Educational

& Therapeutic
Interventions
& Resource
Handbook

10 December 2015 Child Life Studies

Jennifer Eazell
Fall 2015
Education 530 T-
Education & Therapeutic
Interventions
University of La Verne
 Table of Contents

Introduction:

• Art Therapy

• Music Therapy

• Medical Therapy

• Literature Therapy

• Animal Therapy

Chapter 1- Feelings:

• Preschool

• School Age

• Adolescents

Chapter 2- Coping:

• Preschool

• School Age

• Adolescents

Chapter 3- Helping Children Understand the Hospital:

• Preschool

2
 Table of Contents-
Continued:

• School Age

• Adolescents

Chapter 4- Children in Traction:

• Preschool

• School Age

• Adolescents

Chapter 5- Children with Specialty Needs:

• Preschool

• School Age

• Adolescents

Chapter 6- Children with Illnesses:

• Preschool

• School Age

• Adolescents

Chapter 7- Children with Traumatic Experiences:

• Preschool
 Table of Contents-
Continued:

• School Age

• Adolescents

Chapter 8- Cultural Diversity, Etc.:

• Preschool

• School Age

• Adolescents

Chapter 9- Self Esteem- Problem Solving Skills, Etc.:

• Preschool

• School Age

• Adolescents

Chapter 10- Relationship Building:

• Preschool

• School Age

• Adolescents

Chapter 11- Pain Management:

• Preschool
 Table of Contents-
Continued:

• School Age

• Adolescents

Chapter 12- Reference Page

 Introduction:
Introduction:
This handbook, The Educational and Therapeutic Interventions Resource
Handbook provides a thorough overview of the many different therapeutic activities
that can be used with children during a range of situations and specific to certain
developmental age groups. The interventions discussed can help children cope with
their hospital experiences and help them deal improve their overall wellbeing
emotionally, physically, socially and cognitively. It is important to keep in mind the
individual differences between children when administering these activities so that
they better suit their individual needs.

Art Therapy (Massimo, 2014)

Art therapy is a form of expressive that that provides hospitalized children with
an outlet for emotional and physical expression. Art therapy can range from drawing
pictures to painting. Essentially, it is an activity that requires the use of mediums such
as crayons, paper, pencils, markers, or canvas. Artistic expression can help reveal
emotions in children that were hidden. It can also help children access their dreams,
wishes, past experiences, and present fears and anxieties. Art provides children with a
means to communicate with themselves and others in an easy and positive way. Art
therapy is an effective therapeutic device that helps to promote self-healing.

Music Therapy (Ayson, 2008)

Music therapy is a means of intervention for children in hospitals that provides
the use music, whether it be live or recorded, for children listen to that provides much
needed relief and overall helps improve their overall wellbeing. Music therapy supports
these hospitalized children through normalization, which helps to provide comfort,
reduce pain, and reduce stress. It also provides children with emotional and
psychological support through the provision of emotional expression, a sense of control,
distraction, as well as through enjoyment. Music therapy also helps to influence the
parents as well through the provision of a more positive mood, reduced anxiety, and an
overall support of parental learning and guidance thus increasing their ability to
successful bond with and support their child. The overall benefits of music therapy that
can collectively help to improve the health of hospitalized child as a whole.

Medical Therapy (Martin, 2013)

Medical therapy is another for of therapeutic intervention, which provides
children with emotional support and education regarding their specific disease, illness,
any medical procedures necessary, etc. This knowledge and support can help provide
 Introduction-
Continued:

children with a sense of relief and preparation during an otherwise uncontrollable

and anxiety-ridden time. Bringing family into the medical therapy process can also
help the child and their families, as a whole, learn, grow, and cope together with the
child’s specific diagnosis and/or impending medical procedure. Families may be
confused and scared about what is happening with their child so providing much
needed information for the family in a simple, comprehensive way can help increase
the family’s ability to provide support for the child. Additionally, medical therapy can
provide comfort for a family by addressing the questions they may have in order to
relief growing anxiety, fear, frustration, and confusion.

Literature Therapy (Life imitates art, 2003)

Literature Therapy is the integration of books, short stories, novels, drama,
poems, and other forms of literature, which can help provide children in the hospital
setting with a means of improving an their overall wellbeing. Literature can provide a
variety of forms of relief for children including, but not limited to: a means of
distraction, for expression, for entertainment, to help explore their dreams, and to
encourage and inspire them to keep going in life. Literature therapy can also provide
children and their families with an opportunity for self-reflection, emotional healing,
and support during an often over-whelming time in their lives. Literature can also
help people relate to others and themselves on a deeper level with the profound
thought that it often provokes. This opportunity for deep thought can help children
and families alike gain a better sense of what is happening to them and how to cope
with it.

Sensory Therapy (Söderback, 2004)

Sensory therapy is a form of therapeutic intervention that works with the
senses of taste, touch, smell, sight, and sound. Sensory therapy is beneficial in helping
children cope with their hospitalization through sensory therapeutic intervention that
helps provide distraction, influence healing, alleviate stress, help provide social
interaction, and help to promote sensory stimulation, which can improve a person’s
overall mental wellbeing. Through the use of horticultural gardens, silly string,
colorful paints, visually pleasing pictures, etc., we can help positively stimulate, calm,
and/or distraction a child from the current situation/procedure that they are
undergoing. Sensory therapy can also help successfully ease pain for children through
the provision of distraction and diversion, which acts as a soothing effect for the child.
 Introduction-
Continued:

Animal Therapy (Marcus et al, 2014)

Animal assisted therapy is a form of intervention in which Child Life
specialists use animals to help reduce symptoms of pain, anxiety, and stress in
children. Animals can help to successfully relieve many anxieties, fears, frustrations,
pain, and stress that children may face in the threatening and unfamiliar hospital
environment. Animals, such as dogs, help to calm children down during a time when
their emotions are heightened and they are not physically well. Animals, like dogs,
can help calm children’s worries and fears thus helping to distract them from their
current situations and physical pains. Animal therapy is an important form of
intervention for young children. However, it is especially important to be aware of
potential allergies and/or traumas/fears that some children may have of animals.
 Chapter 1-
Feelings

1. Preschool
2. School Age
3. Adolescent
Preschool
Sensory Therapy-
Hand/Foot Texture painting

Materials:
• Paper
• Paint
• Plastic covering for mess
• Paint brushes

Instructions:
• Let the child freely paint through indirect
guidance by providing the materials and
demonstrating through example how to
use the paint and paper. After the indirect
guiding, let the child do as he/she pleases
with the paint and paper provided it is in
the art space and they are using it safely
(not putting it in or near their mouths).

