The Common Thread of Language

Christy C. French, MA, CCLS

Northwell Health, Manhasset, NY
Elizabeth Seton Children's Hospital, Yonkers, NY

Language has intrigued me for years. Growing up I desperately wanted to be multilingual. I yearned to understand what was being said in other languages, to be privy to the many stories told, and to belong to something greater. In grade school, I jumped at the opportunity to take a foreign language and my undergraduate degree is in French. At the same time, I also had an interest in teaching and eventually pursued a master’s in early childhood/elementary education. As chance would have it, my first year teaching I was asked to develop a preschool-kindergarten French program, allowing me to combine my early childhood knowledge with my French skills. It seemed meant to be, but several years later in a twist of fate, I discovered child life, a profession that demonstrates the importance of language when working with children and families. Language interfaces with the practice of child life in many ways, from how we give our “elevator speeches” when defining our role, to explaining a complex procedure to a preschool child, to the connections we make with patients and families, but it is proficiency in the languages of child development, play, ethical responsibility and leadership that unequivocally ensures the child life specialist will have a positive and profound impact.  

"Just as my husband and I recognized how much child life supported our child during a stressful medical experience, nurses and doctors also take note. The nurse who placed my son's IV said, 'We love child life!' and recently a doctor said to me, 'The way you speak and interact with the children before surgery makes a huge difference. In witnessing our work, the multidisciplinary team can help validate theory put to practice, highlight the significance of language, and champion the role of child life. '"

Language clearly represents a common thread in the fabric of my existence, but veritably language connects us all. I was introduced to child life when my youngest was admitted to the hospital for an emergency appendectomy. Shortly after arriving, an individual came into the room who transformed our experience. It was unclear who this person was at first – he wasn’t dressed in scrubs, he didn’t have a badge – but he quickly demonstrated his valuable role. Later he told us his name and official title, Certified Child Life Specialist (CCLS). My husband and I were equally impressed by the compassionate, creative ways he interacted with my son, in addition to how he calmed the room. Thankfully my son’s surgery went well, and we were only in the hospital for a few days. During that time, I began to do some research on child life and came across the Association of Child Life Professionals (ACLP) website. It was there I uncovered the mission, values, vision, operating principles, codes, and guidelines for professional conduct (ACLP, 2011). As I gathered more information, it became clear that child life represented much of what I stood for and hoped to achieve; it spoke my language. Today I feel extremely grateful and privileged to say I am a Certified Child Life Specialist, where I see the power of our practices and the many languages we speak. The different languages of child life, including the applied languages of child development, play, and ethical responsibility, as well as the inclusive language of leadership, are integral to the relationships we build and the outcomes we create.

In 2017, I enrolled in a child life master’s program. Several of the classes focused on the language of child development, more specifically cognitive theories, social learning theories, and system theories, as well as theories about attachment, temperament, psychosocial development, stress, and coping. “As child life practitioners we draw from a collective source of formal theories to shape and drive our contemporary practice” (Thompson, 2009, p.23). Articulated by different theorists, the language of child development guides, informs, and supports our practices. It provides a framework in which to see and relate to the whole child and scaffolds our interventions. The goal in selecting specific language is to account for a child’s developmental level, incorporate familiar terms, and make choices that reflect “the softest, most honest language” (2009, p.182). When preparing preschool to school-age children for surgery, child life specialists often describe anesthesia as “sleep medicine” or an IV as a “tiny straw” that gives your body the medicine it needs; such language choices are non-threatening and promote coping and understanding. Equally important, a CCLS must model and convey to the multidisciplinary team the importance of developmentally appropriate words and actions.

Just as my husband and I recognized how much child life supported our child during a stressful medical experience, nurses and doctors also take note. The nurse who placed my son’s IV said, “We love child  life!” and recently a doctor said to me, “The way you speak and interact with the children before surgery makes a huge difference.” In witnessing our work, the multidisciplinary team can help validate theory put to practice, highlight the significance of language, and champion the role of child life. Play represents another powerful instrument in terms of understanding children and nurturing growth. Several theorists, such as Axline, Erikson, Piaget, and Vygotsky, have highlighted the link between child development and play (Howard & McInnes, 2013). Play therapist Gary Landreth defines play as “the language of children,” a language that “provides a developmentally responsive means for expressing thoughts and feelings, exploring relationships, making sense of experiences, disclosing wishes, and developing coping strategies” (2012, p.12). Play represents an infinite resource that “provides the child life specialist the rare opportunity to understand the child’s world and allows a flow of communication when other forms of interpersonal connection are difficult” (Thompson, 2009, p.156). 

"Child development, play, and ethical considerations provide the foundation for our practices as child life specialists, but it is the language of leadership that provides a compass to navigate us through all of our experiences, both personal and professional."

