Disenfranchised Grief: The Death of a Student With Special Needs and the Coping of the School Staff - A Qualitative Study

The educational staff that meets the children at school struggles to cope with the death of a child, and often avoids talking with them about the death and their sense of loss. This way of coping is complicated in the case of grief among children with special needs, called "disenfranchised grief ". The aim of this qualitative study was to examine the experience and the perceptions of the educational staff in schools for special education and to assess their way of coping, support and care they employ following the death of a student. 15 staff members from different schools in Israel, interviewed. The findings reveal that schools are a significant source of support for students, staff and parents, alike, in the processing of the loss. The special education frameworks generally maintained a special and close connection with students and families. procedures and guidelines are required following death of a student.

Beyond Silence: A Scoping Review of Provided Support for Grieving Children With Intellectual Disabilities or Autism Spectrum Disorder

Children with intellectual disabilities (ID) or autism spectrum disorder (ASD) are considered unable to grieve or understand the concept of death and might not receive grief support after the death of a beloved person; hence, they are at risk of developing complicated grief. This scoping review identified existing grief support for children with ID or ASD. Searching seven databases yielded 514 records; six studies met the predefined inclusion criteria. The six studies identified grief support, including discussions, participation in death rituals, family support, stories, and professional interventions. The support could be organized into three levels, micro, meso, and exo, overlooking the macro level completely, indicating that grief support for these children tends to be irregular and inconsistent.

The experience of children and adolescents in the school setting a few years after losing a parent

A parent's death shakes the child's world and unbalances the family structure. School can be a source of support, yet there is scarce research on the experience of bereaved children in school a few years after the loss and from their own perspective. In this qualitative-phenomenological study we set out to identify the subjective experience of parentally bereaved children and adolescents in school, at least one year after the death. Twenty parentally bereaved children and adolescents were interviewed. Findings indicated that most felt they were regarded differently by staff at school. For some, this felt right, while others were uncomfortable. Most needed consideration and flexibility and wished the staff would discuss their needs with them. We conclude that it is important to directly inquire about and address each student's needs. School personnel should be better informed about how to deal with students' loss to help them in the long term.

The nature and nurture of resilience-reactions of trizygotic triplet minors to their father's death

BACKGROUND

Parental bereavement during childhood is associated with an elevated risk for the development of psychiatric problems. This paper seeks to provide insight into the adjustment process of trizygotic triplets dealing with their father's death, thus, trying to give an impression of the individual nature of grief and resilience.

METHODS

We examined 11-year-old trizygotic triplets (2 boys and 1 girl) concerning behavioral problems (CBCL/6-18R, YSR/11-18R), posttraumatic stress disorder (UCLA PTSD Index for DSM‑5, UPID), depression ("Depressionsinventar für Kinder und Jugendliche," DIKJ), and fear ("Phobiefragebogen für Kinder und Jugendliche," PHOKI) shortly after their father's death and 6 months later. The girl was developmentally delayed and had moderate intellectual disability, while her brothers' development was age-appropriate.

RESULTS

The triplets showed very different adjustment to the traumatic event. While the boys showed less psychopathological response to their loss shortly after their father's death and adjusted physiologically during the following 6 months, their sister scored high in almost all dimensions and still presented with notable psychopathological symptoms at the 6‑month follow-up.

CONCLUSION

Outcomes differ distinctly despite objectively equal risk and protective factors. While it is known that above average intellectual abilities represent a protective factor for posttraumatic stress, these results show that intellectual retardation might be a prominent yet understudied risk factor in dealing with postbereavement psychopathology in children.

The Grief Experiences of Children with Developmental Disabilities: A Narrative Literature Review

BACKGROUND

Children with developmental disabilities have wide-ranging social, developmental, and communication challenges impacting their grieving process. This narrative review examined the literature relating to the grief experiences of children with developmental disabilities to identify implications for practice and areas for future research.

METHODS

The literature review was conducted using five databases, and a hand search of dissertations with original research, due to the sparse body of published works.

RESULTS

Nine works were included in the review, which were thematically synthesized into three categories: (1) Understanding of death concepts, (2) Social-emotional responses to loss, and (3) Disenfranchised grief.

CONCLUSIONS

Children with developmental disabilities are affected by loss, even if their comprehension of death concepts is impacted by their level of disability. They may experience challenges due to changes in routines and concrete thinking, and are at risk of disenfranchised grief. Future research is needed to inform developmentally appropriate grief interventions.

Supporting individuals with autism spectrum disorder in understanding and coping with complex social emotional issues

Core deficits in autism spectrum disorder (ASD) center around social communication and behavior. For those with ASD, these deficits complicate the task of learning how to cope with and manage complex social emotional issues. Although individuals with ASD may receive sufficient academic and basic behavioral support in school settings, supports for dealing with complex social emotional issues are more difficult to access, even though these issues significantly impact student learning. When addressing these challenging social- and emotional-based issues, school and professional personnel need more specific instructional skill sets and resources to effectively and compassionately support students with ASD. In this article, we address three challenging areas of social emotional development that are commonly experienced by individuals with ASD: Anxiety, social isolation, and grief. We briefly explore the existing research on these three topics, identify evidence-based practices and learning strategies to support social emotional learning in individuals with ASD, and include descriptive lists of practical resources that address anxiety, social isolation, and grief.

Addressing the Needs of Children With Disabilities Experiencing Disaster or Terrorism

PURPOSE OF REVIEW

This paper reviews the empirical literature on psychosocial factors relating to children with disabilities in the context of disaster or terrorism.

RECENT FINDINGS

Research indicates adults with disabilities experience increased exposure to hazards due to existing social disparities and barriers associated with disability status. However, studies on the psychological effects of disaster/terrorism on children with pre-existing disabilities are exceedingly few and empirical evidence of the effectiveness of trauma-focused therapies for this population is limited. Secondary adversities, including social stigma and health concerns, also compromise the recovery of these children post-disaster/terrorism. Schools and teachers appear to be particularly important in the recovery of children with disabilities from disaster. Disasters, terrorism, and war all contribute to increased incidence of disability, as well as disproportionately affect children with pre-existing disabilities. Disaster preparedness interventions and societal changes are needed to decrease the disproportionate environmental and social vulnerability of children with disabilities to disaster and terrorism.

Longitudinal linkages between depressive and posttraumatic stress symptoms in adolescent survivors following the Wenchuan earthquake in China: A three-wave, cross-lagged study

This study aimed to determine the relationships between depressive and posttraumatic stress disorder (PTSD) symptoms in a sample of adolescent survivors following the Wenchuan earthquake in China. Two-hundred adolescent survivors were reviewed at 12, 18 and 24-months post-earthquake. Depression and PTSD were assessed by two self-report questionnaires: The revised Center for Epidemiologic Studies Depression Scale for Children and the Revised Child PTSD Symptom Scale, respectively. The cross-lagged structural equation analysis with latent variables indicated that the PTSD symptoms and depression could be considered as two distinct and high-correlated constructs, and depression symptomatology pre-event could predict post-event PTSD. Depression symptoms play a crucial role in the development of PTSD symptoms. Implications of the results for psychological service providers to children and youth are discussed.

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.

Including School Resource Officers in school-based crisis intervention: Strengthening student support

This article discusses the importance of trained police officers, School Resource Officers (SROs), participating in school-based crisis response efforts. These efforts, mostly preventative in nature, mitigate and de-escalate trauma for students exposed to a wide variety of challenging situations. Scenarios are presented with dialogue between students and SRO, offering insights into how SROs support students’ emotional needs. The article demonstrates how trained SROs’ service complements school-based crisis prevention and intervention efforts.

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.