Overview The Child Family Life Specialist supporting University’s Department of Pediatrics, Blythe Brenden Children’s Clinical Research Center provides services to pediatric patients and their families to support coping and adaptation to the health care environment, utilizing play as a therapeutic modality. Provides clinical psychosocial services throughout the hospital system based on the competencies of a certified child life specialist (CCLS). The Child Family Life Specialist will function as an integral part of the multi-disciplinary team, applying a knowledge of child development and family systems to their practice. Minimum of a BA/BS in child life, therapeutic recreation, family or child development, counseling, child psychology, education, social work, nursing or related fields. Completion of a child life internship with a minimum of 600 hours. CCLS certification through the ACLP required, or ability to sit for the exam within 6 months of hire. Responsibilities Job Description Ability to assess patient and family psychosocial needs and implement therapeutic coping plans. Describe and apply formal and informal techniques to assess developmental and emotional state Identify factors that impact a child and family’s vulnerability to stress and trauma and how children and families interpret and make meaning of health, illness, and loss Describe and apply the cyclical process of assessment, plan, intervention, and evaluation of child life services Ability to integrate clinical evidence and fundamental child life knowledge into professional decision making. Identify therapeutic approaches that facilitate open-ended, developmentally-supportive play and expressive arts Utilize play as an assessment tool that encourages patients to express their anxieties, misconceptions, and perceptions of hospital experiences. Ability to provide developmentally appropriate preparation, teaching, and education regarding patients’ diagnosis, plan of care, and independent coping skills. Identify basic terminology, processes, and expected plan of care for the population served. Articulate learning styles and needs of individuals with various developmental levels, emotional states, and of diverse backgrounds and experiences. Describe common fears, misconceptions and concerns of individuals in each developmental stage. Determine realistic goals and objectives for learning in collaboration with family members and other healthcare professionals and identify an action plan to achieve these goals. Use accurate and developmentally appropriate teaching aids and techniques to increase knowledge and support emotional needs. Ability to facilitate positive coping experiences and provide developmentally appropriate procedural support during stressful, painful, and traumatic healthcare experiences. Identify types of stressful events affecting children and families, including medical procedures, pain, traumatic life events, loss, end of life, and grief work. Describe immediate and long-term coping styles and techniques, as well as their effect on adjustment and behavior. Articulate and apply effective non-pharmacological pain management techniques. Describe sensory, cognitive, and behavioral coping strategies specific to developmental stages and populations. Implement a team plan for coping support during medical procedures, including parental presence with guidance, comfort positions, role responsibilities, and distraction techniques to help children refocus their attention. Facilitate planning, rehearsal, implementation, and evaluation of coping strategies. Ability to provide opportunities for play for infants, children, youth, and families Articulate and implement theories of human growth and development, play, and family systems Demonstrate the ability to assess individual play needs and incorporate play into daily practice. Facilitate opportunities for play to decrease distress, provide enjoyment and comfort, enhance mastery, and promote healing. Plan and implement appropriate play activities and materials for children and families of diverse cultures, varying developmental needs, and physical abilities. Establish safe and engaging play spaces that promote cross cultural connections, facility group play, and encourage children to choose and explore at their own pace. Ability to provide psychosocial support to patients, siblings, and family systems. Identify types of stressful events affecting children and families, including medical procedures, pain, traumatic life events, loss, end of life, and grief work. Understand the role of communication, particularly active listening and empathic responding, in building relationships with families undergoing stress. Understand the role of self-reflection in aiding patients and families in the process of mourning. Establish and maintain a therapeutic, healing and family-centered environment. Promoting family connections and togetherness during times of separation due to hospitalization or illness. Ability to practice within the scope of professional and personal knowledge and skill base including the supervision of students. Take action to ensure personal responsibilities and professional competencies are maintained and do not fall below a level considered acceptable in the field of practice. Communicate concisely with other healthcare professionals, integrating theory and evidence-based practice to obtain and share pertinent information. Consult with other health professionals to initiate collaboration, offer direction, share insight, and coordinate interventions. Maintain appropriate professional boundaries to preserve the therapeutic relationship as defined by the organization and the ACLP. Incorporate evidence-based practice and research into child life practice through continuing education. Other Professional responsibilities, as assigned. Work as an integral part of the Patient and Family Support Services team in supporting other disciplines in providing patient and family centered care. Utilize and supervise volunteers for child life programming or patient care needs. Organization Expectations, as applicable: Demonstrates ability to provide care or service adjusting approaches to reflect developmental level and cultural differences of population served. Partners with patient care giver in care/decision making. Communicates in a respective manner. Ensures a safe, secure environment. Individualizes plan of care to meet patient needs. Modifies clinical interventions based on population served. Provides patient education based on as assessment of learning needs of patient/care giver. Fulfills all organizational requirements. Completes all required learning relevant to the role. Complies with and maintains knowledge of all relevant laws, regulation, policies, procedures and standards. Fosters a culture of improvement, efficiency and innovative thinking. Performs other duties as assigned. Qualifications Minimum Qualifications to Fulfill Job Responsibilities: Credentials: Designate licensure, registration and/or certification requirements. Required credentials should be listed first. If the position has more than one acceptable credential clearly explain this in the comments section. Required Education Bachelor’s Degree in Child Life, Family or Child Development, Counseling, Child Psychology, Education, Social Work, Nursing, or related field. Experience Completion of child life internship as recognized by the ACLP License/Certification/Registration Ability to sit for and pass CCLS certification exam within 6 months of hire Preferred Education Bachelors or masters in child life or closely related field Experience Three to five years experience as a CCLS with experince in clinical research License/Certification/Registration Current CCLS certification EEO Statement EEO/AA Employer/Vet/Disabled: All qualified applicants will receive consideration without regard to any lawfully protected status