Nonverbal Communication

It is obvious that the movie My Girl illustrates several aspects of the cognitive and emotional development of children’s understanding of death. Although Vada seems to have a fairly clear understanding of the inevitability and unpredictability of death, she has some difficulty with its all-inclusiveness in that, although she is quite preoccupied with her own death, with her constant visits to the doctor reporting various fatal diseases, she does not seem to be concerned about the possible death of those close to her. This is consistent with the finding that “most children understand their own personal mortality before they understand that all people die” (p. 17, Corr & Corr, 1996). This is so despite her extensive experience with death while living in a funeral parlour.

According to The Last Dance, a child gains all components of a mature concept of death between the ages of seven and ten. However, it is later noted that it is more reliable to take developmental sequence into consideration instead of age due to the fact that children develop at different rates. In order for a child to have a mature understanding of death, it is important for him or her to have experiences regarding

Non-verbal communication consists mainly of the things people do with their body language. There are times where words are expressed and non-verbal communication could help emphasize the message. A few examples of nonverbal communication are hand gestures eye contact, facial expressions as well as tone and volume. I was given this assignment to observe a situation and take note of the nonverbal communication that occurred. I also had to observe whether the non-verbals were able to execute the message and if the behavior was acceptable.

“Mommy, when will I die?” I can still hear my 4-year old’s little voice asking me this question from the backseat as I am driving. How do I answer her? Do I tell her the truth? Do I lie to her? How do I explain death to a 4-year-old? For her, this question was out of curiosity not fear. For me, this was the most gut wrenching question I had ever been asked. Holding back tears, I gave her the best answer that I knew at the time. “Everyone dies sweetie. Nobody knows exactly when they are going to die. Sometimes it just happens when you least expect it. We all hope to be here for a really long time. And there will always be

Death at any stage in life is personal and holds different meanings to different people. Society places a great deal of meaning on death based upon age, situation, and their personal experiences and beliefs. The viewpoints of death and dying in early childhood are limited; however, children have a basic understanding of death by the age of two through their own observations of family members (Berger, 2008). Children who are dying often fear death as they do not have a fully developed concept of dying and associate death with abandonment (Berger, 2008). At this life stage, it is important to have guidance from his or her parents to gain a better understanding of death and dying.

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.

According to the parents, physicians mainly focused on the physical symptoms of the child. Most of the psychological symptoms of both the child and the parent were not acknowledged by health professionals (Theunissen et al., 2007). Despite this result, there have been substantial research conducted to create measures that can gauge the quality and effect of palliative care mostly for adults. However, data collected from these studies may be applied to interventions created to help children with cancer.

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

There are various symptoms such as depression and depending on age the symptom could be different, last longer, or be more severe. Age has a huge impact on how children perceive death. Therefore, I will look into how much is it that children understand about death depending on their age. I will also look in to their overall life experiences, from elementary to high school. Some of these children grow up to be emotionally unstable, drop out of school, and even get in trouble with the law. These children are not being properly assisted after going through such a traumatic event. As a result these children don’t deal with the death of a parent properly and

A 6-year-old girl was diagnosed with stage IV anaplastic Wilms’ tumor and had to undergo experimental chemotherapy, with less than a 5 percent chance of curing the deadly disease. Sadly, the personal account of this young child is highlighted in “Tell the Children” in the Journal of Clinical Oncology—written by Joanne Hilden, Jan Watterson, and Jody Chrastek, all from a hospital’s department of Hematology/Oncology. Not only does this young girl have to fight a relentless cancer, but she has to also go through this battle without understanding what she is dealing with. Hilden, Watterson, and Chrastek states that the parents were offered help in explaining to their daughter and her sister what may possibly happen: hospice (3193). Unfortunately, the parents’ response was, “We do not want the children told about this. Children should not have to deal with death. They should be free from that for as long as possible. We will answer what they ask, but we will not tell them what is happening or that our daughter is dying, and we do not want you to tell them, either” (3193). As a result of non-existent communication between the parent and the child, the young patient experienced a great deal of suffering and confusion. The parents declared that their child was comfortable; although, as time went on the child actually admitted to staff that she was, indeed, in pain (3193).

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

Children and adult griefs are quite similar, yet children have a smaller range of language abilities to express their emotions. When a child griefs, they can experience several characteristics depending in their age group. In the reading Grieving Children and Adolescents: Developmental Consideration, from birth to age 3 infants and children cannot understand the meaning of forever. However images, words and symbols into meaningful information. During these years, a child can have small sense about an absence from a parent who died. Also children would expect their dying member to return. In ages three to five, have a egocentric mentally. They can become verbal, express fears and believe that death is reversible. Children be believe that the

They might seek to understand death in familiar terms, asking where the dog has gone or when he will be back. Helping a young child grapple with loss can mean providing a literal explanation. Children can more easily accept their pet’s absence if they understand that their pet’s body stopped working correctly, or that doctors could not fix the problem.

Death is something that is difficult to deal with; even more so as a child. Therefore, children most of the time do not understand death and are confused about reasoning behind the loss. At this stage in a child’s life they do not have the tools that are needed to deal with this kind emotional turmoil. Bereavement of a parent can traumatize a child so badly that it can affect him or her later in adulthood. Under those circumstances psychological treatment should be obtained for the child after bereavement has taken place.