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This special issue of "Canadian Social Studies" is dedicated to Roger I. Simon. Simon's scholarship bequeaths to theorists, teachers, and curators across Canada and beyond a theory of education that opens up responsibilities to past and present others. The papers gathered for this special issue address many of the difficulties that he dared educators to hold in mind. What Simon opens are big questions for education in a time more often consoled by the promise of solutions, best practices, and evaluation. These are questions about the interpretive quality of knowledge, the meaning of responsibility, justice, and the role of pedagogy in the reparation of historical trauma. Indeed, Simon lived with questions as the ground of his pedagogy, and in their articulation, he leaves behind an absence that is brimming with potential to make social and historical knowledge matter.

Background: This paper considers the challenges regarding the development and use of self-report tools for sensitive, personal topics, in this case experiences of death and bereavement for individuals with intellectual disabilities (ID). These challenges are represented through the experience of the development of a self-report measure of complicated grief for use with individuals with intellectual disabilities. Materials and method: Focusing on the topic of bereavement, and using a case study format, this paper describes the development of a self-report measure for complicated grief. Results: Following three phases of questionnaire development, the Complicated Grief Questionnaire for People with Intellectual Disabilities (CGQ-ID) was adapted for use as a self-report measure with individuals with intellectual disabilities. The development process, informed by recommendations in the research literature, provides evidence that self-report is possible with individuals with intellectual disabilities even when the topic is as sensitive as bereavement and when abstract concepts such as emotions are involved. Conclusions: The adaptation process described here might provide a useful template for the development of other scales on sensitive topics.

As educational interventions that integrate death issues in the school curriculum are rarely designed, implemented and evaluated, our action research (AR) project aimed at investigating the complexities of integrating the concepts of loss and grief in the primary school curriculum of Cyprus. The purpose of this paper is to identify and analyze convergences and divergences between AR and lesson study (LS), as they emerged in our project. We particularly focus on the ways that AR served to legitimate ethically and politically those aspects of the project that constituted the experimentation of lesson plans on loss and grief. The AR and LS elements of our project functioned differently and served different purposes, and we speculate that this is not irrelevant to the controversial aspects of the lesson plans' topic, namely loss and grief. The paper argues that it may be strategically important, for ethical and political reasons, to both demarcate and associate AR and LS, navigating between them, particularly if a controversial issue is involved.

From 2022, New Zealand schools are teaching a new compulsory history curriculum that aims to teach diverse New Zealand histories, while foregrounding the centrality of Maori histories and the impacts of colonisation. The new curriculum will upend a long history of 'forgetting' the nation's contentious and conflictual past, and in particular the nineteenth century 'wars for New Zealand' (O'Malley, 2016) that secured settler hegemony over the nation-state. In this paper, we focus on the roles of remembering and forgetting in the narration of national histories to explore what might be a productive orientation to take to this contentious and unsettling past. We argue that the new history curriculum inaugurates a new phase of narrating the nation, replacing earlier phases of monocultural and bicultural nationhood that depended on this past being 'forgotten'. And we argue for the productive value of a histories of critical mourning approach to remembering this founding violence.

The process of passing loss and bereavement is a difficult period for any human being. At this particular time, it is important to remember to support the child in dealing with loss and grief. Unfortunately, it can happen that the closest environment, such as family and school is not able to help the mourner properly, especially the children and youth in this silent fight. Support from family and teachers is as needed as help from the various professionals. This article is a review of forms of support in bereaved children and youth, with emphasize on practical methods performed by educators. The paper includes the analysis of forms used in order to help bereaved children in returning to better function in society.

Suicide postvention is a concept related to the prevention of subsequent suicides, provision of mental health services, and the community response following a completed suicide. Many people including parents, school mates, friends, siblings, teammates and extended family are impacted in different ways by the loss of a family member or person of close connection, to suicide. In Alabama, suicide contributed to 667 lives lost in 2009 of which 76 (11.4%) were youth age 5-24 (D. Hodges, Alabama Injury Prevention Branch, personal communication, August 12, 2011). All suicides have one thing in common--the production of survivors, who grieve, attempt to understand and rationalize death by suicide, and to move forward in their lives. Despite robust data sources, it is estimated that for every suicide there are six survivors, a conservative estimate. This paper will provide an overview of postvention, characteristics of a survivor of suicide loss, general postvention program goals, school system preparation, support for families and peers in the wake of a youth suicide. For the purposes of this paper, youth is defined as a person between the ages of five and 24. (Contains 3 tables.)

There has been much work highlighting the benefits of autoethnographic research yet little acknowledgement of the demands researching your own life makes on the emotional and mental wellbeing of the researcher. This paper explores the consequences that can arise as a result of autoethnographic research by detailing the crises involved in researching a topic that the researcher has experienced herself. This paper discusses the re-emergence of my grief over the death of my mother as I researched into the experience of other young women who had experienced the death of their mother during their youth. The research process was a journey in which crises were experienced that conflicted and illuminated the emerging findings of the research. The role of the researcher and the researcher's subjectivity--emotions, feelings, actions--are highlighted as integral to research practice. Accepting vulnerability and problematic feelings and emotions can be seen both as an important part of grieving the loss of a mother but also a significant step in conducting research and being a researcher.

