Program director
Michelle Minyard-Widmann
The Department of Counseling and Family Sciences offers high-quality academic education and clinical training leading to a master's degree in the child life specialist program. This degree prepares individuals to provide child life services in healthcare settings. In addition, practice experiences within the United States and in other countries will provide students with child life practice in diverse environments.
Child life specialists are trained professionals in child development who support children and families in navigating challenging life experiences, particularly those related to healthcare and hospitalization. Through developmentally appropriate interventions—including play, preparation, education, and self-expression—they foster effective coping and promote the emotional well-being of children. Recognizing the integral role of the family in a child's recovery and development, child life specialists offer guidance, information, and emotional support to parents, siblings, and other family members. In addition to direct support, they also serve as key educators, raising awareness among caregivers, healthcare administrators, and the broader community about the unique needs of children experiencing stress and trauma (Association of Child Life Professionals, http://www.childlife.org).
Individuals seeking certification will do so through the Child Life Certification Commission (CLCC), the governing body responsible for overseeing the credentialing program. To become a Certified Child Life Specialist (CCLS), individuals must meet all academic and clinical requirements and successfully pass the Child Life Certification Exam. https://www.childlife.org/certification/become-certified
Clinical training, a mandatory part of the master's program, can be completed at Loma Linda University Children's Hospital or other accredited U.S. hospitals and organizations. Students must successfully complete a 100–120-hour practicum and a 600-hour internship. Experiential learning bridges academic instruction with practical application, helping students improve their clinical skills in real-world settings. A university and site affiliation agreement are required before clinical training begins. In addition, students will have opportunities to expand their learning through involvement in dedicated events such as grief camps, skills days, health fairs, global health trips, and other on-campus activities designed to enrich their clinical education.
By the end of the program, graduates should be able to:
For information regarding funding opportunities, see Student Aid in the financial polices section of this CATALOG.
Applicants must meet Loma Linda University and School of Behavioral Health admissions requirements; and give evidence of academic ability, professional comportment, and mature judgment. Those who meet these requirements, as well as the published deadlines and are accepted into the program, may enroll during Autumn quarter.
Additional admission requirements include:
Bachelor's degree in the social sciences or equivalent from an accredited college or university
Minimum grade point average of 3.0 (on a 4.0 scale) in bachelor's coursework for at least the final 45 units prior to graduation
Written statement of purpose for applying to the program
Interview with department faculty, as scheduled (on-campus group interviews are scheduled for January through March; other on-campus and telephone interviews are scheduled individually)
Volunteer experience under the direction of a Certified Child Life Specialist is highly recommended
| Required | ||
| CHLS 501 | Hospitalized Infant and Toddler Development | 3 |
| CHLS 502 | Introduction to the Child-Life Profession | 3 |
| CHLS 503 | Preparation for Clinical Placement | 3 |
| CHLS 504 | Child Life Administration and Program Development | 3 |
| CHLS 505 | Cross-Cultural Perspectives in Health Care 3 | 3 |
| CHLS 506 | Therapeutic Play for Children Affected by Illness and Injury | 3 |
| CHLS 507A | Aspects of Illness and Disease | 3 |
| CHLS 507B | Aspects of Illness and Disease | 3 |
| CHLS 508 | Grief and Loss | 3 |
| CHLS 509 | Child-Life Assessment | 3 |
| CHLS 604 | Child Life Internship Seminar I | 4 |
| CHLS 605 | Child Life Internship Seminar II | 4 |
| CHLS 606 | Parenting Medically Fragile Children | 3 |
| CHLS 607 | Child Life Professional | 3 |
| CHLS 608 | Child Life Practicum | 1 |
| CHLS 609 | Global Practice: Child Life Specialist | 3 |
| COUN 576 | Exceptional and Medically Challenged Children | 3 |
| COUN/MFAM 584 | Advanced Child and Adolescent Development | 3 |
| MFAM 501 | Research Tools and Methodology: Quantitative | 3 |
| MFAM 515 | Crisis Intervention and Client Advocacy | 3 |
| MFAM 516 | Play Therapy | 2 |
| MFAM 553 | Family Systems Theory | 3 |
| MFAM 568 | Groups: Process and Practice | 3 |
| MFAM/COUN 644 | Child Abuse and Family Violence | 3 |
| RELR 568 | Care of the Dying and Bereaved (or equivalent) | 3 |
| Total Units | 74 | |
| Clinical training 1, 2 | ||
| CHLS 700 | Clinical Training | 2 |
| CHLS 701 | Clinical Training | 6 |
| CHLS 702 | Clinical Training | 6 |
| Total Units | 14 | |
Clinical training units (700-numbered courses) are in addition to the minimum didactic units required for the degree
A minimum of 700 hours of clinical child life hours (CHLS 604, CHLS 605 and CHLS 608) completed within the degree program. Students must register for 14 clinical training units (CHLS 700, CHLS 701 and CHLS 702).
