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Background: Self-directed multimedia resources that provide psycho-educational information to selected populations have been supported in child health related areas including parenting skills in adults and literacy in children. Comparable programs for use with bereaved children and families have not been adequately developed or empirically examined. Examining usability and satisfaction with such materials is critical, especially when dealing with bereavement. Objective: This study evaluated the feasibility of the multimedia kit “Talk, Listen, Connect III: When Families Grieve™ (TLC III)” for use with caregivers and their parentally bereaved children (ages 2–16 years). Primary outcomes included the utilization and overall satisfaction with the TLC III kit and the kit’s impact on caregiver–child communication. Secondary outcomes, engagement, family coping, and caregiver and child grief also were examined. Participants: Ninety-three caregivers completed pre- and post-viewing questionnaires (59 in the TLC III group, 34 in the comparison group). Results: Caregiver’s who viewed the TLC III kit materials reported greater satisfaction with kit materials and greater impact on family coping with death than did caregivers who viewed the Ready kit. No significant differences were found with regard to pre- to post-test changes on any of the primary or secondary outcome measures after controlling for pretest scores. Conclusions: Multimedia programs should be considered as adjuncts or alternatives to traditional therapies and further evaluated for use with parental bereavement; particularly among inaccessible segments of the population. Future studies should consider innovative approaches to examining the effects of such programs on complex problems faced by children. [ABSTRACT FROM AUTHOR]

As L. Malaguzzi (1993), who proposed one of the contemporary education systems - Reggio Emilia - puts out, a child is unique, open, knowledge- seeking, curious, willing to communicate and learn; a child learns to evaluate oneself, justify an opinion, think critically and also to create links with others and communicate. However, some complex psychological experiences in the childhood such as bereavement in the family etc. and inappropriate help for children in such situations usually suppresses a child's curiosity and open relationship with the world. This paper theoretically analyzes the influence of the posttraumatic experiences of the grieving child (aged 3-10/11) on his/her socialization at emotional, cognitive and behavioural level. When a child experiences the parent's death, especially in preschool childhood (3-10/11) period, he/ she may have some psychological issues in later periods more often than their peers who did not experience the parent' death. Such psychological problems include attention disorders, the destructiveness of the relationship with others, emotional labiality, asceticism, lack of motivation to act etc. Kindergarten and primary school children with such experience usually have depression or anxiety outbreaks. Such factors also have a negative impact on the establishment of smalsarelationships and their maintenance. This theoretical overview also discusses the bereavement phenomenon and emotional reactions as well as their directional impact on the further development of a child's psycho-social development. It should be mentioned that the death of one of child's parents has the biggest negative effect on the further psycho-social development of a preschool child which is a considerably important condition of an individual's maturity. [ABSTRACT FROM AUTHOR]

Current studies in children’s grief and bereavement illuminate that creative arts therapies may support children in the sharing and healing of their experiences with a death loss. However, theories or models suggesting the specific role of dance/movement therapy as a possible creative intervention for this population have not yet been published. This qualitative study is designed to explore the experiences of dance/movement therapists who have worked with children grieving a death loss. Second, this research seeks to elucidate how dance/movement therapists’ experiences with this population may inform their choices to use specific clinical interventions. The results of this study highlight themes that may be relevant in dance/movement therapy applications with grieving children, and is meant to provoke further discussion and continued research that may allow for the development of new dance/movement therapy models within grief studies. [ABSTRACT FROM AUTHOR]

Calvin Coolidge suffered much bereavement, namely the death of his mother, death of his sister and the death of his young son. However, Coolidge's personality attributes and the early bereavements that he encountered in his childhood created in him a sort of vulnerability, which he could not overcome when he became a President of America.

In preparing a series of annotated bibliographies on death-related literature for children and adolescents (Corr, 2000, 2001, 2002, 2003a, 2003b), it became evident that this literature discusses topics related to bereavement, grief, and mourning in a variety of ways. That should not be surprising, since much of this literature was written to help children cope with experiences of death and loss. What is surprising, however, is the apparent absence of formal studies of bereavement issues in this body of literature in the major professional journals in the field of dying, death, and bereavement. This article is an initial attempt at rectifying that apparent gap in attention. It is also an effort to stimulate increased appreciation of these and other noteworthy aspects of death-related literature written to be read by or with children.

