Kiddos

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A headline caught my eye this morning:

Miss USA 2018 Sarah Rose Summers on Her New Job, #ConfidentlyBeautiful, and Working with ‘Kiddos’

I searched the article to see if she was quoted as using the word, “kiddo”, and couldn’t find any reference to it in her eloquent and passionate description of her work as a child life specialist. So I am going to put the use of the word down to creative journalism.

But I do read and hear that word often in the vocabulary of child life specialists far and wide, in person and in writing — and it has never fallen easily on my ears. I wonder sometimes if I am being nitpicky. But I looked it up on the internet and my intuition was backed up, first by the definition I found, and secondly by several conversations in the media by everyone from teachers to business women and journalists.

Here are two definitions I found:

Google Dictionary says that it is “used as a friendly or slightly condescending form of address.”

Webster’s New World College Dictionary describes it as a term of affectionate address sometimes mildly patronizing

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THAT is the nuance that has always been pricking the back of my brain. It is the fact that there is such a thin line between an affectionate colloquial term and one that imparts a power deferential, demeaning the individual to whom we are referring.

In an article entitled “The word every boss should ban“, Leigh Gallagher says, “But kiddo can also be patronizing and condescending, and while the person using the term may think of it as an expression of benign affection, it doesn’t always come across that way. For a young woman who is trying her best to be taken seriously, ‘kiddo’ can very quickly wipe all that away.”

In a conversation between teachers, the opinions are all over the map, but the underlying message for us is one of being conscious of the language we use, and how it informs our professional relationships with children.

When I think of children in hospitals, I think about how disempowered they are by virtue of being a patient in a medical institution. It seems that anything we can do, including refraining from using unintentionally demeaning language, can usher in more humanity to an inherently dehumanizing environment. Calling children and parents by their given names, even asking how they prefer to be addressed, taking the time to note names and refer back to them, seems like the least we can do to show children and families that we see them for the unique individuals they are – beyond the confines of the hospital.

 

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Child Life Cooperative: Learning One Child At a Time

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This week we welcome Allie Jones, the founder of the Child Life Cooperative- a website and podcast with the mission to advance the child life profession by learning through reflection, uniting for support and equipping students. Follow on Instagram or email at allie@childlifecooperative.com. I invited her to share a story about her work with you all.  Take it away, Allie

 

Deb may not remember this, but when I began my very first child life job I desperately reached out to her for help. The job I had been dreaming about turned out to be a job that I dreaded going to each day. I am pretty convinced that I developed a reputation on the commuter train as being “the girl that was always crying” before and after work in the city. 

Within a short week of starting a one-person child life program, I quickly got the sense that child life was an unwanted and misunderstood service. The rehabilitation hospital wanted a person who would organize fun activities for the therapists to do with the patients during therapy. Staffs’ expectation was that this person would then stand off to the side—no talking, no co-treating. In their minds, child life was a party planner and recreational therapist. And if I tried to advocate and educate staff of more appropriate ways to utilize child life, then I would be at risk of being fired. On my first day as I shared ideas of how to develop the child life program, a behavioral therapist looked at me square in the eyes and said, “just do what they tell you to do. Tread lightly, Allie, or else…”

I felt intimidated. I felt overwhelmed. I felt defeated. And, I felt utterly alone.

I decided to email Deb Vilas, someone who I had never met, but whose name continued to pop up in child life forums and articles. I wanted to see if she had any advice on how to proceed in such a discouraging job.

Deb encouraged me, providing alternative approaches I could try. She reminded me to gently educate and model for staff what child life truly was. She pointed me towards focusing on connecting with the patients personally and spurred me towards pressing onward with confidence and conviction.

Which I did. And to be honest, every day was a battle.

Not only were the expectations of party planning incredibly taxing and difficult to carry out as a one-person program, my patient population also proved to be a challenge. Many of my patients were from the inner city and had come to the rehabilitation hospital due to injuries related to gang violence.

One patient, we will call him “Devon”, is a young man I will never forget.

I met Devon one afternoon during rounds. He had just been admitted and I could hear him shouting and swearing down the hall.

I heard staff whisper, “he is 16 and was shot 6 times trying to steal a car. This will be fun, won’t it?”

