...understands about what he or she is explainning? Probably not, which is why when adults describe death to children they might get an idea of what it is. A childs' actual understanding of something might be completely different from what an adult had orignally explained to them. In my case I was about seven years old when I lost my Bubby. Technically she was supposed to be called my Aunt Clara, but everyone in my generation called her Bubby, so naturally it stuck. Bubby was the type of woman that would just walk in and light up the room. She had six children and from there they had her grandchildren to which she loved dearly. I can definitely say that she was the classic description of what a grandmother should be. Looking back now I have very few memories of her to which...
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...[pic] [pic] Written by: Christy McLaughlin [pic] [pic] Japheth was a 9 year old boy that loved to play baseball, go fishing and to read. [pic] After practice and school he was always very tired. His mom took him to the doctor and they checked him out from his head to his toes. [pic] The doctor called his mom and told him he had to go to the hospital for more tests. He took his pillow from home and the blanket from his bed. This helped to keep him from being scared while in the hospital. [pic] The doctors talked to his mom and dad in the hallway. He knew the news was not going to be good news. His mom and dad tried to pretend that everything was okay, but he knew something was wrong. [pic] [pic] [pic] They told him he was sick with cancer. He would need to take medicine that would make his stomach sick and he might also lose his hair. He would look like his dad if he lost his hair! He had to go to surgery to put in a special tube under his skin to get the medicine. [pic] [pic] Japheth did not understand why he had to be the one that was sick. He wanted to go home and play baseball and be like the other kids. His mom and dad would hold him, and help him to see that he was special...
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...In Miss Pergrine’s Home For Peculiar Children the author uses conflict to develop the theme of death can impact the lives of the loved ones left behind. For example, after Jacob’s grandfather died he was feeling lost. Jacob was greatly affected by the loss; he became scared of the outdoors due to the horrific death of his grandfather which took place outside. Additionally, Jacob became quiet after his grandfather’s death and blamed himself for the lose of his grandfather under the circumstances. This can be explained as the loss of his grandfather sent shock waves through young Jacob who found his grandfather dead. Clearly, the theme death can impact the lives of the loved ones left behind is developed through out conflicts in the novel....
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...that are practiced or naturally developed to help relieve the pain of the hardship. Death is a natural challenge that occurs to all people and everyone reacts and responds to it in a different way. It is an inevitable factor of life, but most children don’t understand that. After going through various developmental stages and experiencing personal events pertaining to death, children form their individual thoughts on how to deal with a loss of something or someone valuable. Children go through different stages in life in which they develop different thoughts pertaining to death....
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...Life and Death Shapes Values Donald Barthelme symbolizes the events of death, in an elementary school environment, to depict the values of responsibility that the children lose and gain. The deaths ranging from an insignificant snake or a rat, up to more significant people like their peers, slowly shapes how these children react to the idea of being responsible as a class. When the recurring incidents of death happens to more significant people in their lives, it also starts shaping their individual responsibilities of helping others in order to prevent further catastrophic incidents. Then the epiphanic deaths of their own classmates dying made them question whether being responsible was the right thing to believe in. As their mentor, the narrator then prevents the lost of these important values of being responsible as a part of growing up. He demonstrates that though death is inevitable, they have to focus on the brighter side of life. In “The School” by Donald Barthelme, the recurrences of the deaths that the children either speculated or were held accountable for, represent their developing sense of responsibility in terms of life and death; that being responsible and taking care of things is an important fundamental aspect of living, as does living optimistically with the ability to oversee the fear of death. The deaths throughout the story could be interpreted as the symbolization of the childrens' growing sense of responsibility. The beginning deaths of the snakes up...
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...A Child's Perception of Death Lisa Woolfolk Northcentral University Abstract Children do not perceive death is the same way as adults (citation). This paper examines a child’s perception of death and the development changes that children experience when trying to understand death. Articles by psychologists Maria H. Nagy and Sylvia Anthony are compared and contrasted to other scholarly articles on death and bereavement therapy, in particular therapy for children. Researchers Nagy and Anthony’s proposed model of children’s concepts of death shows the developmental changes children experience when trying to understand death. Their research is validated by Jean Piaget’s theory of cognitive development (citation). Piaget’s model is accepted by professional psychologists as a scholarly index of the cognitive development of children. Piaget’s theory supports articles by Nagy and Anthony (citation). Barbara Kane’s research supports Maria Nagy and Anthony’s developmental model, however Kane’s research disputes Nagy’s suggestion that children tend to personify death (citation). Finally, the research of Gerald P. Koocher is compared and contrasted to Nagy and Anthony’s article. Koocher’s research links Piaget’s developmental model to the development of the children's conceptualizations of death. Koocher’s article also suggests that culture is an important factor that influences the conceptualization of death (citation). My particular field of...
