Brianna Hayes, M.Ed, Ccls Email & Phone Number

Osburn, Id, Us

Mullan, Id, Us

Create educational videos and written content utilizing social media (Facebook, Instagram, YouTube) for youth, families, and professionals regarding subjects/topics including but not limited to:• Academic, physical, and psychosocial needs of pediatric patients• Medical play, therapeutic play, diagnosis education, and health literacy in pediatric and education settings• Related news articles highlighting foundational and current trends in pediatric and education settings•Mini-lessons ideas in elementary math and literacy content areas

Albuquerque, Nm, Us

-Provide Child Life services to four pediatric units within inpatient child life team at New Mexico’s onlyLevel 1 Trauma Center Hospital-Collaborate with inpatient and outpatient child life teams to address the psychosocial, developmental, andsocial needs of pediatric patients and their families-Teach pediatric patients about diagnosis-specific topics and strategies to cope with procedural events-Chart observations, assessments, and interventions in the patient's electronic medical record in accordance with hospital and The Joint Commission standards and policies

Albuquerque, Nm, Us

Units Covered:Pediatric hematology/oncology inpatient and outpatient (primary assignment)Pediatric Inpatient UnitsEmergency DepartmentPediatric Sedation/RadiologyAdult Intensive Care/Palliative CareEssential duties and responsibilities:-Teach about diagnosis and health education to pediatric hematology/oncology patients-Facilitate procedural support and distraction intervention strategies for pediatric patients undergoing invasive medical procedures-Assess, plan, implement, and evaluate therapeutic interventions designed to address the psychosocial and emotional needs of hospitalized and/or outpatients children and families-Document and report observations, assessments, and interventions to other health care professionals through the patient’s electronic medical record-Attend, collaborate, and participate in regular meetings with pediatric hematology/oncology team to determine appropriate patient referrals and plan of care-Organize and maintain work space in accordance with The Joint Commission and hospital policies and procedures-Oversee volunteer duties and responsibilities within child life department-Develop standards for child life programming within pediatric hematology/oncology program based on hospital policies and procedures

Spokane, Washington, Us

I recruited adult patients who were previously treated at Shriners Hospitals for Children - Spokane for cerebral palsy for an outside research study that is directly partnered with Gillette Children's Specialty Hospital and Shriners Hospitals for Children - Salt Lake City. I used search databases to locate and contact families based on a prioritization system and maintain specific records of participant information and recruitment details. Using my previous skills as the Resource Navigator in Care Management, I coordinated travel and housing accommodations for participants who are eligible to participate. I used attention to medical need of each individual patient to ensure that ADA accommodations are provided for each participant in need, assessing participants according to the research study protocol. I successfully completed CITI Program modules for Biologics, Good Clinical Practice, Conflicts of Interest, and Human Rights of Participants to ensure protection of subjects' rights and privacy.

Spokane, Washington, Us

I was the first employee to hold the position as the Resource Navigator at Shriners Hospitals for Children. I developed and streamlined efficient methods of communication with other Shriners Hospitals and Shriner sponsorships around the country to coordinate transportation, lodging accommodations, and meal assistance for families traveling to Shriners Hospitals for Children - Spokane for orthopedic medical care. I financially advocated for responsible fund disbursement and utilization of Shriners assistance. Each family was assessed by medical and individual financial need. Additionally, I used my Spanish language, conversation, and writing skills and became the primary contact for Spanish-speaking families who were in need of financial assistance and social services. I assisted families and staff in navigating Montana and Washington Medicaid services to receive transportation for medical appointments.

Spokane, Washington, Us

I learned methods of minimizing stress and anxiety for youth and families undergoing medical procedures. Developmental interventions were based on assessment of coping responses, age of patient, previous hospitalizations, and understanding of medical diagnosis or treatment. Tasks of the 600 hour internship included:-Provide play opportunities to foster continued growth and development, to encourage emotion expression, promote sense of mastery, and understand healthcare experience-Involve and communicate to parents regarding medical preparation-Provide essential life experiences for hospitalized children-Provide developmentally appropriate explanations through medical play about the sequence and nature for procedures-Communicate daily in Spanish with families and patients -Participate in Teen Transition Camp to help the teens with lifelong conditions transition into adulthood The rotations of my internship included outpatient, inpatient, radiology, and surgical departments.

Facilitated 1:1 tutoring sessions with pediatric patients in grades K-8

Cheney, Wa, Us

Fall/Winter quarter - 1st grade classroomWinter/Spring quarter placement - 3rd grade classroom-Prepared daily, weekly, and monthly curriculum lessons in elementary-level content areas based on federal, state, and local frameworks-Established clear grading criteria based on leveled rubrics with timely, detailed feedback to students-Developed classroom management plans to facilitate a positive learning environment for students-Organized and hosted a 3-day STEAM intensive for 60 third-grade students that focused on learning about the medical environment

Spokane, Wa, Us

I use my experience as a childhood cancer survivor to serve as a mentor for children, youth, and families affected by childhood cancer. I plan and implement bi-monthly teen and survivor groups for those who survived childhood cancer. I work with two other facilitators to plan activities and discussion topics to help each person process life after treatment, develop self-esteem, and improve social skills through peer support.