While the ability, and indeed right, of children to be active participants in the research process has become better understood in recent years, concerns still persist when the research topic is particularly sensitive, or when the participants are vulnerable. This article provides an account of an ultimately unsuccessful research project aimed at exploring the conceptualisations and experiences of loss and bereavement of children in care. The literature relating to the practical, ethical and methodological considerations when conducting research on sensitive topics or with vulnerable children is reviewed and mapped against the author's experience. Reflecting on the barriers to successful completion of the project the paper then discusses whether, despite well-documented limitations, many of these barriers to conducting sensitive research with vulnerable children may have been overcome by employing a practitioner-researcher approach to the methodology. By providing a rare reflection on a research 'failure', the paper is of relevance to students, practitioners and researchers alike.

This transcript presents a portion of a conversation that occurred on May 8, 2020 between Sia Elle Brown, a doctoral student in Educational Leadership at the University of Pennsylvania Graduate School of Education and Ikal Fireseed (pseudonym), a leader at a school for Indigenous students in the American Southwest.

In an effort to encourage dialogue and reflection on matters of common concern and interest, this journal invites responses on selected articles from other educators, who engage the text critically and offer some reflections about its utility and validity. This paper presents responses from Daniel F. Curtin, Gwen Byrd and Dominica Rocchio to the article, "Process of Compassion: Pastoral Care During School Closings," by McDevitt, Dosen, and Ryan (2006). Curtin says during the past several years, the Catholic educational community has witnessed the closing or consolidation of many Catholic schools in the United States. Decisions about the future of many of these schools are based on demographic changes, enrollment issues, and financial costs. Some faculty and administrators had served in their school communities their entire professional lives and felt much grief about losing their schools. The Process of Compassion Workshop goes a long way to support and assist those in dealing with their own feelings of grief and loss. When faculty and administrators are supported in such a way, they in turn will be in a stronger position to assist students and parents with their own emotional feelings. Byrd shares that the closing of three schools in the Archdiocese of Mobile in June 2004 caused tremendous confusion and trauma for pastors, principals, teachers, parents, and students. It also caused sadness for the larger Catholic community of the archdiocese. All three of these school communities went through stages of denial and anger. One never reached acceptance. In this case, desperate measures came from parents in the face of their denial and anger. This was not easy at the time, although they believed that time would heal. As traumatic as it was for all involved, new life has sprung due to the outstanding leadership of the receiving school communities. Rocchio says school closings have become all too frequent in the last 5 years. It is the role of leadership to help others deal with loss and change. This means that those in leadership need to have an understanding of the grieving process. Rocchio suggests the need for a national conversation that brings together three types of people--authority figures, refounding people and renewal people--to design a future for Catholic schools.

This paper has two parallel components--one a storied prose account, the other a presentation of elements of the story compressed into six-word reflections to underscore or in some cases to expand on the narrative. Katherine Norman Dearden gathered data through means of serial interviews with the choir director and review of related media accounts and literature on gun violence and the death of children in America (Rubenstein, Levine, and Hennekens 2019), and she shares draft manuscripts with the choir director for her review, suggestions, and approval.

Objective: Prolonged grief disorder (PGD) and major depressive disorder (MDD) are common syndromes shaping bereaved caregivers' quality of life (QOL). However, distinctiveness of these syndromes warrants confirmation, and the temporal relationship of PGD and MDD symptoms has not been established. To fill these knowledge gaps, we conducted this longitudinal study., Methods: PGD symptoms, depressive symptoms, and psychological QOL were measured over 398 caregivers' first 2 years of bereavement using the Prolonged Grief-13 (PG-13) scale, Center for Epidemiologic Studies-Depression (CES-D) scale, and Short Form-36 Health Survey mental health summary, respectively. To clarify the distinctiveness of PGD and MDD symptoms, we examined their associations with psychological QOL by incremental validity testing. Distinctiveness and temporal relationship of PGD and MDD symptoms were also examined using longitudinal, lower-level mediation analysis with a lagged approach., Results: After the variance in psychological QOL was explained by CES-D scores (pseudo-R 2 = 44.19%, P < .001), PG-13 scores significantly, incrementally increased the explained variance in psychological QOL (pseudo-R 2 = 0.21%, P < .001), confirming the distinctiveness of PGD and MDD symptoms. CES-D scores mediated 40.7% of the time vs PG-13 score relationship, whereas PG-13 scores mediated 78.2% of the time vs CES-D score relationship with a better model fit, indicating that PG-13 scores assessed earlier mediated caregivers' current depressive status rather than vice versa., Conclusions: PGD and MDD are distinct constructs, and PGD precedes onset of MDD. Clinicians should distinguish between these two disorders and address bereaved caregivers' PGD to reduce PGD-associated distress and morbidity and to prevent MDD onset, thereby improving their QOL., (© 2020 John Wiley & Sons, Ltd.)

