[ad_1]
Weenolsen (1988), the loss can be characterized as anything that will damage some aspect of life or self. According to Worden (2002) sorrow can be described as the experience of someone who has lost a significant relationship, or even an attachment to another person. These concepts are directly related to the loss of a parent. Losing a parent is extremely difficult because of the loss of subsidies and characteristics that identify the place and role of a parent that is very special (Despelder & Strickland, 2005). The grieving process pose a variety of changes within these different roles. Older adults who lose their parents will not process, or hurts like a child who has lost a parent. I feel that both of these specific roles and experiences are most important. Questions of culture is a constant change throughout society how to work through or reflects the loss of their loved ones. Support for children and adults is an important part of the mourning process and should be linked characteristics of children and adults who have a role to play and how to respond to such a loss.
Due to modern technology, only about 4% of children experience the loss of a parent before age 18 years (Archer, 1999). In comparison, in the late 1700’s early 1800’s, many children had no parents to make life more difficult for children (Quito & Fox, 1980). You can not talk about the loss of a parent, the child does not speak segments of binding and other developmental theory. Attachment according to Davies (2004) is a special emotional connection between two people. According to Archer (1999), Bowlby indicated that the children are able to mourn and cry about when they become binding processes established at six months and one year of age (Archer, 1999; Worden, 2002).
According Weenolsen (1988), reactions to grief and mourning begins in the early stages of infancy and learning when the child begins to understand that under the control of the environment, slowly increasing differentiation and lose their addiction. The mourning this loss is the dependence of the child’s ability to gain control over their environment is not obvious weeping and searching behavior to train the child reacts this way to have access to care (Weenolson, 1988). This instinctive reaction, continue to apply in the future separation and loss (Weenolsen, 1988). Rando (1988) asserts that babies cry when removed from the care of the mother and (especially) to assist in restoring nourishing relationship, thus reducing separation. These theoretical positions seem to be consistent with the attachment theory, proactive responses to this separation. Also, people do not understand or comprehend separation, if not oblivious to control their own abilities in order to meet their needs for environmental conditions. It is obvious that the reaction or for understanding the meaning of death of children would require a sufficient cognition.
The loss of a parent and the answer is due to what Bowlby described as the loss of a child “safe haven” or a “safe base” to explore the world (Davies, 2004). One would assume that this disruption would impact the safety of the child in exploring the development of a child, and sometimes hinder you need, environmental interactions. According to Archer (1999) belongs to the reactions to the loss of parents due to their mourning process while children; pining, employs craving, seeking, or call. According to Littlewood (1992), Bowlby clarified that this reaction to the loss of instinctive; and the search of the lost object (the parent), although unsuccessful, you can perform anyway. Although many reactions due to a variety of circumstances chosen by children as a response to the emotional stress; These responses are considered specifically the loss of a parent (Archer, 1999). In addition, a number of emotional disturbances bring depression and anxiety disorders; and sleep disorders (Archer, 1999). Early
children 2-5 years. When it seems that there are issues in terms of parental loss (Rando, 1988) These display regressive behavior, obsession over between questions and conditions, and may bear the anxiety and anger toward the deceased (Rando, 1988). There will also lay the guilt and responsibility for the loss of a parental figure (Despelder & Strickland, 2005). Some of these reactions can be clearly seen in my four-year-old son, Jonathan, who lost his grandmother in the past year; It seemed to be obsessed with the funeral, and what he saw.
Ages 8-12 years. you may feel helpless and experience reawakened feelings of childlessness (Rando, 1988). Children at this age also are trying to suppress those feelings at risk complicated grief reactions (Rando, 1988). This would be in line with Eric Erickson’s stages of psychosocial development with regard to the stage of “industry versus inferiority.” According Longress (2000) and Anderson, Carter and Lowe (1999), there is a push of the child will be “diligent” and is included in this stage of development. It seems obvious that admitting too childish and helpless feelings would be difficult at this time.