Moscow, Id, Us

This opportunity allowed me to mentor four (4) undergraduate student teachers and facilitate positive interactions between student teacher and child in an early childhood classroom at University of Idaho. I led seminar discussions to assist undergraduate student teachers in identifying specific examples of development in order to create appropriate curriculum activities to suit individual needs of children and the classroom.I proofread and edited developmental documents created by the student teachers. I provided constructive feedback to facilitate professional reflection and growth of each student teacher. I assisted the university program in improving their observation and documentation techniques, curriculum development, and overall efficiency by introducing instructional support tools within the Teaching Strategies Gold documentation program.

I learned about the Spanish culture and family life by working with the Ibarraran family. I conversed in English and Spanish with two (2) children, ages 3 and 6. I translated Spanish to English, read English books, and taught children's songs in English to promote English language acquisition. I planned daily outings in the community to promote social growth and responsibility. I facilitated behavior guidance techniques to encourage positive social and emotional development.

I enhanced my teamwork skills, work efficiency, and professionalism through working as a teacher for the Head Start program. I concurrently worked full-time as a teacher and attended University of Idaho as a full-time student.I taught with an early childhood professional team of family advocates, speech-language therapists, community volunteers, and social services programs to provide high-quality education to children of limited-income families. Every month, I was observed by program administrators using the CLASS observation tool. I ranked high in Teacher Support and Environmental Support; I continuously improved my Instructional Support methods through utilizing the feedback from CLASS; I focused on building upon individual needs and using additional teacher support during group time.I promoted healthy lifestyle and development through various weekly curricula: -Safety Awareness - Talking About Touch; -Social & Emotional Development - Second Steps -Active Lifestyle and Exercise - I'm Moving, I'm Learning -Literacy Development - Handwriting Without Tears -Nutrition & Cooking - Choosy Kids, Color Me Healthy -Dental Hygiene - Head Start dental hygiene education standards -Multicultural Awareness - Head Start social and cultural education standards -Creative Curriculum classroom centers: art, science, math, literacy, dramatic play, blocks, manipulatives/table toys, music and movement, technology, woodworking, outside play, 30-45 minutes of daily outside play, 45-60 minutes of daily choice time/free play I documented development of 18 children using Teaching Strategies Gold to create Individual Learning Goals and reflect progress. I coordinated education home visits to discuss progress at school and home to help each child meet their goal. I administered and evaluated quarterly screening and assessments using the Early Screening Inventory-Revised (ESI-R) and the Devereaux Early Childhood Assessment (DECA).

I improved the classroom environment to reflect ITERS-R standards such as: -implementing soft fall zones for inside/outside play areas, -incorporating open-ended play materials in dramatic play center, -natural lighting, -toys presented at eye-level of children, -individualized and flexible daily schedule to meet feeding/toileting needs of each child, -maintaining a 1:6 teacher:child ratio at all times, -prepared soft finger foods for mealtimes with opportunities to learn use of eating utensils (spoons, forks, plates, cups)I instructed age-appropriate curriculum: -fingerplay songs, -two 60-minute extended free play sessions with additional free-play outside, -hands-on literary and story time activities, -non-toxic and non-choking hazard art materials at sensory and art stations, -allowing appropriate independent choices

Moscow, Id, Us

I concurrently worked full-time as a teacher and attended University of Idaho as a full-time student.The practicum placement at Head Start supported my goal to work in a program that focused on the needs of at-risk preschool children and limited-income families. I learned the importance of positive guidance, positive reinforcement, and how to work in a multidisciplinary team of early childhood professionals. It was a realistic setting to apply my understanding and knowledge of child and family development outside of the educational setting.

Pullman/Spokane/Tri-Cities/Vancouver/Everett/Global, Washington, Us

Serving as a camp counselor, I learned the importance of promoting social responsibility, cultural awareness, and healthy lifestyles in children of all ages. It was an irrevocable opportunity to work with older children and adolescents in a group setting. I planned weekly cultural education activities with a co-counselor that focused on typical games, foods, and lifestyles of the target country of the week. I supervised camp events, implemented group management and individual behavior guidance techniques, and coordinated weekly field trips for community involvement.

Coeur D Alene, Id, Us

I was placed at Sacred Heart Children's Hospital to connect developmental theories to children in a hospital setting. I created and implemented activities in the playroom for patients and their siblings such as painting, stamping, playdough, and dramatic play in order to promote healthy development of other skills and promote emotion expression through play. For my final project, fifteen (15) patients, siblings, and their family had an opportunity to participate in a canvas art project to promote therapeutic expression through art. The project was adaptable for a group time activity in the playroom or individualized to patients restricted to their room for various health reasons; materials were brought to the patient's bedside for the opportunity to participate. It lasted a period of 3 weeks to allow ample time for children to personalize their paintings. When finished, the artists agreed to put their portrait into a collage with the other paintings.*Note, this was not a Child Life Practicum; this is a college practicum that was granted the placement to complete in a children's hospital.

Master Of Education - Med, Elementary Education And Teaching

Non-Degree Seeking, Children'S Studies

Bachelor'S Degree, Child Development, Family Relations; Spanish Minor

Associates Of Science; Certificate In Communication, Child Development

Master Of Education - Med, Elementary Education And Teaching

Master Of Science - Ms, Counselor Education/School Counseling And Guidance Services