Fulfills service learning requirement
Residence of at least two academic years.
Students must meet the knowledge, skills, and professional performance competencies outlined by the program.
Maintain a minimum grade point average of 3.0 (or a letter grade of B on a 4.0 scale) in order to progress successfully though the program and complete the degree. Any course with a grade below a B (3.0) must be repeated.
Successful completion of a written comprehensive examination (taken before advancement to candidacy) and final oral and written examinations at the end of the program.
Background check passed prior to matriculation.
Two (2) years (seven [7] academic quarters) — full-time enrollment required
CHLS 501. Hospitalized Infant and Toddler Development. 3 Units.
This course focuses on infant and toddler development (birth to age 3), emphasizing developmentally appropriate activities in healthcare and community settings. Students will identify risks for delay, adapt child life skills to meet needs, and promote positive caregiver-child attachment. Emphasis is placed on professional and caregiver relationships. Students will build competencies to support healthy development and positively impact the lives of infants and toddlers.
CHLS 502. Introduction to the Child-Life Profession. 3 Units.
Teaches the evolution and history of child life, as well as the theoretical framework that guides the profession. Discusses topics such as professionalism and ethics as they relate to child-life practice. Exposes students to relevant research that constitutes an integral component of evidence-based practice. Shares clinical expectations for matriculation and certification through the Association of Child Life Professionals.
CHLS 503. Preparation for Clinical Placement. 3 Units.
Helps students develop a child-life specialist identity for clinical practice through readings, discussion of clinical practice placements, and formation of a personal philosophy. Students construct a cover letter, resume, and portfolio; as well as research clinical placement sites and become aware of the child-life specialist placement application and interviewing requirements. Discusses ACLP eligibility requirements and internship curriculum modules.
CHLS 504. Child Life Administration and Program Development. 3 Units.
This course offers a comprehensive introduction to the role of the Child Life Program Administrator, focusing on effective child life practice, program development, and administrative leadership in both hospital and community settings. Students will explore key topics such as organizational structure, ethical and legal considerations, budgeting, staffing, and team collaboration. Emphasis is placed on designing sustainable, evidence-based programs that meet the needs of diverse populations.
CHLS 505. Cross-Cultural Perspectives in Health Care. 3 Units.
Introduction to the diversity of cultures and its impact on the delivery of health-care services. Explores characteristics of composition, cultural practices and preferences, and health-care issues faced by selected cultures. Presents human differences, preferences, biases, and stereotypes. Fosters development of awareness, sensitivity, and competence required to affirm diversity in health-care and practice settings.
CHLS 506. Therapeutic Play for Children Affected by Illness and Injury. 3 Units.
Teaches the developmental aspects of play therapy, in collaboration with the developmental stages of the child/teen and family in the context of a health-care setting. Provides student with an experiential understanding of play therapy, recreation therapy, education, and practice.
CHLS 507A. Aspects of Illness and Disease. 3 Units.
Teaches the child life student about the childhood disease process and describes the pathophysiology, symptoms, diagnostic testing, and treatment of disease. How disease affects the child and family's behavioral, social, and emotional development and coping strategies.
CHLS 507B. Aspects of Illness and Disease. 3 Units.
Provides students with information regarding the effects of disease and/or injury on the physical, emotional, and social needs of children/adolescents and their families. Discusses medical terminology as it relates to the hospitalized child. Provides students with techniques--from medical, psychological, and social aspects--to effectively deal with behaviors that accompany hospitalization.
CHLS 508. Grief and Loss. 3 Units.
