• Gain in depth understanding of trauma (i.e. PTSD, pediatric medical trauma, pediatric medical stress, etc.) and its neurobiological underpinnings, as well as identifying trauma/stress responses and learning of the impact of trauma and toxic stress, the developmental presentation of trauma, and how trauma affects play behaviors
• Articulate understanding of the concept of “trauma informed care” and its direct relationship to and reliance on therapeutic play
• Describe the principles of how child life specialists can effectively facilitate trauma responsive therapeutic play (i.e., co-regulation, relationship based and individualized approach, attunement, assessment, focused intent, etc)
• Identify play modalities, interventions, strategies, etc. to create trauma informed play experiences that promote self-expression and healing
• Increase learning on how to foster a play environment that is trauma responsive

Suggested Domain:  Intervention

Credits: 1.5

Speakers

Kimberly Ong, CCLS, MS, CIMI - UCSF Benioff Children's Hospital

Chloe Kelleher, CCLS, MA - UCSF Benioff Children's Hospital

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This session will explore how bias and cultural factors shape misunderstanding and mistreatment of children’s pain, offering strategies for child life professionals to improve pain advocacy and care equity.

Learning Objectives:

• Define the “numbing effect” and explain its role in under-recognition of pediatric pain.
• Identify cultural and implicit bias factors that contribute to disparities in children’s pain assessment and treatment.
• Apply culturally sensitive pain assessment and communication strategies in clinical practice.
• Recognize the role of child life specialists in advocating for equitable pain management.
• Develop strategies to mitigate bias and promote inclusive, pain-centered pain care.

Suggested Domain:  Assessment

Credits: 1.5

Speakers

Cristina Chandri, MS, CCLS - Children's Hospital of Eastern Ontario

Wren Puckett, CCLS, MSc - Children's Hospital of Eastern Ontario

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

Gender-affirming care is evidence-based healthcare for people who identify as transgender or gender diverse (TGD). Limiting access to gender-affirming care for TGD youth can lead to significant mental health concerns. This presentation will provide information about how to provide family-centered care to TGD youth and their families.

Learning Objectives:

• Participants will gain knowledge about gender-affirming care.
• Participants will gain an understanding of laws affecting access to gender-affirming care for youth who identify as gender diverse.
• Participants will examine the importance of gender-affirming care and the relationship to the mental health of gender diverse youth.
• Participants will explore the experience of caregivers in supporting gender diverse youth in the current healthcare and legal climate.

Suggested Domain:  Professional Responsibility; DEI

Credits: 1.5

Speakers

Nikki Orkoskey, MA, CCLS - UPMC Children's Hospital of Pittsburgh

Kelly W Kemp, CCLS - St. Francis Children's Hospital 

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This session explores how PRAP screenings and individualized adaptive care plans can reduce psychosocial risk in pediatric burn patients. Attendees will learn how targeted child life interventions promote emotional safety, improve coping, and support procedural success through trauma-informed, multidisciplinary care.

Learning Objectives:

• By the end of this presentation, participants will understand the importance of the eight domains within the PRAP psychosocial risk assessment in pediatrics and it's relevance to pediatric burn care.
• By the end of this presentation, participants will be able to identify high-risk indicators on the PRAP and determine when to implement an Adaptive Care Plan.
• By the end of this presentation, participants will be able to analyze pediatric burn patient case studies to apply PRAP screening data and develop appropriate adaptive care interventions.
• By the end of this presentation, participants will learn strategies on how to best collaborate with several members of the multidisciplinary team members to create trauma-informed Adaptive Care Plans.
• By the end of this presentation, participants will be able to outline post-hospitalization support strategies, including school reintegration planning, PRAP re-screening, and peer-to-peer coping resources for pediatric burn survivors

Suggested Domain:  Professional Responsibility; DEI

Credits: 1.0

Speaker: Alison J. Burns, MS, CCLS

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.

This session explores middle management in the child life profession and introduces tools to support leadership growth. Participants will learn how competencies under “Care of Infants, Children, Youth, and Families” translate into leadership skills, and gain strategies for supervision, boundary setting, reflective practice, and navigating the transition to leader.

Learning Objectives:

• Gain insight into the leadership growth and emotional awareness that can emerge from navigating the complexities of middle management in child life.
• Translate core child life competencies into individualized leadership strategies that promote staff support and professional growth.
• Describe strategies to communicate leadership decisions that balance the needs and expectations of both frontline staff and upper leadership from a middle-management perspective.
• Provide tangible resources for managing peer-to-supervisor transitions, reflective supervision, and professional boundaries.
• Utilize provided resources to engage in case-based discussions that put into practice skills learned throughout the presentation.

Suggested Domain:  Professional Responsibility

Credits: 1.0

Speakers:

Kaylee O'Brien, CCLS, MS - Children's Hospital of Philadelphia

Megan Fogerty, CCLS, MS - Children's Hospital of Philadelphia

Please note: All webinar content and its certificate will expire on June 9, 2029, regardless of when it is purchased, accessed, or completed. At that point, the contents will no longer be available in any form, including as an archive or as a PDU certificate. It is the responsibility of the learner to complete the contents and download and save the certificate for their records prior to June 9, 2029.