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Scout
 

Research Awards

Annually, the ACLP presents two research recognition awards that celebrate research initiatives that contribute to theory and practice within the field of child life.

The Professional Research Recognition Award honors significant work by a child life specialist and the Student Research Recognition Award acknowledges research conducted by a student.
 

Eligibility

In order to be considered for an ACLP Research Award, the nominated research project must:

  • Address a facet of child life

  • Have met Institutional Review Board (IRB) requirements prior to data collection

  • Have at least one author who is an ACLP member in good standing

  • Research must have been completed and submitted for publication within the last two years*

*For the Student Research Award, research must have been submitted within the last two years while the primary author was still a student. Completion date and unofficial transcripts are a part of the application.

Criteria

Applications will be reviewed by the ACLP Awards Committee which will utilize the following criteria when scoring:

  • The research increases child life knowledge or improves/evaluates child life interventions, processes and/or programming.

  • The research was designed and conducted under rigorous standards and was appropriately analyzed.

  • The research is evidence-based.

  • The research is innovative and relevant to child life practice.

 

Applications

We encourage individuals in the child life community to submit their research and to share news of the award with peers who may be interested in applying.

More information about 2026 applications coming soon.

Identifying Information on Applications

To maintain confidentiality during the judging process, applicants must not include any identifying information in their project description, statement of need, or executive project summary.

Research Award Winners

2025 Professional Research Award Winners

2025 Professional Research Award Winners

“They were here, and they still matter”: A qualitative study of bereaved parents legacy experiences and perceptions.

Palliative Medicine, Volume 37, Issue8, June 2023

Maile T Jones, MEd, CCLS, CIMI, Elena Albanese and Jessika C Boles, PhD, CCLS

2025 Student Research Award Winners

2025 Student Research Award Winners

“I’m not trying to be difficult when I can’t do things”: A mixed methods look at transitioning from pediatric to adult health care on the autism spectrum.

Autism in Adulthood, Volume 00, Number 00, 2024

Briana P. Keller, MEd, Laina Heacock, BS, Emily Rothenberg, BA, and Jessika C. Boles, PhD, CCLS

2024 Professional Research Award Winners

2024 Professional Research Award Winners

Fitting the Pieces Together”: The Experiences of Caregivers of Children With Medical Complexity
Hospital Pediatrics, Volume 13, Issue 12, December 2023
Elise Hirt, Alyssa Wright, Allysa Kehring, Yinuo Wang, Vanessa Torano, Jessika C. Boles

2024 Student Research Award Winners

2024 Student Research Award Winners

Legacy in pediatrics: A Concept Analysis
Journal of Advanced Nursing, Volume 80, Issue 3, March 2024
Briana Keller, Terrah Akard, Jessika C Boles

2023 Professional Research Award Winners

2023 Professional Research Award Winners

Congratulations to the 2023 Professional Research Award Winners, Jenna Dunbar, MEd, CCLS, CIMI, Maile Jones, MEd, CCLS, Jessika Boles, PhD, CCLS for their published research: Hospitalized children's perceptions of legacy: 'A symbol of yourself that you leave behind.'

This research was published in Child Care Health Dev. https://doi.org/10.1111/cch.13068

2023 Student Research Award Winners

2023 Student Research Award Winners

Congratulations to the 2023 Student Research Award Winners, Diane W. Bales, PhD, CCLS and Sydney Ehinger, MS, CCLS for their research: Stress, Success, and Burnout: The Relationship Between Imposter Phenomenon and Burnout in Certified Child Life Specialists.

2022 Professional Research Award Winners

2022 Professional Research Award Winners

Anna Schmitz, MS, CCLS, Sherwood Burns-Nader, PhD, CCLS, Blake Berryhill, PhD, LMFT, ECMH-E, Julie Parker, PhD, CCLS

Title: Supporting Children Experiencing a Pediatric-Sexual Assault Forensic Examination: Preparation for and Perceptions of the Role of the Child Life Specialist

Journal of Child Life
Volume 2, Issue 1

DOI: https://doi.org/10.55591/001c.22526

Abstract:  