This course explores theories and evidence-based interventions related to death, loss, and grief in children, adolescents, and families. Emphasizing a family systems approach, students develop clinical sensitivity and competence in various settings. Reflective practice enhances self-awareness and growth, helping students examine personal beliefs and values to provide compassionate, professional support during times of acute loss.
CHLS 509. Child-Life Assessment. 3 Units.
Orients students to child life in hospitals and other health-care environments; and gives attention to stress and coping assessments, along with other interventions used to assist patients and families. Examines additional interventions and significant variables, such as providing emotional support for families and encouraging optimum development of children facing a broad range of challenging experiences. Addresses roles and responsibilities of membership on an interdisciplinary team.
CHLS 604. Child Life Internship Seminar I. 4 Units.
Blends didactic and experiential learning in order to bridge the gap between child-life theory and the application of child-life principles. Prepares students for clinical work in the field of child life. Discusses the clinical requirements recommended by the Association of Child Life Professionals (ACLP), with emphasis on the ACLP's standards of clinical practice. Enrollment requires registration for CHLS 701: Clinical Training.
Prerequisite: CHLS 608.
CHLS 605. Child Life Internship Seminar II. 4 Units.
Blends didactic and experiential learning in order to bridge the gap between child-life theory and the application of child-life principles. Prepares students for work in the field of child life through the principles of clinical coursework shared in class. Discusses the clinical requirements recommended by the Association of Child Life Professionals (ACLP) and gives special attention to the standards of clinical practice set forth by the official documents of ACLP.
Prerequisite: CHLS 608.
Corequisite: CHLS 702.
CHLS 606. Parenting Medically Fragile Children. 3 Units.
Introduces students to parenting issues related to the medically fragile child. Provides knowledge of theories, techniques, skills, available community resources, and legal and ethical considerations that pertain to this specific group.
CHLS 607. Child Life Professional. 3 Units.
Prepares students for entering the professional field of child life by demonstrating clinical assessment, documentation, and skills related to child life practice. Includes application of ethical principles, as well as issues of professionalism. Requires a 100-hour practicum.
CHLS 608. Child Life Practicum. 1 Unit.
Students carry out assigned playroom duties: supervise activities that foster creativity, divert patients from stress and worry, and normalize their environment; and provide opportunities for patients and families to socialize and engage in developmentally appropriate activities. Students assist with bedside interaction and interventions and assist staff with escorting patients to other locations of the hospital for special programming.
CHLS 609. Global Practice: Child Life Specialist. 3 Units.
Introduction to child life practice in a global context. Examines ethical and practice issues associated with delivery of pediatric psychosocial services in health-care systems in underdeveloped and developed environments. Gives critical attention to issues of pediatric and adolescent growth and development, family-centered care, grief and loss, and advocacy. Shares models for learning and collaboration within the context of health-care delivery.
CHLS 610. Child Life Internship II. 4 Units.
Blends didactic and experiential learning in order to bridge the gap between child-life theory and the application of child-life principles. Prepares students for work in the field of child life through the principles of clinical course work shared in class. Discusses the clinical requirements recommended by the Association of Child Life Professionals (ACLP) and gives special attention to the standards of clinical practice set forth by the official documents of ACLP.
CHLS 694. Directed Study: Child Life Specialist. 1-4 Units.
Individual study in areas of special interest concerning the pediatric patient and family. May be repeated for credit at the discretion of the faculty.
CHLS 700. Clinical Training. 2 Units.
A child-life practicum designed as an introductory experience for individuals interested in pursuing the child-life profession. Students enroll in an approved hospital site, complete 100-120 hours, and meet with a supervisor who meets ACLP requirements.
CHLS 701. Clinical Training. 6 Units.
Hands-on clinical training experience that provides the student with an opportunity to build on coursework and put theory into practice while working in a variety of hospitals and related settings under the direction of a certified child-life specialist (CCLS). 600 hours required through ACLP.
CHLS 702. Clinical Training. 6 Units.
Hands-on clinical training experience that provides the student with an opportunity to build on coursework and put theory into practice while working in a variety of hospitals and related settings under the direction of a certified child-life specialist (CCLS). 600 hours required through ACLP.
Prerequisite: CHLS 608.
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