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97% rsa, Tue 11:00PM a 2017FA-HDFS.332-001 > Files ) CT-Topic9.html CT-Topic9.html Download CT-Topic9.html (1.96 KB) Syllabus Critical Thinking Questions: Module 9 Modules Answer these for yourself to prepare for exams. 1. Give any four of the seven ways of helping children cope with bereavement listed in the text. 2. Summarize the progression of understanding as children move through Nagy's three stages. Based on the characteristics of each stage, give Clicker three pieces of advice for parents in g death with a child in cach of the three stages. Grades a parent might apply the advice to a dying child or adolescent. 4. Compare and contrast typical development tasks during childhood and the adolescent era and characteristics in normal childhood and adolescent grieving s. Identify and explain three ways in which adults might help children and three ways they might help adolescents who are coping with death 6. What theories are important in understanding children's and adolescents' grief? 7. What are some common a 8. Examine the evening news and other aspects of media to see how they portray death to a child. What effects do you think these portrays may s adults make about children and adolescents and Whar perieaces are lkely to cuse postraumatic sress disonder in children and adolescernts (hink locally and globally) and who nts most Next . 12Explanation / Answer
1. Losing a loved one is one of most painful experience. It's hard enough to deal with as an adult, and for children, experiencing a bereavement can be more difficult to understand because the actual concept of death is beyond their understanding. The ways of helping children cope with bereavement are as follows:
- use simple, direct and clear words when talking about death.
- give the child a listening ear and reassurance by hugging or an arm around a shoulder can offer profound comfort.
- encourage the child to put emotions into words. It helps them when you too talk about your own feelings. It helps kids be aware of and feel comfortable with theirs.
- respect and don't criticize or appear upset by the child's statements and feelings and actions. It is this recognition, acceptance and validation of each emotion that helps the child move from one emotional state to another so that grief can be completed.
2. A pioneering study by the Hungarian psychologist Maria Nagy found a relationship between age and the comprehension of death. Nagy described three stages, these are:
- Stage 1 ( ages three to five): Death is a faded continuation of life. The dead are less alive - similar to being very sleepy. The dead might or might not wake up after a while.
- Stage 2 ( ages five to nine): Death is final. The dead stay dead. Some children at this level of mental development picture death in the form of a person, usually a clown, or skeletal figure.
- Stage 3 (ages nine and thereafter): Death is not only final, but it is also inevitable, universal, and personal.
The role of parents in dealing with each of the above mentioned stages can be done by understanding children's perceptions of death at varying developmental stages. In the first stage when it comes to dealing with very young children, it is useful to use concrete language and images while avoiding cliches that inhibit the grief process. It is important to become aware of common signs of grieving children such as telling and retelling their story, speaking of the lived one in the present and worrying. Parents can encourage kids to use rituals to work through grief. They can say a prayer, send off a balloon, sing a song, write a poem etc this helps children in expressing their grief. Children of age group five to nine years should be encouraged to talk openly about death and parents should help in clearing misconceptions and lessen fears. Children should come to understand that everything that lives must die, that dead plants cannot grow etc. They should be able to cope with accompanying an adult on a visit to a close one's grave dignity. From ten years and up children can understand and accept a mature, realistic explanation of death as final and inevitable. Parents should teach their children that it is normal to feel sad, angry, and lonely when a favourite pet, relative, or friend dies and that life is precious and should be preserved. Parents should never send their children away to avoid a mourning period. While they need to answer all questions honestly, they should avoid overanswering, as this betrays anxiety.
3. Adolescents are in Piaget's formal operational stage of development and have the intellectual capacities to understand death yet they are vulnerable to certain tensions that comprise their ability to have a truly mature concept of death. The following can help in coping with a loss:
- Reassure the child that it is normal for the pain of grief to come and go over time.
- encourage the child to talk about his or her emotions and suggest other ways to express feelings, such as writing in a journal or drawing a picture.
- help the child to understand that normal grief involves a range of emotions, including anger, guilt,band frustration.
- encourage older children to talk to adults outside the family, such as a teacher, or a clergy member or even friends.
- reassure that it is never disloyal to the person who died to feel happy and to have fun.
- support children to do things to reduce their anxiety and be sensitive that they may not want to talk or think about the deceased because it is too painful. Exercise and listening to calming music can help reduce tension.
4. There are differences in the ways adolescents may express and experience grief when compared to children. These are:
- Adolescents can be isolated in their grief. As they become more independent, they also become less comfortable in seeking support from parents or other adults.
- Adolescent egocentricity stresses the need for normalcy. Adolescents often believe that the world is constantly judging them hence it is likely that they would keep grief at a distance to not be seen by peers.
- Adolescents are digital natives and are more likely to turn to social media for more information but they should be reminded that information found online may not always be accurate and may expose them to online predators.
- Adolescent grief may be masked by other behavoirs such as substance abuse and eating disorders. These may be ways to cope with loss and seek support.
5. The ways in which adults can help children cope with death and bereavement are stated below:
- be available to the child that is listen, to talk with or whatever else seems needed at the time. Children and adolescents often need a little more attention and physical contact at these times.
- allow the child to express as much grief as he or she is feeling at the moment and as much as he or she wants to share.
- talk about the physical changes that occur after death otherwise the child may have terrible thoughts about the burial process.
- allow the child to talk about the loved one who has died as much as often as he or she wants to.
- answer questions that the child asks, even if they seem to be strange questions.
The ways in which adults can help adolescents cope with death and bereavement are stated as follows:
- It is important to take the time to have a private conversation with the adolescent and find out because adolescents are less comfortable in seeking support directly from parents or other adults.
- peer support groups or teen grief camps can be safe places for grieving teens to feel normal with other teens who have had the same experience.
- adults supporting grieving teens need to encourage them to explore their spirituality and grief in an open and honest way because grieving adolescents may not be able to rely on their faith as strongly as they did as children.
- acting out behavoirs, substance abuse, and eating disorders may be ways of coping with loss hence teachers and counselors need to recognise these signs and refer to health care professionals if necessary.
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