Team Members

What is our philosophy?

Our philosophy is rooted in the sociology of childhood - a theoretical body of scholarship that emphasizes the significance of valuing children as ‘present beings’ or as individuals with their own skills, experiences, knowledge, and capacities to participate in decisions that affect them (James, 2011; James & Prout, 2015; Prout, 2005; Wyness, 2012; Qvortrup, 1994).

We see value in this sociological scholarship because it contrasts with more traditional developmental views of childhood that focuses on children as ‘future becomings’ as they grow into adults. However, this perspective often overlooks the significance of children’s present lives and their active roles in society today.

We believe that rooting our work in the sociology of childhood can help create a more inclusive understanding of childhood because it recognizes that children’s present and future experiences within specific contexts are valued in all matters affecting them.

Donna Koller, PhD @allkidsincluded

Dr. Donna Koller is a professor in the School of Early Childhood Studies at Toronto Metropolitan University in Toronto, Canada. She completed her graduate studies at the University of Missouri-Columbia and earned a doctorate in Child Development and Applied Psychology from the University of Toronto

Dr. Koller's program of research centers on understanding and illuminating children’s own experiences and perceptions. Her clinical experience spans three prominent children's hospitals in Canada and the United States, where she developed expertise in pediatric psychosocial care and advocacy for children's rights within healthcare settings.

In her role as an adjunct scientist at The Hospital for Sick Children (SickKids), Dr. Koller addressed critical issues such as children’s participation rights in decision-making and self-care, social inclusion for children with disabilities and chronic conditions, and children’s perspectives on medical errors. Her work has also explored the impact of COVID on children’s lives and their rights.

As a member of the International Society for Social Pediatrics and Child Health (ISSOP), Dr. Koller is guided by contemporary views of childhood and the ethical principles outlined in the United Nations Convention on the Rights of the Child (UNCRC) (1989). Her international consulting work has further advanced pediatric psychosocial care and research methodologies involving children.

  • As a child life volunteer many years ago, I was able to watch the work of child life specialists, and to observe how children experienced hospitalization. Children who were dying showed a remarkable resilience and ability to rise above the limits of their health status and engage in the world around them - often worrying more about their loved ones than themselves.  

    I was inspired by what I saw and wanted to contribute to making their lives better even in small ways. The hospitalized children I worked with taught me more about life than any of the adults around me. I realized that advocating for children’s rights, in particular, for the right to be heard, demonstrated a sign of deep respect and the promise of social inclusion.  

    These values led me to become a child life specialist and to later seek higher education as a means to promote children’s rights through scholarship. I am grateful for all that I learned from the children and my pediatric healthcare colleagues.

  • In review:

    • Koller, D., Matthiesen, A., Oulton, A. &  Vasanthan, T. (2024). Shared perceptions of a teacher training program designed to promote social inclusion in early childhood education. Journal of Early Childhood Research.

    • Koller, D., Matthiesen, A., Oulton, A., Murphy, E. (2024, in review). "It Isn’t the Same for Everyone": Early Childhood Educators’ Lived Experiences with Cultivating Social Inclusion. Journal of Early Childhood Teacher Education.

    Published:

    • Koller, D., Espin, S., Indar, A., Oulton, A., & LeGrow, K. (2024). Children’s participation rights and the role of pediatric healthcare teams: A critical review. Journal of Pediatric Nursing, 77, 1–12. https://doi.org/10.1016/j.pedn.2024.02.023

    • Matthiesen, A., Gerlach, A. J., Koller, D., & Moola, F. J. (2024). Complicating ‘Voice’ and ‘Choice’: The Role of Child Life Specialists in Shaping Children’s Health Care Participation Rights in the Netherlands. The Journal of Child Life: Psychosocial Theory and Practice. https://doi.org/10.55591/001c.91122

    • Metersky, K., Tan, V., Al‐Hamad, A., Catallo, C., Koller, D., & Patel, K. (2023). Exploration of the advanced preparation nurse‐mother role in care of children with chronic disease: A narrative inquiry. Journal of Clinical Nursing. (accepted manuscript – pending publication)

    • Grech, L.B., Koller, D., & Olley, A. (2023). Furthering the person-first versus identity-first language debate, Australian Psychologist. https://doi.org/10.1080/00050067.2023.2192863

    • Şenkal, E., Kurt, Ö. M., Yalçın, S. S., Koller, D., & Boran, P. (2023). Seeing the pandemic through children’s eyes: exploring Turkish children’s views on COVID‐19 pandemic by focus‐group discussions. Child: Care, Health and Development.