Benefits:
• Emotional expression
• Relief from stressful environment
• Sensory stimulation- distraction and
diversion from pain/experiences
• Provides a means for control in an
otherwise uncontrollable
situation/environment
School Age
Art Therapy-
Feelings Wheel

Materials:
• A wheel with spaces to put words
• Markers
• Feeling Words to Velcro/tape to board
• Tape/Velcro
• Silly String
• Peers from Child Life Room

Instructions:
• I’d do a Feeling Wheel with which they can paint with free
flow paints. The child would have the option to do what
he/she wishes with the materials provided in front of them.
I’d give them paints of different colors and all types of
painting utensils from socks that they could throw at the
Feeling Wheel to brushes and sponges. On the Feeling
Wheel I would have different kinds of feelings written on it
and a few blanks ones in which they would have the
freedom to fill in if they so wished. The only gentle
direction I would provide, besides the materials, would in
telling them about the meaning of all the colors and what
feelings they could represent on the wheel. The rest was up
to them. It would be up to their own distraction/choice as to
whether they wanted to interact with the other children
involved in the activity.

Benefits:
• Provides them with a healthy outlet with which they could
openly express their feelings.

• Provides them with much needed peer interaction whom

they could vent to about their life and/or just paint
together with them so they could feel that sense of
belonging to a group of people
• Also provides them with a physical form of therapy
because it gets them out of their room, moving around, and
works their muscles when they threw the socks at the
Wheel.
Adolescent
Art therapy-
Therapeutic Journaling

Materials:
• A journal
• Stickers
• Markers of all colors
• Pens of all colors
• Drawing pencils

Instructions:
• Give the teen a journal, markers, pens, pencils,
stickers and encourage them to do what ever they
pleased in terms of decorating it and about what to
write. Simply guide them when they ask questions
about what to write and encourage them to write
about what they feel, see, and anything else they
think is special/important to them that comes to
mind throughout the day.

Benefits:
• Emotional expression- provides them with an
outlet/opportunity to vent their feelings out
• A sense of control

• Allows mind to flow- promotes creativity

• Sparks imagination and deeper thinking

• Helps to guide a child to allow for healthy growth,

coping, and acceptance
 Chapter 2-
Coping

1. Preschool
2. School Age
3. Adolescent
Preschool
Music/Movement Therapy-
Dancing with Music and Scarves

Materials:
• Inspirational Songs
• Scarves of many colors
• Open Space for Dancing

Instructions:
• Provide the children with plenty of space in
their hospital room to move around and
play the music for them. They should be
given little guidance/interference, except for
safety reasons. I would play with them with
the scarves and indirectly guide them to
play with the scarves by throwing them up
in the air and spinning them around by
demonstrating it myself.

Benefits:
• Provides entertainment, distraction, and
diversion
• Stimulates all the senses of the child
• Helps practice child’s fine and gross motor
skills
• Facilitates many developmental skills
• Learning through active play/participation
• Stress relief and anxiety reducer
• Emotional expression- helps with coping,
pain management, self-esteem, relaxation,
grief and loss
School Age
Literature Therapy-
Reading Children’s Book(s)

Materials:
• Hard covered Children’s Books with pictures
related to their illness or their emotion needs

Instructions:
• Read (a) Children’s book(s) to the child that
relates to their illness/situation/experiences in
order to help them cope with, comes to terms
with, and accept the mounting fears, anxieties,
and frustrations they may be experiencing.
Encourage active engagement with the child
during the story by asking and answering
questions with them.

Benefits:
• Can help to inspire children
• Helps to encourage them to keep going
• Helps them cope emotionally through the
sad, the funny, and the happy parts of a
book.
• Helps them to think deeply about their
feelings/ thoughts, or the feelings/thoughts
that the character in the book is feeling and
how they can relate to them.
Adolescent
Sensory Therapy-
Aroma Therapy

Materials:
• Scented Candle (of their choosing)
• Lighter/ Matches
• Candle holder attached to a chain/handle

Instructions:
• Ask them what scent would calm them the most
during a given procedure and be aware what they
are allergic/ sensitive in terms of smell. Slowly
and gently wave candle around by the
chain/handle before, during, and after the
procedure so they child can smell it. Use guided
imagery to help calm to child more and distract
them so they think about something else other
then the pain and/or fear.

Benefits:
• Helps them to cope with a procedure that is
potentially painful
• Provides sensory stimulation
• Provides distraction/diversion from situation,
pain, fear, and/or the habitual annoyance of the
procedure
• Might remind them of home and calm them down
if it’s a typical scent that their mom, family,
and/or they often use at home
• Provides simple relaxation
• Can provide a soothing effect both emotionally
and physically
 Chapter 3-
Helping
Children
Understand
the Hospital

1. Preschool
2. School Age
3. Adolescent
Preschool
Medical Therapy-
Medical Dolls

Materials:
• The child’s favorite doll/bear
• Small Medical gown for the doll/bear
• Medical tools that are kid-friendly and age
appropriate for preschool children (safe)
• Wheel chair for a tour around the hospital unit with
their bear/doll friend

Instructions:
• First, put the child’s bear/doll in a small gown that
can match the child’s own gown if they have one.
• Then, take the child around the hospital unit/floor in
a wheelchair while singing a fun song, explaining to
them what is happening to them, telling them where
everything is and who all the nurses are, and
answering any questions they may have.
• Lastly, you can return to the child’s room and show
him or her a toy hospital tool kit while explaining
what everything does/is as we look at all of them
together. We can practice using the medical
equipment appropriately with their bear/doll too.