The assignment sounded simple enough: 'Describe, analyze, and evaluate literature available for adults to help them in their efforts to assist bereaved children.' Plodding into it, however, proved daunting. A Google search yielded 143,000 matches for 'bereaved children' and 283,000 for 'grieving children.' Reviews of death-related catalogs and books available through Amazon.com unveiled a dizzying array of options. Clearly, boundaries would need to be set. Having been instructed to include only written publications and not videos, DVDs, or other media, this is the question I opted to address: What are the 'Top 20' publications for a professional wanting to start a library of written resources directed at adults who help grieving children? In my search, I enlisted the input of over 200 professionals and paraprofessionals in the field, in person (at the 7th Annual Children's Grief Symposium in San Antonio, Texas; among my colleagues at The Dougy Center, with a collective 40 years of work with bereaved children), and by e-mail (to selected members of the Association for Death Education and Counseling, and a gathering of Women in Thanatology). I filtered through their recommendations, and landed on the 20 listed here. I also decided to focus on two reading populations: professionals and parents. In so doing, I asked myself the following questions: What kinds of publications ought a person in a professional helping role, whether a psychologist, aftercare provider, counselor, therapist, or educator, be minimally familiar with to better assist bereaved children? And, what resources might those professionals recommend to individuals who are parenting children grieving a loss through death? You will note that I have excluded publications solely geared to classroom teachers or the school environment, not because they aren't important or voluminous, but because that topic is a full article in itself, and outside the scope of my assignment. Another qualifier: with the exceptions of co-editors, I chose to limit an author to one selection in order to broaden the range of topics and contributors. Caveat emptor!

The death of a pet--or, as some prefer to call it, a companion animal--is a frequent subject in death-related literature for children. Pets are important to children for many reasons; for example, they serve as friends, playmates, and sources of unconditional love. In addition, pets help teach children about the responsibilities that are involved in caring for another living creature. Also, because the life cycles of most animals that become pets are much shorter than those of the humans who care for them, pets often teach children important lessons about loss, death, grief, and coping. For all of these reasons, when I began writing about death-related literature for children my attention was soon drawn to books within that general category that told stories about the death of a pet. In this article, my purpose is to describe and examine a selected sample of 20 books for children whose principal subject or story line is concerned with pet loss. Full bibliographical information for each of these books appears in the list of 'Children's Literature' at the end of this article.

The children found a dead bird. They wrapped it up. They buried it. They said some words and felt sad. They brought flowers for a few days. Then they forgot. This is the theme of the story in the first modern, in-print, actual hold-in-your-hands children's book about grief in my memory--The Dead Bird, by Margaret Wise Brown. It was dear to me because she wrote the first edition the year I was born, 1938, making me one of the gray-haired grandmothers and leaving Wise Brown dead now for more than 45 years. When my husband, Marv, and I founded Centering Corporation in 1977, The Dead Bird was the only book we could find for children. I'm sure there were others; we just didn't find them. They were hidden. Grief wasn't 'in' then, and definitely not for children.

Elsewhere (see 'Bereavement, Grief, and Mourning in Death-Related Literature for Children' in this special issue) I have explained that as I prepared a series of annotated bibliographies on death-related literature for children and adolescents (Corr, 2000, 2001, 2002, 2003a, 2003b), I realized that this literature was rich in many not-very-well explored topics. In particular, it struck me that themes related to spirituality often appear in this literature. Nevertheless, it does not appear that any formal studies of the spiritual dimensions that appear in this body of literature have been published in any of the major professional journals in the field of dying, death, and bereavement. In this article, I offer an initial attempt at rectifying that apparent gap in attention. I also hope to stimulate increased appreciation of this and other interesting facets of death-related literature that is intended to be read by or with children.

