Children and Traumatic Grief

The Two-Track Model of Bereavement is a model that states loss is conceptualized along two axes. Track I pertains to the biopsychosocial functioning in the event of a loss and Track II pertains to the bereaved’s continued emotional attachment and relationship to whoever is deceased. The effect of Track I is seen through the bereaved’s functioning, including their anxiety, their self-esteem and self-worth, and their depressive affect and cognitions. Noting the ability of one to invest in life tasks after experiencing a loss indicates how they are responding to the loss of the deceased. This Track is seen as an expression similar to one of trauma, or crisis. Track II holds that the bereaved has difficulty physically separating from the deceased. This can be seen in emotional, interpersonal, or cognitive ways. It is shown through imagery and memories that the bereaved experiences surrounding the deceased, whether positive or negative, as well as the emotional distance from them. These pictures in the bereaved’s head explain both the cognitive and emotional view of the person who has died (Rubin, 1999).

You are cordially invited to a Trauma and Grief Support Group. This education and support group will provide materials and discussions on a variety of topics to assist individuals in their grieving process.

He underwent major back surgery which with a miracle it was a huge success and got him back on his feet. After a long recovery process from the surgery and still battling this illness we finally found out what was wrong. He is one of four people in the world to have a illness called perm disease. The best feeling in the world was when they came out and told me they have found the problem and that it was treatable. After sending his blood work all the way to London UK, they found it. It was a miracle. To look at him then I was bracing myself to say goodbye. Leaving him in the hopsital in a different city every night was tougher than imaginable. But, looking at him today it's like nothing happened he's back to normal. Through this process I talked to many doctors, nurses, family and friends.

Suffering has always been a part of life. While the definition of what constitutes as “suffering” or “trauma” may change with the times or cultures, the presence of such unpleasantries is a constant. What is not constant however, is how people react to such troubles in their lives. The way in which people react to trauma is an incredibly interesting phenomenon that varies greatly due to a number of variables including personality, severity of trauma, extent of trauma, and support to name but a few. After synthesizing various accounts and literature about trauma, it is possible to categorize the effect trauma has on the individual into two main categories: the positive and the negative reactions.

In Elisabeth Kubler-Ross’ work she offers specific examples of how mankind is drifting from and avoiding death, simply because as humans we cannot deal with or cope with death and dying. Kubler-Ross emphasizes that the way people today look at death is different than how it was viewed and coped with in years past, especially in children. According to our author, allowing children to be around death and mourn with adults, “Prepares them gradually and helps them view death as part of life, an experience which may help them grow and mature” (Kubler-Ross). By saying this she argues that the way adults and families hide death from children is wrong and can lead to problems later in their lives. Whereas Kubler-Ross provides ample evidence that children have a hard time dealing with death but by being with others can deal better, I

Traumatic death of someone close to the child may cause a traumatic grief. It is especially true if the death was tragic or unexpected and sudden (Sippel, & Marshall, 2013). The child gets overwhelmed by the images of how the person died, making them to not go through the normal bereavement process but instead get haunted.

the rest of their lives. This could be witnessing a traumatic experiences or being apart of one. Parents may not realize the harm they have on a child's life just because they are unhappy in the marriage they are currently in. Families try to protect children from the word death and suicide, but if a child is living it is possible for it to happen to them so it is best to be open with your child. This can make you have a close relationship so they can realize how important living in this world really is.

Psychological trauma in children is defined as the mental result of one or more external situations which causes temporary helplessness beyond a person’s ordinary coping skills (Ogawa, 2004). One of the most disturbing and devastating trauma in society is the abuse and neglect of children. Many abused children suffer from emotional and behavioural difficulties, which often require psychotherapy (James & Mennen, 2001).

Although the phenomenon of grief is a normal, healthy response to the death of someone loved, for children it is a traumatic ripping away of everything they have known. As a result, everyday life becomes utter chaos while familiarity and comfort vanish, emotionally propelling the griever into uncharted territory with innumerable questions and fears. When those uncertainties are not dealt with appropriately, grieving children tend to imagine circumstances that may be far worse than reality” (Pond, 2013, p. 113).

Trauma is an experience that can transform a child's course of life. Childhood traumatic events at different stages alters neural development. Trauma has a deep impact on the emotional, behavioral, cognitive, social, and physical functioning of children. There are various adaptive mental and physical responses to trauma, such as hyperarousal which is a flight and fight reaction that occurs in response to perceived threat or attack. the more a child is in a state of hyperarousal the more likely they are to have neuropsychiatric symptoms following trauma.

“These kids can be so easily brainwashed.” (Gettleman, 6) Meaning that when children are lured to these camps, kidnapped or think that it is is going to be okay going there , they are forced to join the military, and they are forced to take up a job such as a spy or fire on the front lines, or become a slave. They are taught this with really no choice. Usually the kids have lost something. Such as people that make up most of their life, which causes even more trauma . It is not just that, but they are given drugs and alcohol to erase their minds and even forget who they are. “Using gun powder and cocain, marijuana, brown pills, white pills”, and alcohol. Said Ishmael Beah. All of these things are used to erase any memories and everything they

Unfortunately I have heard many of these myths presented to those I love at a time when they were experiencing a great loss. I do not believe any of these statements. A myth is defined as a widely held but false belief or idea explaining a natural phenomenon. "Children grieve like adults" is a myth I have never heard before. As a child I was told that I was unable to grieve because I could not comprehend the situation. This was a very upsetting occurrence based on ignorance. I am now able to understand that one does not need to express sadness to miss someone who has passed. A myth I noticed missing was " You can have another baby". While this is often true it is not something an individual wishes to hear while grieving.I believe these myths

The single biggest protective factor facilitating early parental loss and poor physical and mental health outcomes is the presence of a supportive, nurturing parent who models healthy grief and supports the child’s emotional expression (Lueken, Kraft, Appelhans, & Enders, 2009; Lueken & Lemery, 2004; Worden, 1996). Werner-Lin & Biank (2012), set out to teach parents how to appropriately model grief, to engage with children in their expressions of sadness, and to provide the family with resources and coping skills. As previously stated, children that experience parental loss are at a high risk of a variety of succeeding health and mental health problems (Bruskus, 2008; Dyregrov & Yule

The article, Finding Meaning in a Child’s Violent Death: A Five-Year Prospective Analysis of Parents’ Personal Narratives and Empirical Data by Shirley A Murphy, L Clark Johnson, and Janet Lohan starts by discussing how our world is seen as a place of meaning and happiness. For some parents this world can easily become a nightmare by having a child die by suicide, homicide, or a tragic accident. The authors discuss two different perspectives, cognitive and existential theories. Parents that take the cognitive perspective seek to make void the tragic event by searching for as many facts as possible, even when every fact is made known, and by looking for the positives in the event. The existential route consists of parents immediately focusing

I have learned a great deal through by my study of death so far. In this class, I have learned more about areas of death that I did not think would be included in this discussion, but now I see their relevance. One of the most significant points that I have gained through my study of death is learning about how to teach children about death. I found it very interesting the significance of understanding a child’s developmental stages and how that related to how they will understand death. However, a child’s age does not determine what developmental stage they are in, which is why I believe that parents, teachers, and caregivers are worried about