    • Koller, D., & Murphy, E. (2022). Dolls as a Rights-Affirming Early Childhood Research Method: A Scoping Review. International Journal of Children’s Rights.

    • Koller, D., Grossi, M., van den Heuvel, M., & Wong, P. (2022). Hiding and seeking: Children's lived experiences during COVID-19. Children and Society, 00, 1– 18. https://doi.org/10.1111/chso.12590

    • Jörgensen, E., Koller, D., Raman, S., Olatunya, O., Asemota, O., Ekpenyong, BN., Gunnlaugsson, G., Okolo, A. (2022). The voices of children and young people during COVID-19: A critical review of methods. Acta Paediatr. 2022 May 24. https://doi.org/10.1111/apa.16422

    • Schoeppich, A., Koller, D., McLaren, C. (2021). Children’s Right to Participate in Playground Development: A Critical Review. Children, Youth and Environments, Vol. 31 (3).

    • Koller, D. (2021). Right of children to be heard. BMJ Paediatrics Open, 5(1) http://dx.doi.org/10.1136/bmjpo-2021-001161

    • Koller, D., & Stoddart, K. (2021). Approaches that address social inclusion for children with disabilities: A critical review. Child & Youth Care Forum. 1-12. https://doi.org/10.1007/s10566-020-09589-8

    • Koller, D., & Wheelwright, D. (2020). Disrupting the status quo: A new theoretical vision for the child life profession (external link) Journal of Child Life: Psychosocial Theory and Practice, 1(2), 27-32.

    • Koller, D., Binder, M. J., Alexander, S., & Darch, J. (2019). “Everybody makes mistakes”: Children's views on medical errors and disclosure. Journal of Pediatric Nursing, 49, 1-9. https://doi.org/10.1016/j.pedn.2019.07.014

    • Cagulada, E., & Koller, D. (2019). “It’s a hearing world”: Parents’ perspectives of the well-being of children who are deaf and hard of hearing. Deafness & Education International, 22(2), 139-155. https://doi.org/10.1080/14643154.2019.1635297

    • Koller, D., & Farley, M. (2019). Examining elements of children's place attachment. Children's Geographies, 17(4), 491-500. https://doi.org/10.1080/14733285.2019.1574336

    • Koller, D., & Espin, S. (2018). Views of children, parents, and health-care providers on pediatric disclosure of medical errors. Journal of Child Health Care, 22(4), 577-590. https://doi.org/10.1177/1367493518765220

    • Koller, D., McPherson, A. C., Lockwood, I., Blain-Moraes, S., & Nolan, J. (2018). The impact of Snoezelen in pediatric complex continuing care: A pilot study. Journal of Pediatric Rehabilitation Medicine, 11(1), 31-41. https://doi.org/10.3233/prm-150373

    • Koller, D., Pouesard, M. L., & Rummens, J. A. (2017). Defining social inclusion for children with disabilities: A critical literature review. Children & Society, 32(1), 1-13. https://doi.org/10.1111/chso.12223

    • Koller, D. (2017). ‘Kids need to talk too’: inclusive practices for children's healthcare education and participation. Journal of Clinical Nursing, 26(17-18), 2657-2668. https://doi.org/10.1111/jocn.13703

    • Koller, D., Rummens, A., Le Pouesard, M., Espin, S., Friedman, J., Coffey, M., & Kenneally, N. (2016). Patient disclosure of medical errors in paediatrics: A systematic literature review. Paediatrics & Child Health, 21(4), 32-38. https://doi.org/10.1093/pch/21.4.e32

    • Underwood, K., Chan, C., Koller, D., & Valeo, A. (2015). Understanding young children’s capabilities: Approaches to interviews with young children experiencing disability. Child Care in Practice, 21(3), 220-237. https://doi.org/10.1080/13575279.2015.1037249

    • Koller, D., & San Juan, V. (2014). Play-based interview methods for exploring young children’s perspectives on inclusion. International Journal of Qualitative Studies in Education, 28(5), 610-631. https://doi.org/10.1080/09518398.2014.916434

    Chapters in books:

    • Koller, D., & Wheelwright, D. (2024, in press). The future of child life assessment is now. In Child Life Assessment. (Eds. Cantrell, K et al.), pp. XX.