I knocked. “Devon? I am Allie, my job is to—“

“Hey, you know what? I don’t care. Go f*** yourself.”

“Alrighty, then. Good talk. Until tomorrow, Devon.”

I didn’t feel it was the time to keep pressing at that moment with Devon. Instead, I tried to break down his walls by showing up at his room every. single. day. The kid was going to be here until further notice, so I figured I had some time to connect with him.

And so. Every. Single. Day. I kept at it.

Day 2.

“Hey, Devon. Allie, here.”

“Get out. Go f*** yourself.”

Day 3.

“Devon, I just got this new video game and—“

“Would you shut up? Leave!”

Fast forward to approximately 15 days later.

“Hey, Devon.”

“Allie, right? Word is you have some McDonald’s gift cards you give out to kids and can take them across the street after therapy is over.”

That was true. I actually received training in order to be able to take kids on outings.

Yet, hearing him actually initiate made me speechless at first.

“I like hot fudge sundaes,” Devon continued.

Finally, I responded, “I do, too. Let’s go get you one.”

From that day forward I sat in disbelief as I saw D’s walls slowly start to come down.We began a weekly ritual of going across the street to McDonald’s. And boy, it must have been a sight to watch us even try to get there! Devon was paralyzed from the neck down and was cruising in an extremely heavy and finicky power wheelchair. I was the lanky young-looking girl who would try to push said power wheelchair when it would malfunction!

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But we would make it. And we would sit and actually talk. Devon began to open up to me about the life he lived from foster home to foster home. He shared with me the loneliness and abandonment he faced that pushed him to join a gang, his only sense of “family” and “belonging”.

Devon came to our hospital as a raging, angry, bitter and violent teenager. Yet he transformed into a gentle, kind and respectful young man. He even befriended another patient, a young 5-year-old girl who had a diagnosis of selective mutism. Yet Devon swore that she would talk to him. Sometimes when Devon was upset, he would have the nurse cover his face with his blanket so he could shut out the world. And then, this little 5-year-old friend would wheel up to him, rip off his blanket and smile at him. They would talk for hours. A true picture of “the lion” and “the lamb”.

Though the child life job description never seemed to get better at that hospital and the staff continued to be resistant, no matter what, meeting Devon and the relationship that budded made all the tearful train rides worth it. I wouldn’t have changed a thing.

Choosing to zero in on each individual patient ended up giving my work so much meaning and fulfillment, even if it didn’t feel like it at the time and even if I was still expected to solely plan parties. Because those patients didn’t just need a Halloween party or a fun game to play during therapy, they needed a child life specialist.

So for all of you who may be in a job that you hate, or be longing for a different opportunity, take a minute to look around and try to find your “Devon”. It will be worth it.

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Someone Who Looks Like Me

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Early morning this past Tuesday, I squeezed onto the uptown #5 train on my way to the Immaculate Conception School in the South Bronx. The morning rush crowd swept me off the train at 149th Street and Third Avenue, and up the steps to a busy thoroughfare, where several streets spoked out in various directions. I made my way up a hill, heading north and west to where the school backed up against a Catholic church. The main school entrance opened onto a set of stairs, leading to a hallway where a receptionist at a small school desk pointed me up another two flights to the science room. Paper signs with arrows and CAREER DAY in bold print showed me the rest of the way, and I climbed the freshly painted cement steps, taking in the familiar smells and sounds of institutional cooking and children’s voices echoing through the high ceilinged halls.

The principal, Sr. Patrice, a longtime friend, and an avid Yankee fan, set down her coffee to greet me with a warm hug. My life partner is the school’s Board president, and this was not my first visit to the grammar school that holds a great reputation for its students continuing on to high school and college. In a neighborhood with highly segregated, low resourced public schools, this school provides an alternative pathway to children of all denominations.  Several other visitors, business people and alumni, sat at the round work tables on an assortment of chairs and stools, sipping coffee and nibbling at sweetbreads that I was thrilled to see. Breakfast had eluded me and I was starving.

