Grief and loss – children lose their parents

Grief and loss – children lose their parents

After Weenolsen (1988) Loss as something that some aspects of life, or to characterize self-destructed. According to Worden (2002) the pain can be defined as the experience of someone who has lost an important relationship, or even an attachment to another person. These concepts can be directly linked to the loss of a parent's name. The loss of a parent can be extremely difficult due to the loss of support and features that the position and the role of parents identified asvery special (Despelder & Strickland, 2005). The grieving process can have different meanings for these changes in different roles. Older adults dealing with their parents or a crying child who has lost their parents to lose. I believe that these two roles and experiences of the utmost importance. Issues of culture, a constant change in society, such as work or suppressed by the loss of their loved ones. Support for children and adults is veryimportant part of the grieving process and should be connected are in their roles and how they react to this loss characteristics, children and adults.

Thanks to modern technology, only about 4% of children experience the loss of a parent before the age of 18 years (Archer, 1999). In comparison, in late 1700, early 1800, many children without parents, life is much more difficult for children (Fox & Ack, 1980). One can not discuss the loss of a father to aChild segments without discussion of investment and other types of development theory. Attachment to Davies (2004) is a special loving relationship between two people. According to Archer (1999), Bowlby said that the children suffer and cry if the process of fixing are frozen at the age of about six months to one year (Archer, 1999; Worden, 2002).

After Weenolsen (1988) reactions associated with pain and the pain starts in the early stages ofChildren and learning, the child to understand their control environment, slowly begins to differentiate and lose their addiction. The mourning of the loss depending on the child's ability to obtain control over their environment is, of course, crying and looking for behavior that the child responds in this way, access to their goalkeeper (Weenolson, 1988) for training to win. This instinctive reaction is to be used for further separations and losses in the future(Weenolsen, 1988). Rando (1988) also argues that children grieve when their attention is removed from the mother and support (in particular) must restore the compound treatment, for which the separation. These theoretical positions seem to be consistent with the theory, which is the separation that initiated the reactions. Also, you could not understand or comprehend if you do not recognize the separation, making their skills in the management of environmental circumstances in orderthose needs. It seems obvious that it would be necessary in terms of response or to understand the meaning of death of children sufficient cognitive abilities.

The loss of a parent and the answer lies in what Bowlby as the loss of the child "safe haven" or "secure base" for the world (Davies, 2004) explores characterized. One might suspect that this interruption of security would be a breeze while exploring the impact of child development, and sometimes hinder environmentalInteractions. According to Archer (1999) The reactions of children during their grief at the loss of a parent mentioned, nostalgia, pain, desire, search or call. According to Littlewood (1992), Bowlby explained that this knee-jerk reaction to the loss of that, and the search of the lost object (the parents), although useless, he performed anyway. Although many reactions are due to many types of circumstances chosen by children in response to emotional distress, and these responsesbe specific to the loss of a parent are (Archer, 1999). In addition, many of the emotional disturbances with their depressive symptoms and anxiety, and sleep disturbances (Archer, 1999).

Children aged 2 to 5 years. Age seems to be a lot of questions for the loss of parents (Rando, 1988) you can view the regressive behavior, obsession on issues and circumstances, and may fear and anger at the deceased (Rando, 1988) show to ask. You can also setFeelings of guilt and responsibility for the loss of the parent figure (Despelder & Strickland, 2005). Some of these reactions have been clear in my four year old son Jonathan, who has represented her grandmother, lost last year, seemed obsessed with the funeral and that he had lived.

From 8 to 12 years. feel helpless and experience has shown feelings of sterility (Rando, 1988). Children this age can suppress those feelings are taking a risk for complicatedGrief reactions (Rando, 1988). This would be consistent with Eric Erickson's stages of psychosocial development in relation to the stage of "industry vs. inferiority." After Longress (2000) and Anderson, Carter & Lowe (1999), there is a push for the child to be "diligent" and confident at this stage of development. It seems clear that the inclusion of those childhood feelings and helpless would be difficult at this time.