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...National Health Policy (NHP II 2010/19) and the Health Sector Strategic and Investment Plan (HSSIP 2010/11-2014/15). The data used to estimate mortality were collected in the birth history section of the Woman’s Questionnaire. The birth history section begins with questions about the respondent’s experience with childbearing (i.e., the number of sons and daughters who live with the mother, the number who live elsewhere, and the number who have died). These questions are followed by a retrospective birth history, in which each respondent is asked to list each of her births, starting with the first birth. For each birth, data are obtained on sex, month and year of birth, survivorship status, and current age or, if the child is dead, age at death. This information is used to directly estimate mortality rates. In this report age-specific mortality rates are categorised and defined as follows: • Neonatal mortality (NN): the probability of dying within the first month of life • Postneonatal mortality (PNN): the...
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...Support School-Aged Children Claudia Maria Uriarte Colorado State University A fact of life is that at some point children will experience the death of others. Enduring an early loss have a potential impact in the mental and physical health of a child. (Corr & Nabe, 2003). Parental death can be described as one of the most traumatic events in a child’s life which can lead to negative outcomes (Haine, Ayers, Sandler, & Wolchik, 2007). Children’s attitudes toward death relate to the nature of their encounters with death and to parents and the community who will shape his or her interpretation and response to the given experience (Corr & Nabe, 2003). Resilience in young is associated with a set of attributes...
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...Media Socialization of Death New movies have a lot of violence and bloodshed. “With television, analysis of programming for 20 years (1973-1993) […], the level of violence in prime-time programming remained at about 5 violent acts per hour” (Gerdes 20). The fact is, the media show an immense amount of death and killing and pass it off as if it’s no big deal. The media socialize children with death to the point that parents no longer need to. Kids are exposed to death at a very early age. Children accept truth and facts from the media much faster than from adults. Finally, murders involving children and young adults have reached all time highs in recent years. First, kids are exposed to death at a very early age. During the 18th century, children were looked at very differently than they are now. They were looked at as economic liabilities which live in a sort of vicarious bubble. This means that they can play and help with chores, however they are not developed enough to understand complicated concepts such as death. Children were shielded from death and developed no thoughts or opinions on it until later in life. Children’s understanding of death in the 21st century is completely different. Children as young as three realize that death exists and may or may not be final; children as young as five understand that death is final (Children & Adolescents). The reason children understand death at such young ages is due to the media opening them up to it. This...
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...future. “The Farmer’s Children,” by Elizabeth Bishop is a short story that portrays cruelty and negligence toward children. In, “The Farmer’s Children,” Elizabeth Bishop uses dark colors such as black and red to foreshadow the death of the children and blue to represent the cold and the winter. Additionally, she also uses yellow to show irony in the story by showing an illusion that the children are in a cozy, warm home but in reality they are facing abuse and neglect everyday. In “The Farmer’s Children,” Elizabeth Bishop portrays the theme that child neglect and abuse can lead to severe consequences by using color...
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...Grief counseling and children: Ambiguous loss and its effects on children: Implications and interventions for school counselors. By K. Guidy, C. Simpson, T.Test, and C. Bloomfield. Texas A &M University Commerce. * In addition to emotions, children experience physical responses to a loss such as exhaustion, insomnia, headache, stomachaches, and regressive behaviors. * Just like adults children process grief in different and unique ways, there is no right or wrong way to grieve. * Grief work is essential in order for the individual to become actively engaged in their own life again. * Children need adequate information, reassurance, routine, validation, active listening, and adult models to demonstrate mourning behaviors constructively and appropriately. * When a child losses someone in their family they are grieving the loss of the systemic role in the family, the loss of a relationship, loss of an emotional connection and the fear of possibly losing someone else in their family. * May have self-blame, confusion, fear, isolation, or alone * Faced to deal with the changes in their new family systems, adjusting to the remaining parents new way of life may be difficult * SC should build meaningful relationships with the student as well as validate, understand, listen, and normalize their loss when the child is comfortable enough to share with them * You need to meet children and families where they are, support them with patience, compassion...
