PCLS 501, Advanced Child Development, 3 Units

Students in this course engage in an in-depth examination of physical, cognitive, emotional, moral, and social development from infancy through adolescence. Content includes developmental theory and practice of early childhood education, with emphasis on typical development and the unique requirements of children with special needs and disabilities. The course also addresses assessment of child development, identification of impairments in developmental functioning, and strategies to support diverse learners across developmental stages.

PCLS 502, Medical Terminology and Developmental Preparation, 3 Units

Students in this course explore the psychosocial and clinical aspects of disease, injury, and hospitalization in infants, children, and adolescents, with emphasis on medically fragile patients. Students learn essential medical terminology; common pediatric illnesses, conditions, and disabilities; and complementary or alternative treatment approaches while examining the physiological, cognitive, social, and emotional impacts on patients and families. Course material also reviews historical and current perspectives on preparing children for healthcare encounters and major life events. Students integrate child development theory and evidence-based practice to design and implement developmentally appropriate preparation and education interventions aligned with the child life scope of practice.

PCLS 511, Family Systems Theory and Applications, 3 Units

Students in this course explore family systems and therapeutic models with a focus on family psychology. Emphasis is on family-centered care and the effects that terminal illnesses have on the family system. Course content covers parenting medically fragile children, parenting and family relationships with a seriously ill or terminal parent, diversity issues and children with special needs, therapeutic models in family psychology, and integration of Christian faith and theology with family psychology.

PCLS 512, Theories and Practices of Grief and Loss, 3 Units

Students in this course develop understanding of the family-centered care model and explore therapeutic interventions and techniques aimed at benefitting patients and families affected by death and serious illness. Course content focuses on death, grief, and bereavement and their effects on the family system. Each student learns hands-on interventions to guide patients and families through death, grief, loss, and healing.

PCLS 512L, From Grief to Healing: Strategies and Application Lab, 1 Unit

In this lab course, students apply understanding of grief theories and explore practical therapeutic interventions and approaches aimed at benefitting children and families effected by death or serious illness. Focus is on historical and current views on death, grief, bereavement, and the effects on family system. Each student learns hands-on interventions to guide children and families from grief to healing process.

Prerequisite: PCLS 521;

Corequisite: PCLS 512

PCLS 520, Infants and Toddlers: Development and Interventions, 3 Units

This course offers an in-depth exploration of the growth and development of infants and toddlers. Content includes developmental theories and developmentally appropriate interventions, as well as assessment of development and impairments in developmental functioning.

PCLS 521, Introduction to Child Life, 3 Units

Students in this course gain a broad understanding of the field of child life, including the history and trends of the child life profession, as required by the Association of Child Life Professionals (ACLP). Course content includes: 1) scope of practice in child life, 2) child life documents, 3) impact of illness/injury and health care on patients and families, 4) family-centered care, 5) therapeutic play, and 6) preparation. Additional topics include, but are not limited to, clinical assessment, child life theoretical foundations, development and hospital stressors, and introduction to exceptional and medically challenged children.

PCLS 522, Therapeutic Interventions and Play-Based Techniques, 3 Units

Students in this course gain an understanding of the history and theories of play and play-based therapies. Students learn therapeutic play techniques, and explore research and theories on the importance of psychosocial preparation for medical procedures. Pre- and postprocedural coping techniques and therapeutic interventions are taught, and students create hands-on interventions to prepare patients of all developmental levels for a variety of procedures.

PCLS 523, Adaptive Coping Strategies, 3 Units

Students in this course explore the best evidence-based coping practices and strategies, with an emphasis on psychosocial and therapeutic interventions for children 0-18 years experiencing stress and trauma. Course material focuses on the effects that traumatic situations have on pediatric patients/clients and their family. Students explore a variety of play techniques and therapeutic interventions to help patients and families work through stress, trauma, and PTSD.

PCLS 524, Adolescent Development and Interventions, 3 Units

Students in this course do an in-depth examination of the physical, cognitive, emotional, moral, and social development of adolescents. Content includes developmental theory and interventions, as well as assessment of development and impairments in developmental functioning.

PCLS 525, Assessment and Documentation, 3 Units

Students in this course learn to integrate theory and evidence-based practice into the comprehensive assessment of patients and families within the child life scope of practice. Emphasis is on identifying developmental, emotional, and psychosocial needs; selecting appropriate assessment frameworks; and translating assessment findings into clear, accurate, and clinically useful documentation. Students also develop skills in communicating assessment outcomes to interdisciplinary teams and in using documentation to support continuity of care and high-quality child life interventions.

PCLS 527, Supporting Children with Special Needs in the Healthcare System, 3 Units

In this course, students explore a variety of developmental conditions and diagnoses, including physical, intellectual, and learning disabilities, psychiatric diagnoses, and behavioral conditions. Child life services with intensive care and rehabilitation populations are a particular focus, alongside supporting the educational needs of hospitalized children. Students become familiar with adaptive technologies, tools, toys, and equipment designed for children with special needs, as well as with legal rights, protections, and accommodations for individuals with disabilities, and gain insight into adapting child life services to the needs of unique populations.

