play

Free New Child Life Tool for Bettering Hospital Playrooms

~ Deb Vilas ~ 6 Comments

imgres

I am thrilled to announce the release of a new tool for your child life toolkit. It is an assessment form to help you make your playroom the best it can be. There is a dream playroom in all of our imaginations. Time, space, budget constraints and infection control guidelines aside, we all know what we would provide children and families if we were able to do so. The  VIPAR (Vilas Playroom Assessment Rubric) is intended to present the best possible scenario, and to measure how your playroom is meeting the needs of all pediatric patients and families at your hospital. Child life specialists and administrators can use this rubric as a quality checklist to assess playroom design and operation.

This rubric is several years in the making and has been test driven by many Bank Street College alumni. They kindly tried it out in their playrooms and gave me feedback to improve the document, making it as accessible and flexible as possible.

Tara Horan reports that the rubric gave her staff  “feelings of empowerment to make positive changes.”

Kelsey Frawley shared, “Another AHA moment was the cultural competency piece. I think as specialist’s we are taught to BE culturally competent, not judge, ask questions, be aware of differences, but incorporating it into a room is something I have not thought of. The developmental appropriate piece really stuck out, it is something we have struggled with as a site and recently have committed to revamping.”

Kate Shamzad states ‘In fact, it inspired us to order a wall mirror to be installed in the infant/toddler section of the hem/onc room.”

I owe them and others many thanks for their input. But the VIPAR is and should be a work in progress. So please give me feedback if you use it at debvilasconsult@gmail.com

It is pretty easy to use. Score each category based upon observation and investigation. Add together the 18 category scores to reach a total. Use the key at bottom of rubric to interpret total score.

It can be helpful to underline or highlight specific items to be improved within each category. Once a score is obtained, determine which improvements are within your department’s ability to improve. Set goals and deadlines for improvement. This rubric is not intended to make you feel that your playroom is substandard in any way. The hope is that it will guide you towards making some small or significant changes that will improve the quality of play available in your hospital.

Click below link to access and download the pdf.

VIPAR Vilas Playroom Assessment Rubric

Target Practice Part II

~ Deb Vilas ~ Leave a comment

imgres

… Reentering Steven’s room, I stopped at the sink to fill the bedpan with warm water, placing the filled bedpan on Steven’s rolling bedside table. The sheets and towels went on the floor against the wall opposite the foot of his bed. Steven’s eyes followed my every movement, showing curiosity and anticipation

So, here’s the deal.” I said. “Lots of kids have stuff happen in the hospital that they find upsetting or scary. Sometimes it helps to get these feelings out in a physical way. I am setting up a target game, where you will get to throw wet toilet paper at what is upsetting you until it is completely destroyed. The question for you now is, do you want to destroy the drawing of your hand, or is there some other thing you could draw that you’d like to obliterate?”

Steven picked up a marker, so I brought over the big piece of chart paper. He got right down to work, drawing a huge needle that took up the entire sheet of paper.

“Oh,” I said. “That looks like the needle that might have to go in your hand.”

He nodded. When he finished, I took it from him and taped it on the wall opposite his bed.

“Now for the demonstration,” I said, reaching for the roll of toilet paper. “See, you take as much as you can to make a nice, big wad.” Continue reading →

Target Practice Part I

~ Deb Vilas ~ 1 Comment

imgres

As a child life specialist, I’ve seen countless examples of play transforming a child’s mood in the hospital environment. I remember well the day when Steven lay curled in a ball beneath the covers in his hospital bed, his caffe latte bald head hiding beneath the sheets. He had not showed up in the playroom that afternoon, which was unusual. This was one of those kids who waited eagerly outside the door each day for the playroom to open and was often the last to skate his IV pole back to his room at the end of the day. I had yet to see Steven without a smile on his round, open face. He was a content child with a quiet maturity that went well beyond his seven years. He took his medical treatment in stride and enjoyed the company of his brother and sisters, as well as just about every activity the playroom had to offer.

But not this day. It was mid-afternoon and we had yet to see a glimpse of Steven. His mother stopped by and informed me that Steven had an infection in his Broviak catheter and that it would have to be surgically removed.

images Continue reading →

The Box

~ Deb Vilas ~ 5 Comments

imgres-1

 Juan was a 7-year-old, sturdy kid with shortly-cropped black hair in the first grade at an inner city public school. Juan’ teacher asked me to work with him on his social skills and impulsivity. My mode of working with children is based on the principles of the child-centered approach, which calls for unconditional positive regard for the child and trust in the child’s ability to find his own way towards healing. This removes the adult-driven agenda as one creates an emotionally supportive play space in which the child explores avenues of his own healing.

The first time I brought Juan into the playroom, he knew exactly what to do.

The toys in my portable play toolkit were chosen to encourage expressive and dramatic play: human figures, rescue vehicles, a toy medical kit, crayons, and playdough. During our weekly sessions, the room itself became part of the play space as well, with its piles of school materials. Each session, Juan would initiate play and instruct me how to play. I served as a willing participant, but I strove to remain in a subservient role, allowing him to direct my actions to suit his needs. I acted as both participant and witness, narrating his play and giving words to the emotions that he played out before me.

Themes emerged, as did routines. One in particular was a challenge for me. At the end of every session, he would avoid putting a stop to his play and refuse to return to the classroom. He would hide behind furniture and boxes, making me feel like an ogre as I prodded and cajoled him out the door. Continue reading →

Holy Moly! I can’t believe I am blogging!

~ Deb Vilas ~ 4 Comments

holymoly

I have finally entered the 21st Century. With the limitless patience and help of Shani Thornton, I am finally able to take my first tentative steps into the world of blogging. Stay tuned for many adventures to come.