The Fear Of Death By Elisabeth Kubler Ross

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

After interviewing the social workers Hope and Hodge (2006) found that they had observed similar patterns regarding the factors that affect the adjustment of children who lost a parent to death. Boys tend to show externalizing behaviors whereas girls tend to show internalizing behaviors due to the lost of a parent. They found that the cognitive level rather than the age of the child affects their adjustment more. Therefore younger children and preadolescents seem to have more difficulty adjusting to the death of a parent than adolescents. The results did not support earlier findings that sudden death present more difficulty adjusting than expected death. Most of the participants reported that sudden and expected death is equally traumatic to children. The participants also said that the adjustment of the caretaker is important for a positive adjustment for the children. The caretaker must be able to grieve while supporting the child’s need to grieve. This study shows that children of different ages and genders react different to the death of a parent.

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

Death and dying is a natural and unavoidable process that all living creatures will experience at some point in life, whether it is one’s own person death or the death of a close friend or family member. Along with the experience of death comes the process of grieving which is the dealing and coping with the loss of the loved one. Any living thing can grieve and relate to a loss, even children (Shortle, Young, & Williams, 1993). “Childhood grief and mourning of family and friends may have immediate and long-lasting consequences including depression, anxiety, social withdrawal, behavioral disturbances, and school underachievement” (Kaufman & Kaufman, 2006, p. 61). American children today grow up in cultures that attempt to avoid grief and

“Ordinary people” everywhere are faced day after day with the ever so common tragedy of losing a loved one. As we all know death is inevitable. We live with this harsh reality in the back of our mind’s eye. Only when we are shoved in the depths of despair can we truly understand the multitude of emotions brought forth. Although people may try to be empathetic, no one can truly grasp the rawness felt inside of a shattered heart until death has knocked at their door. We live in an environment where death is invisible and denied, yet we have become desensitized to it. These inconsistencies appear in the extent to which families are personally affected by death—whether they

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

Death is not something many people like to talk about, but it happens. Children dying has an even more significant impact on everybody rather than an older person. The parents have to deal with the fact that they outlived their kid and have to bury them. The death of a child will receive a lot of support from the community because no one wants to go through that.

123). The major source of this comfort came from families; however, since each individual within the family is struggling with grief, children often get lost in the aftermath of a loved one’s death. The preferred treatment modality for helping with this grief would be a combination of several of the interventions listed above, which would support the effective parenting needs within the

Death of one’s spouse can be very traumatic and can increase the likelihood of dying for at least ten years. However, despite the stress, most widowed older adults manage to cope reasonably well (Cavanaugh and Blanchard-Fields, 2015). One lady I spoke with told us the story of how her husband died, and how she was happy with how he passed away. Her husband was ill and decided he was done with the treatments they were giving him, so he stayed home and all their kids came to visit. After everyone said their final goodbyes, he passed away. Another lady I spoke with was still mourning the death of her husband and daughter. They had both passed away in the past year due to lung cancer and breast cancer. I could tell it was harder for her to share her story than the lady who was happy with how her husband passed. Overtime, I learned that death can be hard for older people to discuss but they understand more about it and are more accepting of it which made it easier for me to talk about with them.

As millions of babies are born every day, millions of people die as well. Families mourn the death of loved ones while some may go unnoticed. People have contradistinctive ways of dealing with death. Brave New

To do this effectively, I can disturb homework, such as tracking their moods (especially the oldest son), writing/ or drawing their thoughts, and encourage the participation in social activities that have caused anxiety in the past. I will encourage the children to look at things in a different way or teach new ways to react to their sadness of their mother’s death or confusion in the future. In these sessions, I will be honest with the kids, encourage any questions and of course each assignment would be presented according to each child’s progress and age. With the adults, I will work with them on how to effectively speak with the children about death. For example, basic and concrete terms- Since Emma’s death is somewhat suddenly, like in an accident, Flap might explain what happened -that because of this very sad illness, the mom’s body stopped working and the doctors could not fix it. This section will focus on communicating with the two younger children more

Open communication is very important in relating the concepts of dying and death to children. This is because, children are always very curious about death. We should use the simple circumstances like the death of an insect to explain death to children so they may have an insight of death to relate to human death when it occurs. It is very important to pay special attention to small children at the time of a death in the family. children should be made to understand that death is the natural end of life for all living things. They should be given honest answers about what happens to the body when someone dies and be able to know that it does not hurt to be dead and that death is a permanent shut down to the body function that a dead person

Statistically speaking half of the students answered yes to the question are you afraid to die. Then, They was asked how they wanted to die and 40% said in their sleep, but 30% said a traumatic death. The fear is based on not wanting to go through the dying, like where you will go afterwards. the fear of the unknown.Where you want to go and you don't really know if that's where you will go.The thought of death on a daily base can lead to a phobia called thanatophobia. (George Campbell 2013 Exit Strategy New York) Humans have trouble thinking of death at an early stage of their lives. This causes a delay in the writing of a will, buying a coffin, looking at cemeteries. We must not think too

A study of lived experience of son and daughter caregivers seemed potentially helpful to understand EOL existential experience of the caregiver role and potential development of information that strengthens caregiver’s preparedness. Bachner et al. (2011) and Wong and Tomer (2011) discussed the value of death acceptance as a means of coming to terms with death constructively, which would promote preparation for good life and good death. Roth et al. (2013) suggested a benefit of better understanding of caregiver needs would be to increase positive impacts of caregiving. Totman et al. (2015) predicted that EOL care impacts caregivers because they are existential beings and the impending death of their parent disrupts established routines and can impact goals, values, beliefs, and roles. Wong and Tomer (2011) suggested research designed to explore death acceptance would add understanding to the mechanisms and pathways to positive outcomes.

My life changed when my brother’s heart stopped beating. It is easier to emotionally adjust and understand when older or sick loved ones die. The comfort of knowing they are in a better place soon or immediately follows after their death. But when a child just a few months’ shy of 11 dies—suddenly, without a simple or plausible explanation, life seems backwards. I was only six when we put my older brother in the ground. His death was my greatest adversity, but it also facilitated a new intellectual framework, that even now at twenty-four years old, I hold dear.