grief matters, responding to loss and bereavement - mike o'connor
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Mike O'Connor, The Notre Dame Centre, http://www.notredamecentre.org.uk Session 2 - Building Better Childhoods, Understanding Contemporary Childhood. Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008. http://www.iriss.org.uk/conference/girfecTRANSCRIPT
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Building Better Childhoods
Grief Matters, Responding Grief Matters, Responding to Loss and Bereavementto Loss and Bereavement
Mike O’ConnorMike O’Connor
mike.o’[email protected]
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Grief Matters
Grief has no friends Grief is normal Grief education is important Children’s grief is often misunderstood Preparation is key There is no “grieve by’” date
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Contemporary Childhood
1 in 10 children in the UK under age of sixteen has a mental health disorder
Young people in the UK are involved in more violence, binge drinking and drug taking than European teenagers
1 in 5 girls (age 15-17) self harm
A third of all boys and a quarter of all girls bully other children at some stage in their school career
40,000 children are prescribed anti-depressants in the UK
Nearly 50% of teenagers report that they are unable to talk to their parents about their problems
Centre for Child mental Health(2007)
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Change Cycle
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Different Types of Loss
Developmental
Anticipated
Unexpected
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Some Major Life Events for Children
Death of a family member Parental separation and divorce Becoming ‘Looked After’ Living with parents with problems of addiction
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Definition of Grief
‘The feelings we have when we lose
someone or something precious’
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Child – Parent Discrepancies in Reporting
children often under-report their level of distress to parents
Key issue for schools Children under-
report to their teachers
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Grief Reactions
Physical Behavioural Emotional Cognitive
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Adults Views on Grief
‘Give sorrow words; the grief that does not speak whispers the o’er-fraught heart and bids it break’ (Shakespeare)
‘He that conceals his grief finds no remedy for it’ (Turkish proverb)
‘one often calms one’s grief by recounting it’
(George Eliot)
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Adults Views on Grief
‘least reward for hardest work’Les Murray, Poet
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A Child’s view (age 10)
‘I’m angry (at God)... I knew grandad was going to die.... but not as soon as that... it’s like I had no say’
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Children, Young People and Bereavement
92% of children under 16 report experiencing ‘significant bereavement’
70 % of schools will be dealing with a recently bereaved child
Jane Ribben-McCarthy, NCB, Highlight No.232 (2007)
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Bereavement – a mainstream issue?
In UK almost 78% of 11-16 year olds have report the death of at least one of first or second degree relatives (includes grandparents or close friends)
Prevalence range for the death of a parent are around 5-7%
Slightly lower figures for the death of a sibling
Jane Ribben-McCarthy, NCB, Highlight No.232 (2007)
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Survey in 3 Primary Schools in Clackmannanshire (2003)
Did this ever happen to you? School A School B School C
Total Sample
Family bereavement (%) 48 58 67 59
Separation or divorce ( %) 27 24 38 30
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Does experiencing a bereavement constitute a risk factor?
Not necessarily but experiencing a parental bereavement increases risk
May be particularly harmful for children who are already vulnerable or who have experienced multiple problems
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Children and Young PeopleWhat do they think?
Difficulty coping with and understanding overwhelming feelings
Long time periods over which they are affected
Adverse impact on social relationships
Lack of opportunities to talk
Lack of power and sense of exclusion from decision-making
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Key Messages
Preparation is essential - and possible
Timely intervention and support should be offered when children need it
All those working with and for children should be aware of the impact of loss and bereavement on children
Children and young people should be able to access support in their own communities
There can be positive and negative outcomes for bereaved children
Cultural differences should be respected
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Seasons for Growth- a loss and grief education program
is based on peer support
uses quality educational methods to process loss and grief
is a withdrawal program from normal classes
has five levels – three in Primary and two in Secondary
has an Adult Program available in 3 Components
promotes connectedness
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WHO Framework for Comprehensive Mental Health promotion in Schools