Benefits:
• Helps the child become more familiar with the
hospital environment
• Helps the child know who the nurses all are
• Helps to make the child more aware of what’s
happening to them and how everyone is working to
help them thus helping to calm their nerves and
stresses
• Familiarizes the child with medical equipment in a
safe and nonthreatening manner, again helping to
relieve their stresses/fears even further
• The bear/doll provides the child with a sense of
safety and mutual companionship during this trying
time and during scary/painful medical procedures
School Age
Medical and Literature Therapy-
IV Procedure Teaching Script and a children’s book

Materials:
• IV Procedure Kit: IV, bear with gown, small straw,
needles (of varying levels from the least threatening of
toys to most potentially threatening of actual needles),
Band-Aids, pre-packaged alcohol wipes, and sodium
chloride solution
• A Children’s book relating to the child’s specific
ailment or about surgery preparation

Instructions:
• I used the IV Procedure Teaching Script and a children’s book
about how to get prepared for surgery to help inform the child
about process of how an IV works. I knew that the child would
need to be a little more familiar with what an IV is/does
before the nurses attempted to administer it. I started by
showing him a small straw to explain what the IV kind of looks
like and does in a simple way and using a conventional item
that he is likely familiar with. I explain step by step what the
nurses is going to do using his new bear for demonstration. I
show him everything that happens during the IV process from
putting on the gloves to putting on the creamy medicine on
your skin before she puts the “little straw” of the IV in. I also
explain to the child how veins work and that the IV is going
into the vein like a tunnel to move medicine into his body. I
allow him to ask questions, which I answer for him as carefully
yet honestly as possible, while still asking him questions as
well to start that interaction and collaborative learning there
instead of me just talking to him.

Benefits:
o Helps the child become less anxious, comfort, and relaxes
them with each passing question listened to and answered.
o Helps to relieve tension/anxiety
o Can help to relief some of the parent’s anxiety as well
because, when the child better understands/accepts his or
her situation, the parents started to relax a little more as well.
Adolescent
Medical Therapy-
Medical Hockey
Materials:
• Straws
• Cotton balls
• Pieces of paper
• Markers

Instructions:
• Medical Hockey is a game in which you play hockey with straws
and cotton balls. The goal of the game is to try and get to the
cotton balls into other person’s goal without hitting any pieces
of paper. If you do hit one, you have to either learn about
something medical that the Child Life Specialist (CLS) wrote
that’s related to the child’s illness or a personal question that
helps them to express what they may be
thinking/feeling/needing/missing/etc. The last person to get all
their cotton balls in has to read 3 more papers in addition to the
ones you hit while playing (if you had any). After hearing what
the child shared in the game, the CLS should be careful to try
and make sure their needs are met through further therapeutic
interventions to help express themselves further or make
changes to their environment when possible to make their
hospital experience a little easier on them.

Benefits:
o Helps the child relieve pent up frustration and simply have fun
during a stressful time.
o Provides valuable information to him or her about his/her
disease
o Helps provide an opportunity for them to share emotions,
frustrations, desires and needs

 Chapter 4-
Children in
Traction

1. Preschool
2. School Age
3. Adolescent
Preschool
Animal and Literature Therapy

Materials:
• Stuffed Animal
• Book about an animal that encourages kids (i.e.
The Kingdom of Self –Esteem)

Instructions:
• Give the child a stuffed animal that is associated with
the book you choose. In my case, I’d choose the book
The Kingdom of Self-Esteem and give the child a Lion
to symbolize strength with can help them endure their
period of traction, and also remind them of all the
other treasured and unique qualities that they have.

Benefits:
• Helps the child remain still while still entertaining
them when they are in traction
• Helps positive encourage and support the child so they
feel safe and cared for during this trying time
• The stuffed animals helps fill them with safety and
comfort when they are feeling low, and can help
remind them of the book and how very special they
are
• Can help soothe their fears, anxieties, and other
burdening emotions that they may be facing
• Actively engages their imagination with the provision
of the stuffed animal which can help them cope with
their emotions and immobility


School Age
Game Therapy-
UNO

Materials:
• UNO card game

Instructions:
• Play UNO with the child and just hang out
with him/her. Talk to him/her and ask
questions about how they are doing/feeling as
you play and you they feel more comfortable
and relaxed.

Benefits:
• Helps keep the child still while again still
entertaining them during his/her time of
traction
• Can help provide a sense of control in an
otherwise uncontrollable and chaotic
situation
• Provides an opportunity for practicing
cognitive development and decision-making
• Helps in the development of autonomy

Adolescent
Humor Therapy-
Mad Libs

Materials:
• Mad Libs
• Markers

Instructions:
• Play Mad Libs with them and together think
of all kinds of age-appropriate words to use
(no curse words or sexual words). Allow the
child to decide whether he/she wants to write
in the Mad Lib or whether they want me to
write. Then, give them the option to read it
aloud as well.

Benefits:
• Helps entertain them while they are
immobilized during their traction
• Helps them heal emotionally during this
difficult experience
• Can help significantly reduce pain through
distraction and diversion, as well can help to
increase pain tolerance through the release of
endorphins in the brain
• Relieves stress and provides relaxation
• Increases breathing (oxygen-use)
• Laughing can help provide a physical release
for children in traction you can not receive
physical therapy as frequently through
conventional ways like walking
• Can enhance a child’s quality of life
 Chapter 5-
Children with
Specialty
Needs

1. Preschool
2. School Age
3. Adolescent
Preschool
Expressive/Symbolic and Art Therapy-
Mobiles with Symbols

Specialty Need: Toddler with Spinal Cord Injury

Materials:
• Hanger
• Tape
• Pictures of significance to the child
• String
• Items for marble painting with adult support:
marbles, paint of different bright colors, paper
towels, pan with high sides

Instructions:
• First, find out what the child likes and print out
pictures of it to tape to the mobile. For example, if
he/she likes Dora the Explorer, print out small
pictures of Dora, Boots, and another characters from
the show that he’d/she’d like and help her paint
them.
• Place the picture in the marble painting pan and
ask her what color she wants me to use, how much
paint to use, and where she wants to tape it on the
mobile (be her hands).

