PEDIATRICS Vol. 91 No. 3 March 1993, pp. 671-673
This Article
Right arrow Full Text (PDF)
Right arrow P3Rs: Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when P3Rs are posted
Right arrow Alert me if a correction is posted
Services
Right arrow E-mail this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My File Cabinet
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via CrossRef
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Search for Related Content

Child Life Programs

Committee on Hospital Care

Child life programs have become the standard in pediatric settings to address the psychosocial concerns that accompany hospitalization and medical care. Child life specialists facilitate coping and the adjustment of children and families by providing play experiences, presenting information about events and procedures, and establishing supportive relationships with children and parents to encourage family involvement in each child's medical care.

These activities are shared by other members of the health care team. The role of the child life specialist, however, is unique because it combines each of these services as the primary duty. The child life specialist focuses on the strengths and health of children.1 Most major hospitals for children have child life programs, and the number of these has doubled since 1965.

The patient-to-staff ratio should not exceed 15 patients to 1 child life specialist. Child life or similar services should be offered by all hospitals. Most child life specialists work in inpatient settings, but they are increasingly serving outpatient populations. Certification of child life specialists is available through the Child Life Certifying Commission, which was established in 1986.

PLAY

Play is the core of the child life program. Play activities are offered both in group settings and individual sessions. Play opportunities in health care settings communicate a respect for and understanding of children. Play helps eliminate the distinction between the comfortable and familiar setting outside the hospital and the foreign and intimidating hospital environment.

Play contributes to the child's adjustment in several important ways. By providing age-appropriate activities, the possibility that hospitalization may disrupt normal development is minimized.

Submitted on November 23, 1992
Accepted on November 24, 1992




This article has been cited by other articles:


Home page
 Behav ModifHome page
K. D. Wright, S. H. Stewart, G. A. Finley, and S. E. Buffett-Jerrott
Prevention and Intervention Strategies to Alleviate Preoperative Anxiety in Children: A Critical Review
Behav Modif, January 1, 2007; 31(1): 52 - 79.
[Abstract] [PDF]

Home page
 JCOHome page
J. M. Hilden, J. Watterson, and J. Chrastek
Tell the Children
J. Clin. Oncol., May 1, 2003; 21(90090): 37s - 39.
[Full Text] [PDF]

Home page
 JCOHome page
J. M. Hilden, J. Watterson, and J. Chrastek
Tell the Children
J. Clin. Oncol., September 17, 2000; 18(17): 3193 - 3195.
[Full Text] [PDF]