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...Whose Fault is it Anyway? Death is an element of life. Somewhere on the planet, someone just died. There is always a reason for death: a carcrash, a sickness, murder, etc. In Ray Bradbury’s short story, “The Veldt”, the parents of the two children, George and Lydia Hadley, die. It is known that they are slaughtered by lions but does not say if it was an accident or not. The fault lies on the parents because they did not involve themselves in their children’s lives enough. They let the Happy Life Home raise their children and let their children do whatever they wish. The bad parenting in the story, is the reason for the characters’ violent deaths. Letting their Happy Life Home raise the children, leads to George and Lydia Hadley’s deaths. When George and Lydia are talking about the house, Lydia states that the “house is wife and mother now, and nursemaid. Can I compete with and African Veldt? Can I bathe and scrub the children as efficiently or quickly as the automatic scrub bath can?” (Bradbury 78). She is admitting that her children have been raised mostly by the Happy Life home and not by their mother. George has been working since the time period is the story takes place in the 1950s. The parents let their house raise their children which, ultimately led to their deaths. Additionally, the children are not disciplined or punished by the parents, which leads to the parents’ deaths. When George Hadley warns his son, Peter, that he needs to behave or the house will be turned...
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...child conceptualizes and responds to loss. Introduction Almost every person in the world, at one time or another, experiences events that can be considered major losses (Harvey and Weber 1998). Loss weather personal, material, or symbolic will affect us all, children too can face different levels and types of losses (Hooyman and Kramer, 2006; Viorist, 1986) cited in The Person Health and Wellbeing,(1st ed.,pp.211). There is a misconception in our society that children cannot understand or have little knowledge about death. But children of various ages and stages understand death and loss in different ways. (TRAUMA AND LOSS: Research and Interventions, Volume 3, Number 1, 2003) Jean Piaget cognitive stages of development in children are proved to be very important in children’s understanding of death, dying and grief. Childhood grief and development factors are interrelated: the age and stage of development of a child at the time of his or her parent’s death will strongly influence the ways in which the child reacts and adapts to the loss.( Garber, 1988, p. 272) The Death of a Parent: Healing Children’s Grief September( 3rd, 2009);Beth Patterson, MA, LP) A child Understanding of Death A child understanding of death occurs in the age 5-7, when according to Piaget’s theory child progress through preoperational stage of development to concrete-operational stage. (Kenyon 2001 cited in The Person Health and Well Being, 1st ed., pp272). A 5 year old child who is at preoperational...
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...slept in her own bed ever since she was two years old. Now, since the death of her father a year ago, she not only wets the bed, but also tries to consistently sleep in the room with her mother. Jacob is five years old. He constantly plays like he is going on a trip to visit his Uncle Sam in heaven. These three children are different ages and have lost different role models in their lives, but they share one thing in common. All three are experiencing the grieving process. The grieving process in children differs very much from the grieving process of an adult. This must be taken into consideration by Early Childhood Educators when teaching children how to cope with this grieving process, as it is an Early Childhood Educator’s role to ensure that all children develop healthy emotional and social habits (Clarissa A., 2002) . To develop these healthy habits, it is essential that Early Childhood Educators know how a child’s concept of death is constructed, which gives caregivers and educators important information and helps them respond more sensitively to what children might feel and experience (Clarissa A., 2002). The online journal article, called “The Grieving Process in Children: Strategies for Understanding, Educating, and Reconciling Children's Perceptions of Death” (Clarissa A., 2002), clearly gives an overview of how children understand death, and suggestions for educators about how to help children through grief and loss. The website, www.betterhealth.vic.gov.au (Better...
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...Since that night, I have considered how parents respond when a child dies. Given the complexity and gravity of individual human responses, I hope is that this paper will provide insight into my experience as well as help members of families and friends to better understand how the loss of a child affects parents and siblings while highlighting ways to provide meaningful support. For most bereaved parents, the consequences of the death of a child cannot adequately be expressed in words. Despite extreme efforts to empathize, those who have not experienced a child's death cannot fully know what it is like. However, I have found that knowledge surrounding bereavement can provide a helpful glimpse of understanding, as well as ideas for how to respond to parents and needs when their child dies. For most people, our family defines who we are. We do not identify ourselves simply as mothers, fathers, spouses, in-laws, or grandparents, but as family members. For example, "I am not a mother of 3 children. I am a mother of Haley, Emma and Brent." A child's death challenges our sense of identity. It is best summed up by a quote I read from a bereavement scholar who stated, "The process of mourning for one's child involves not only dealing with loss of the loved child, but with the loss of part of one's self." Parents who identify strongly with their roles as mothers or fathers often...
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