Benefits:
• Helps the child feel a sense of control in an
otherwise powerless situation
• Provides the child with an opportunity for
autonomy, decision-making, and emotional
expression through the art and control given
• Can provide entertainment
• May provide distraction and diversion from physical
and emotional pain
• The pictures can provide familiar and safety in a
threatening and unfamiliar environment
• The symbolism of the finished mobile can provide
her comfort, peace, sensory stimulation and pain
relief during different medical procedures or from
simply the scary experience in general
School Age
Game Therapy-
“A Minute to Win It”
Specialty Need: School Age Child with ADHD

Materials:
• Papers with questions regarding how they’re feeling, what
they need/miss, and questions about them
• Papers with facts on them about their specific illness
• Mini games: baseball (first to get a homerun wins aka
doesn’t have to answer a question), soccer (first to score a
goal wins), Tower building (first to finish wins), table
football (first to get the paper football into the other persons
“finger-goal” wins), Dominos, etc.
o Needed for mini games: Baseball bat, bases; soccer
ball, soccer goal; blocks; paper folded into a football
shape; dominos; etc.
• Hat to put questions in
• Markers/pens

Instructions:
• Play as many mini games with them as they want. For
each game, whoever wins has the other person answer
a random question or read a fact off the paper about
their specific illness from the hat.

Benefits:
• Helps the child with release some of his pent up
energy in a productive way
• Can help the child cope with the hospitalization
experience
• Can help the child feel comfortable and safe in order to
really express his/her emotions and feelings
• Provides stress release
• Provides valuable information and, as a result,
relieves potential anxiety/confusion.
• Help the child understand/accept what is happening to
them
• Relieves possible anger and aggression through the
physicality of the intervention
• Pain management relief though diversion and
distraction
• Can make them feel like a normal kid again
Adolescent
Photography Therapy-
Specialty Need: Adolescent with Seizures

Materials:
• Camera
• Magazines
• Printer/Computer
• Markers
• Stickers
• Paper
• Scrapbook

Instructions:
• I would lightly guide them by telling them to take
pictures/find images that make the feel something,
that remind them of something, that they
like/dislike, etc. Then I would encourage them to put
their pictures that they’ve collected in a scrapbook,
and write about each picture however they want and
for as long as they want. It could be as long as 10
pages for example or as short as one word. They
have a choice afterward whether they want to share
their pictures/writings with their family or myself.

Benefits:
• Helps them feel a sense of control in their daily lives
• Helps motivate/encourage them to get out of their
hospital room and explore a bit- maybe even go
outside and take some pictures of nature
• Helps relief anxiety by giving them a purpose and
distracting them from the thought of their seizures
• Helps them express themselves emotionally and
physically through symbolism, written expression,
artistic expression, imagination, and exploration of
their environment
• Helps them to better cope with their situation in life
through self-reflection and expression
• Can help them heal
• Can help them to see the “bigger picture” in life (or
what is truly important)
 Chapter 6-
Children with
Different
Illnesses

1. Preschool
2. School Age
3. Adolescent
Preschool
Medical Therapy-
Band-Aid Family activity
Specific Illness: Brittle Bone Syndrome

Materials:
• Band-Aids
• Colored Paper
• Markers, Crayons, etc.
• Fun stickers
• Pre-cut pieces of yarn
• Glue
• Popsicle sticks

Instructions:
• You can provide them with all the materials and tell
them to make a picture of their family using
whatever they want from the things that I have
given them.

Benefits:
• Helps the child feel a sense of control and autonomy
• Allows them to explore their creativity/imagination
• Helps them to express themselves artistically
• Helps to familiarize themselves with Band-Aids so
maybe they can be more fun to pick out when they
have to use them after an IV, injection, etc.
• Helps foster self-esteem
• Helps to facilitate fine motor skill development
• Helps the child loosen up and feel more comfortable
in the hospital environment
• They are learning through doing
• They are given a sense of freedom during the
activity that can help them forget about having to do
the “right” way versus the “wrong” way
• Can help them to cope with their hospitalization
through the symbolism of support and love that this
family-centered activity emphasizes
School Age
Medical/Sensory/Symbolic Therapy-
“Blood Soup”
Specific Illness: Leukemia

Materials:
• Plastic baggies
• Corn Syrup
• Red Hots
• Dried white beans
• Uncooked rice
• Black Licorice

Instructions:
• Give the child two baggies to symbolize healthy blood
and unhealthy blood. Tell them to put the following
step by step into both baggies: corn syrup (to
symbolize the plasma of the blood that holds it all
together), Red Hots (to symbolize the red blood cells
that help deliver oxygen to the blood), dried white
beans (to symbolize white blood cells that help fight
off infections), and uncooked rice to symbolize
platelets that help to form scabs and stop bleeding).
Lastly, to one of the baggies, tell them to add black
licorice (to symbolize the unhealthy blood that forms
in the bone marrow unless you take medicine to stop
it). Be careful to avoid the words bad blood and good
blood so as to avoid making the children feel that they
are bad or have badness inside of them. Be sure to
use reality-based language, and provide
developmental appropriate and medically safe
materials too.

Benefits:
• Helps them better understand their illness and a
level that you can relate to (in turn relieving
confusion, frustration, and anxiety)
• Provides a sensory distraction from painful
procedures and their situation in general
• Entertaining to create- stimulates imaginative
thought
• Can help them cope with their diagnosis a little better
Adolescent
Horticultural Therapy-
“A Peace Garden”
Specific Illness: Asthma

Materials:
• A small garden on the grounds of the hospital
somewhere where the child can plant some
flowers/vegetables/etc. or put some potted plants that
he/she can take care of
• Garden gloves
• Hoe
• Shovel
• Plants
• A wooden board/sign
• Paint and paint brushes

Instructions:
• I will first show him/her the garden and the wooden
sign, and explain to him/her their purpose. The child
can then paint his/her sign for the garden. Then, they
can choose what plants they want to have in the
garden and we (the child, his/her family, and I) can
plant them together if he/she would like, otherwise
he/she can do her gardening alone as desired.

