Grieving In Children

On reading this article and identifying the study, there was a clear insight on how death and dying, and even improved health, impacted those nurses (Conte, 2014). Nurses, who worked closely with their patients, through the perils and suffering, culminating of death and losses, had grief not readily explored to enable that comfort zone (Conte, 2014).

Grieving parents say that their grief is a lifelong process, a long and painful process..."a process in which [they] try to take and keep some meaning from the loss and life without the [child]" (Arnold and Gemma 1983, 57). After a child's death, parents embark on a long, sad journey that can be very frightening and extremely lonely- a journey that never really ends. The hope and desire that healing will come eventually is an intense and persistent one for grieving parents.

Nurses: Assist the patients and families to cope with the end-of-life process such as assessing and

In America’s current culture death is a taboo subject that many individuals feel awkward talking about. Most individuals feel uncomfortable simply after hearing the word. After facing a death, the large majority of people decide to isolate themselves dealing with their grief alone. Bereavement is a complex feeling of emotions that many people do not know how to face on their own. Each individual goes through the bereavement process differently. Society usually focuses on adult grief, but lack to give attention towards children in these situations. Most people think that children are too young and naïve to feel and understand these emotions about grief. However, this is not the case children actually have complex emotions just like adults. Also children are very curious about death and need attention from adult to gain a full

Most parent’s greatest fear is the death of a child. The experience each parent or caregiver will be based on the meanings they create through their interactions within their individual experience. Whether it is a something expected or unexpected, each parent or caregiver be offered services through the health care settings or social environments/resources in the community and whether or not these interactions or services meet their needs could affect the bereavement process for the parents or caregivers.

Working as Certified Nurse Assistant at North Caroline Veteran Home, was my first experience working with the dynamics of aging, disability, death and dying and loss and grieving beside the textbook knowledge. I have seen people I assist daily passed as well as comforting their family. It was not an easy experience or thing to get use to! Especially when one of the client passed during my shift and I must clean his body and make him look “presentable”. I never thought I would do a job of a coroner, from a fear of cleaning emotionless body. However, the expience assisting people who know could passed ay an hour made me appreciate life much more. Anyhow, what I have learned is that there is no right or wrong way to grieve. Grief does not always

Springer Publishing Company. Webb, N.B. 1993. Helping bereaved children: A handbook for practitioners. New York: Guilford Press. Weinstein, J. 2008.

It is believed that children do not experience grief until one has been through adolescents and can distinguish thoughts and feeling from emotions. According to Glass (1991), a child can grasp the notion of death during early childhood; and can begin to grief as early as six months (Willis, 2002). Willis (2002) believes from a moderate perspective that children begin to understand death and grieve approximately at three to four years old. Many times, small children are affected by loss and their grief is often underestimated. Children between the ages of three to five years old fall into stage one. During stage one; children view death as a going away from one place to another. It is believed that the deceased person has just relocated and is living in a new location. Stage two consists of children between the ages of five to nine years of old. In this phase, death can be fixed. It is thought that if one

In relation to the purpose of this study, the driving force behind the research are three questions. What are nurses experience following patient’s death? What are their actions and coping strategies following patient death? Would better learning opportunities and supportive practice environments be provided once there is an understanding of nurses’ grief and coping process, if yes, was it beneficial. The researchers proceeded with a broad question which allowed the focus to be sharpened and delineated later in the

My role as a Youth Ambassador for Child Bereavement UK has taught me that I am not limited by the adversity of my own bereavement, instead reforming my grief into a positive experience and empowering myself to exercise resilience. My role in the charity includes speaking with benefactors to raise money and advising different sectors of the public on how best to help bereaved children. Over the past year I have been involved in a BBC documentary discussing bereavement and a national campaign to encourage unfiltered discussions regarding grief. Alongside this, I have worked closely with the media to raise awareness of the charity; as such this role has helped me to develop important public speaking skills. This role has taught me responsibility

The Dougy Center not only focuses of the child, but they also provide adults with information to help their grieving child through certain events. The center provides information on topics such as: what grief is, talking with children about tragic events, getting through the holidays, how to help a grieving child, fears and Halloween, Children and funerals – should they attend or not, how death impacts education, developmental grief responses, etc. Both the National Alliance for grieving children and the Dougy Center are online sources that provide easy access to information as well as hands on activities and support groups, they both aim to help the grieving child as well as prepare adults for the difficulties they may face while helping their children. Much like the Alliance and the Dougy center, the Healing Center aims to help support grieving children through a difficult time, however they use a different approach. The center provides groups that offer children a safe and supportive environment to work through their

Nader and Salloum (2011) made clear that, at different ages, children differ in their understanding of the universality, inevitability, unpredictability, irreversibility, and causality of death. They believed, despite the increasing understanding with age of the physical aspects of death, a child may simultaneously hold more than one idea about the characteristics of death. However, factors that complete the determining nature of childhood grieving across different age groups may be a difficult task for a number of reasons including their environment in means of the support they have available, the child’s nature in terms of their personality, genetics, and gender, coping skills and previous experiences, the developmental age, grieving style, whether or not therapy was received, and the relationship to the deceased (Nader & Salloum, 2011). Crenshaw (2005) found that according to our current understanding of childhood traumatic grief and normal grief, thoughts and images of a traumatic nature are so terrifying, horrific, and anxiety provoking that they cause the child to avoid and shut out these thoughts and images that would be comforting reminders of the person who died. The distressing and intrusive images, reminders, and thoughts of the traumatic circumstances of the death, along with the physiological hyper-arousal associated with such re-experiencing, prevent the child from proceeding in a healthy way with the grieving process (Crenshaw, 2005). McClatchy, Vonk, and

The passing of a loved one is a universal experience and every person will experience loss or heartache, at some point in their life. Some people obviously appear upset, some do not, grief is individual, dependent on; age, gender, development stage, personality, their normal stress reactions, the support available, their relationships or attachments, other death experiences, how others react to their own grief around them (Thompson & Hendry, 2012).

teach our youngsters about sustenance and nourishment. At the point when a kid is conceived

The death of a child is experienced with great resistance because it is understood as an interruption in the life cycle—often seen as untimely and unfair. Pediatric nurses care for children in high-mortality environments, such as the pediatric intensive care and oncology units and, as a result, are directly affected by childhood death (Papadatou, 2000). Caring for a dying child and their family is an emotionally charged situation (American Academy of Pediatrics, 2000; Catlin and Carter, 2001; Stutts and Schloemann, 2002). Nurses spend much time caring for their patients but forget to look after themselves. Caring for the nurse is an often-forgotten component of nursing that can affect quality of care.