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Relevant bibliographies by topics / Children in grief

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Academic literature on the topic 'Children in grief'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Children in grief"

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Torbic, Holly. "Children and Grief." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 29, no. 2 (February 2011): 67–77. http://dx.doi.org/10.1097/nhh.0b013e31820861dd.

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&NA;. "Children and Grief." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 29, no. 2 (February 2011): 77–79. http://dx.doi.org/10.1097/nhh.0b013e31820cb077.

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Penny, Alison. "Grief matters for children." British Journal of School Nursing 2, no. 6 (November 2007): 263–66. http://dx.doi.org/10.12968/bjsn.2007.2.6.27606.

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Riely, Marsha. "Facilitating Children’s Grief." Journal of School Nursing 19, no. 4 (August 2003): 212–18. http://dx.doi.org/10.1177/10598405030190040601.

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A program of education and support is essential for children and their parent or adult caregivers when the children have experienced the death of a significant person. Children need guidance on how to deal with their profound feelings of grief. The purpose of this article is to give school nurses the ability to help children face the strange new world that follows the death experience. The review of literature defines commonly used terms, describes the mourning process experienced by children, and offers school nurses basic information about grief. The article presents the critical elements necessary for planning and implementing a 6-week grief education and support program that offers children and their parent or adult caregivers permission to grieve and the tools with which to process grief.

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Anina, Heni Nur. "GRIEF OF CHILDREN AT PRESCHOOL AGE." JURNAL PENDIDIKAN KEPERAWATAN INDONESIA 2, no. 2 (January 9, 2017): 130. http://dx.doi.org/10.17509/jpki.v2i2.4748.

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ABSTRAK Berkabung adalah respon seseorang terhadap kehilangan. Pada anak-anak, efek dari kehilangan sama dengan pada dewasa, tapi anak-anak mengekspresiakan rasa duka mereka dengan yang cara berbeda dan hal ini sulit difahami oleh orang dewasa. Pemahaman anak-anak pada kematian tergantung pada usia dan tahap perkembangan mereka. Artikel ini membahas tentang berkabung (grief) pada anak usia prasekolah (2-5 tahun) mencakup perbedaan antara ‘normal grief’ dan ‘complicated grief’, gejala dari ‘complicated grief’, dan penatalaksanaan berkabung pada anak usia di kelompok usia ini. Pembahasan mengenai hal ini penting untuk meminimalisir efek dari berkabung. Efek berkabung pada anak di usia ini dapat berlanjut pada tahap perkembangan selanjutnya. Anak-anak yang berkabung dapat mengalami gejala emosi dan perilaku tertentu. Gejala-gejala tersebut dapat bertahan sampai remaja dan dewasa. Metode pencarian literatur secara komprehensif telah dilakukan dengan menggunakan piranti pencarian berbasis elektronik, yaitu: MEDLINE (EBSCO), CINAHL, Joanna Briggs Institute (Ovid), Proquest (Nursing and Allied Health Source), Pubmed, find@flinders, and Google Scholar. Perbedaan antara ‘normal grief’ and ‘complicated grief’ berkaitan dengan intensitas dan durasi berkabung. Penatalaksanaan berkabung pada anak usia prasekolah dapat menggunakan tehnik storytelling, creative arts, musik, dance/movement therapy, bermain, berinteraksi dengan anak menggunakan mainan dan games, melukis, melihat foto-foto, and memorabilia. Konsep ‘kekekalan’ dari kematian sangat sulit difahami oleh anak usia prasekolah. Mereka mungkin berpikir bahwa mendiang akan kembali. Selain itu, walaupun sesama anak usia prasekolah, namun setiap anak adalah unik. Maka, keefektifan dari penatalaksaan tergantung pada pilihan intervensi yang sesuai dengan anak tersebut. Memberikan kenyamanan secara fisik, memberikan dukungan emosional, komunikasi dan meyakinkan bahwa mereka disayangi dan tidak sendiri adalah poin-poin penting dalam penatalaksanaan berkabung pada anak usia prasekolah. Kata kunci : Anak-anak, Berkabung, Usia prasekolah ABSTRACT Grief is someone’s response to loss. In children, the effect of loss is identical with adults, but they express the grief differently and this is hard to be understood by adults. Children’s understanding of death depends on their age and stage of development. This paper will discuss about grief of children at preschool age (2-5 years old) including the differences between ‘normal grief’ and ‘complicated grief’, the symptoms ‘complicated grief’, and the management. It is important to discuss grief of children at this age because the effect may progress to the next stage of development. Grieving children could suffer from certain emotional and behavioral symptoms that could persist into adolescent and adulthood. Method: a comprehensive literature search was conducted using electronic searching tools and databases: MEDLINE (EBSCO), CINAHL, Joanna Briggs Institute (Ovid), Proquest (Nursing and Allied Health Source), Pubmed, find@flinders, and Google Scholar. Discussion: The distinction between normal and complicated grief was related to the intensity and duration of the grief, and to the reactions having a negative functional impact on the child. Managing grief of preschool age children could be by storytelling, arts, music, dance/movement therapy, play, interact with the child by using toys and games, painting, old photos, and memorabilia. Conclusion: The permanency of death is a very difficult concept to grasp for children at preschool age. They may still think that the deceased will return. The effectiveness of the treatment is depending on the choice of interventions which appropriate for the child as each child is unique. Providing physical comfort, emotional support, communication and reassurance that they are cherished and not alone are the critical points in assessing grieving children at preschool age. Keywords: Children, Grief, Preschool age