To help minimize negative outcomes, child life specialists can provide psychosocial care to patients undergoing a pediatric sexual assault forensic examination (P-SAFE). This exploratory study used a survey to examine child life specialists’ perspectives on their preparation for and role in P-SAFEs. Participants reported their main duties with this population include procedure support, play, and building rapport. The benefits of having child life involved in P-SAFEs were noted as decreasing re-traumatization, increasing cooperation, increasing coping, and decreasing stress and anxiety. Participants reported that most child life services were provided in preparation for the exam and during the exam. The services utilized were preparation, play, and distraction to help patients cope. Results indicated child life specialists felt valued by the multidisciplinary team, especially for their role in procedure support. Lastly, child life specialists reported training for this role occurring most often through informal on the job training. In summary, child life specialists acknowledged the stressors associated with a P-SAFE and perceived their role as beneficial in minimizing such stressors. Health care facilities that provide P-SAFEs should further consider the benefits of child life services to these patients and advocate for their services during P-SAFEs.

Access the full article here

About the authors:

Anna is a Certified Child Life Specialist who currently resides in Salt Lake City, Utah where works at the University of Utah Health on the Burn Trauma ICU. She has been there since fall of 2021 where she currently runs a one-person program. She obtained her undergraduate degree in 2017 at the University of Alabama in Human Development and Family Studies after she completed her Child Life Internship at Children’s Mercy Hospital in Kansas City. She then became certified in 2018 and went onto complete a graduate degree at Alabama in Human Development and Family Studies with an emphasis in child life. Here is when she worked on and complete her thesis surveying CCLSs and their roles in Pediatric Sexual Assault Forensic Examinations, which was later published in the Journal of Child Life in 2021. During her graduate work she was a Graduate Assistant at the Children’s Program, which is a developmental lab preschool and was in involved in the Child Life and Child Development Research Lab run by Dr. Burns-Nader. After graduating with her masters in 2019 she went worked as a Child Life Fellow at Children’s Hospital of Philadelphia. During her experience in child life she has worked in multiple areas to include the ED, Trauma, Burn, PICU, and PCU. Her professional child life interests include bereavement care, burn care, coping through pain, abuse and trauma, and the value of play. In her free time she loves to explore Utah mountains and national parks, drink tea, read books, dry flowers, and spend time with her Fiancé.

Sherwood Burns-Nader, PhD, CCLS is an Associate Professor in the Department of Human Development and Family Studies at the University of Alabama in Tuscaloosa, Alabama. In this role, Dr. Burns-Nader coordinates the undergraduate and graduate child life programs, teaches child life coursework, and maintains a research agenda. She earned her PhD in Educational Psychology and her MS in Human Development and Family Studies with a concentration in Child Life from the University of Alabama. Dr. Burns-Nader's research interests include examining the psychosocial issues affecting children and families in the healthcare setting, the benefits of child life interventions during healthcare procedures, and the value of play in development and coping in children. She has publications on these topics in such journals as Burns, Pain Medicine, Children's Health Care, Clinical Pediatrics, and Journal of Child Life. She is an active leader in the Association of Child Life Professionals and the Southeastern Association of Child Life Professionals, including serving as Chair to the Child Life Certification Commission and Chair to SEACLP.

Dr. Parker is an associate professor in Human Development and Family Science at Mississippi State University and a Certified Child Life Specialist. She has over 25 years of experience working with young children and families in diverse environments and under stressful conditions. Her background in Child Life and Early Intervention has informed her research and the pre-service training programs she directs. She currently serves as the graduate coordinator for the Master of Science in Early Intervention program and the undergraduate HDFS program leader. 

2022 Student Research Award Winners

2022 Student Research Award Winners

Emily Goldstein, MS, CCLS

Examining the Implementation of Child Life Services with Facility Dogs

This study has been presented at the 2021 Southeastern Association of Child Life Professionals webinar series (held in lieu of annual conference) and is currently in the process of being submitted to the Journal of Child Health Care.

Abstract: 
Animal-assisted interventions (AAI) are a common technique that is used to promote coping in stressful situations by allowing a recipient to experience a therapeutic interaction with a trained therapy animal, usually a dog. One type of therapy dog, known as facility dogs, are specifically trained to accompany their handler, often a psychosocial trained professional, and help them complete their job duties. Many children’s hospitals around the United States have facility dog programs in which a trained AAI dog goes to work daily with a psychosocial healthcare worker, usually a Certified Child Life Specialist (CCLS). The purpose of this exploratory case study was to examine how CCLSs incorporate facility dogs into their psychosocial interventions and gain their perspectives on handling a facility dog as a child life specialist. Participants were four CCLSs, two primary handlers and two secondary handlers. Participants completed a checklist, which assessed patient age, unit, and types of services offered, after each interaction for 10 total workdays and completed a semi-structured interview. Participants primarily saw patients between the ages of three to eleven, and the most common intervention provided was general anxiety and coping support. In the interviews, the participants mentioned that it is the dog’s specific training, therapeutic value, and ability to bond with patients that allows these interactions to be so successful and impactful. This study provides essential baseline information about the benefits of facility dogs for child life programs and presents data for programs that are considering incorporating this therapeutic modality into their services offered.