I looked up from my croissant to see my friend enter the room. “Hey, Cassandra!”  I waved her over to my table. Cassandra is the executive director of the 163rd Street Improvement Council. They provide housing and supportive services for people with a variety of special needs. Cassandra is a fan of women’s basketball and attended Liberty games at Madison Square Garden in seats next to my partner. I’d met her when she invited us to her 60th birthday party, and we’d been Facebook friends ever since. I didn’t know her well, but I thought of her when I’d accepted the invitation to career day. At a previous career day, I’d noticed that there seemed to be a disproportionate amount of white speakers given the fact that most of the students were kids of color. I reached out to Cassandra in a transparent way, telling her I thought the kids might do better seeing more adults who looked like them. (See The Danger of a Single Story.) She accepted immediately, and here she was, excited and nervous about addressing the kids.

Sr. Patrice had us each booked in separate rooms with half hour talks over a two hour period. I began with the fifth graders, who were eager to learn about the wonderful profession of Child Life. I began by asking them how many of them had ever been hospitalized. Every hand in the room shot up, making me think about the healthcare disparities in poorer neighborhoods — chronic illnesses such as asthma being a common scourge.  I shared some stories about playing with sick children and showed them the ultimate child life fact — how once an IV is inserted, the needle retracts into the plastic holder and only a flexible plastic tube called a catheter remains in your vein. I brandished a real IV start to demonstrate, causing several kids to cringe in fear. Reassuring them that no one would get stuck with a needle by me, I passed around the catheter for them to examine, showing them how it was so small that a mouse could probably drink a milkshake through it. They brimmed over with questions.

  •  What do you do if a child doesn’t want to play?
  • Are all the kids really sick, or do some of them have like broken bones?
  • Do you sometimes feel sad?
  • What do you do when it is really hard?
  • What do you do if a child doesn’t get better?
  • How do you become a child life specialist?

Our time together had one dramatic interruption when a bird flew into the room and many of the children panicked and lept shrieking from their chairs. Sr. Patrice came to see what was causing such a commotion. Her calm and authoritative presence quieted the room so that we could continue. She gave me credit, saying how lucky it was that a child life specialist was there to calm the children, but I knew that she was the one with the magic powers.

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My next gig was a classroom of sixth graders. They’d been hosting several speakers before me and were a bit wound up by the time I arrived. So I got them out of their seats for some stretching before beginning my talk. This group had some questions, but they were more interested in telling their own stories of hospitalization. I listened as several children quietly shared about their medical encounters, which sounded scary and unpleasant. Some of them had met a child life specialist, but many hadn’t. One girl said, “Child life needs to come to Lincoln Hospital.” That was a great segue for me to talk about why the profession needed more people like them, who understood what their communities needed.

After our time with the kids, Cassandra and I met up back in the science room and trekked down the hill to part ways, she to her car and I to the subway. Her enthusiasm and joy for the day were clear – She’d had a blast with the students. We celebrated and documented our day by posing for a selfie in front of the church. IMG_5559

Two days later, Cassandra reached out on Facebook with this post:

Today I got a call from a parent of one of the kids from yesterday (Some of the kids asked for my business card). She called to thank me — her 14 year old came home excited about this person who was passionate and accomplished and “looked like me.”

I am so grateful to have been used in this way.

I am thinking that next year, I need to invite more people of color to join me, including child life specialists. Anyone want to join us? In the meantime, consider a  visit to your own neighborhood public schools to spread the good word and ignite the fire in the next generation of child lifers.

 