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Dyregrov, Atle, and Kari Dyregrov. "Complicated Grief in Children—The Perspectives of Experienced Professionals." OMEGA - Journal of Death and Dying 67, no. 3 (November 2013): 291–303. http://dx.doi.org/10.2190/om.67.3.c.

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A total of 39 very experienced clinicians and researchers worldwide responded to a survey consisting of both structured and open-ended questions on complicated grief in children. The questions assessed their opinion on: a) what constitutes complicated grief in children; b) whether to develop a diagnosis for children as suggested for adults and, if so, would adult criteria be sufficient for children; and c) other aspects of normal and complicated grief in children. The analyses showed that the professionals struggled with defining complicated grief in children, although they agreed that the major defining aspects were intensity, duration, and longevity of reactions. They identified traumatic and delayed or inhibited grief as major types, and also agreed that adult criteria were inappropriate for children.

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Vickers, Margaret H. "Bounded Grief at Work: Working and Caring for Children with Chronic Illness." Illness, Crisis & Loss 13, no. 3 (July 2005): 201–18. http://dx.doi.org/10.1177/105413730501300302.

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This article highlights the problem of bounded grief in our workplaces. The article commences by making the case that grief does exist at work—both grief from our personal lives brought to work, and grief emanating from workplace experiences. Then, I present a qualitative analysis that demonstrates grief that can exist in and around our workplaces; the grief of women who are in paid full time work while caring for a child with chronic illness. The findings reinforce that “there's always grief in the room.” For these women, their grief is ongoing, recurring and multiple-sourced. Often we don't recognise grief experienced at work or how to best to respond to it in a workplace setting. Some suggestions are made as to how individuals might best respond to the grief experienced in the work setting.

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Vaerholm, R., and T. G. Sellevold. "1108 Children, grief and school." European Journal of Cancer Supplements 1, no. 5 (September 2003): S334. http://dx.doi.org/10.1016/s1359-6349(03)91134-7.

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DelMedico, Valerie, Elizabeth B. Weller, and Ronald A. Weller. "Grief in children and adolescents." Current Opinion in Psychiatry 5, no. 4 (August 1992): 500–502. http://dx.doi.org/10.1097/00001504-199208000-00007.

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Saunders, Jayne. "Anticipatory grief work with children." British Journal of Community Health Nursing 1, no. 2 (June 1996): 103–6. http://dx.doi.org/10.12968/bjch.1996.1.2.7559.

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Dissertations / Theses on the topic "Children in grief"

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Moore, Karla. "Phantom grief the grief of siblings separated by adoption /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1609286761&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Wavrunek, Joel B. "The child's journey through grief a grief support group developed for children /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998wavrunekj.pdf.

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Parrish, Pamela Jo 1953. "How well are children's needs met in the children to children grief-support groups." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278417.

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The primary purpose of this study was to determine whether Children to Children's grief-support groups helped young participants cope with their grief, and which elements of the program were most helpful. The population for this study consisted of six bereaved children between the ages of 5 and 18 who were referred by Children to Children. The instrument used in this study was developed specifically to measure grief in children by self-report. Other information-gathering techniques were used to determine children's attributions for change and their view of their families before and after the loved one's death. It was found that the Children to Children grief-support groups were helpful to the participants. Participants cited two components of the program as most helpful: ritual, verbal sharing of the circumstances of the loved one's death, and being with other children who were going through a similar experience.

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Aboobaker, Fatima. "Supporting Foundation Phase children experiencing disenfranchised grief." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60948.