According to Worden (2002), when the death of aParents of children and adolescents occurs the child can not cry out effectively and this can create problems with depression and an inability to maintain close relationships with others (p.159). According to Rando (1988), depression, denial and anger are feelings against the act of helplessness, dependence and powerlessness that young people feel the search. This answer seems logical that the Erickson scale considered psycho-social (Berger, 2001; Longress, 2000, Anderson et al, 1999 ..).While young people can have a search for which "identity" to be found, and the parent company is a fictional character, leadership role models and support to assist in this process (Berger, 2001; Longress, 2000, Anderson et al, 1999 ..). 'S understandable as a young person may feel powerless, helpless, dependent, and even angry about the death of their parent figure.

clear in meaning, Fiorini & Mullen (article), it is very important to characterize the importance of pain andThe loss due to a development goal. According to Worden (2002), Murry Bowen made it clear that one must understand the role and position of parents dying within the family system, and the level of adaptive skills of family members during and after the loss of a parent. I feel like a social worker, it is important to better understand this information, which means the loss of the child in developing systems of the family. For many children the loss of a parent causes a loss ofStability, security, care and affection (Despelder & Strickland, 2005). According to Worden (2002), there are cognitive processes and concepts developed with pain fully understood by children should be taken into account. The factors are as follows;

1. Understanding the time, whatever that means,

2. Transformation

3. Irreversibility concept

4. Causing

5. Concrete operations

(2002) After Worden

Figure 1.1

AfterArcher (2002) children before the age of 5yrs. I believe that death is reversible. Many children at this point to maintain a figurative representation in their minds of parents is lost and not understand this at all, the permanence of the event, with cognitive maturation occurs (Despelder & Strickland, 2005; Rando, 1988). This will validate the results by Piaget in terms of sustainability and the development of cognitive processes of children (Berger, 2001) object.According to Archer (2002), Speece and Brent has shown that children aged 5 to 7 years. Age begin to understand the irreversibility of death. In addition to Archer (2002) Children under 7 to 8 years. Age, however, has been a lack of understanding on the word "death". This is consistent with Piaget by Archer (2002) and Berger (2001), in order to understand a concept as death and its irreversibility than conceptual thought may be sufficientdeveloped.

Until the age of 9. However, most older children attribute the death of their parents to external forces such as God and others (Carey, 1985). According to Rando (1988), although children aged 8 to 12 years. of age, a clearer idea of what death is and understand the irreversibility of the process, they can also refuse to accept it.

Adolescent understanding and meaning of the death of a parent can be a terrible shock and characterizeddeeper spiritual test. The young man is able, through this process, what Piaget called formal operational development (Longress, 2000, Berger, 2001). A survey of mortality and spirituality can also Erickson those steps in relation to young people to find and understand the social identities and rights are assigned in this phase (Longress, 2000, Berger, 2001, Anderson et al, 1999 ..) .

According to Littlewood (1992), wasstudies by Anderson (1949) suggested, Bunch (1971) and Birtchnell (1975) that adults, parents with forgiveness tendencies to respond

increased in relation to:

1. Suicidal Thoughts

2. Suicide rates

3. The rates of clinical depression

(1992) Little Wood

Figure 1.2

The reactions and feelings for the loss of a parent as an adult, according to those of different ages (Rando, 1988) were used. The adults in their twenties and thirties still view their parents assignificant support structures and lose my feeling, as if you were robbed. Feelings of infantilism and regression is normal and should not be suppressed or ignored (Rando, 1988). You can find themselves with their facilities to other groups such as children, friends, etc., to work through the process of mourning (Rando, 1988). According to Rando (1988), it is understood that the emotional nature of the relationship between the adults and parents as effective as adult plantsthrough the process of grief. With this information, one could assume that as an adult is indiscriminate in their identity in relation to the emotional relationship between parents, the difficulty with its separation (McGoldrick, 1998) will have. This would also theory and reactions to separation in relation to the use of other facilities built by the absence of primary parents (Davies, 2004) are consistent. According to Littlewood (1992) aStudy of Sanders (1980) in terms of scale mourning showed that parents who lose their parents have reacted in the top two areas:

1. Increased fear of death

2. Loss of control

(1992) Little Wood

Figure 1.3

According to Littlewood (1992), increased anxiety is the result of the adult child to feel as if the next generations of experience lead to death. Loss of control is the loss of an important and unique relationship between adultsKids and parents, the significant characteristics of the child support sustainable (Littlewood, 1992; Despelder, 2005). From a gender perspective, it is considered according to Porter & Stone (1995) problems of a woman apparently important in the sphere of relations face a significant loss, men report more work-related problems through the pain.

The significance of losing our parents, many adults in different ways depending on the weight of the adult child / parentRelationships (Rando, 1988). The parent was the most important and influential force in the lives of their children in order to lose this special relationship is to lose much in terms of support, links the past and childhood and the interpretation of the situation in the world (Rando, 1988). These changes Rando (1988) and Despelder (2005), an adult in the situation and the process no longer consider themselves as less space, called"In development". After Despelder (2005), Rando (1988) and Littlewood (1992), is the loss of the mother is usually difficult for adults who lost a father. This information is needed on two factors:

1. The mother is usually the nursing

2. The mother is usually the last parents' experience of death

Despelder (2005), Rando (1988) and Littlewood (1992) Figure 1.4

The loss of a parent in adulthood also means "not having a home to goYou can leave a person back to feel alone and scared (Rando, 1988).