Background: Trombley-Brennan terminal tissue injury (TB-TTI), also known as skin failure, was first identified in 2009 among critically ill adults receiving palliative care. Identification of this skin injury can be misinterpreted as a pressure ulcer. However, this phenomenon is now accepted as an early sign of impending death among critically ill adults., Clinical Findings: This case study describes TB-TTI in a terminally ill infant in a neonatal intensive care unit evidenced by intact, 2-cm oval skin discoloration on the lateral side of both knees with rapid progression in size., Primary Diagnosis: TB-TTI was identified on the day of death in an infant with a primary diagnosis of hypoxic-ischemic encephalopathy born at 32 weeks' gestation., Interventions: The neonatal intensive care unit (NICU) team mobilized the NICU advanced care team, institution's ethical council, and "Team Lavender" to provide infant comfort measures and emotional support to the family and care givers., Outcomes: Infant death occurred 8 hours after TB-TTI was identified., Practice Recommendations: To our knowledge, this case study of TB-TTI in a terminally ill neonate in the NICU has not been previously described in the neonatal or pediatric population. Early recognition of the phenomenon can enable the healthcare team to provide timely emotional, spiritual, and psychosocial support to the family and allow time to "be present" with the infant at "end of life." Future work should explore additional signs of TB-TTI and the occurrence rate.

Prolonged grief (PGD) is a potentially debilitating consequence of bereavement that is experienced by 7%-10% of bereaved individuals. In recent years, PGD has been the focus of increasing interest as it is associated with a range of significant negative physical and mental health outcomes. To date, however, there is little understanding of how impairment is associated with individual PGD symptom interactions. Network analysis is an innovative statistical approach that has been productively applied to examine how symptoms of psychopathology influence and reinforce each other. In this study, we examined the association between PGD symptoms and quality of life (QoL) impairments. Data from 215 bereaved individuals were used to construct networks comprising PGD symptoms and different facets of QoL. The results showed that PGD symptoms of meaninglessness and role confusion were linked with reduced psychological QoL, trust difficulties were linked with reduced social QoL, and bitterness was linked with reduced environmental QoL. These results are consistent with models that highlight the importance of self-identity and loss of meaning in PGD. By elucidating pathways of dysfunction, these findings offer clinical implications that may help to improve outcomes for persons with PGD., (© 2019 International Society for Traumatic Stress Studies.)

Background: This study aimed to determine the relationship among bereavement, depression, and posttraumatic stress disorder (PTSD) in organ donor families in Iran., Methods: This is a correlational study of 96 family members of brain-dead patients whose organs were donated. Using census sampling method, we approached the families through the Kerman University's Organ Donation Center. Data were collected using the Core Bereavement Items, Beck Depression Inventory, and Impact of Event Scale-Revised., Results: The mean (SD) total score of bereavement, depression, and PTSD were 38.44 (9.25), 18.01 (12.92), and 41.90 (12.69), respectively. Among bereavement subscales, the highest mean (SD) score belonged to the "Images and Thoughts" (15.96 [4.16]) and the lowest belonged to "Grief" (10.57 [3.16]). Among different aspects of PTSD, the Intrusion subscale had the highest mean (SD) score (19.25 [6.22]), and the Hyperarousal subscale had the lowest (11.23 [5.34]). The Pearson correlation coefficient showed that bereavement was positively correlated with both depression (r = 0.72, P < .001) and PTSD (r = 0.59, P < .001)., Conclusion: Donor families experienced bereavement, PTSD, and depression after organ donation. Healthcare professionals should approach and assess these families for potential emotional-psychological consequences, provide emotional and practical support to alleviate their depression and PTSD, and assist them through the bereavement process.

Background: Driving cessation is one of the most challenging life transitions, associated with multiple negative consequences for individuals living with late-onset dementia. This paper extends the literature as to date there is no published review that details the experiences of people living with young onset dementia ("YOD"). Methods: A comprehensive search of the literature was conducted using the scoping review methodology. Results: Ten studies were included for full text review of 1634 initially identified through database searching. The results of the included articles indicated areas of concern for people living with YOD and their family members including, loss of independence; role change; threat to self-identify; feelings of isolation, grief; acceptance; predictors of driving cessation. Conclusion: There is a lack of robust evidence related to driving cessation and the experiences of people living with YOD. No published paper reported psychosocial interventions specifically targeted at supporting persons with YOD through driving cessation. [ABSTRACT FROM AUTHOR]

Objectives: Engaging people with profound intellectual and multiple disabilities (PIMD) in relation to issues of bereavement and loss is often seen as a complex therapeutic challenge. The author examines the barriers preventing them from engaging with the grieving process in supported ways. Methods: Through the lens of Worden's Tasks of Grief model, the author provides an assessment of the social, emotional, and physical constraints that impact on the person's experience of bereavement. Results: Although there are some similarities between people with PIMD and their more able peers, there are some additional factors which may place people with PIMD at greater risk of complicated grieving. In addition, this paper identifies the socio-contextual factors that can mediate experiences of and reactions to loss in this group. Within this framework, the limitations of a purely cognitivist approach to this area are demonstrated. Conclusion: This conceptual paper encourages therapeutic practice with people with PIMD, which partly focuses on enabling the grieving process. Suggestions and approaches for support, including multi-sensory methods, are offered.