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A cultural belief held that young children lack the ability to experience grief, based on the assumption that children have not yet developed to understand, or to be emotionally affected, by the concept of death. 'Disenfranchised grief', a term first coined in 1989, refers to grief that escapes notice due to emotions not finding expressive outlets. Disenfranchised grief afflicts young children in particular. The aim of this study was to provide guidelines and identify support structures that teachers can use to help a child that is experiencing grief in the Foundation Phase classroom due to loss of a parent, sibling or grandparent. Multiple case studies were utilised to investigate children's experiences with disenfranchised grief within different contexts, and existing support systems for children who suffered the loss of a loved family member. Three Grade 3 learners experiencing grief were purposively selected from a state school to participate in semi-structured individual interviews, drawings activities and verbal narratives. Three themes emerged from the data: experiences of grief, emotional experience and support. The findings indicate that children do experience grief, but need support in giving expression to their emotions, and to process their losses. Recommendation is made to teacher-training institutions to incorporate counselling as part of their teacher-training curriculum.
Dissertation (MEd)--University of Pretoria, 2016.
Early Childhood Education
MEd
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Lewis, Danielle Kirsten. "Grief and Loss: Supportive Stories for Children with Autism." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8478.

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The effect of grief on children with autism is an under-researched area of study. Until recently, it was often assumed that individuals with autism did not have the capacity to grieve. Because of deficits in social skills, interpersonal relationships, and language and communication skills, these individuals are especially vulnerable as they navigate the challenging social and emotional aspects associated with bereavement and grief. Bibliotherapy is offered as supportive strategy for bereaved children, providing them with structure and guidance through a time of uncertainty and change. This study is based on two focus groups, one with teachers of children with autism (n = 8) and one with parents of children with autism (n = 5). Researchers focused on the purpose of supporting children in grades K–3 through the death of a loved one or pet. Focus group participants discussed their perceptions of how this special population of children grieves and how to support them following a significant loss, such as the death of a loved one or beloved pet. After reviewing selected resources (supportive stories), participants offered their impressions regarding the appropriateness and potential effectiveness of the resources. Focus groups were audiotaped and later transcribed. Transcriptions were carefully reviewed and discussed by two individuals to identify and summarize themes. After summarizing the information from the transcriptions and organizing the information, one individual served as a quality check, to verify the accuracy of the findings. Additionally, a member check was offered to participants to assure accuracy in the typed transcripts (for intended meaning and content). The following information and recommendations are presented based on the input from the focus group participants. Three overarching themes were identified in this study, as well as some specific cautions and warnings. Participants emphasized the importance of individualization in the selection of stories for children with autism. Readers should be aware of the child’s specific needs and circumstances when they are selecting a story. The stories should be developmentally appropriate and should help support the child through the specific type of death or loss that has occurred. Participants also discussed the importance of selecting books that are concrete, simple, and structured. As children with autism often have difficulty with abstract concepts, the topic of death and loss should be approached in a concrete and literal way. Books that present information in this manner will best help the child to understand their experience. Practitioners who use bibliotherapy to support children with autism through a death or loss should be sensitive to family beliefs. Open communication should be used with the child’s family in order to select a book that best fits that child’s needs. Children with autism will also benefit from stories that help to normalize their experience and that help them to understand the emotions that they or their family and friends may experience. Future research is recommended to further explore the use of supportive stories in aiding a child with autism through the grief and loss process. It is important to examine how children with autism respond to the selected stories and to understand how effective the stories are in their coping and understanding process.

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Hardy, Nicola Elizabeth. "The effectiveness of doing grief work with children : an exploratory study." Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/2034.

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This study aimed to evaluate the efficacy of a group intervention with 12 bereaved children, aged 8-12. All of the children had been bereaved of a parent within the past 2 years. Due to the small number of children available for inclusion in the study, 6 of the children had previously received individual professional help for grief related issued. The design was a repeated measure pre and post intervention between group design. The study compared the two sub-groups of bereaved children with a group of non-bereaved children who were matched in terms of age and sex.

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Holland, John Marshall. "Children and the impact of parental death." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/2483/.

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Pfirrman, Jami L. "Children’s Grief Resources: A Website for Children Grieving the Loss of a Parent and their Caregivers." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1307712808.

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Budzinski, Erica L. "An investigation of Wisconsin public schools' grief and loss support programs." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998budzinskie.pdf.

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McKegney, Sherrie. "Silenced suffering : the disenfranchised grief of birthmothers compulsorily separated from their children." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81253.

