Child Life Clinical Internship Curriculum - Child Life Council

Objectives
In the process of completing this module the child life intern will:
1. Demonstrate knowledge of the factors to be considered in assessment, including
developmental abilities, temperament, coping style, family variables, and experience.
2. Engage in communication with the child and family in order to understand family
identified needs.
3. Identify assessment‐relevant questions, content and behaviors within a play situation.
4. Articulate observations and relevance of observed behaviors in terms of
understanding the child’s needs.
5. Use appropriate sources to find material relevant to overall assessment.
6. Incorporate appropriate and useful information, and filter irrelevant, biased or
unreliable material when collecting information.
7. Work with families to establish validity of information, relevance of needs statements
and acceptable related objectives of care plans.
8. Demonstrate the ability to prioritize patient care, based on the use of a patient
classification system, acuity rating guideline, or the process in use by the organization.
Required Activities
The intern will:
1. Select a minimum of 3 children of different ages to complete the following:
a. Review information provided with census/report and identify key points for
assessment.
b. Interview and collaborate with family members in order to best understand
their perspectives and priorities (Including cultural perspectives).
c. Observe in play, daily activities, and/or potentially stressful situations and
identify specific psychosocial needs, strengths, and methods of coping.
d. Identify patient behaviors that indicate typical and atypical developmental
norms and milestones, include cultural considerations, and discuss the
potential impact for expectations in terms of learning and coping.
e. Follow up with the child and/or family regarding the accuracy of initial and
ongoing assessment.
2. Demonstrate and communicate with CCLS how assessment is incorporated into daily
activities through formal and informal routines and interactions with children and
families.
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