III. Education and Supervision 

In many instances, child life still remains a widely unknown or underrepresented supportive, therapeutic, clinical resource for children and families to call upon. To best serve this need, of advocating for the use and presence of child life, it is important to continuously communicate and educate about the role of child life. This practice involves advocating for and best highlighting our skills, as well as engaging in reflective practice and education, to refine an individualized child life role. In my role, as an intern at Boston Children's Hospital, I was able to readily engage with and learn from child life staff through attendance in and completion of student seminars, shadowing days, Simulation labs, case presentations, weekly academic assignments, and specialty programming. These opportunities  highlighted the importance of prioritization in child life practice and the unique ways in which child life staff communicate their role, to best match the unit and patient population they are working with. When moving towards independent communications with children and families, I often practiced dialogue with my supervisors to assure I was effectively meeting their needs, and best presenting the goals/abilities of child life staff. With continued practice and exposure to unique learning experiences, my communication of the child life role has become more concise, professional, and  better attuned to address varied audiences of clinicians, multidisciplinary staff, or children and families.