According to Worden (2002), when the death of a parent to occur in childhood or adolescence, the child does not grieve effectively and this can cause problems with depression and disturbances to eliminate that close contact with others (p.159). According to Rando (1988), depression, denial, anger and feelings that are designed to counter acts of helplessness, dependency and inertia that adolescents feel. This response is consistent with examination of Erickson psychosocial sections (Berger, 2001; Longress, 2000;.. Anderson et al, 1999). While adolescents have a tendency to find those “identity” and the parent role modeling figure who provides relevant help and encourage this process (Berger, 2001; Longress, 2000;.. Anderson et al, 1999). It is understandable that a teenager may feel because of weak, helpless, dependent, angry and even death of the parental figure.
In regards to meaning, Fiorini and Mullen (Article) clarifies that it is very important to describe the meaning of the grief and the loss of a developmental lens. According to Worden (2002), Murry Bowen made it clear that we must understand the role and position of a parent dying of the family system and the level of the adaptive abilities of family members during and after the loss of a parent. I feel it is important as a social worker this information to better understand what this system means a loss of the developing child in the family system. Many children of the loss of a parent means a loss of stability, security, nurturing, and love (Despelder & Strickland, 2005). According to Worden (2002), there is a need, cognitive processes and concepts to be worked out before it can fully comprehend the grief of the children. The factors are as follows;
Interpretation first time; and what ever is
2. The process of transformation
3. irreversibility concept
4. The causality
5. Specific operations
according to Worden (2002)
Figure 1.1
according before Archer (2002) childhood 5yrs. They believe that death is reversible. Many young children have maintained their minds to the point of lost parents in the figurative and not fully understand the conditions fixed-term cognitive development takes place until (Despelder & Strickland, 2005; Rando, 1988). This would allow Piaget’s findings in regards to the object of stability and development of the cognitive processes of children (Berger, 2001). According to Archer (2002), and Brent Speece indicated that children ages 5 to 7yrs. when you begin to understand the irreversibility of death. Furthermore, Archer (2002) in children less than 7-8 years. However, when represented by a lack of understanding with regard to the “death”. This is consistent with Piaget, according to Archer (2002) and Berger (2001) that in order to understand such a concept as death and irreversible, their conceptual ideas must be sufficiently developed.
Up to 9 years of age. However, when most of the children attribute the death of a parent to external forces such as God and the other (Carey, 1985). According to Rando (1988), although children 8-12 years of age. when you can have a clear understanding of what death is, and understand the irreversibility of the process, they are also willing to accept it.
Adolescent understanding and meaning regarding the death of a parent can be described as a terrifying shock and profound psychological tests. Because these children are beginning to process what Piaget called formal operational stage of development (Longress, 2000; Berger, 2001). The interrogation of spirituality and their mortality is associated with Erickson’s development in regards to finding and understanding the adolescents in the social and human identity in this section (Longress, 2000; Berger, 2001;. Anderson et al., 1999).
According to Littlewood (1992) indicates Studies Anderson (1949), Bow (1971) and Birtchnell (1975) that adults who lose their parents react to trends
on
growth of
first suicidal thoughts
second suicide
prices 3 clinical depression
according to Littlewood (1992)
Figure 1.2
reactions and emotions related to the loss of a parent as an adult differ according to their age (Rando, 1988). Adults in their twenties and thirties parents can view a substantial structures, and lose them I feel as if someone has been robbed. Repressed feelings to leave the children and regression is common and should not be ignored or (Rando, 1988). One will find themselves using annexes others, like children, friends, etc. in order to work through the grieving process (Rando, 1988). According to Rando (1988), it should be understood that the emotional nature of the relationship between an adult and a parent will have an effect that works through the process of grieving adults. With this information, we could assume that the more an adult undifferentiated identity in regards to the emotional parental relationship; the more difficult it is separation (McGoldrick, 1998). This would be in line with the selection in regards to attachment theory and reactions utilizing other attachments built in the absence of parental primer (Davies, 2004). According to Littlewood (1992) study bereaved balance Sanders (1980) concerning shows that parents who lose their parents reacted to high in two areas:
1. Increased fear of death
2. Loss of control
according Littlewood (1992)
Figure 1.3
according Littlewood (1992), increased anxiety on the result of the adult child feels as if the next are aa generation line to experience the death. The loss of control means the loss of a unique and important relationship with an adult child and the parent that the child sustained substantial support features (Littlewood, 1992; Despelder, 2005). Gender future, we think By Porter & Stone (1995) woman seems within the realm of major problems after the loss of significant relationships; Men generally through bigger problems to work out the grieving process.