Benefits:
• Helps bring a sense of control in a chaotic situation
• Provides relief of anxiety
• Provides a diversion from his/her pain and fears
associated with asthma attacks
• Can provide her/him with an opportunity to go
outside and get fresh air while still being a less
physically demanding activity that would less likely
trigger an asthma attack
• Provides an outlet for artistic expression and
creativity
• Can provide a symbolic connection with nature, life,
death, renewal, birth, growth, etc. that can help bring
the child a sense of peace and acceptance with his/her
diagnosis and life in general
 Chapter 7-
Children with
Traumatic
Experiences

1. Preschool
2. School Age
3. Adolescent
Preschool
Dramatic Play Therapy-
Little People Toys

Traumatic Experience: Abuse

Materials:
• Little People toy family and doll house

Instructions:
• You can set up the Little People toy family play set
and encourage the child to play with it whenever
he/she is ready. Once, they are playing, you can
observe her actions with the Little People and see
how the toy family all interacts with each other. At
times, when the child is comfortable, you can ask
open-ended, non-leading questions to the child about
the people in the toy family, such has how they are
feeling and what they are doing or saying.

Benefits:
• Preschool Aged children may not as easily be able to
explain the trauma that has happened to them so
providing dramatic play toys can help him/her
explain and express what has happened in an
indirect way
• Can provide a healthy outlet for play that facilitates
learning
• Can help to refine develop coordination, fine and
gross motor skills
• May help you explain to the child indirectly that the
abuse/injury was not their fault by explaining that
the little child toy is not at fault for the bad things
that happen
• Can help them to cope with and better understand
what happened to them and their feelings
surrounding it through the symbolic interactions
represented by the toy family and the realization
that he/she is not to blame at all for the abuse
sustained
School Age
Art/ Expressive Therapy-
Paint Darts

Traumatic Experience: Abuse

Materials:
• Balloons full of paint
• Large disposable plastic tarp
• Plastic darts
• Markers
• Labels
• Tape

Instructions:
• Set up a Paint Dart area that is out of the way and
can be cleaned up easily. Then, fill balloons with
paint and pin them to a wall covered in plastic wrap.
Ask the child to make labels for each balloon that
describes an emotion that they are feeling and tape
them to a balloon when they are ready. Now, let
them freely throw darts at all the balloons as they
please with little guidance (aside from interruptions
for safety precautions).

Benefits:
• Helps children express anger, resentment, and pain
in a physical way
• May provide an avenue for expression both verbally
and nonverbally if they don’t feel like talking about
it which can help relieve feelings of self-blame,
anxiety, frustration, and fear
• Release of pent up emotions can help them cope
with their traumatic experience
• Additionally, it is important to remind them that
the hospitalization and trauma was not their fault
and encourage them to talk about it if/when they
feel comfortable because, with this increased
understanding/communication, there is a better
chance for successful coping
Adolescent
Art Therapy-
Inside/Outside Feelings Box

Traumatic Experience: Abuse

Materials:
• Small box
• Stick-on locks and keys to put on the box, if desired
• Stickers
• Old fashioned wax envelope sealer
• Wax
• Matches
• Small Letter and Envelopes
• Markers, pens, and other drawing tools of all colors
• Paint and paint brushes

Instructions:
• Provide the child with the above are supplies and
explain to her the goal of the box so that they have
an idea what it is for. Explain to the child that the
goal is to create box with your “inside” feelings in it
and your “outside” feelings on the outside of it as
well. Then, let the child be free to draw, paint, write
and seal letters (be aware of safety and heat/hold
the wax for the child if need be), and put stickers
wherever they want. Lastly, she can share with
his/her family or I if he/she so wishes, but don’t push
them (respect their sense of privacy).

Benefits:
• Helps the child express his/her pent up emotions
through a creative, artistic outlet
• Helps the child better understand and come to
terms with his/her experience
• Helps child access the feelings that they may be
hiding on the inside
• Provides opportunity for child to retain
independence and gain self-esteem though
acceptance of traumatic experience and an increased
sense of self-awareness
 Chapter 8-
Cultural
Diversity,
Etc.

1. Preschool
2. School Age
3. Adolescent
Preschool
Literature Therapy-
Children’s Books

Materials:
• Culturally relevant children’s book

Instructions:
• Read a Children’s Book to the child that reflects the
family’s beliefs, whether it is spiritual, heritage-
based, sexual/gender orientation, or generational
differences among their specific family.

Benefits:
• This will not only show respect towards the family,
provide you with valuable knowledge/insight about
their cultural beliefs, but also hopefully allow you to
build better rapport with the family and child
• The child may feel more comfortable and safe with
me now so they may be more willing to communicate
with me what they are feeling, wanting, needing
• Can help the child feel a greater sense of familiarity
with the hospital environment now and may feel
more like home with the newfound atmosphere of
home in the room
• The child may begin to feel safer in the hospital
environment and may help to reduce stress, anxiety,
and frustration
School Age
Cooking Therapy-
Materials:
• Bring ingredients to make a traditional family meal
specific to the child’s culture (if allowed in hospital/with
specific child)
• Pans/pots
• Paper plates, utensils, and napkins
• Large cooking spoons, spatulas, etc.
• Measuring cups and spoons

Instructions:
• Help the child make a traditional family meal
specific to their culture in the hospital cafeteria (if
the doctors permit it). Be careful to closely guide the
child when performing dangerous elements of
cooking, such as when cutting things up and when
using the oven/stove, or in some cases you may need
to do it for them depending on their specific
illness/developmental abilities for safety reasons.
Also, before you start, be sure to explain in detail
the rules of cooking so that they are aware and can
stay safe. Encourage them to be apart of the cooking
process and lead it by reading the directions step by
step and by telling me what to do.

Benefits:
• Helps provide a sense of familiarity and home which
can relieve tension and anxiety while also helping
them feel more safe in the hospital environment
• Provides the child with a reminder of family, their
shared beliefs, continued support, and unconditional
love
• Allows the child to possibly feel a greater sense of
acceptance and trust with me
• Can provide the child with entertainment, a
distraction and diversion from their situation
• Can help the child feel a sense of purpose and
accomplishment when they are finished
• Sensory stimulation though the hands-on aspects of
the activity
• A healthy outlet that can help lead to emotional
expression
Adolescent
Music Therapy

Materials:
• I-pod (or other music-playing device)
• Headphones

Instructions:
• Allow them to listen to music. Incorporate music on
the I-pod that is familiar to their cultural and/or
spiritual beliefs (For example: if the family is
Jewish, consider using Hanukah music around the
holiday season. Also, be cautious of the child’s own
unique preferences and allow the child to choose
music that is in line with his/her beliefs.

