Summary: Pediatric Bereavement Photography

The child who died is considered a gift to the parents and family, and they are forced to give up that gift. Yet, as parents, they also strive to let their child's life, no matter how short, be seen as a gift to others. These parents seek to find ways to continue to love, honor, and value the lives of their children and continue to make the child's presence known and felt in the lives of family and friends. Bereaved parents often try to live their lives more fully and generously because of this painful experience.

“What has changed is our way of coping and dealing with death and dying and our dying patients.”(Kubler-Ross 109) In “On the Fear of Death” by Elisabeth Kubler-Ross, she discusses the changes that have happened over the past few decades. The author believes that these changes are responsible for the increased fear of death, the rising number of emotional problems, and the greater need for understanding of and coping with the problems of death and dying. The author says, “The fact that the children are allowed to stay at home where a fatality has stricken and are in included in the talk, discussion, and fears give them the feeling that hey are not alone in the grief and give them the comfort of shared responsibility and shared mourning.” (Kubler-Ross 110) She believes that allowing the children to stay and be involved in the grieving stage prepares them gradually and

Research suggests that every year there are between 100,000 to 150,000 children born in the United States with a genetic disorder or defect. This represents approximately 20% of infant deaths each year. However, many of these children live to age well beyond the expectation, and some are enrolled in hospice. According to Armstrong-Daily and Zarbock (2001), “The concept of hospice today is applied to patients who are traveling through the final stages of their lives-in effect seeking shelter and comfort.” Hence, the main focus of this program is to prepare families for the death of a loved one. Although accepting these

1There is an identified need for a community level hospital intervention that will focus on adolescents dealing with grief and loss. The public health groups in hospitals are aimed at disease prevention and health promotion for adults and families who are at high-risk. These groups only focus on members who have high-risk health conditions and risky lifestyle behaviors, but they do not address the idea of death resulting from these high-risk behaviors. Clearly, these public health interventions do not target adolescents who share the commonality of grief and loss. These groups ignore the effects of death and the role it can play in determining one’s actions. Both the public health group and the grief and loss

Nurses also provide end of life, and post mortem care. When a patient dies, the nurse often grieves alongside the family and helps to provide them with emotional support (Hecktman, 2012). Although the prognoses of childhood cancer have improved drastically over the last 30 years, many children still succumb to the disease. Nurses are the ones who provide constant bedside care, and often “must confront the limits of what medicine can do for people” (Schuster, 2013). This can prove to be difficult and bring on feelings of hopelessness and as though they are not helping their patients at all. Patients can leave lasting impacts on the nursing staff, and when multiple children die while in their care, the nurse may begin to experience cumulative loss. Childhood cancer is the leading cause of non-accidental death for children in Canada, and therefore, pediatric oncology nurses are often exposed to death on a routine basis, with little time to grieve between the deaths. It is imperative that nurses are aware of their stressors and how they respond to stress in order to effectively care for their patients.

A young, pregnant woman is sitting anxiously at the hospital waiting to hear the results of her ultrasound. As she waits, she remembers the horrible car accident she had just been in less than two hours ago. After a short time, the doctor comes in and confirms the young woman’s fears, her soon to be twins had no heartbeat and were gone. Unfortunately, this scenario is all too familiar for me because I lost my soon to be twin nephews due to a car accident. Within a split second, my entire world was changed all because a young man did not want to stop at a red light. Although the loss of my nephews was devastating, it did inspire me to help any mother I could in hopes that, she too, would not have to go through the same pain and heartache. Because of my new-found drive, I have decided to become a neonatal nurse, which, is a nurse who works with new born babies in the NICU (Neonatal Intensive Care Unit). Being a neonatal nurse

Countless women have a difficult time throughout pregnancy, a few even lose their child to a miscarriage or a stillborn, such as Rose of Sharon did. Sadly, my great-grandmother had a few miscarriages, as so have several other women. After talking to my grandmother, I have come to the conclusion that although they didn’t have the chance to watch their child experience life, they still love their child the same.

A unique experience that I had at Norton Women’s and Children’s Hospital was that we also covered labor and delivery and the mother-baby unit. Most of our programming and interventions on these units involved bereavement and grief support, sibling education/support, and memory/legacy making. From my coursework and volunteer experiences at the University of Charleston, South Carolina, I had a solid foundational background with grief and bereavement through our child life courses, our death and dying course, our experiences with Shannon’s Hope, and our experiences with Rainbows. A family is forever changed when there is a loss of a family member, specifically a child (Pearson, 2005). A parents reaction to the death of a child greatly differs

During her career as a pediatric nurse, she became very connected with a patient who happened to be her first death encounter. At the time, the patient was a six-year-old boy who was diagnosed with leukemia. ML said: "When I was caring for this patient, I was a mother myself. Seeing that boy and his family suffer gave me so much heartache… it was hard not to make it personal." The more she worked with this child, she observed the pain and suffering him and his family had to go through. She also learned about him and the family dynamics which enabled ML to help the patient and the family become well involved in understanding one another and guide care towards an agreement that everyone was satisfied with. As I reached for the tissue box to hand it to her, I rephrased the story to confirm the understanding of the story. She nodded and continued on talking about things she has done for the patient. Being a mother and a nurse, she believed in providing this child with what a healthy boy would be doing at his age. ML's strategies involved promoting short physical activities, playing games, and encouraging the parents to participate in such activities if possible; ML wanted to provide a lighter atmosphere around the unit and help the patient disregard the diagnosis even if it was just for a little while. Over the past few months, she continued to assist this patient as his

Children can be an unseen ghost as they walk silently in the footsteps of their dying parent. Having a serious illness in the family creates its own kind of culture; the culture of the “sick family”, where an illness takes the lead as the most important player in the family. Children who are used to being the first consideration in most homes suddenly take a far second to dealing with the illness. They are often left out of important discussions and shielded from seeing the sick or dying parent and many of their basic needs are left poorly met. In the emotional chaos of critical illness children are often believed to be unaware of what is actually happening, and are forced to either find emotional support from someone outside the family or hurt alone. Julie Orringer in her short story titled

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 the book, “I Miss You: A First Look at Death (First Look at Books)”, it targets the age group 4 to 8. The book introduces to the children that death is a natural process in life, and explains what happens to a person when they die. The book also brings up grief and a sense of loss, explaining that these are all normal feelings for them to have when a loved one dies. I think that the book does an exceptional job of illustrating the concepts told on each page in a way that the children can

of tasteful and compassionate funeral photography, and they will put together a book of the memorial service’s

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

In this image I see my family gather together near my sister’s casket. If we look even closer, we will notice that everyone is not crying, but is putting a smiling face. It feels as if everything was already even though it hurt inside. It almost seems that we can hear my sister saying, “Everything will be okay, I am still near you.” I chose this photo because one, it depicts year I will be writing about and it’s when my sister passed away. This photo is very important to me because even though all of my family members weren’t all there, we will were able to take one last photo with my sister. This is the year twenty fourteen. I chose to write my inquiry paper about this year because not only that it put a whole in my heart with what happened to my sister, but a lot of people the world were lost because of a disease outbreak, and loosing of a comedic actor. It was an important year in my life because my world turned upside down with the lost of my sister. It was big change after lost her.