This article explores bibliotherapy as a process in which death-related literature is used to help bereaved children cope with experiences of death and loss. For that exploration, this article defines bibliotherapy, offers an argument in support of its value, and suggests how a potential bibliotherapist might begin. Suggestions are made for selecting and using stories in bibliotherapy. Since most bibliotherapy is actually used as an optional tool in bereavement support groups, guidelines are offered as to how it might best be implemented in that context. Much of this discussion is also relevant to the use of bibliotherapy on a one-to-one basis involving a particular child and an adult guide. Examples of stories and books for children that I have used in bibliotherapy are mentioned throughout this article.

There has been an exponential growth in literature for children over the last two decades, particularly in the areas of death, dying, and bereavement. Publicly breaking the silence on such tough issues is due, in part, to the late Fred Rogers (1928-2003) and his groundbreaking work on children's television programs. Mr. Rogers developed rapport and trust with his young audience that made it safe to address painful topics and teach children how to cope with many different types of loss and transition. When a beloved Sesame Street character, Mr. Hooper, died in the late 1970s, Mr. Rogers appeared on the program to explain death, to commemorate, and to comfort Mr. Hooper's friends on- and off-screen. At about the same time, the Association for Death Education and Counseling, the National Funeral Director's Association, Compassion Books, Centering Corporation, and other such organizations made it their mission to educate children and their adult caregivers about death-related issues. Drawing from the many wonderful children's books now available, this article will focus on the developmental rationale for, and the unique contribution of, activity books for bereaved children.

Every 22 minutes in the United Kingdom, a child is bereaved of a parent, making up some 24,000 a year. An even greater number experience the loss of a grandparent. There is a limited, but growing, body of research into the impact of grief and bereavement on young children and how their support needs might be met. This article expands upon research with primary school teachers articulating something of their knowledge and experience in encountering bereaved children. The mixed methodology research includes quantitative and qualitative data that incorporate teachers’ responses to the fictionalised narrative of a bereaved 6-year-old. The discussion elucidates teachers’ confidence – or reluctance – in broaching the topic, highlighting the lack of specific training within teacher education for understanding and supporting bereaved children. Compassionate understanding is offered to some children, but many others detect a wall of silence, which, when encountered in early childhood, can have detrimental consequences for their personal, social and academic development. The article calls for policy and practice that will ameliorate this situation. [ABSTRACT FROM AUTHOR]

Little attention has been given to how bereaved children make meaning after the death of someone important to them and how they manage changes in their belief systems and worldviews. Some children, even very young ones, may be challenged in their beliefs about an afterlife or the nature or existence of God. Children may be confused by differing worldviews around them at home, in school, or in their communities. Examples are offered of such crises emerging for children after bereavement and challenges this may present for the practitioner. The article calls for more research in this area to support social workers and other professionals as well as parents in helping bereaved children suffering spiritual dilemmas in bereavement. [ABSTRACT FROM PUBLISHER]

Abstract: Bereavement in infants and children is unique due to their continuous psychological, somatic and existential development. At each stage of his/her development, infants have to reanalyze the situation with his/her new capacity to understand the world. As such, the infant can present with repeated periods of grief without pathology. Major difficulties result from keeping infants away from mourning. Infants cannot build any comprehension of the death and the loss if they are not implicated in the ceremonies or if they are not informed of the reasons of the death. Parents or educators have to be listening to infants during all their infancy to try to answer their questions little by little. Face to an infant who has lost a parent or a sibling, adults have to help him-her in keeping with the genealogy and the history of the family. [Copyright &y& Elsevier]