Equity During Transitions

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At the 2018 commencement ceremony of the BankStreet College of Education this past week, graduates weren’t the only ones juggling feelings of excitement, nostalgia, and anticipation. Cheering on our Child Life Program students brought forth memories of some watershed moments in my own career. When a colleague reached out to the Child Life Forum today asking for child lifers to share thoughts about advocacy and empowerment in times of transition, I began to think more deeply about who and what supported me as I pursued my passion to work with children in hospitals.
As a career changer, I  worked as a coordinator in the volunteer department (a paid position) at a large cancer hospital for over seven years. I discovered the field of child life while attending a professional development workshop at my workplace. A participant introduced herself as a child life specialist, and I wouldn’t be surprised if the lightbulb that went off in my head lit up the whole room. I had found my calling.   She recommended the BankStreet College, and I enrolled soon thereafter,  minoring in child life within a masters in early childhood special education. The hospital paid for my degree, and it took me almost 4 years to complete as I worked full-time.
When I finally graduated, I very much wished to work in the same hospital on the pediatric ward where I had placed, trained, and supported over 125 volunteers. My colleague, the director of pediatric recreation, (child life wasn’t yet in existence there) told me that although she would enjoy working with me, she felt that if I didn’t leave the hospital and spread my wings that I would regret it. I listened to her and left for a large city hospital, working in the emergency department, pediatric wait and play room, and the child abuse clinic, where I learned more than I ever could have imagined. It was a very important time of growth for me and my colleague had been so right.
Another moment of transition came when I took on some of my first private clients. Two professors from my studies at Bankstreet referred me to work with children in their homes, to help them cope with medical procedures and the loss of a family member. My mentors provided supervision for me as I tackled this new and exciting challenge. They showed faith in me where I had little in myself, and they made it possible for me to take this next step. I am forever in their debt and I do my best to pay it forward in my work now as a professor in child life. My mentors’ investment scaffolded me to accomplish far more than I ever could have managed alone. It makes me think of Vygotsky’s zone of proximal development, and how children can accomplish more within a trusting and supportive relationship with an adult than they can on their own. But what does that mean for people who may not have access to these kinds of helpers?
With each step I have taken in my career, someone has always stepped forward to show me the way, cheering me on and acknowledging my abilities and place in the world. Some mentors have been teachers, some colleagues or friends. But that feeling of having someone opening a door for me and having my back as I walked through it, is something I have perhaps taken for granted. I may have always been grateful, but it never occurred to me that all this support could be the result of White Privilege. In her Integrated Masters Project study of Diversity and Social Capital in the Field of Child Life, BankStreet graduate Madalyn Marshall examines the obstacles for people of color entering the field of Child Life. Her research shows how social capital paves the way for White women in our profession. Given the fact that Child Life is dominated by White women, it behooves us to consider ways in which we can take action to change the face of our profession to include more people of color, to better meet the needs of the diverse populations we serve.
In the words of one of this year’s student speakers at commencement, Elise Hebel, “BankStreet’s mission and creed call on students, graduates, and teachers to enter with all five senses alert, to never stop learning, to be flexible, creative, gentle, and just, and to advocate for the rights and dignity of all.” She further entreats us to “nurture tolerance, understanding, and appreciation for the many differences and similarities that unite us, not only standing on the shoulders of giants, but stepping into the role of giant and empowering the vision and actions of others.”
Are we ready to take this first giant step? Recognizing our own positions of privilege is a start.
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Wonder

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“Doctors have come from distant cities just to see me. Stand over my bed disbelieving what they’re seeing. They say I must be one of the wonders of God’s own creation. And as far as they see they can offer no explanation… Oh I believe Fate smiled at Destiny. Laughed as she came to my cradle. Know this child will be able. Laughed as my body she lifted. Know this child will be gifted. With love, with patience and with faith she’ll make her way.”

–Natalie Merchant

I am not sure of when it was that I first heard Natalie Merchant’s song “Wonder”, but each time I do hear it, it resonates deeply with me and I feel incredibly witnessed and uplifted.

In the early morning hours of my birth, the doctor gravely informed my parents that he had little hope for my survival. He actually discouraged my mother from naming me, in a misguided effort to help her accept the inevitable. I was born with a rare genetic skin disorder, Congenital Ichthyosiform Erythroderma (CIE). I made my first appearance on earth encased in a collodian membrane  – a tight outer layer resembling plastic wrap, looking as my father loves to say, like a “shiny red sausage”. The doctors didn’t know what to make of me. They had no name for my symptoms, no explanation for my appearance. But their worry about my skin’s ability to provide a sufficiently protective barrier led them to believe that I would not survive.

 

I spent one month alone in the hospital, as doctors searched high and low for a diagnosis. Parental visits were discouraged. They finally suggested that my parents seek an answer at a larger children’s hospital. My parents held me for the very first time in the back seat of the car, as their friends drove them the hour and a half to New York City. Another month passed before I was discharged, still without a diagnosis. The hospital cautioned my parents that the road ahead would be a rough one, and they highly recommended that my family employ a full-time nurse to see to my complicated needs. My mother balked at this. “I’m her mother,” she said. “I am the only nurse she needs.”