About the author:
Emily Goldstein, MS, CCLS is a current PhD student at the University of Georgia in the department of Human Development and Family Sciences. Emily’s primary research interests are focused on child life research methodology and quantitative methods. Emily hopes to expand the scope of research methodology in child life by imploring new theories and measurements that can complement existing child life research. Emily has been a Certified Child Life Specialist since 2019. Emily received both her bachelor’s and her master’s degrees from the University of Alabama, where she worked closely with Dr. Sherwood Burns-Nader in her Child Life and Child Development lab. 

2021 Professional Research Award Winners

2021 Professional Research Award Winners

Maile T. Jones, MEd, CIMI, Marissa Kirkendall, MS, Leslie Grissim, MA, Sarah Daniels, MS, Jessika Boles, PhD

Title: Exploration of the Relationship Between a Group Medical Play Intervention and Children's Preoperative Fear and Anxiety

Journal of Pediatric Health Care
Volume 35, Issue 1, January–February 2021, Pages 74-83

Abstract: 
Surgical procedures place children of all ages at risk for pediatric medical traumatic stress. Although medical play has proven effective in pediatric care, little is known about the impacts of a group medical play intervention on children's preoperative fear and anxiety. Therefore, the purpose of this pre-post quasi-experimental study was to explore the relationship between a group medical play activity and children's preoperative fear and anxiety.

Fifty children (aged 5–10 years) scheduled for a medical procedure participated in a group medical play session facilitated by a Certified Child Life Specialist.

Statistically significant decreases in anxiety and self-reported fear were observed after the intervention, suggesting that medical play may generate additional coping benefits when offered in group formats.

Providing children with the opportunity to explore and become familiar with medical equipment through group medical play can help to minimize preoperative anxiety and improve the patient experience for children and their families.

Access the full article here

About the authors:

Maile is currently a full-time research lab manager for the Stress and Coping Lab at Vanderbilt University where their research focuses on understanding the psychological, biological, and interpersonal processes in stress and coping among children and families facing healthcare adversities. After obtaining her Bachelor of Science degree in Psychology and Health and Wellness from Tulane University, Maile spent a year in Australia working for the Starlight Children’s Foundation to expand her knowledge in international child life practice. She then moved to Nashville to pursue her graduate degree at Vanderbilt University. During her time in graduate school, Maile published and presented on a wide range of topics including the importance of play in healthcare settings, the ways in which children’s anxiety level and self-reported fear are influenced by medical play interventions, and pediatric patient and caregiver perceptions of legacy. Maile was also involved in the publication of the Child Life Value Proposition Statement that details the evidence-based outcomes associated with child life intervention. After completing her child life internship at Children’s Mercy Hospital and returning back to Nashville, Maile is excited to start her professional career as a Certified Child Life Specialist at Monroe Carell Jr. Children’s Hospital at Vanderbilt! In her free time, Maile enjoys spending time with friends and family, hiking, and playing tennis.

Marissa is a Michigan native who currently resides and works in Nashville, TN. After completing her undergraduate degree in Human Development and Family Studies at Michigan State University, Marissa completed her child life internship at the University of Michigan C.S. Mott Children's Hospital in Ann Arbor in 2013. She was hired on as a Sibling Program Coordinator immediately following and joined the child life team at Mott shortly after. Marissa gained experience working as a Child Life Specialist in radiology and the inpatient cardiology unit before moving to Tennessee in September of 2017 and serving in a PRN position at East Tennessee Children's Hospital.  Since March 2018, Marissa has been a member of the child life staff at Monroe Carell Jr. Children's Hospital at Vanderbilt in Nashville, Tennessee, where she has specialized in peri-operative services. Since assuming this role, she has also completed her graduate coursework in Organizational Leadership and Administration at Concordia University Wisconsin, served on and led various departmental committees and workgroups, and began her research line as a new way to contribute to the field of child life. Her research thus far has focused on evaluating traditional play-based interventions such as medical play in high stress settings such as perioperative services, as a means of demonstrating the value of play for children coping with healthcare encounters.  Her expertise in developmentally-appropriate play and preparation has made her a resource for the colleagues, students, and interdisciplinary professionals with whom she works, and she is passionate about continuing to develop and refine her child life skillset to optimize the care patients and families receive in the hospital setting. In her free time, Marissa enjoys running, a good cup of coffee, football and spending time with her husband and 17-month-old son.