As a specialist working in an outpatient ambulatory surgery center, I use medical play to help support children going into surgery. This form of play allows children to be in control of their situation (e.g., child states their doll wants the IV in the right arm or their stuffed animal to count to 10 before taking medicine), to express themselves (e.g., child might share their toy feels scared), to process information (e.g., playing out the day of surgery), and to clear up any misconceptions (e.g., the child life specialist might help explain to child’s doll that an incision is a small opening, they will be asleep, and they will put special band-aids on it to allow it to get better). It enables each child to be seen and heard, provides a sense of freedom and familiarity, and builds trust. Play is a powerful, universal language.

Concurrently, understanding the language of child development and embracing the language of play falls under the code of ethical responsibility (ACLP, 2011). As child life professionals, we strive to maximize the physical and emotional health as well as the social, cognitive, and developmental abilities of children and minimize the potential stress and trauma that children and families may face. We have “an (ethical) obligation to serve children and families, regardless of race, gender, religion, sexual orientation, economic status, values, national origin, or disability” (ACLP, 2011, p. 3). We must respect the multitude of human experiences, continually examine our biases, listen carefully to each patient and family, and communicate mindfully. Careful attention should be demonstrated when working with our most vulnerable populations; this includes articulating culturally sensitive language when interacting with LGBTQ+ youth and implementing culturally competent care for all (Keo-Meier & Ehrensaft, 2018). When introducing myself, I state my pronouns (she/her/hers), am intentional about creating open-ended conversations, deliberate with my inquiry, and avoid making assumptions. My goal is to create a safe space where I can identify the individual needs of the patient and family. It is our moral duty to honor the language that best describes each experience in order to promote resilience, coping, and wellness.

Child development, play, and ethical considerations provide the foundation for our practices as child life specialists, but it is the language of leadership that provides a compass to navigate us through all of our experiences, both personal and professional. I was introduced to the language of leadership during my final semester of my child life master’s program by an insightful, discerning professor and CCLS; together we explored what it means to be true leaders in our practice as child life specialists and beyond. My definition of leadership changed dramatically. Initially I defined leadership as a person guiding or directing a group toward a common goal, but I soon learned that a leader can be “anyone who takes responsibility for finding the potential in people and processes, and who has the courage to develop that potential” (Brown, 2018, p.4). The language of leadership focuses on the collective experience, and a successful leader knows the discourse will be incomplete without the contributions of every person.

As child life specialists, we may be called upon to be leaders in a variety of situations; therefore, we must be erudite in the language of leadership. We must understand the importance of giving everyone a voice, enabling ideas to be shared in all forms. Additionally, the language of leadership embraces universal humanity, making diversity a priority and creating cultural synergy (Molinari & Shanderson, 2012). Ultimately, it boils down to awareness of self and others; looking at who you are, what you can learn, and how you can move forward together. The language of leadership points us toward our true north, towards a conscious and cohesive existence. With such awareness comes shared insights (Eurich, 2017), knowledge that informs us in obvious and subtle ways, and knowledge that promotes growth.

The language of leadership is an invaluable tool. As child life specialists and global citizens, I urge you to take advantage of not only the foundation of child life, but also this golden compass. I encourage you to recognize the nuances within your partnerships; this is where validity exists, where optimal results will ensue. Missing the obscurities obscures the truth. Legitimacy lies in the shared experiences, tied together by the common thread of language, where everyone counts.

Everybody counts.
When the spider
Weaves the web
No connecting point
Is missed.
If you are missing
From our midst
We are the lesser
For that loss,
And incomplete.
— J.Brown, 2008

Association of Child Life Professionals. (2011). The official documents of the child life council. Child Life Council, Inc.

Brown, Brene. (2018). Dare to lead. Random House. 

Brown, Judy. (2008). A leader’s guide to reflective practice. Trafford Publishing.

Eurich, T. (2018). Insight: The surprising truth about how others see us, how we see ourselves, and why the answers matter more than we think. Currency.

Howard, J., & McInnes, K. (2013). The essence of play: A practice companion for professionals working with children and young people. Routledge.

Keo-Meier, C., & Ehrensaft, D. (2018). The gender affirmative model: An interdisciplinary approach to supporting transgender and gender expansive children. American Psychological Association.

Landreth, G.L. (2012). Play therapy: The art of the relationship. Routledge.

Molinari, C., & Shanderson, L. (2012). The culturally competent leader. https://www.researchgate.net/publication/261175750_The
_Culturally_Competent_Leader

Thompson, R.H. (2009). The handbook of child life: a guide for pediatric psychosocial care. Charles C Thomas, Publisher, Ltd