Abstract: The French Law of December 22nd 1976 favored the appearance of a new type of family, constituted of a couple and several children, some biologically conceived, the others adopted: adoption is no more synonymic of infertility. Objective: The purpose of this study is double: to understand who are these couples and to identify their unconscious expectations in their choice of adoptive filiation. Patients and methods: Our research leaned on the study of 52 couples answering the following criteria: to have both biological and adopted children, without difficulty to conceive the others. We met each of the couples and led an interview established with a semi-directive part, a free part and a projective test (drawing of the tree). Results: These couples (with Franche-Comté and Alsatian origins) present completely singular psychosocial characteristics that distinguish them significantly from the classic population. They have an upper level of studies (more than 3years), militate in associations and work in sectors of health, social care or education. The project to adopt, even if it involves both parents, is mainly worn by the women. The first result was to notice the existence of an adoptive process, characterized by six factors that are going to reactivate a phenomenon starter. It is about events in the genealogy, about altruism, about the project of adoption in the story of the couple, about the project of starting a large family, of “debts” of the couple and of bereavements. The second discovery was that grief was an important marker of the story of every adoptive couple. These losses were lived during the childhood and the adolescence, but also frequently after the marriage. We counted mainly three unconscious expectations: first of all, repairing the injustice of the loss lived by the couple and by the adopted child, pay an unconscious personal or transgenerational debt, and finally accomplish themselves by the realization of a life program. Conclusion: The adoption is built on an indestructible link with a new child, foreign to the couple due to his origin, but close to them by the echo produced in their experience of grief. The adoption is the meeting of two losses and bereavement stories. [Copyright &y& Elsevier]

In Western societies, death, dying and palliative care are surrounded by confusion and ignorance, with specialist palliative care only available to the lucky few ( Kellehear, 2007). A public health approach to palliative care has been recognised for the contribution it can make to meaningful end-of-life care. Such approaches have gained increased literature and policy focus and practice examples exist worldwide. In the UK, end-of-life care policy documents have highlighted the significance of a public health approach. They identify action to challenge stigma associated with death and dying to enable positive end-of-life care experiences. This paper discusses contemporary thinking around death and dying and how this relates to public health approaches to palliative care. It outlines the social work role in end-of-life care and discusses the significance of a public health approach drawing on practice experience as a hospice social worker involved in the facilitation of a children's bereavement service. It argues that social work has a significant role in the development of public health approaches to palliative care. [ABSTRACT FROM PUBLISHER]

This article describes the creation and development of a sustainable, community-supported children's bereavement camp. Numerous grief camps were examined prior to the project development. The project development was guided by the S.M.A.R.T. (S-Strategic/specific; M-Measurable; A-Achievable/attainable; R-Realistic; and T-Time-framed) stratagem to direct steps toward the development of the bereavement camp. Outcome measures included program participation, as well as evaluations completed by campers, family members, and volunteers. Camp attendance continues to grow, with 48 children the first year and an average of 65 the following 3 years. According to post-evaluation surveys, campers were able to integrate back into school with a decrease in stress and an increase in their ability to verbalize their grief, share feelings and begin to trust others. One child "got her sparkle back" according to her grandmother. Several campers commented that camp allowed them to see themselves as normal children. The goal of Camp Healing Hearts was that campers would laugh again, and they are. [ABSTRACT FROM AUTHOR]

Successes in diagnosing and treating pediatric HIV have necessitated care that extends beyond basic medical needs. However, capacity for providing childhood psychosocial support (PSS) remains limited. Programmatic research with young PLHIV, care providers and parents in Uganda and South Africa explored challenges in meeting the psychosocial needs of HIV-positive children. Three areas for childhood PSS were examined: disclosure, stigma, and grief/bereavement. This research identified programming gaps, strategies and good practices in five focal areas: providing immediate postdiagnosis support, stigma reduction, capacity building, addressing grief, and promoting peer support. Recommendations are presented for enhancing PSS for HIV-positive children in resource-limited settings. [ABSTRACT FROM AUTHOR]

Bereavement camps are one form of popular grief intervention for children. A review of the existing literature on child bereavement camps was conducted to examine effectiveness of these camps. An initial database search led to 187 entries. Selection criteria employed resulted in a total of eight studies for an in-depth examination. While camps had differences in their lengths, camper acceptance, restrictions, and theoretical frameworks used; many shared similar camp goals and objectives, activities, and outcome measures. Emerging evidence shows camps are promising venues to help bereaved children develop and build resilience in dealing with loss. [ABSTRACT FROM AUTHOR]