Leslie is a Certified Child Life Specialist. She currently is in the role of Facility Dog Coordinator at Monroe Carell Jr. Children’s Hospital at Vanderbilt in Nashville, Tennessee. She brings with her nearly 30 years of experience as a Certified Child Life Specialist. Leslie was born and raised in Southern California. Learned about Child Life while an undergraduate at the University of California at Davis, and received her Masters in Child Life and Early Childhood Education from Mills College in Oakland California.   Following an internship at University of California San Francisco, Children’s Hospital of Oakland and the University of California at Davis teaching hospitals, she accepted her first professional role as the coordinator for a one-person program at Kaiser Permanente in West Los Angeles, California in 1990. Seeking growth in a larger program, Leslie moved to Nashville, Tennessee in 1992 and began her service as a Child Life Specialist at Vanderbilt University Medical Center (VUMC), where she continued to develop clinical expertise in both the inpatient and outpatient arenas. Her previous experiences have been in the areas of infant toddlers, inpatient surgery, cardiology and orthopedics. While juggling her time in the inpatient areas, Leslie stepped in to lead the pilot program for the pediatric orthopedic clinic in 1996. In 2000 Leslie was invited to implement child life programming in the diabetes outpatient clinics where she would remain for the next 17 years. During that time, she was a member of the multidisciplinary planning team to co-chair the annual educational Diabetes Family Day for several years. In 2017 Leslie changed course to move into the perioperative area preparing children and teens for surgery. Medical play was utilized on a daily basis in a variety of ways to meet the fast pace needs in the perioperative areas. Group medical play became the vehicle to begin the play engagement for children to explore, familiarize and express their thoughts and feelings prior to their surgery. It was during that time; Leslie and her colleagues implemented the medical play study. In February 2020, Leslie assumed a new role as the Facility Dog Coordinator, a new position for the Monroe Carell Jr Children’s Hospital at Vanderbilt. Her new role, supported by Mars Petcare company-- Better Cities for Pets, includes a Canine Companion for Independence two and a half year old black Labrador, Squid. Leslie provides services to the inpatient units to children, teens, and their families in high medical situations. She will be planning and implementing programming to motivate and inspire patients and families through the presence and interactions of this facility dog. Leslie has been an active member of ACLP since 1989. She has been a member of the archive’s management group for several years and most recently served as the chair 2018-2020. Leslie resides in Brentwood, Tennessee with her two adult boys, one in his first year of medical school and the other a junior at Ole Miss. Leslie enjoys an active life outside of work, spending time with her dogs, distance running, hiking and volunteers in her community on the Historic Board Committee. 

Sarah is a Certified Child Life Specialist and research specialist at St. Jude Children’s Research Hospital, and an adjunct professor in the Child Life Program at Bank Street College. She is a doctoral candidate at the University of Memphis, a member of the Journal Review Board for the Journal of Child Life: Psychosocial Theory and Practice, and leads institutional efforts to establish best practices, care coordination, and psychosocial programming for adolescent and young adult (AYA) patients with cancer. She has experience conducting quantitative, qualitative and mixed-methods studies, with interests in the evaluation of child life services in the healthcare setting, the role of social media and technology in youth development, and AYA coping and development throughout treatment for cancer. 

Jessika is a Certified Child Life Specialist and team lead at Monroe Carell Jr. Children's Hospital at Vanderbilt, and an adjunct professor in the Department of Psychology and Human Development at Vanderbilt University.  She is currently Chief Fellow of the Association of Child Life Professionals, is a former member of the board of directors, and regularly contributes her time to institutional initiatives for improving bereavement care, increasing patient mobility, and mitigating trauma and distress in pediatric critical care environments.