Benefits:
• Helps the child feel a sense of control and
independence in an otherwise powerless situation
• Helps to get to know the child and family in a non-
threatening way due to the universal power of music
and the fact that it’s a global tool in terms of
communication (most people love music)
• Allows the child to heal through self-reflection, self-
expression, release, relaxation, and the building of
self-esteem
• Gives the child a sense of privacy which is especially
important for a teen
• Can help with pain management as well as help
them cope with their traumatic experiences and
current situation
• Respecting music choice and providing culturally
diverse music can help them feel safe and accepted
• It’s a valuable tool that can help the child express
their different emotions and thoughts
 Chapter 9-
Self-Esteem,
Problem
Solving Skills,
Etc.

1. Preschool
2. School Age
3. Adolescent
Preschool
Play Therapy-
Dramatic Play

Materials:
• Play kitchen with an assortment of toy utensils for
the kitchen

Instructions:
• You can show the child the toy kitchen and
encourage the child to play freely. If you observe the
play, you may see the elements of initiate and role
identification taking place. Allow them to freely act
out situations as they see fit, be sure not to correct
them. Only tell them what something is/does, if they
ask.

Benefits:
• Helps the child gain a sense of initiative and
purpose
• Allows the child to explore their environment
• Helps to diminish burdening guilt and express
themselves in a playful manner
• Helps the child identify their role and the how they
fit into society
• Can help to release stress and anxiety though the
element of control and freedom in the activity
• Provides entertainment and distraction to the child
that can help reduce anxiety and fear
• With practice in taking initiative and identifying
social roles, the child can more likely establish a
greater sense of self-esteem in the future
• Can help to establish their developing imagination
and also help to refine their cognitive abilities
through the act of learning though
play/practice/copying adults around them
School Age
Symbolic Therapy-
Words and Images of Positivity

Materials:
• Pieces of paper with words of
encouragement/acceptance/self-love that they
help to pick out from the internet
• Symbolic images for body positivity: hearts,
peace signs, smiley faces, etc.
• A hand mirror and a compact
mirror
• A tall standing mirrors
• Tape
• Scissors

Instructions:
• Create and place the words/images of
encouragement around the room with the child
to remind him/her throughout the day just how
special and capable they are. Put one on each
mirror (including the one in the bathroom).

Benefits:
• Helps encourage and motivate children to take
initiative, leading to a greater sense of industry
and purpose
• Can help build self-esteem and body positivity
• By allowing the child to pick their own quotes,
words, and images, it can hold a deeper
meaning for them when they look at these
words/images in the mirror everyday
• Can help the child feel a sense of control and
competency as a result of being given the task
of finding these quotes
• The use of symbolic imagery can help to build
cognitive abilities
• The use of computers and allowing the child the
control of the task can improve their problem
solving skills and their sense of competency in
that respect
Adolescent
Art Therapy-
“Who I Am” Collage

Materials:
• Pictures from magazines, home, etc.
• Markers, pens, pencils and other colorful
writing utensils
• Tape
• Picture board/ Cork bulletin board
• Assorted color paper
• Scissors

Instructions:
• Provide the child with magazine, have family bring
pictures from home, and have the child make a
“Who I Am” collage. Allow them the freedom of
expression in the way in which they choose to do the
project. Simply provide them with the materials and
allow them to freely create from there.

Benefits:
• Provides child with a means of artistic expression
• Relieves stress
• Helps build self-esteem and helps to facilitate the
process of identity formation
• Focuses on body positivity and reality versus
fantasy, in terms of how women look in magazines
versus how women look in real life
• Provide a means for control in a chaotic
environment
• Provides opportunity for creative expression and
imagination
• Helps child retain independence and an opportunity
for improved self-image and self-acceptance due to
the reflective nature of the activity
 Chapter 10-
Relationship
Building

1. Preschool
2. School Age
3. Adolescent
Preschool
Literature Therapy-
Children’s Books about
Love/Friendship

Materials:
• Children’s Book about Love/Friendship

Instructions:
• Bring a basket full of encouraging books. Read to
the child a Children’s book about love and
friendship. Encourage family members to read to
the child as well.

Benefits:
• Can entertain in order to distract the child from
his/her pain and/or troubles
• Teaches the child about how to be a good friend so
that when he/she goes to the Child Life room, he/she
can make some good friends and gain quality social
interaction
• It also teaches children about love and support
which their family may provide for them everyday
• By encouraging family members to read to the child
as well, it promotes an environment for the child of
support and love, which helps to reduce the child’s
fear and anxiety in the hospital setting
• Helps to build a rapport with the child and his/her
family while helping to further strengthen their
relationship
• Establishes a rapport with myself and the child, and
helps them become more familiar and trusting of
me, which can allow for the child to less likely have
anxiety and fear, and also an increased likelihood of
positive interactions between us in the future
School Age
Game Therapy-
Apples to Apples

Materials:
• Apples to Apples card game

Instructions:
• Play Apples to Apples with the child and his/her
family. To play, you must choose the card from
your hand that best matches the adjective or one
word card from the main pile. Also, you can pick
cards according to how well you know the person
who’s turn it is to pick from the main word pile.
For example, if the person who’s up is funny then
choose a funny card, but if they are more serious
then choose a serious one. The person who is up
picks a card that fits the main cards description
the best. The goal is to collect the most adjective
cards at the end of the game in order to win the
game.