National and international organizations have identified schools as having an unparalleled potential to offer supportive services for children’s mental health needs. This article reviews research and practice related to children’s grief and specifies strategies for classroom-based interventions. In particular, school psychologists are encouraged to assist teachers in addressing the needs of children following the death of a family member. A list of resources is included to assist school psychologists in sharing critical information with teachers, preparing them to implement suggested strategies. Additionally, two ready-to-use classroom lesson plans integrate classroom discussion and activities with grief-themed children’s literature. [ABSTRACT FROM PUBLISHER]

The present study, using autophotography, shows how Korean young adult children experienced the death of a parent and how they created a new life following parental death. The results suggest that the loss of a parent is a continuing process. The parental loss started in the period of struggle in which one parent was dying and the other family members were attempting to care for the dying parent. Then young adult children experienced the emotional moment of the parental death. After the official death announcement to social networks came the life of a single-parent family. The bereaved tried to adjust to new roles within the single-parent family while coping with challenges from the sociocultural context. They also established a new single parent-child relationship and constructed their continuing bond with the deceased parent. [ABSTRACT FROM AUTHOR]

This article reviews current knowledge concerning the relationship between peer support and adjustment outcomes and experiences for parentally bereaved children. A brief overview of the effects of parental bereavement and factors influencing immediate and long-term adjustment is provided, followed by an overview of peer-provided social support and its relationship to adjustment. Current findings on the predictive value of peer support for adjustment are then discussed, with emphasis on the reciprocal positive and negative influences that peer support and adjustment (or lack thereof) exert. Areas of weakness and neglect within this domain are noted, with a focus on methodological issues, peer-relevant consequences of bereavement in need of further research, and the need for study of particular vulnerable subgroups. [ABSTRACT FROM AUTHOR]

Background: While it has been shown that bereaved children can experience emotional or behavioural problems, the evidence is inconclusive regarding which children would benefit from support and the kind of support to offer. This study aimed to obtain children's and parents' views on their experiences following bereavement and the usefulness of a peer-group support programme. Method: Thirty-nine families who had attended a community-based peer-group bereavement support programme within the previous 4 years were approached. Of the 23 with confirmed contact details, 17 agreed to participate. Qualitative interviews were conducted with 23 children (range 8 to 17 years) and 17 parents. Results: Children were concerned about isolation from peers and emphasized the value of meeting other children with experiences of bereavement in the group. Parents were concerned about lack of communication within the home about the bereavement, which continued after the group. Most children and parents would have liked more support, either more groups or an ongoing link. Conclusions: Referral to peer-group support may have the potential to improve bereaved children experiencing feelings of social isolation and help them develop coping strategies. Other family-focused support may also be needed for some children. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this two-year ethnographic study was to explore the experiences of parentally bereaved young people who sought support from the Rocky Centre (a pseudonym), a childhood bereavement service in the United Kingdom. Data were generated from extended periods of participant observation and semi-structured interviews with both staff and service users. In this article we focus specifically on the interviews with 13 young people to elucidate the factors that helped them to live with parental bereavement. Of these participants, four had been recently bereaved and nine had experienced the death of a parent over ten years ago. Seven key themes emerged from the analysis of the interview data: expressing emotion, physical activity, positive adult relationship(s), area of competence, friendships/social support, having fun/humour and transcendence. These themes are discussed in turn, and implications for research and practice are addressed. [Copyright &y& Elsevier]

This article reports on results from a randomized experimental trial of the effects of the Family Bereavement Program (FBP) on multiple measures of grief experienced by parentally bereaved children and adolescents over a 6-year period. Method: Participants were 244 youths (ages 8-16, mean age = 11.4 years) from 156 families that had experienced the death of a parent. The sample consisted of 53% boys and 47% girls; ethnicity was 67% non-Hispanic White and 33% ethnic minority. Families were randomly assigned to the FBP (N = 135) or a literature control condition (N = 109). Two grief measures, the Texas Revised Inventory of Grief and the Intrusive Grief Thoughts Scale (IGTS) were administered at 4 times over 6 years: pretest, posttest, and 11-month and 6-year follow-ups. A 3rd measure, an adaptation of the Inventory of Traumatic Grief (1TG) was administered only at the 6-year follow-up. Results: Compared with the control group, the FBP group showed a greater reduction in their level of problematic grief (IGTS) at posttest and 6-year follow-up and in the percentage at clinical levels of problematic grief at the posttest. The FBP also reduced scores on a dimension of the ITG, Social Detachment/Insecurity, at 6-year follow-up for 3 subgroups: those who experienced lower levels of grief at program entry, older youths, and boys. Conclusion: These are the first findings from a randomized trial with long-term follow-up of the effects of a program to reduce problematic levels of grief of parentally bereaved youths. INSET: ReferencesAppendix. [ABSTRACT FROM AUTHOR]