2021 Student Research Award Winners

2021 Student Research Award Winners

Maile T. Jones, M.Ed, CIMI, Jenna E. Dunbar, M.Ed, CIMI

Title: Parent/Caregiver Perceptions of Legacy in a Pediatric Hospital: A Qualitative Study

Abstract: A child’s hospitalization affects the entire family system, with parents/caregivers reporting a myriad of stressors challenging family dynamics and coping efforts. Legacy building interventions employ play- and arts-based techniques to promote collaboration and communication in families of hospitalized children. Although offered in most children’s hospitals, little is known about the impact of these interventions on pediatric patients and families, or the ways in which pediatric healthcare providers, parent/caregivers, and pediatric patients understand and describe the concept of legacy. Therefore, the purpose of this study was to explore the legacy perceptions of parents/caregivers of hospitalized children on acute or critical care units in an academic medical center. Ninety-three parents/caregivers completed a semi-structured, in-depth interview regarding their legacy conceptions. Analysis yielded four themes: (1) legacy is a transgenerational process, (2) legacies can be actions, accomplishments, and experiences, (3) legacy can be a powerful tool for education and change, and (4) a “good” legacy can be left in different ways. Thus, parent/caregivers of hospitalized children define legacy as an enduring representation of the self – its qualities, experiences, effects, and relationships – built and bestowed across generations. Whether concrete or intangible, intentional or serendipitous, legacies are avenues of connection, education, inspiration, or transformation. Multidisciplinary healthcare providers should recognize the variability and value of legacy conceptions and experiences across the populations they serve while providing the tools and supports needed for parent/caregivers and their children to make meaning of their healthcare experiences.

About the authors:

Maile is currently a full-time research lab manager for the Stress and Coping Lab at Vanderbilt University where their research focuses on understanding the psychological, biological, and interpersonal processes in stress and coping among children and families facing healthcare adversities. After obtaining her Bachelor of Science degree in Psychology and Health and Wellness from Tulane University, Maile spent a year in Australia working for the Starlight Children’s Foundation to expand her knowledge in international child life practice. She then moved to Nashville to pursue her graduate degree at Vanderbilt University. During her time in graduate school, Maile published and presented on a wide range of topics including the importance of play in healthcare settings, the ways in which children’s anxiety level and self-reported fear are influenced by medical play interventions, and pediatric patient and caregiver perceptions of legacy. Maile was also involved in the publication of the Child Life Value Proposition Statement that details the evidence-based outcomes associated with child life intervention. After completing her child life internship at Children’s Mercy Hospital and returning back to Nashville, Maile is excited to start her professional career as a Certified Child Life Specialist at Monroe Carell Jr. Children’s Hospital at Vanderbilt! In her free time, Maile enjoys spending time with friends and family, hiking, and playing tennis.

Jenna is a Certified Child Life Specialist at Johns Hopkins Children’s Center in Baltimore, MD and a recent graduate of the Applied Child Studies master’s program at Vanderbilt University. During graduate study, Jenna pursued specializations in pediatric healthcare and poverty and intervention, designing a unique intersection of research and application on which to focus her child life scholarship. Outside of her academic experience, Jenna was a graduate student worker in both clinical and research capacities with a quality improvement group at Vanderbilt University Medical Center called Team HOPE – an interdisciplinary team dedicated to the family-centered care of mother-infant dyads who are opioid exposed. She was also a key member of the team of authors who conceptualized, researched, composed, and published the Child Life Value Proposition Statement, “The Value of Certified Child Life Specialists: Direct and Downstream Optimization of Pediatric Patient and Family Outcomes,” on behalf of the ACLP. Jenna completed her child life practicum at St. Jude Children’s Research Hospital in Memphis, TN and her clinical internship at Children’s Hospital of Philadelphia in Philadelphia, PA. Still involved today, Jenna began studying conceptions of legacy in pediatric healthcare environments during her graduate study, elucidating and analyzing the ways in which staff, parents/caregivers, and pediatric patients perceive the term and its related interventions, as well as bereaved family members. Jenna has presented this research in academic, clinical, and regional child life conference settings and is actively preparing a manuscript for publication regarding the ways in which pediatric patients conceptualize legacy. Before embarking on her journey into child life, Jenna spent years working in journalism and advertising where she learned quickly how to do the typical atypically. Her experience using impactful communication and creative problem-solving contribute greatly to her clinical work and serve as cornerstones of her child life philosophy.

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