Bereavement and educational outcomes in children and young people: A systematic review

Experiencing bereavement due to the death of a close person is rife in the lives of young people. This review aimed to investigate how bereavement affects educational outcomes of students at various educational levels and what factors may be involved in moderating these outcomes. The systemic review was conducted according to the PRISMA guidelines with searches of peer-reviewed literature in Embase, Emcare, Medline, PsycINFO and Scopus. Twenty-two studies (17 quantitative and 5 qualitative) were included. In general, bereavement can constitute a barrier to educational achievement in young people compromising academic performance, and educational engagement and attainment. Several factors can place young people at greater risk of experiencing this disadvantage and further research into these mechanisms and interventions to mitigate short- and long-term consequences, especially among high-risk groups, is warranted.

Response to trauma in children: An examination of effective intervention and post-traumatic growth

It is clear that exposure to traumatic events is not uncommon in childhood and adolescence and psychologists working in schools should have some training in meeting the needs of this segment of the population. This manuscript summarizes the incidence of trauma in children worldwide and then discusses interventions for trauma (Trauma-Focused Cognitive Behavior Therapy & Cognitive Behavioral Intervention for Trauma in Schools) which have been empirically validated for use with children and/or adolescents. A summary of a project (Project Fleur-de-lis) which attempted to integrate these two treatment approaches into a systematic intervention system is also discussed. In addition, the concept of post-traumatic growth, cultural considerations in working with children from diverse societies, and training needs of school psychologists are addressed.

Strengthening classroom emotional support for children following a family member’s death

National and international organizations have identified schools as having an unparalleled potential to offer supportive services for children’s mental health needs. This article reviews research and practice related to children’s grief and specifies strategies for classroom-based interventions. In particular, school psychologists are encouraged to assist teachers in addressing the needs of children following the death of a family member. A list of resources is included to assist school psychologists in sharing critical information with teachers, preparing them to implement suggested strategies. Additionally, two ready-to-use classroom lesson plans integrate classroom discussion and activities with grief-themed children’s literature.

Strengthening grief support for children with developmental disabilities

Although a sizable literature investigates and describes children’s grief, the majority of information focuses on typically developing children. Far less has been published about the loss and grief of children with developmental disabilities (DD), even though this population experiences significant and multiple losses, increasing their vulnerability to negative outcomes. Addressing this gap in scholarship, this article explicates common losses and important grief-related challenges experienced by children with DD. An overview of practice guidelines is provided to enhance the efforts of school-based mental health professionals in supporting this vulnerable population.

Play therapy for bereaved children: Adapting strategies to community, school, and home settings

Play therapy is a highly adaptable treatment method that can be modified according to children’s ages, circumstances, and settings in which counseling occurs. Play therapy may be used in schools, community settings, and homes to help children following the death of a significant other. After reviewing basic developmental factors that affect children’s ability to comprehend the meaning of death, the article discusses the special circumstances of grief in different situations, including community-based counseling after Hurricane Katrina, school-based group play therapy following a teacher’s death, and conjoint parent-child play therapy after a father’s death in a terrorist attack. Increasing the acceptability and effectiveness of play therapy, professionals must consider and incorporate family and community traditions and beliefs. Additionally, professionals are encouraged to support teachers and parents in utilizing play-based activities to facilitate children’s expressions of grief.

Bibliotherapy

Recent years have witnessed an upsurge in the therapeutic use of books. With its initial roots in psychodynamic theory, available models emphasize features of the relationship between the personality of a reader and the cognitive and affective experience offered through literature. This article explores the historical development of bibliotherapy focusing on its use in therapeutic practice and associated research. The current authors suggest that the field of bibliotherapy is in need of development with regard to more methodologically stringent forms of validation, notwithstanding meta-analytic findings in some areas. Additionally, coherent taxonomies and theory-driven practice models are particularly needed to underpin increased rigor in answering scholarly questions. With these caveats in mind, and in light of findings in recent years, bibliotherapy does hold promise as a useful adjunct for the busy practitioner and client. Highlighted throughout the article are the suggested benefits of bibliotherapy as well as a call for practitioners to consider the value of pragmatic evaluation of bibliotherapy within the context of managing their own local practice.

Children who lost a parent as a result of the terrorist attacks of September 11, 2001: registry construction and population description

Children who experience traumatic bereavement in the context of catastrophic disasters are at increased risk for developing post-disaster problems. Despite massive loss of life on September 11th, 2001, no public data were collected on those children who lost a parent in the multiple terrorist attacks. Such a registry would be an important public health tool to help mitigate the consequences of traumatic bereavement and to guide health surveillance efforts. As information about affected individuals was fragmented and difficult to congregate, we constructed our registry by conducting systematic public record searches and data exchanges with key stakeholders to identify, locate, and characterize all the 9/11 bereaved children. We identified 1,363 victims who were parents of minor children, and 2,752 bereaved children below age 18. In addition to reporting important identifying data on these children, this study also demonstrates the feasibility and the potential usefulness of such a registry to support post-disaster service provision and advocacy efforts. The construction of registries of severely affected people post-disaster should become government policy to obviate the need to use ad hoc methods to construct lists of high-risk individuals.