 

My diagnosis came soon after, when Dr. Charles Sheard, a dermatologist in Stamford, CT, observed that I appeared to have the same symptoms as one other patient he had read about in some obscure medical journal. Dr. Sheard took me on as a regular patient, seeing me once a week for the first year of my life, then monthly, and as I continued to grow and develop, annually throughout my teen years. He never charged my parents a dime. Although I suffered some complications and hospitalizations during childhood, my health stabilized and I have grown to live a full and rich life with few limitations. When dermatologists examine me, they remark at the seemingly mild case of ichthyosis I have, compared to other patients whose condition hugely impacted their development, mobility, and appearance.

 

I did, however, struggle with post-hospital trauma in the form of sleep disturbances, sensory issues, and severe separation anxiety. Then came the bullying in school. But I had several resilience factors at play in my life. I grew up listening to my parents tell me stories of my early health challenges, referring to me as a survivor and a fighter. My mother too was a fighter and fierce advocate for my medical and emotional needs throughout my growing years.  It should come as no surprise that I became a child life specialist as an adult, advocating for the emotional and developmental needs of children facing illness in hospitals and their communities.  Natalie Merchant’s song “Wonder” reminds me of the miracle of my birth and life, how I surprised the naysayers, and how my mother saw the possibilities and joy in my birth and life more than the dire prognosis.
To learn more about the many forms of icthyosis, check out the Foundation for Icthyosis and Related Skin Types.

Child Life Mommy to the Rescue!

There is always an interesting story to how a child life specialist discovered the field and how they provide services in a non-traditional way. I was thrilled to be interviewed by child life colleague, Katie Taylor, from Child Life On Call. Listen to the podcast and find out my journey to the child life profession, […]

via My Child Life Journey: Podcast Conversation — Child Life Mommy

Free Talk: Medical Play Therapy & Child Life

Bank Street College Library

Presents…

Library Salon #15

Friday, March 9, 2018

5:30 to 7:30 pm

A panel discussion with child life practitioners
and alumni contributors to:

Moderated by: Troy Pinkney-Ragsdale, MA, CCLS, has over 25 years of experience in the field of Child Life, including directing several child life programs in the tri-state area. She has served as the director of the Child Life Masters Program at Bank Street College since 2004. She has been a member of the Association of Child Life Professionals, served as the Co-chair of Graduate Accreditation Task Force and member(2012-2014),  served as Director on the Board (2015-2017) and has been a member of the Education and Training Committee for many years.

Panelists:

Lawrence C. Rubin, PhD, the editor of the Handbook of Medical Play Therapy and Child Life, is a professor of counselor education at St. Thomas University in Miami, Florida, and an online lecturer at the University of Massachusetts. Dr. Rubin is a practicing psychologist in Fort Lauderdale, where he specializes with children, teens, and their families.
Jon Luongo, MS, CCLS, is a Bank Street graduate, past adjunct instructor, a delegate with 1199 Healthcare Workers’ Union, and a child life specialist at Maimonides Medical Center in Brooklyn, NY. He began his career in healthcare as a performer in the Big Apple Circus Clown Care Unit in 1997.
Suzanna Paisley, MS, CCLS, is a Bank Street graduate, a parent of two young children, and a child life specialist at Children’s Hospital Colorado. She has lectured on trauma processing with children of all ages at national child life conferences.
Deborah Vilas, MS, CCLS, LMSW, is a Bank Street graduate, a current faculty member, a writer and a public speaker. She has taught play techniques to child life students, hospital play specialists, nursing students, social workers and psychologists in 6 countries around the world.

Patty Weiner, MS, is a mother and grandmother whose career spans over 35 years as a child life specialist and educator. She is the founding director of Bank Street’s Child Life Program and is an educational consultant for The Making Headway Foundation in NYC.

Library Salons are a series of informal lectures, panels, and group discussions
held after hours on Friday evenings.Refreshments Provided#BankStreetLibrarySalon

Copyright © 2018 Bank Street College of Education, All rights reserved.

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Click Here and Scroll down to Register and for access to live stream link

Frightened Teens: Supporting Your Adolescent in Scary Times

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Another Shooting.

It takes all of our strength as grown-ups to not give in to despair, anxiety, and fear in the face of yet another young person accessing an assault rifle and murdering his peers. School is supposed to be a safe place for all children — teens included.