This article describes Sunni Muslims' view of death, mourning and burial rituals, and accepted healing practices. Interventions for addressing death with Muslim children, group counseling, play therapy, and community outreach are discussed. A case study of interventions for coping with a preschool Muslim boy's death is provided. [ABSTRACT FROM AUTHOR]

Background: Although previous research has established a direct impact of natural disasters on child mental health, there is limited knowledge on the underpinning mechanisms, particularly when there has been the loss of a parent. Aims: To establish: (a) the rates of behavioural and emotional problems of schoolaged children who had lost their parents in the 2003 earthquake in Iran, compared with children from intact families who attended the same schools; (b) the relationship between the psychopathology of the surviving parents' and children's behavioural and emotional problems; and (c) whether this relationship was compounded by socioeconomic factors. Methods: Eighty six children of 7-13 years who had lost a parent in the earthquake four years earlier were compared with 80 matched children from intact families. The teacher and parent versions of the Strengths and Difficulties Questionnaire (SDQ) were used as measures of behavioural and emotional problems. Parents' psychopathology was established by the Self Report Questionnaire (SRQ). Results: Behavioural and emotional problems were significantly higher in children who had suffered parental loss than in the control group. There was a significant association between parent-rated SDQ and SRQ scores. Parental death was found to interact with socioeconomic variables in predicting children's behavioural and emotional problems and surviving parents' mental health problems. Conclusions: After natural disasters, bereaved children and their surviving parents are at risk of developing mental health problems, and social adversities increase this risk. [ABSTRACT FROM AUTHOR]

The main objective of this review was to provide a quantitative and methodologically sound evaluation of existing treatments for bereavement and grief reactions in children and adolescents. Two meta-analyses were conducted: 1 on controlled studies and 1 on uncontrolled studies. The 2 meta-analyses were based on a total of 27 treatment studies published before June 2006. Hedges's g and Cohen's d were used as measures of effect size and a random-effects model was applied. Results yielded small to moderate effect sizes. Interventions for symptomatic or impaired participants tended to show larger effect sizes than interventions for bereaved children and adolescents without symptoms. Promising treatment models were music therapy and trauma/grief-focused school based brief psychotherapy. [ABSTRACT FROM AUTHOR]

As one component of an ongoing project to develop resources for bereaved children and families, funeral directors were surveyed about their experiences and practices with bereaved children. About one-third of respondents reported that they provided services specifically for bereaved children. Of these, some were proactive (reaching out to provide services) whereas others were reactive (responding only when information or services were requested). Many of the participant funeral directors found that families mediated children's involvement or experiences. Often, the parents were perceived as an impediment to optimal experiences for the child. Many funeral directors who did not provide services described being encumbered by a lack of resources, or they perceived that other individuals or organizations in the community were filling that need. [ABSTRACT FROM AUTHOR]

This study is an investigation of the effects of death education on children and their understanding of death. The participants of this study were eighty 5- and 6-year-olds who were enrolled in a suburban kindergarten in Korea. To examine the level of children's understanding of death, researchers interviewed each child in both the control and experimental groups. After the interview, researchers provided an intervention (11 educational activities) to the experimental group. No educational intervention was provided to the control group. Researchers re-interviewed children in both groups after the treatment. The overall mean score of the experimental group was significantly higher than that of the control group on all five categories of the death concept: causality, old age, irreversibility, finality, and inevitability. Implications regarding how death education can be approached in early childhood settings are also discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the prevalence of childhood traumatic grief (CTG) and posttraumatic stress disorder (PTSD) symptoms in parentally bereaved children and compare scores between those who had lost a parent to a sudden/violent death and those who had lost a parent to an expected death. A sample of 158 parentally bereaved children ages 7-16 completed the Extended Grief Inventory (EGI); 127 of those also completed the UCLA PTSD Index. A large number of children were experiencing CTG symptoms at moderate and severe levels. There was no significant difference in EGI or UCLA PTSD Index scores between the two types of losses. Findings are discussed in relation to trauma theory, research on parentally bereaved children and implications for practice. [ABSTRACT FROM AUTHOR]