The meaning of losing their parents than many adults, depending on the importance of the adult child / parent relationship (Rando, 1988). The parents were the most important and influential force in the lives of children; losing this special relationship that loses big in regards to support, past and childhood relationships and interpretation of conditions in the world (Rando, 1988). These changes according Rando (1988) & Despelder (2005) can be placed in a position for an adult, and the process is no longer viewing themselves as a child; so called “development boost.” According Despelder (2005), Rando (1988) and Littlewood (1992), the loss of the mother is usually more severe than for adults in the loss of a father. This information is based on two main factors:
1. The mother is usually the most nutritious
2. The mother is usually the last parents to experience the death of
Despelder ( 2005), Rando (1988) and Littlewood (1992) Figure 1.4
within Losing a parent is during adulthood that “no home” to go back, which leaves the person feeling alone and scared (Rando, 1988 ).
It seems that the death of a parent and may be the generally the process by which forces the adult child to get back to themselves, their role and expectations for their lives and the lives of the family of procreation. Irish
according to Lundquist and Nelsen (1993), cultures and how they react to define the meaning of death and the loss of a parent changes. If we look at the behavior and perception of death is different societies of the world are obvious differences between collectivist / individualist cultures and naturalist / upgraded cultures (Kalish, 1977). One key difference is that you can identify defective and can cause death in some cultures. Within this modern societies death could be attributed to the organization because of internal errors poor nutrition and health maintenance (Kalish, 1977). Our social modernization we are to blame for the creation of a person or the parent’s internal processes have led to his death; such as smoking, poor eating habits, etc. (Kalish, 1977). In other cultures, especially in isolated societies external influences would be the cause of the death of a parent, as evil spirits or magic (Kalish, 1977).
Other examples sorrow differences across cultures dull pain, excessive grief, somatization, and excessive grief (Al, Irish et.. 1993). According to the Irish et. al., (1993), Bali, if they do not remain emotionally calm and to dampen the process of grief after the death of a parent or any loved, sorcery and magic make a person sensitive to damage. Irish et. al. (1993) indicates terms Wika (1988) analysis of Egyptian culture over the constant suffering and grief of mourning for a long time. According Oltjenbruns (1998) on the basis of comparative test results of Mourning in Experience Inventory Mexican students and English students expressed that express the Mexican student results in much higher somatization scores, thus indicating that the Mexican culture seems to express due to the loss of large amounts of somatization . Intense pain and anger seems to be expressed throughout many cultures; the opening of this anger and violence seem to be connected to external circumstances; like other cultures, other people who caused the death of a loved one (Irish et al, 1993;.. Kalish, 1977; Archer, 1999).
According to Rando (1977), if the child does not resolve the grief; Complications may occur, such as; psychosomatic illness, psychological disorders, adjustment disorders and behavioral problems (p. 1999). One strategy is to Rando (1977) and the therapist is to facilitate the withdrawal of attachment to the deceased, and attempts to redirect the emotional energy of another primary figure in the child’s life. This process, of course, involves identifying the primary structures which help to maintain the child’s emotional, psychological and social well-being (Littlewood, 1992). Structures can be identified as either formal or informal processes (Littlewood, 1992). It seems that it is important to take advantage of professional support to help the child, as well as before, during and after the family of the death of a loved one is significant, such as a parent (Littlewood, 1992). During these processes would also be useful, according to Littlewood (1992) to take advantage of informal supports; such as family members and others helping to reduce the psychological and emotional stress on the child or adult. It seems that a therapist would be obliged to initiate appreciate the roles, expectations and culture, family and children prior to formal or informal interventions.