As the political debates about gun control make our brains feel like exploding, we have to remember to reach out to the adolescents in our care. If it is that tough for us to wrap our heads around, how much harder is it for teens? We must be proactive in engaging teens in conversation every day, about life, about what is important to them, and about the awful things that happen in the world. When something truly terrible happens, it is even more important to take the time to listen, witness, and validate their struggles. And this often means admitting that we don’t have the answers.

Teens have the capacity to reason, to wrestle with abstract concepts, and to articulate their feelings. But their brains are still developing, as is their self-concept, their ideas about who they are in the world. A random act of extreme violence will shake their new identities and burgeoning belief systems to the core, and they need calm, kind adults to prop them up as they try to make sense of their new reality. They need to know what to expect as much as possible, who they can count on. We know it isn’t always easy, so here are a few tips from the experts.

Tips For talking with Teens

What Mental Health Experts say to Their Kids

Fear and trauma responses can sometimes look like anger and disconnect. The teen who is suffering the most, without the ability to articulate and share their feelings, may be the one who needs your best efforts. Often teens find it easier to talk about tough topics when they are involved in an activity. Consider a cooking project, or gathering some art supplies, maybe magazines for collage. Or how about the ingredients to make a mini volcano? As you create something together, you can talk about how the shooter was a volcano waiting to blow, and how many feelings are often seething underneath. The teen can write down questions they have about life or list things that make them feel like blowing their top, and these items can be folded and put into the volcano before you set off the eruption together.

Volcano!

Introduction

This technique helps release anger through a structured activity providing an opportunity to discuss anger and to problem solve. It works well individually and in groups with preschoolers to teens.

Materials

  • Small paper cup or medicine cup (Dixie brand bathroom cups work great)
  • Plastic cereal bowl
  • One container of Play-Dough (The kind that comes in a 4-pack) or homemade.
  • White vinegar
  • Dishwashing liquid
  • Baking soda
  • Red and yellow food coloring
  • Teaspoon

Activity

  • Place a small paper cup upright on top of an upside-down plastic bowl. Secure it with a few pieces of tape.  Wrap it in play dough to make a volcano, leaving the mouth of the cup open.  Pour ¼ cup white vinegar, two squirts of dishwashing liquid, and several drops of food coloring into the “mouth” of the volcano.
  • If the child wishes, they can write down or dictate things that upset them (make them scared or angry or mad) on tiny pieces of paper and place them in the volcano.
  • Spoon in a heaping teaspoon of baking soda and watch the eruption!
  • For instant replays, alternate adding a little more baking soda and vinegar. A group can make a larger volcano using a large salad bowl and more playdough. Miniature people, animals, and props can be added to add aspects of dramatic play.

 

 

 

 

 

Walli Kids: Spotlight & Giveaway

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Many parents arrive in hospitals for unexpected visits, sick or injured child in tow. In emergency situations, they probably don’t have a child’s favorite toy or game with them,  and they may find themselves waiting long hours without a way to distract or occupy their unhappy child. Even during expected hospitalizations, there are times when a child has to visit and wait in areas of the hospital, for tests and procedures, where they have nothing but institutional walls to greet them. Child Life Specialists know the value of great distraction tools to soothe anxiety during long waiting periods and painful procedures.

With this in mind, I would like to welcome guest blogger Patricia Montouchet, the founder of  Walli-Kids. She has a great product for parents, child life specialists, hospitals, and doctors’ offices. 

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Today I am going to tell you about Walli-Kids, the company I created a few years ago.

You might wonder what started Wallikids ?

Difficult to pinpoint exactly how the idea and the vision fell into place, but …

Many years ago, as every mother, I recall being awfully stressed when my son crashed his bicycle, hard enough to break open his helmet. We had to rush to the emergency room and… I will skip all the details. Needless to say, we had to wait long hours on that Saturday afternoon…

What to do? How to distract Lucas? What could I do to ease his pain, anxiety and hide the waiting.

Nothing, I had nothing… In our hurry, I forgot to take his books, games or even his favorite stuffed animal friend as time was of the essence. There was no picture on the walls to help distract him, no child books.  Without any doubt, this was a difficult and striking experience for me.