It seems clear that the death of a parent and its meaning in general as a process, the adult son of the force themselves, their roles must be redefined to specify, and expectations for their lives and the lives of their family of procreation.

According to the Irish, Lundquist, and Nelsen (1993), how cultures react and define the meaning of death and the loss of a parent varies. When examining the behavior andperceptual meanings of death in several companies in the world are clearly differences between the collectivist / individualist culture and nature / culture modernized (Kalish, 1977). A major difference that can be detected, the guilt and the reasons for those deaths across cultures. Within modern societies, death can be attributed to internal leakage of the body due to poor nutrition and health maintenance (Kalish, 1977). In our modern society, you can not blame the person or parentto create internal processes that led to their death, such as smoking, poor eating habits, etc. (Kalish, 1977). In other cultures, especially in isolated societies to external influences would be the death of a parent, as evil spirits or magic (Kalish, 1977) responsible.

Other differences between cultures are examples of pain subdued mourning, sadness, excessive somatization, and excessive mourning (Irish et al. Al, 1993). According to Irish et al. al. (1993) in Bali, but to stayprocess can be emotionally calm and silence their grief after the death of a parent or loved one, sorcery and magic, a person more susceptible to damage, however. And Irish. al. said (1993) shows Wikan's (1988) study of Egyptian culture through the pain and suffering constant pain over a long period of time. After Oltjenbruns (1998) A comparative study of scores on the Grief Experience Inventory between Mexican students and Anglo students expressed that the Mexicanresults of the students expressed much higher somatization scores, thus indicating that the Mexican culture seems to express a greater amount of somatization because of the loss. Severe pain and anger expressed seem to be the start of this anger and violence seems to be related to external circumstances in most cultures. Like other cultures or other persons who caused the death of a loved one (Irish et al, 1993;. Kalish, 1977; Archer, 1999).

According to Rando (1977), when children do not resolvedevelop their pain, complications, such as, psychosomatic diseases, mental disorders, adjustment disorders and behavioral problems (p. 1999). A strategy for Rando (1977) is easier for a therapist to regain the investment of the deceased and tries to redirect the emotional energies in a more important figure in the child's life. This process could also identify the primary support structures that help to keep the child emotionalpsychological and social well-being (Littlewood, 1992). Support structures could be identified either as formal or informal processes (Littlewood, 1992). It seems important, professional support to help the child and family before, during and after the death of a loved one important advantage, as a parent (Littlewood, 1992). During these operations, it would be helpful to use Littlewood (1992) for informal support, such as family members and other supportto reduce the psychological and emotional distress in the child or adult. It seems that a therapist would be needed to assess the potential roles and cultural expectations of family and children before the start of formal or informal interventions.

According to Rando (1977), children can sometimes act as if they were games or death, which is for the funeral business, but this way they handled and a break from their pain. Why do children have difficultyexpress their feelings, thoughts and memories of her lost mother, it is important that a therapist to help with the expression of emotional relief (Rando, 1977; Despelder, 2005). way to get children's attention and helps them to express this emotion to readings by authors, the stories of childhood pain (Despelder, 2005) have written to refer to use. Other strategies could use a therapist, art therapy and support group interventions for emotional expression andpsychological processes (Despelder, 2005).

Processes and support for adults who have lost their parents and other adults are important processes that support through the grieving process. To help adults cope with the loss of parents, it is important to understand that gender differences in dealing with the loss (Archer, 1999). According to Archer (1999) Women tend to use more emotional expression and emotional components to use to address the loss of a parent.The men plan to use strategies to solve problems in their grieving process (Archer, 1999). According to Gallagher, Lovett, Hanley-Dunn & Thompson (1989) women seem to use the cognitive process of getting through the process of grief, men are used as "keep busy" types of activities have been given the job. One might suspect that a therapist should use these therapeutic interventions is to develop an innate sense of coping would be stratified according toIdentity, as a genre. With this knowledge, Worden (2002) explained that a consultant should focus on objectives, to facilitate the recognition of the reality of loss, the person expressed and latent affect assistance to help the problems of recruitment and the person with memory support person died while being good to go in their lives (p. 52).

Finally, you must understand that with the loss of a parent, the roles and expectationsof those remaining have a dramatic impact on them and how to hire a social worker. It 'clear that applied through the grieving process for children or adults must be primary considerations. support to gain the understanding of children and adults' reactions and meanings of the loss of parents, examination of data on the basis of gender and cultural perspectives and use of management processes and support for survivors of greatImportance.



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