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Few efforts have been made to understand the subjective experiences of birthparents involved in the child welfare system, especially of those who have had their parental rights permanently removed. The research undertaken seeks an initial investigation of this neglected issue, providing accounts of four birthmothers' experiences of having one or more of their children involuntarily and permanently removed from their care as a result of child neglect. Implicit in this research is the assumption that these mothers do indeed suffer tremendous grief over the loss of their children, regardless of child welfare agencies' assessments of their parenting capacities. Furthermore, the research critically evaluates how child welfare practice and policy might serve to exacerbate incumbent issues of loss, ultimately disenfranchising this already isolated and stigmatized population. Therefore, this qualitative study endeavours to assist not only child protection workers, but also the greater community in better understanding what it is like to be a "child welfare parent" who has had her parental rights terminated, and to be aware of the existing imbalance of power between child welfare agencies and the clientele they serve. The study ultimately aims to help ensure that human dignity and genuine respect are not lost in the work of child protection.

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Books on the topic "Children in grief"

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Musty, Erica. Children, death and grief. Reading (8, The Hydes, Westwood Fields, Tilehurst, Reading, Berks. RG3 6GD): Special Religious Education Network, 1989.

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Hare, Jan. Understanding the grief of children. [Corvallis, Or.]: Oregon State University Extension Service, 1992.

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Couldrick, Ann. Grief and bereavement: Understanding children. Oxford: Sobell Publications, 1989.

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Hare, Jan. Understanding the grief of children. [Corvallis, Or.]: Oregon State University Extension Service, 1992.

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Couldrick, Ann. Grief and bereavement: Understanding children. Oxford: Sobell Publications [for the Child Bereavement Trust], 1997.

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Marvin, Johnson, ed. Children grieve, too: Helping children cope with grief. Omaha, NE: Centering Corporation, 1998.

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Doka, Kenneth J., and Amy S. Tucci. Living with grief: Children and adolescents. Washington, DC: Hospice Foundation of America, 2008.

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Lawrence, Don Harold. Glimpses into grief. Memphis, TN: Monument Press, 2010.

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Children and grief: When a parent dies. New York: Guilford Press, 1996.

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Dyregrov, Atle. Grief in children: A handbook for adults. 2nd ed. London: Jessica Kingsley Publishers, 2008.

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Book chapters on the topic "Children in grief"

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Rankin, Hollie. "Grief." In Guide to Supporting Children through Bereavement and Loss, 3–6. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429433160-3.

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Kroll, Brynna. "Children and Divorce." In Loss and Grief, 111–24. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1404-0_8.

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Schellinski, Kristina E. "Working through grief." In Individuation for Adult Replacement Children, 99–119. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315733746-6.

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Machado, Rebecca T. "Suicide in Children and Adolescents." In Understanding Child and Adolescent Grief, 123–34. New York, NY : Routledge, 2017. | Series: Death, dying, and bereavement: Routledge, 2017. http://dx.doi.org/10.4324/9781315164250-10.

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Revet, Alexis, Lauren Laifer, and Jean-Philippe Raynaud. "Grief Reactions in Children and Adolescents." In Clinical Handbook of Bereavement and Grief Reactions, 63–83. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65241-2_4.

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McClatchey, Irene Searles, and Jane S. Wimmer. "Theories of Childhood and Adolescent Grief." In Bereavement Camps for Children and Adolescents, 25–52. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315213811-3.

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Rabenstein, Stephanie. "Assessing Grief and Loss in Children and Adolescents." In Understanding Child and Adolescent Grief, 19–33. New York, NY : Routledge, 2017. | Series: Death, dying, and bereavement: Routledge, 2017. http://dx.doi.org/10.4324/9781315164250-3.

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Moore, Cynthia. "Helping Grieving Children and Adolescents." In Clinical Handbook of Bereavement and Grief Reactions, 189–215. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65241-2_9.

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Pearlman, Lisa. "The Unique Needs of Children with Life-Limiting Illnesses." In Understanding Child and Adolescent Grief, 92–106. New York, NY : Routledge, 2017. | Series: Death, dying, and bereavement: Routledge, 2017. http://dx.doi.org/10.4324/9781315164250-8.

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Garcia, Renée Bradford, and Elizabeth C. Pomeroy. "Expected and Traumatic Grief in Children and Adolescents." In Trauma and Grief Assessment and Intervention, 113–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429053634-5.

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Reports on the topic "Children in grief"

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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.

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Budgeon, Machaila. References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.147.

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