When my children left for college, I decided it was time to do something I would really enjoy. My daughter Margot is very creative and together, we started  drawing Ralph the Giraffe© and  Mitch the Fish© which would, after a few years, be part of our Animal Buddies collection.                              

 

Coleman the Pelican© was created after a family vacation at the beach.

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Myrtle the Turtle© after reading about the Great Coral Reef and

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           ED ABIGAIL 36x30 Abigail the Snail© to remember our  many summer vacations in our native French Alps.

Walli-Kids Animal buddies Collection is for younger kids that don’t know how to read: they have to look for numbers and pictures, soon they will start having fun. Under an adult supervision, all the many details can be highlighted such as a frog group or a crab family… These colorful designs are a conversation starter for the medical staff as it is easy to start a storytelling or ask to find other hidden animals. These posters are perfect for kids to learn new words and discover new places

At that point, we had something for younger kids but nothing for the ones who could read, so our Puzzle-Jumbles collection was created…

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This was countless hours of assembling arrays of diverse and colorful objects. Enough to keep the children entertained for a while and well-hidden to make their focus last longer…

Nevertheless, we had a lot of fun figuring out what would go into each activity-poster and then counting and re-counting each object to make sure that it was all there. The hardest Puzzle-Jumble activity-poster you might wonder? Without any doubt Animal XL© and #8 XL©

 

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We are still working on our 3rd collections: Same difference. I will keep you posted soon…

Now, the best part is that I can write about how excited I am to share with you our newest product: Acry-Walli. Our designs are reverse printed on a rigid 1/8  inch thick sheet of clear acrylic with a white vinyl backing. The end product displays vivid colors and is very durable. It is very easy to clean with any antibacterial solution, it will not be damaging to the ink as it is reverse printed. These activity-posters can be screwed on to the walls , hardware and color snap-caps are provided to hide the screws. All our designs have rounded corners to avoid catching little fingers.

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You might ask where is the best place to put the Acry-Walli? On walls, in waiting rooms, consulting and treatment rooms. Note that since we design and manufacture every product here in Atlanta, we are able to offer any size, or even incorporate our customers’ mascot or logo in the design.

There is another product that  I should mention as it has become Child Life Specialists’ best friend: our Walli-Kids lap-posters printed on a high quality styrene. All of our designs are available in this 12”x10” hand held size. We came up with this smaller dimension to make it portable and help young patients focus on something colorful and attention grabbing during medical procedures such as treatments, vaccinations… I must mention that many hospitals use them in their waiting room to help with the waiting.

As you read my article to the end, you deserve “a little something”, so if you enter your contact information on our website, Facebook or Twitter, your name will be entered in our drawing for 2 free lap-posters, one from each of our collections.

Should you have any questions on our products, do not hesitate to email me at patricia@wallikids.com.

Get Well Maps: Road to Recovery

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Please welcome our guest blogger, Christina Connors, who I interviewed after she connected with me on Linked In and sent me samples of her incredible Get Well Maps.

What inspired you to create these maps? My son’s medical experience in 2014, and my desire to help other children and families facing medical challenges, inspired me to create Get Well Maps. Andrew was 5 years old when he was hospitalized with bilateral pneumonia and H1N1 flu, and his condition quickly became life threatening. He was air lifted to our closest pediatric hospital (~2 hours away) and was transferred to the PICU secondary to respiratory failure. I felt completely helpless to care for him. There were so many uncertainties. My “Mama Bear” impulses were raging, and yet my background as an Occupational Therapist was underpinning every effort I made to advocate for my child.

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I felt compelled to have a visual that would depict his “Road Home”, because despite the uncertainty of prognosis, timeline or discharge plan, we needed to SEE our goal of getting home in the midst of adversity. I asked my childhood friend to make a map that had a road, photo of our home and matchbox car to move along as his condition progressed (My son has always loved anything with wheels). She was eager to do anything to help, but found it strange that my request of her was a “craft project” (Child Life Specialists & OTs get it). She graciously obliged, anyways. What began as a desperate mother’s attempt to provide a tool to help her child, began to draw interest from his medical team, and sparked communication that connected us throughout his care (“Is that your house?”, “Do you like to play outside?”, “Buddy, you’ve already rounded that bend”…). It was months after our experience, and after becoming involved in our pediatric hospital’s Family Advisory Committee, that another parent encouraged me to develop this idea in a way that would help other children and families throughout their medical experiences.