    • Koller, D. (2018). Anxiety and the hospitalized child: Best practices for guiding therapeutic play. In C. Schaefer & A. Drewes (Eds.), Play-based interventions for childhood anxieties, fears, and phobias (pp. 15-26). Guilford Press.

    • Underwood, K., Chan, C., Koller, D., & Valeo, A. (2017). Understanding young children’s capabilities: Approaches to interviews with young children experiencing disability. In B. Kelly & B. Byrne (Eds.), Valuing disabled children and young people: Research, policy, and practice (pp. 220-237). Routledge.

    • Koller, D. (2014). Hospital play dolls. In V. Johnson, J. Colwell, & R. Hart (Eds.), Steps to engaging young children in research: The research toolkit (pp. 138-140). Education Research Centre, University of Brighton.

    Major invited contributions or reports:

    Working paper for the Canadian Coalition for the Rights of Children:

    Child Life Council Evidence Based Practice Statements:

    • Koller, D. (2008). Child life assessment: Variables associated with a child’s ability to cope with hospitalization. Child Life Council Evidence-Based Practice Statement, 61-65.

    • Koller, D. (2008). Therapeutic play in pediatric health care: The essence of child life practice. Child Life Council Evidence-Based Practice Statement, 53-56.

    • Koller, D. (2007). Preparing children and adolescents for medical procedures. Child Life Council Evidence-Based Practice Statement, 45-50.Description text goes here

Amarens Matthiesen, PhD, CCLS @amarensm

Amarens Matthiesen is a Postdoctoral Fellow in the School of Early Childhood Studies at Toronto Metropolitan University in Toronto, Canada, supervised by Dr. Donna Koller. She holds a PhD and MA in Child and Youth Care from the University of Victoria and an undergraduate MA in Psychology from the University of Dundee in Scotland, United Kingdom. She is also a Sessional Instructor in the School of Child, Youth, Family and Community Studies at the University of Victoria in British Columbia, Canada.

Amarens’ research and practice are strongly informed by the principle of children's right to participate in decision-making. This commitment was strongly integrated into her work as a Certified Child Life Specialist (CCLS) in children’s hospitals across Canada and continues to guide her research. Her research specifically focuses on centering the needs, wishes, and preferences of children, youth, and families in the delivery of healthcare. For example, her doctoral research explored children’s participation in healthcare decision-making in the context of pediatric hospitals in the Netherlands.

Having worked and lived in various countries, including the United Kingdom, Belgium, and the Netherlands, Amarens brings an enriched perspective to her work in psychosocial care and children's rights. These diverse experiences have exposed her to different ideas and approaches, broadening her understanding of what is possible in advancing children's rights and enhancing the quality of pediatric healthcare. Drawing on her varied experiences, Amarens has also been an invited guest speaker on issues related to psychosocial care and children’s rights across different countries and practice contexts.

  • My motivation to advocate for children's rights stems directly from my practice experiences as a child life specialist. Even when children are very sick or very young, I have found that children have a remarkable ability to voice their needs and wishes when we are able to attune to their own individual ways of expressing them. This is why I believe it is essential to not only listen to but also act upon what children tell us in meaningful ways.

     In my view, this is especially important in hospital settings, as they are complex and emotion-laden organizational settings in which many children and families experience psychosocial challenges. I am therefore committed to ensuring that every child’s perspective is heard and valued because I have seen how much they have to teach us and how much we can improve our care for children when their rights are truly honored.

  • In review:

    • Koller, D., Matthiesen, A., Oulton, A. &  Vasanthan, T. (2024). Shared perceptions of a teacher training program designed to promote social inclusion in early childhood education. Journal of Early Childhood Research.

    • Koller, D., Matthiesen, A., Oulton, A., Murphy, E. (2024). "It isn’t the same for everyone": Early Childhood Educators’ lived experiences with cultivating social inclusion. Journal of Early Childhood Teacher Education.

    Published: