Holding Parents So They Can Hold Their Children: Grief Work with Surviving Spouses to Support Parentally Bereaved Children

Werner‐Lin, Allison; Biank, Nancee

doi:10.2190/om.66.1.a

Cited by 30 publications

(44 citation statements)

References 28 publications

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“…A decrease in academic performance is also common experience for these students (Abdelnoor & Hollins, 2004). At home, they may experience problems sleeping, have nightmares, have fears related to safety, experience disturbing thoughts and images about the death (Cohen et al, 2006), engage in increased conflict with their siblings (Werner-Lin & Biank, 2013) and/or experience symptoms related to changes in sleeping and eating (Dowdney, 2008). All of these difficulties clearly point to struggles that students face when they've experienced the death of a loved one.…”

Section: )mentioning

confidence: 99%

Kids supporting kids: A 10‐week small group curriculum for grief and loss in schools

Tillman

Prazak

2018

Couns and Psychother Res

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Background Experiencing the death of a loved one can negatively affect a child's emotional, behavioural and academic functioning. However, no in‐school group interventions exist to assist children in processing and grieving the loss of loved ones. To address this, Kids Supporting Kids, a 10‐step group counselling protocol for elementary school students, was developed to help students who have experienced loss of a loved one. Aims The group curriculum aims to help students develop healthier coping skills to deal with grief‐related distress; decrease internalising and externalising problems; and decrease problematic trauma symptoms. The present study investigates the feasibility of this intervention by capturing feedback from student participants, parents and teachers. Methodology Students, teachers and parents were each given pre‐test measures. The group consisted of 10 weekly sessions on the topics of establishing safety, sharing their stories, creating a narrative with positive memories, identifying and expressing emotions, coping skills, social and family support, remembering loved ones and saying goodbye. Students, parents and teachers were also given mid‐group checks and post‐group questionnaires. Results Qualitative improvements towards these goals were noted by students, parents and teachers. Students reported developing healthier coping skills, which were observed and noted as behavioural and emotional improvements by parents and teachers. Conclusions The present feasibility study supports the hypotheses that qualitative improvements would be noted by each group and that the feasibility of this protocol would be supported.

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Section: )mentioning

confidence: 99%

Kids supporting kids: A 10‐week small group curriculum for grief and loss in schools

Tillman

Prazak

2018

Couns and Psychother Res

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“…La investigación apunta a que la intervención dirigida al progenitor superviviente o a los familiares encargados del cuidado de los niños es clave para favorecer el proceso de duelo en los menores (12,28,36) . Esta intervención tiene un doble objetivo: promover la adaptación de los adultos y prevenir al mismo tiempo la complicación del duelo en los niños.…”

Section: La Intervención En El Duelo En Niños Y Adolescentes: Revisióunclassified

“…: Si muere uno de los progenitores, lo preferible sería que su cónyuge, siempre que estuviera en condiciones de hacerlo, lo comunicara al niño. Si a los padres les resultara imposible debería hacerlo otra persona emocionalmente cercana al niño y significativa para él, tras explicarle el porqué de la ausencia de los progenitores (1,36) . ¿CUÁNDO debe darse la mala noticia?…”

Section: Normalización Y Mantenimiento Deunclassified

“…El niño siempre está alerta, capta lo que está viviendo y de no hacerlo así, podría enterarse por otras personas. Cuando sea posible, debe prepararse al menor ante el fallecimiento que vaya a ocurrir próximamente, anticipándolo con frases como "cada vez está más débil", "Está muy, muy enfermo", "Ya no puede caminar", que ayudarán a los más pequeños a comprender al cambio que va a ocurrir (1,20,36) . ¿DÓNDE debe darse la mala noticia?…”

Section: Normalización Y Mantenimiento Deunclassified

“…: Preferiblemente, se recomienda hacerlo en un lugar tranquilo y en el que el niño sienta seguro. En el caso de que el fallecimiento se produzca en el hospital, debe buscarse un lugar que reúna estas características (31,20,36) .…”

Section: Normalización Y Mantenimiento Deunclassified

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Los niños ante la pérdida de uno de los progenitores: revisión de pautas de comunicación eficaces.

2016

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ResumenObjetivo: La muerte es un tema tabú en la sociedad actual, y por ello es común que los padres tengan dudas acerca de cómo abordar este tema con los menores. Los objetivos de este trabajo son: 1) describir el concepto evolutivo de muerte y la forma de afrontamiento de niños y adolescentes ante una pérdida y 2) hacer una revisión bibliográfica de las principales recomendaciones y pautas para abordar el proceso de comunicación y preparación de los niños ante esta situación.Método: Se ha hecho una búsqueda bibliográfica sistemática en bases de datos primarias y secundarias (TripDatbase, PsycInfo, PubMed, Cochrane Library, Psicodoc) combinando diferentes términos clave.Resultados: La mayor parte del material revisado procede del ámbito anglosajón. En nuestro país la mayoría tiene un formato divulgativo, y no consta a los autores de este trabajo la publicación de investigaciones regladas. Sin embargo sí es posible extraer de todo el material revisado una serie de pautas generales que facilitan la comunicación con los menores en esas situaciones.Conclusiones: La comunicación adecuada y en base a unas pautas establecidas contribuye a facilitar el proceso de elaboración del duelo en los niños y adolescentes.Palabras clave: Muerte parental, comunicación, duelo, infancia. AbstractAims: Death is a taboo in our society, and it is common that parents have questions about how to cope with children this issue. The aims of this paper are: 1) to describe the developmental concept of death and the ways of coping in children and adolescents in case of loss 2) to make a literature review of the main recommendations and guidelines to address the communication process and preparation children in this situation.Method: A systematic literature search has been made in primary and secondary databases (TripDatbase, PsycInfo, PubMed, Cochrane Library, Psicodoc), by combining different keywords.Results: Most of the reviewed material comes from England and USA. In our country the majority has an informative format, and we have no evidence of published regulated research. However it is possible to remove from all the material reviewed a number of general guidelines to facilitate communication with children in case of loss of a loved one.Conclusions: The correct and based on established guidelines communication makes easier the process of grief in children and adolescents.

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Losing a parent to cancer as a teenager: Family cohesion in childhood, teenage, and young adulthood as perceived by bereaved and non‐bereaved youths

et al. 2019

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Objective The aim of this study was to investigate levels of perceived family cohesion during childhood, teenage years, and young adulthood in cancer‐bereaved youths compared with non‐bereaved peers. Methods In this nationwide, population‐based study, 622 (73%) young adults (aged 18‐26) who had lost a parent to cancer 6 to 9 years previously, when they were teenagers (aged 13–16), and 330 (78%) non‐bereaved peers from a matched random sample answered a study‐specific questionnaire. Associations were assessed using multivariable logistic regression. Results Compared with non‐bereaved youths, the cancer‐bereaved participants were more likely to report poor family cohesion during teenage years (odds ratio [OR] 1.6, 95% CI, 1.0‐2.4, and 2.3, 95% CI, 1.5‐3.5, for paternally and maternally bereaved youths, respectively). This was also seen in young adulthood among maternally bereaved participants (OR 2.5; 95% CI, 1.6‐4.1), while there was no difference between paternally bereaved and non‐bereaved youths. After controlling for a number of covariates (eg, year of birth, number of siblings, and depression), the adjusted ORs for poor family cohesion remained statistically significant. In a further analysis stratified for gender, this difference in perceived poor family cohesion was only noted in females. Conclusion Teenage loss of a parent to cancer was associated with perceived poor family cohesion during teenage years. This was also noted in young adulthood among the maternally bereaved. Females were more likely to report poor family cohesion. Our results indicate a need for increased awareness of family cohesion in bereaved‐to‐be families with teenage offspring, with special attention to gender roles.

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Holding Parents So They Can Hold Their Children: Grief Work with Surviving Spouses to Support Parentally Bereaved Children

Cited by 30 publications

References 28 publications

Kids supporting kids: A 10‐week small group curriculum for grief and loss in schools

Kids supporting kids: A 10‐week small group curriculum for grief and loss in schools

Los niños ante la pérdida de uno de los progenitores: revisión de pautas de comunicación eficaces.

Losing a parent to cancer as a teenager: Family cohesion in childhood, teenage, and young adulthood as perceived by bereaved and non‐bereaved youths

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