PCLS 531, Ethics, Cultural Humility, and Professional Practice, 3 Units

Students in this course explore legal, ethical, moral, cultural, religious, and gender considerations within a family-centered care framework. Theories and concepts related to culture, cultural diversity, and cultural humility are covered, with an emphasis on self-reflection, lifelong learning, and responsive practice. Course material also includes issues related to parenting medically fragile children, including relevant legal and ethical considerations. Faith is integrated through examination of professional ethics, spiritual care, and culturally humble practice.

PCLS 532, Child Life Administration and Leadership, 3 Units

Students gain understanding of child life program development and acquire the leadership skills to manage a child life program. Course content includes outreach and technology in the field of child life; child life administration, supervision, and mentoring; group facilitation skills; leadership skills; and program evaluation.

PCLS 541, Prepracticum in Child Life, 1 Unit

This course equips students with the foundational knowledge, skills, and professional readiness necessary for successful participation in a child life practicum and in preparation for internship applications. Emphasis is on developing core competencies, including professional communication, self-awareness, cultural responsiveness, and an emerging clinical lens for supporting infants, children, youth, and families in healthcare settings. Students engage in reflective practices to examine how personal values and faith inform their developing professional identity. As a preparatory experience, the course also guides students through onboarding processes, expectations, workplace norms, and the professional competencies required by individual practicum sites.

Prerequisite: PCLS 521

PCLS 542, Practicum in Child Life, 3 Units

This field experience course is taught by a certified child life specialist and is designed and evaluated according to the specific clinical and academic standards set forth by the Association of Child Life Professionals (ACLP). According to the ACLP, "The Child Life Practicum is designed as an introductory experience for individuals interested in pursuing a career in child life. Through experiential learning and observation of Certified Child Life Specialists, child life practicum students begin to increase their knowledge of basic child life skills related to play, developmental assessment, and integration of child life theory into interventions with infants, children, youth and families." All students are required to participate in weekly mentor meetings with the instructor throughout the semester.

PCLS 543, Internship in Child Life, 6 Units

This course and its clinical experiences are facilitated by a certified child life specialist and are designed and evaluated according to the specific clinical and academic standards set forth by the Association of Child Life Professionals (ACLP). According to the ACLP, "The Certified Child Life Specialist (CCLS) credential is the exclusive certification issued by the Association of Child Life Professionals. The CCLS credentialing program is a rigorous, examination-based professional certification credential to increase the proficiency of child life professionals by identifying a body of knowledge; establishing a level of comprehension and performance necessary for certification; and increasing the value of practitioners to their employers." All students are required to participate in mentor/supervision meetings with the instructor throughout the semester. This course is a blend of didactic and experiential learning, combining coursework and required internship hours to integrate theory and application of child life principles and practices.

Prerequisite: Only for those students with a clinical child life internship.

PCLS 545, Child Life Internship Seminar for Program Graduates, 3 Units

This course and clinical experiences are facilitated by a certified child life specialist and are designed and evaluated according to the specific clinical and academic standards set forth by the Association of Child Life Professionals (ACLP). According to the ACLP, "The Certified Child Life Specialist (CCLS) credential is the exclusive certification issued by the Association of Child Life Professionals. The CCLS credentialing program is a rigorous, examination-based professional certification credential to increase the proficiency of child life professionals by identifying a body of knowledge; establishing a level of comprehension and performance necessary for certification; and increasing the value of practitioners to their employers." All students are required to participate in biweekly mentor meetings with the instructor throughout the semester.

Prerequisite: By permission only and for nonmatriculating students of APU's MS in Child Life program.

PCLS 551, Research Methods and Statistical Analysis, 3 Units

This course surveys the major social science research methods, preparing students to read, understand, and evaluate psychological research. This course will provide students with the basic knowledge and experience of developing research proposals. Students will also learn to understand survey methods, data collection, and research analysis. This course is designed for students to identify his or her thesis topic and/or project and prepare students for PCLS 552.

PCLS 552, Capstone in Child Life, 6 Units

This culminating graduate course integrates a Child Life Capstone project with leadership development, professional identity formation, and child life program administration competencies. As a professional practice experience, the course supports the synthesis of child life theory, evidence-informed practice, and professional standards while preparing students for ethical leadership in child- and family-centered healthcare and community settings. Through case studies, discussions, and applied learning activities, students examine ethical decision-making, professional responsibilities, interdisciplinary collaboration, cultural humility, and therapeutic communication. The course also addresses professional sustainability, including self-care, compassion fatigue, burnout prevention, and coping strategies for healthcare providers, while exploring strengths-based leadership, mentorship, and collaboration. Students complete an applied or scholarly Capstone project integrating developmental theory, child life practice frameworks, and current research. Projects include literature review, evidence-based application, program development or evaluation, and presentation of outcomes. The course concludes with a professional Capstone presentation demonstrating readiness for professional practice. The course is graded Credit/No Credit (CR/NC).

PCLS 595, Special Topics, 1-3 Units

This course examines in depth a topic of current interest or need. Students analyze and evaluate topics/issues to reach and express a position, provide training for a particular population, or enhance personal development. If students elect this course more than once during their program, each course must address a different topic.

PCLS 599, Readings in Child Life Psychology, 1-3 Units

Students may enroll in an independent study for unit credit to investigate subjects and interests that lie beyond regular course offerings, explore topics in greater depth, and/or initiate individual projects. Such requests must be developed in consultation with a sponsoring faculty member and be approved by the graduate program chair and dean. Unit credit varies depending on the scope of the study plan.