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What was the process like from your idea to creating the product and your company? I would be lying if I said I wasn’t scared! I was exposing a time in our family’s life that held much vulnerability. But I was also excited about the possibility of having a creative outlet that helped me process our experience in a way that helped others. My faith was strengthened by our experience, and I felt like I was being called into this work. I felt that this was a unique opportunity to combine my experience as a parent and healthcare professional (& my husband is an educator) to make a positive impact in the healthcare experiences of other children and families. I began slowly. Brainstorming, then drafting prototypes, researching materials, production options, searching for the right illustrator, and learning the basics of establishing a business. I use the analogy of a foggy road when I think about the process of transforming an idea into a company, and even now as I continue to navigate and evolve. I can’t always see where I am headed because the road is foggy, but when I have faith enough to move forward, the fog lifts briefly and becomes a little clearer just in front of me, which in turn gives me the confidence to keep going. (Just can’t seem to get away from the road/car analogies!)

Can you tell us a bit about your work as an OT and your experience as a mom? I graduated from the Occupational Therapy program at Towson University in 2002, and have been practicing as an Occupational Therapist for 15 years. I became interested in Occupational Therapy after my Aunt was in a car accident and sustained a C4-C5 spinal cord injury. It was the 1st time my family was truly impacted by disability and I was inspired to learn more about the professionals that were helping her. Since beginning my career as an OT, I have always had an equal love of pediatric and adult rehabilitation. I have experience in hospital, inpatient rehabilitation, home healthcare and school settings. I have always found my work as an OT very rewarding, and am very passionate about working with individuals with neurological disorders and sensory needs. My greatest loves… my hubbie, Mike, and my 2 children are at the center of my world. There was a lot we experienced emotionally as a family during and following my son’s hospitalization that changed my perspective as a mom. I don’t worry as much about small decisions and details, don’t take as much for granted, and really value the importance of finding moments of “calm” in our hectic day-to-day routines. Their love, support, and boundless energy are driving forces behind Child Inspired.

What do you want parents and medical staff to know about children in hospitals? I think many already know, but I think ALL medical professionals need to know that (many, if not most) children and families are not processing auditory information effectively during stressful medical events. Children and families want (and need) medical teams to disclose accurate and honest medical information, but it needs to be delivered with a compassionate, child-centered approach. Don’t be scared of informing children and parents of setbacks or regressions in progress. They know setbacks occur. They just need consistent, jargon-free language that helps them understand what is happening and supports them through the disappointment. Families and medical professionals also need to know that emotional healing will often take much longer than physical healing, and need to be educated on resources that the family can access if emotional or behavioral concerns arise after discharge.

 

What are your hopes for your company? My hope for Child Inspired is that our Get Well Maps will become a model for child-centered discharge planning, and that our tools will also help children and families visualize their progress as they re-integrate back into school and community activities after medical events. In this fast-paced, digital age where much of what our children encounter is instant gratification, many children need support and encouragement as they work towards goals that require time and perseverance. It is my hope that our Maps facilitate positive, encouraging language and communication between children and the adults providing their care.

 

Do you have any tips for how parents and child life specialists might use these maps? I love your profession and the amazing work that you do with children, siblings and families, as well as the work you do to model and advocate for child-centered care among your other medical colleagues. I think that Child Life Specialists can play a pivotal role in daily medical rounding and discharge planning, and that Get Well Maps provide a method for facilitating child-centered communication and visually tracking medical progress. A Get Well Map is fun, and individualized to the child’s interests and goal, therefore, it reduces anxiety by helping you relay and reinforce information discussed in medical rounding (often laden with medical jargon) in a way that is developmentally appropriate and child-centered. Contact us to learn more about how a CCLS is using Get Well Maps with children after bone marrow transplants, and how her unit now has a physician order and pathway to initiate Child Life assessment and intervention (including Get Well Maps) from diagnosis to discharge.
Anything else you want us to know? Thank you for all that you do! As always, I would love to collaborate with you and your teams to develop solutions for your patient populations and healthcare organizations.

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