OBJECTIVE. Prenatal stress has been linked to several adverse neurobehavioral outcomes, which may share a common pathophysiology with autism. We aimed to examine whether prenatal stress exposure after maternal bereavement is associated with an increased risk of autism later in life. METHODS. We conducted a nationwide population-based cohort study of all 1 492 709 singletons in Denmark born from 1978 to 2003. A total of 37 275 children were born to women who lost a close relative during pregnancy or up to 1 year before pregnancy. These children were included in the exposed group, and the remaining children were in the unexposed group. All children were followed up from birth until their death, migration, onset of autism, or the end of 2006. Information on autism was obtained from the Danish Psychiatric Central Register. We used Cox regression models to estimate hazard ratios in the exposed group compared with those in the unexposed group. RESULTS. Maternal bereavement during the prenatal period was not associated with an increased risk of autism in the offspring. The hazard ratios did not differ by the nature of the exposure (maternal relationship to the deceased or cause of death). The hazard ratios were comparable between the 5 prenatal exposure periods under study (7-12 months before pregnancy, 0-6 months before pregnancy, first trimester, second trimester, and third trimester). CONSLUSIONS. This is the first population-based cohort study to examine the effect of prenatal stress on autism in childhood. Our data do not support any strong association between prenatal stress after maternal bereavement and the risk of autism. [ABSTRACT FROM AUTHOR]

This article explores ways in which siblings and child friends are represented as being involved in death and loss experiences. These representations are taken from 51 selected examples of death-related literature designed to be read by or with children. The main goal is to ask how these youngsters respond when confronted by the death of a sibling or child friend. How do they act when they are on their own, with each other, or with adults? This is important because these representations of children coping with death-related situations can serve as partial role models for the youngsters who read these books, either on their own or with a companion adult. And when adults are involved in reading, discussing, or examining books of this type, they can gain some insights into the world of children as portrayed by these authors, insights that adult readers might not otherwise have had, insights about how children respond to death-related situations, what they need, and how they might be helped. [ABSTRACT FROM AUTHOR]

Adverse childhood events can influence the development of emotional and physiological self-regulatory abilities, with significant consequences for vulnerability to psychological and physical illness. This study evaluated stress sensitization and inoculation models of the impact of early parental death on stress exposure and reactivity in late adolescence/young adulthood. Ambulatory blood pressure (BP) and diary reports of minor stress were collected every 30 mm during waking hours over a 24-hr period from 91 late adolescents/young adults (43 early bereaved, 48 nonbereaved). Across the sample, minor stressors were associated with elevated BP and negative affect. The bereaved group had lower BP than did the nonbereaved group. Within the bereaved group, higher perceived caring from the surviving parent was associated with fewer reports of minor stress and lower stress-related negative affect. Higher perceived parental caring during childhood was associated with lower BP across the sample and more frequent hassles in the nonbereaved group. Findings support both the stress inoculation and sensitization models, suggesting that childhood parental loss and parental caring exert important influences on children's development of stress sensitivity. [ABSTRACT FROM AUTHOR]