Benefits:
• Helps build relationships among family and
friends
• Helps entertain and distract the child which can
also help with pain management
• Helps the child express themselves and heal
emotionally through laughter and play
• Can provide a form of relaxation
• Helps provide an opportunity for autonomy,
independence, problem-solving, and decision-
making in playing the game
• Provides valuable social interaction
• Increases ability to cope with hospitalization due
to the multitude of benefits for the child as a whole
Adolescent
Game Therapy-
Group Ice Breaker Games

Materials:
• A group of peers (go to the Child Life room if
necessary)
• Toilet Paper (TP)
• Vaseline, q-tips, cotton balls, bowls
• Bubbles and hula hoops
• M and M’s

Instructions:
• Play Ice breakers with the group:
o TP Game- Wrap partner in TP and if TP breaks,
they have to say something about themselves
(trade off)
o Bubbles and hula hoops- blow bubbles to and
through the hula hoop (trade off with partner)
o M and M’s- choose color and then you must
answer a different question per color with partner
o Telephone- first person whispers a word/phrase
into a person’s ear, who whispers it to the next
and the next until it slowly make its way around
the group. Have the last person say what they
think the word or phrase is and then the group
compares it to what the first person really said.

Benefits:
• Helps build a rapport amongst the group (building
quality relationship)
• Provides the child with a sense of belongingness to a
group, social interaction, and emotional support
• Can help the child feel related to by being around
teens who are going through the same thing or
something similar to what they are experiencing
• Provides a safe environment for emotional
expression
• Diversion from painful feelings and the situation in
general
• Can help to reduce anxiety
• Recreational- stimulates active side of teen which
helps them to feel “normal” and release
tension/stress
Chapter 11-
Pain
Management

1. Preschool
2. School Age
3. Adolescent
Preschool
Sensory Therapy-
Bubbles

Materials:
• Bubbles
• Paper towels

Instructions:
• Blow bubbles for the child when she is having a
procedure and/or experiencing pain. Ask her to pop
them when they get close to her.

Benefits:
• Helps distract the child and divert the child’s
attention to relieve pain and anxiety
• Visually stimulating
• Relaxing
• Comforts and soothes
• Relieves fear through the use of a familiar and
nonthreatening activity
• Helps the child better understand where they are
and what is happening to them through the
perceptual association with world around them both
visually and tactilely by seeing and grasping the
bubbles
• Helps them to connect to and better understand
their emotions so they can better cope
• Helps progress cognitive, social, and emotional
development through play, sensory stimulation, and
expression
• It is simply fun!
School Age
Music and Movement Therapy-
“Beach Ball Q’s”

Materials:
• Beach Ball with questions, stressors, and
emotions written on it
• Music player with fun, inspirational,
popular songs

Instructions:
• Pass the beach ball around to the music
and then when the music stops, whoever
still has the beach ball has to answer a
question or give a question to me.

Benefits:
• Helps relieve pain through diversion and
distraction
• Helps to manage stress and reduce tension
• Provides opportunity to express emotions
• Enhance memory cognition and promote a healthy
cognitive development
• Helps to improve communication with the child
• Promotes physical rehabilitation by getting the
child up, out of bed, and moving his/her body
• Child is able to learn through natural play
• Encourages socialization and builds rapport with a
child
• Provides entertainment and fun
• Provides choices and control for a child who is
experiencing far less independence, decision-
making, and autonomy
• Can help the child cope with the unfamiliar
environment through the feelings of safety often
associated with music
Adolescent
Media/ Humor Therapy-
“Stand-up Comedy”

Materials:
• Video of the teen’s favorite stand-up
comedian (be aware of what’s appropriate,
i.e. avoid video that curse or are overtly
sexual, but still give them some freedom in
choice)

Instructions:
• Allow the teen to watch a stand-up comedy sketch
video of their choosing within reason (should be age-
appropriate).

Benefits:
• Laughter can help increase oxygen use, increase
breathing, increase heart rate, and temporarily
cause hormones and neurotransmitters to be
released in the brain causing increased feelings of
happiness.
• Provides pain relief
• Encourages relaxation from life’s stressors, his/her
difficult situation in general, and scary medical
procedures
• Allows for healthy coping through the relieve of
emotional pain as well
• Can also enhance a person’s physical quality of life
because of the positive effect that laughter/humor
has on the circulatory system, immune system, and
other systems of the human body
 Chapter 12-
References
Introduction:

Massimo, L. M. (2014). Art therapy can help detect the feelings of sick children. In A. M.

Columbus, A. M. Columbus (Eds.) , Advances in psychology research (Vol. 99) (pp.

149-153). Hauppauge, NY, US: Nova Science Publishers.

Ayson, C. (2008). Child-parent wellbeing in a paediatric ward: The role of music therapy

in supporting children and their parents facing the challenge of hospitalisation.

Voices: A World Forum for Music Therapy, 8(1)

Martin, E. S. (2013). Bringing the family into medical art therapy. In C. A. Malchiodi, C.

A. Malchiodi (Eds.) , Art therapy and health care (pp. 304-315). New York, NY, US:

Guilford Press.

Life imitates art: Encounters between family therapy and literature. (2003). Adolescence,

38(150), 397. Retrieved from http://0-

search.proquest.com.leopac.ulv.edu/docview/195939168?accountid=25355

Söderback, I., Söderström, M., & Schälander, E. (2004). Horticultural therapy: The

'healing garden' and gardening in rehabilitation measures at Danderyd Hospital

Rehabilitation Clinic, Sweden. Pediatric Rehabilitation, 7(4), 245-260.

doi:10.1080/13638490410001711416

Marcus, D. A., Blazek-O'Neill, B., & Kopar, J. L. (2014). Symptom reduction identified

after offering animal-assisted activity at a cancer infusion center. American Journal

Of Hospice & Palliative Medicine, 31(4), 420-421. doi:10.1177/1049909113492373

 Chapter 12-
References Continued
Chapter One:

The Amazing World of Sensory… (Handout provided in class from Dr. Leslie Young)

Leslie’s Favorites- Sensory interventions/hands on activities (Handout provided in class

from Dr. Leslie Young)

Sensory Stimulation Tools (Handout provided in class from Dr. Leslie Young)

Art Therapy and Child Life- Student Information: Art Therapy- Heals the Whole Child

(Handout provided in class from Dr. Leslie Young)

The Impact of Hospitalization on Various Stages of Development (Handout provided in

class from Dr. Leslie Young)

Therapeutic Journaling for Children and Teens (Handout provided in class from Dr.

