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¶ … Children do not understand death in the same manner as adults. Adults understand death as a natural part of the cyclical nature of life, but children cannot grasp this. There are four subconcepts which create this difference between adult and child: irreversibility, finality or non-functionality, causality, and inevitability (Bonoto 2013,-page 48).
Death is an abstract concept meaning that it is not something which can be explained through objectivity. Things which are not concrete are not understood until a level of mental maturity has been reached, no sooner than age seven (Bonoto 2013,-page 48). Abstract concepts such as life, love, and death require a level of cognitive development that most young children simply do not yet possess. Drawings have proven to be an ideal way for psychologists and researchers to understand and analyze the emotions of children and their perceptions of death and the grief process (Bonoto 2013,-page 50). The research discussed in this article verifies that this is especially good as a psychological tool because it allows children to express emotion when they do not yet have the language skills necessary to convey those feelings.
Children who have had a close association with death, such as a personal experience or a prolonged illness are potentially more likely to understand death at a younger age (Bonoto 2013,-page 49). This has not been universally acknowledged or verified according to research because some children with personal experience with death do not have a better understanding than the general population.
2. Discuss the generalizability and validity of the study.
More than 100 research studies have been conducted on the subject of children's psychological perspective of death. The article tries to analyze these in a general manner, applying the findings of the ones these researchers found to be most valid. Thus they have been peer-reviewed multiple times and their generalization applied over nearly a century. In addition to this evaluation, the researchers performed their own investigation into children and their comprehension of death. This test was conducted using a questionnaire which did not vary from child to child, but rather the same questions were given to all children. In addition to this, the…
"Are the Developmental Needs of Children in America Adequately Addressed during the Grief Process?." Journal of Instructional Psychology 31.2 (2004): 143+. Questia. 2 Dec. 2008 http://www.questia.com/PM.qst?a=o&d=5006444121. A www.questiaschool.com/PM.qst?a=o&d=105244793 Seibert, Dinah, Judy C. Drolet, and Joyce V. Fetro. Helping Children Live with Death and Loss. Carbondale, IL: Southern Illinois University Press, 2003. Questia. 2 Dec. 2008 http://www.questia.com/PM.qst?a=o&d=105244795. A www.questiaschool.com/PM.qst?a=o&d=111651481 Webb, Nancy Boyd, ed. Helping Bereaved Children: A Handbook for Practitioners. 2nd ed. New York:
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
Children and Bereavement How do healthcare professionals, psychologists and others help a child transition to a life without its mother or father? What are the best support methods for children when they are dealing with bereavement? This paper sheds light on the best practices -- and the less-than-ideal practices -- when helping a young person or a child get through this painful experience in their lives. A scholarly article in the Journal
Child Abuse in England Initial Information The bruises on Clara's upper arms are indicative of something serious that the health visitor, if she, indeed, has been seeing her for two and a half years, should have noted or anticipated. The account given is so scanty that the general information can hardly be gleaned. The other family members should have been asked or given in the account, even if the health visitor does
Losing a pet is difficult for anyone, but children may take longer to grieve and get over the loss than adults do. A small amount of depression, acting out, or gloominess can be expected, and should go away. Longer periods or abnormal activity following loss should be addressed by the parent, a counselor or minister, or a grief counselor. Warning signs of severe or prolonged grief will vary depending on
16). In comparing a number of literary elements in one story, Smith and Wiese (2006) contend that at times, when attempting to transform an old story into a modern multicultural version, cultural meanings of the original story may be lost. In turn, the literature does not subject the reader to another culture. For instance, in the story about the fisherman, that Smith and Wiese access, the plot remains similar plot,