According to Rando (1977) Children sometimes behave as if they are playing the game of death, or acting out the funeral services; However, this way of coping with grief and take a break. Because children have difficulty expressing their feelings, thoughts, and memories of the lost parent, it is important that the therapist helping facilitating emotional expression (Rando, 1977; Despelder, 2005). Ways of getting the attention of children and of supporting and expressing this feeling that utilize speech authors who have written stories that are related to childhood pain (Despelder, 2005). Other strategies therapist can benefit from art therapy and support group interventions to express the emotional and psychological processes (Despelder, 2005).
processes and support for adults who have lost their parents, others are important processes that help adults through the grieving process. When the adults to help cope with the loss of a parent is important to understand that there are gender differences in the treatment of loss (Archer, 1999). According to Archer (1999), women tend to take advantage of the greater emotional expression and emotional components to cope with the loss of a parent. Men believe that utilize problem-solving strategies throughout the grieving process (Archer, 1999). According to Gallagher, Lovett, Hanley, Dunn and Thompson (1989), women seem to be taking advantage of the cognitive process in order to work through the grieving process, where the men proved to be “keep busy” type of recovery activities. One would assume that a therapist should develop therapeutic interventions that utilize these stratified according to one of the innate way of coping identity, such as gender. With this knowledge, Worden (2002) makes it clear that the counselor is primarily should strive for goals that facilitate the recognition of the reality of the loss is to help people express and covert influence to help problems with redistribution, and to help the person remembering the deceased, feeling good while moving within their own lives (p. 52).
In conclusion, we must understand that the loss of a parent, the roles and expectations will be left behind dramatic effect on them, and the ways in which social workers to intervene. It becomes clear that the primary consideration in the grieving process should be used for children or adults. More and more children and adults reactions and interpretations of the meaning of parental loss of cultural and gender perspective and utilizing coping and support processes that help the grieving of great importance by examining information.
________________________________________________________
References
Anderson RE Carter, I, and Lowe, GR, (1999). The human social behavior
Environment; The social security approach. 5th ed. New York: Aldine De Gruyter, Inc.
Archer, J. (1999). The nature of grief; The Evolution and Psychology reactions
Loss. New York: Routledge.
Berger (2001). Developing person lifetime. New York ,: Worth
Publishers.
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
Davies, D. (2004). Child development; Practitioners Guide. 2nd Edition. New York:
Guilford Press.
Despelder, LA Strickland, AL (2005) The Last Dance; Encountering Death and Dying. 7th Edition. New York: McGraw-Hill.
Fox, VC, and Quito, MH (1980). Loving, child-rearing, and death: the Family Circle
England and America, past and present. New York: psychohistory Press.
Gallagher, D. Lovett, S. Hanley-Dunn, P., Thompson, LW (1989). Use
Select coping late-life spousal bereavement. In Lund DA
Older Bereaved Spouses (ed.): Practical implications Research (pp 111- 121st).
New York: Hemisphere.
writes, DP, Lundquist, KF and Nelsen, VJ (1993). Ethnic variations death
Death and mourning; Diversity universality. Philadelphia: Taylor & Francis.
Kalish, RA (1977). Death and death; Views from many cultures. New York: Bay
Wood Publishing Company.
Littlewood, J. (1992). Aspects of Grief; Mourning in adult life. New York:
Routledge.
Longress, JE (2000). Human behavior in the social environment. 3rd Edition. New
York Peacock Inc.
McGoldrick, M. (1998). Re-vision Family Therapy; Racial, cultural, and not in Clinical Practice, New York. NY: Guilford Press.
Oltjenbruns, KA (1998). Ethnicity and the Grief Response: Mexican America vs.
Anglo American College Students. Journal of Death Studies, 22 (2), 141-155.
Porter, LS & Stone, AA (1995). Really there are gender differences in the treatment? The
previous data and results from a review of the daily paper. Journal of Social
and Clinical Psychology, 14, 184-202.
Rando, TA (1988). mourning; How to live longer if someone you love dies.
Canada: Lexington Books.
Weenolsen, P. (1988). Transcendence over the loss of life. New York: Book
Crafters.
Worden, JW (2002). Grief Counseling and Grief Therapy. 3rd Edition. New York:
Springer Publishing Company.
[ad_2]
Source by Laverne John Riley Jr.