Leslie Young)

Chapter Two:

Music and Movement Therapy for Child Life Specialists (Handout provided in class from

Dr. Leslie Young)

The Impact of Hospitalization on Various Stages of Development (Handout provided in

class from Dr. Leslie Young)

Information on the Story- What’s Your Red Rubber Ball? (Handout provided in class from

Dr. Leslie Young)

Leslie’s Favorites- Sensory interventions/hands on activities (Handout provided in class

from Dr. Leslie Young)

The Amazing World of Sensory… (Handout provided in class from Dr. Leslie Young)
 Chapter 12-
References Continued
Chapter Three:

Moix, J. (1997). Children. In: De L Horne, D.J., Vatnamidis, P. Ad Careri, A. Preparing

patients for invasive medical and surgical procedures: behavioral and cognitive aspects.

Geneva: World Health Organization.

The Impact of Hospitalization on Various Stages of Development (Handout provided in class

from Dr. Leslie Young)

Medical Therapy Discussion (Given by Dr. Leslie Young in class)

Leslie- Class interventions- Medical Therapy (Handout provided in class from Dr. Leslie

Young)

Medical Play/ Learning/ Therapy (Handout provided in class from Dr. Leslie Young)

What is Medical Therapy Play/ Therapy? (Handout provided in class from Dr. Leslie Young)

IV Procedure Teaching Script (Handout and Discussion provided in class from Dr. Leslie

Young)

Chapter Four:

Animal Assisted Therapies (Handout provided in class from Dr. Leslie Young)

Animal Therapy Discussion (Given by Dr. Leslie Young in class)

Information on the Story- What’s Your Red Rubber Ball? (Handout provided in class from Dr.

Leslie Young)

Humor Therapy/ Laughter Therapy Discussion (Given by Dr. Leslie Young in class)

American Cancer Society: Humor Therapy/ Laughter Therapy (Handout provided in class

from Dr. Leslie Young)

 Chapter 12-
References Continued
Chapter Five:

Art Therapy and Child Life- Student Information: Art Therapy- Heals the Whole Child

(Handout provided in class from Dr. Leslie Young)

Expressive Therapy- Symbolic Therapy: …Leslie’s Favorites- Symbolic

Interventions/Hands on activities (Handout provided in class from Dr. Leslie Young)

Learning, Fun, & Games... Just What the Child Life Specialist’s Ordered!! Game Therapy-

Let’s Play a Game... (Handout provided in class from Dr. Leslie Young)

Leslie’s Favorites- Game Therapy (Handout provided in class from Dr. Leslie Young)

Photography Therapy… about the “why” of your photographs and the feelings and stories

they create” (Handout provided in class from Dr. Leslie Young)

Chapter Six:

Art Therapy and Child Life- Student Information: Art Therapy- Heals the Whole Child

(Handout provided in class from Dr. Leslie Young)

Leslie- Class interventions- Medical Therapy (Handout provided in class from Dr. Leslie

Young)

Blood Soup (Handout provided in class from Dr. Leslie Young)

Blood Soup Activity and Discussion (Given by Dr. Leslie Young in class)
 Chapter 12-
References Continued
Chapter Seven:

The Impact of Hospitalization on Various Stages of Development (Handout provided in

class from Dr. Leslie Young)

Art Therapy and Child Life- Student Information: Art Therapy- Heals the Whole Child

(Handout provided in class from Dr. Leslie Young)

Expressive Therapy- Symbolic Therapy: …Leslie’s Favorites- Symbolic

Interventions/Hands on activities (Handout provided in class from Dr. Leslie Young)

Chapter Eight:

Information on the Story- What’s Your Red Rubber Ball? (Handout provided in class from

Dr. Leslie Young)

Expressive Therapy- Symbolic Therapy: …Leslie’s Favorites- Symbolic

Interventions/Hands on activities (Handout provided in class from Dr. Leslie Young)

The Amazing World of Sensory… Just What the Child Life Specialist’s Ordered!! Sensory

Therapy (Handout provided in class from Dr. Leslie Young)

Leslie’s Favorites- Sensory interventions/hands on activities (Handout provided in class

from Dr. Leslie Young)

Sensory Stimulation Tools (Handout provided in class from Dr. Leslie Young)

The Impact of Hospitalization on Various Stages of Development (Handout provided in

class from Dr. Leslie Young)

 Chapter 12-
References Continued
Chapter Nine:

Music and Movement Therapy for Child Life Specialists (Handout provided in class from

Dr. Leslie Young)

Learning, Fun, & Games... Just What the Child Life Specialist’s Ordered!! Game Therapy-

Let’s Play a Game... (Handout provided in class from Dr. Leslie Young)

Expressive Therapy- Symbolic Therapy: …Leslie’s Favorites- Symbolic

Interventions/Hands on activities (Handout provided in class from Dr. Leslie Young)

Art Therapy and Child Life- Student Information: Art Therapy- Heals the Whole Child

(Handout provided in class from Dr. Leslie Young)

The Impact of Hospitalization on Various Stages of Development (Handout provided in

class from Dr. Leslie Young)

Chapter Ten:

Information on the Story- What’s Your Red Rubber Ball? (Handout provided in class from

Dr. Leslie Young)

Learning, Fun, & Games... Just What the Child Life Specialist’s Ordered!! Game Therapy-

Let’s Play a Game... (Handout provided in class from Dr. Leslie Young)

Leslie’s Favorites- Game Therapy (Handout provided in class from Dr. Leslie Young)

The Impact of Hospitalization on Various Stages of Development (Handout provided in

class from Dr. Leslie Young)

 Chapter 12-
References Continued
Chapter Eleven:

The Impact of Hospitalization on Various Stages of Development (Handout provided in

class from Dr. Leslie Young)

Music and Movement Therapy for Child Life Specialists (Handout provided in class from

Dr. Leslie Young)

The Amazing World of Sensory… Just What the Child Life Specialist’s Ordered!! Sensory

Therapy (Handout provided in class from Dr. Leslie Young)

Leslie’s Favorites- Sensory interventions/hands on activities (Handout provided in class

from Dr. Leslie Young)

Sensory Stimulation Tools (Handout provided in class from Dr. Leslie Young)

Humor Therapy/ Laughter Therapy Discussion (Given by Dr. Leslie Young in class)

American Cancer Society: Humor Therapy/ Laughter Therapy (Handout provided in class

from Dr. Leslie Young)