Abstract: Objective: To compare depression and PTSD symptoms of parentally bereaved adolescents and a comparison group after a catastrophic natural disaster. Method: Six and a half years after the Spitak earthquake, 48 parentally bereaved adolescents and a comparison group of 44 subjects with no parental loss were evaluated using the Depression Self - Rating Scale (DSRS) and Child Posttraumatic Stress Disorder Reaction Index (CPTSD-RI). Results: Orphans scored significantly higher on depression than those who lost a father (Mean DSRS scores: 20.2±3.3 vs. 16.6±5.2; p<0.001), who in turn scored significantly higher than those who lost a mother (Mean DSRS scores: 16.6±5.2 vs. 12.7±4.1; p<0.002). Depression scores for orphans fell above the cut-off for clinical depression, while those who lost a father scored slightly below. PTSD scores within each group fell in the moderate range of severity, with girls scoring higher than boys (Mean CPTSD-RI scores: 35.9±11.3 vs. 29.3±10.1; p<0.04). Limitation: As self-report instruments were used, responses may have been over- or under- reported. Participants belonged to the same ethnic group and therefore the results may not be generalizable to other populations. Conclusion: Loss of both parents and, to a lesser degree, loss of a father is a significant risk factor for depression, but not for PTSD. This study extends prior findings documenting post-disaster chronicity of depression and PTSD among bereaved adolescents, and underscores the need for post-disaster mental health and social programs, especially for those who suffer the loss of both parents. [Copyright &y& Elsevier]

This article describes scrapbooking in the context if bereavement counseling. For the purposes of this article, scrapbooking combines many different types of art-related therapy interventions into one concrete format to utilize in counseling with children who are working to overcome grief or trauma related to the toss of a parent. A case illustration is provided, along with a sample scrapbook page, timetine, and the materials needed. [ABSTRACT FROM AUTHOR]

All children who are grieving the death of a loved one experience challenges. These teaching practices can help support children and families through their grief. [ABSTRACT FROM AUTHOR]

Parental death is 1 of the most traumatic events that can occur in childhood, and several reviews of the literature have found that the death of a parent places children at risk for a number of negative outcomes. This article describes the knowledge base regarding both empirically supported, malleable factors that have been shown to contribute to or protect children from mental health problems following the death of a parent and evidence-based practices to change these factors. In addition, nonmealleable factors clinicians should consider when providing services for children who have experienced the death of a parent are reviewed. [ABSTRACT FROM AUTHOR]

The author reflects on the fate of his painful reaction to his father's death, which he witnessed when he was 8 years old. A familial prohibition against speaking of, and feeling, the pain of loss determines this fate, which is likened to a life of repeated winters. This prohibition was at work in the author's choice to see a childhood father figure, Sandy, as a replacement father: to see a second father was to believe he had not lost his real one... [ABSTRACT FROM AUTHOR]

Although childhood death from health-related disorders has decreased dramatically in the United States due largely to advances in medical technology, it is an unfortunate fact of life that children can and do die from medical and health-related problems. A possible role for school psychologists in dealing with this situation is providing direct therapeutic services for children grieving the loss of a school friend or classmate due to a health-related disorder. The purpose of this article is to provide school psychologists with information regarding school-based interventions for children's grief following a health-related student death. A developmental framework for conducting grief work with children is presented, along with cultural considerations and recommendations for providing therapeutic supports for children affected by a child's death. [ABSTRACT FROM AUTHOR]

This article describes three research projects that utilise a range of research approaches to investigate the benefits of music therapy as support for young people experiencing both bereavement and migration. Two of the research projects utilise formal action research principles in their design, whilst the original project employs a phenomenological approach to data analysis. The authors propose that the nature of adolescent grief and loss demands a participatory orientation, regardless of the formal research methodology utilised. Within this article, Kurt Lewin's approach to action research is used to retrospectively organise the cycles of learning that have become apparent to the authors in reflecting on this series of research projects. Following the provision of contextual information, the five steps of action research are explained as: the identification of the problem of adolescent grief in schools; the fact finding that was undertaken with regards to the literature; the making of an overall plan to address the problem; followed by the three cycles of action that are represented by the various projects; including an evaluation of each project. The three cycles indicate that although opportunities for freedom and control were an essential part of the process from the perspective of the young people, the degree to which the various groups worked towards community change was less than anticipated, with the adolescents choosing to focus on their own needs in each case. The authors conclude by describing a fourth research cycle currently under way that attempts to more thoroughly work towards community change through the provision of more appropriate timelines and stronger relationships with the school community. [ABSTRACT FROM AUTHOR]