Coping with loss: Bereavement in childhood

Black, Dora

doi:10.1136/bmj.316.7135.931

Cited by 57 publications

(42 citation statements)

References 12 publications

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“…(American Academy of Pediatrics, 2000;Brent, 1983;DeMaso, Meyer, & Beaseley, 1997), but that does not mean that it is any less painful and potentially pathologic (American Academy of Pediatrics, 2000;Black, 1998;Schultz, 1999). Grief and bereavement can have immediate and potentially long-lasting consequences (Black, 1996;Dowdney et al, 1999;Luecken, 2000).…”

mentioning

confidence: 97%

And Then the Dog Died

Kaufman

2006

Death Studies

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Childhood grief and mourning of family and friends may have immediate and long-lasting consequences including depression, anxiety, social withdrawal, behavioral disturbances, and school underachievement. Childhood pet bereavement is no less important, because the pet is often considered a member of the family by the child. However, society does not always acknowledge the significance of pet bereavement, which can result in unresolved grief. This article, a case analysis with literature review, addresses childhood pet bereavement in the context of multiple prior losses (K. R. Kaufman & N. D. Kaufman, 2005). This case mirrors both old and new findings in grief research and therapy: (a) beneficial response to emotional expression of grief in context of search for meaning; (b) beneficial response to cognitive approach toward grief with ability to prevent development of complicated grief even in the face of multiple losses; (c) beneficial effects associated with supportive family and with positive self-concept; (d) intensity of grief magnified by the child's degree of attachment to the pet, the suddenness of the pet's death, the multiple prior losses, and the role of the pet in the child's life; and (e) resiliency. This case further emphasizes the need for parents not to trivialize death of pets, to appreciate the role pets have in children's lives, and to assist the child in multiple approaches toward expression (be it verbal, written, or artistic). Finally, this case reinforces the ability of the child to assist in family bereavement and to serve as teacher.

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confidence: 97%

And Then the Dog Died

Kaufman

2006

Death Studies

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“…14,15 The death of a parent is among the most difficult issues that young people might confront and is associated with a range of psychosocial consequences, including emotional distress and behavioral problems. 16,17 In US studies, parental death attributable to AIDS has been shown to contribute to young people's risk for depression and passive problem solving immediately after the death and to sustained levels of increased sexual behavior at longer term follow-up. 18 In subSaharan African studies, parental death has been linked with lower levels of school enrollment and educational achievement among children and younger adolescents.…”

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confidence: 98%

Prevalence of Parental Death Among Young People in South Africa and Risk for HIV Infection

Operario¹,

Pettifor²,

Cluver³

et al. 2007

JAIDS Journal of Acquired Immune Deficiency Syndromes

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“…Here teachers are often assumed by others to perform a supportive role in bereavement (Rowling, 1995) and the family separation and reorganisation (Tripp & Cockett, 1998) that may follow bereavement. Indeed, some researchers advise that an explanation regarding death from a schoolteacher is useful for children (Stuber, 2001) and others have proposed that teachers of newly bereaved children attend the funeral with that child as a source of support (Black, 1998). Certainly many teachers may be rightly perceived as an important contact in the student's bereavement experience (Reid & Dixon, 1999) at a time when parents may be under considerable emotional pressure.…”

Section: Introductionmentioning

confidence: 99%

Managing Bereavement in the Classroom: A Conspiracy of Silence?

Lowton

Higginson

2003

Death Studies

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This article reports the impact of students' bereavement and their subsequent management in primary and secondary school classrooms in Southeast London. Thirteen school staff working in inner-city schools took part in in-depth interviews that focused on the impact of bereaved children on the school and how teachers responded to these children.All respondents had previously had contact with a local child bereavement service that aims to provide support, advice, and consultancy to children, their parents, and teachers.Interviews were audiotaped, transcribed verbatim, and analyzed using ATLAS-ti. Three main themes were identified from analysis of interview data. Firstly, British society, culture, local communities, and the family were significant influences in these teachers' involvement with bereaved students. Secondly, school staff managed bereaved students through contact with other adults and using practical classroom measures such as ''time out'' cards and contact books. Lastly, teachers felt they had to be strong, even when they were distressed. Surprise was expressed at the mature reaction of secondary school students to deaths of others. The article recommends that future research needs to concentrate on finding the most effective way of supporting routinely bereaved children, their families, and teachers.

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Coping with loss: Bereavement in childhood

Cited by 57 publications

References 12 publications

And Then the Dog Died

And Then the Dog Died

Prevalence of Parental Death Among Young People in South Africa and Risk for HIV Infection

Managing Bereavement in the Classroom: A Conspiracy of Silence?

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