Examples Of Life Cycle Impact Paper
Life Cycle Impact Paper
Amy Warr
For
Cynthia Reynolds
SWK 305 (Human Behavior in the Social Environment)
SWK Lansing 11
March 2, 2017
Grief and Loss in Middle Childhood
“There is no grief like the grief that does not speak.” ~ Henry Wordsworth One certainty in this life is that of sorrow. If we are to experience love, then there will surely come a time that we will experience a loss of love and with it a broken heart. The grief process has been studied extensively with many theories proposed. The study of childhood grief and loss has seen some differing opinions regarding a child’s capability to fully understand and process death. For the purpose of this paper, we will discuss developmental theories on middle childhood, apply …show more content…
these theories to the death of a close family member, as well as discuss institutions available to help children through the grieving process. Middle Childhood generally encompasses children ages five to twelve with some variation depending on context. In our Human Behavior text Ashford and LeCroy (2012) present child development theorist Jean Piaget. Piaget defined middle childhood as beginning at about age seven and lasting for about five years. Given that children mature at different rates and are raised in many different environments, varying ages are expected for each developmental stage. Piaget identified those in middle childhood as operating using concrete operational thought. Piaget describes this stage as operational-given that thoughts and ideas can now be reversed based on logic. The stage is also described as concrete, as children in this state are not yet capable of hypothetical thinking. Another important aspect of the Concrete Operational stage is that of the child moving toward becoming less egocentric (p. 368). Psychologist Erik Erikson developed another important developmental theory. Erikson identified middle childhood as the period of industry versus inferiority. Ashford and LeCroy (2012), describe the focus of this time as, “developing rules, ensuring fairness, and creating sanctions for rule breaking” (p. 365). Another major accomplishment for this stage is that of developing friendships and adapting to peer groups.
Another developmental theory worth noting in the context of grief is that of Attachment theory. In its simplest form attachment theory states that a strong emotional attachment to at least one primary caregiver is crucial to healthy personal development. Studies with grieving children ages 9-12 have found the attachment theory to be insightful. “While most bereaved children in this age group do not show serious emotional or behavioral disturbance, a small percentage of children who have lost a loved one experience symptoms of depression, withdrawal, and changes in conduct or mood. These children may be those who had an insecure attachment style prior to the loss” (Massat, Moses, &Ornstein, 2008). This information highlights a child’s premorbid personality and environment as a predictor of outcome.
From Machajewski & Kronk (2013):
Siblings share a past, present, and future history that is unlike any other relationship; a sibling often reflects one’s own self and world. With the death of a sibling during childhood, a child’s world is irrevocably changed. This change is immediate, but the effects on the surviving sibling remain throughout his or her lifetime. The death of a child is an unprecedented tragedy that disrupts the core sense of the natural order of life—children should not die. (p. 443)
Each year in the United States approximately 73,000 children die. Of these children, an estimated 83% leave a sibling survivor (Torbic, 2011). Often the parents are emotionally and physically depleted, and not able to adequately meet the needs of the surviving sibling (Auman, 2007). The emotional consequences of a sibling’s death during childhood, if not properly addressed, can lead to a lifetime of psychiatric issues. Machajewski & Kronk (2013) list three tasks that have been identified as crucial for the sibling survivor’s “journey of grief”.
The first task undertaken requires the child to adjust from a physical life with their sibling to that of memories of their sibling. The second task involves the survivor adjusting to their new world without their sibling and understanding the permanence of this adjustment. The final task of this grieving process is the formation of new relationships. This final task is not to replace the deceased sibling, but to move on in a world without them (p. 444).
Per Piaget’s theory of cognitive development, middle childhood (or those in the concrete operational stage) would be the first group that would be able to complete this grieving task list. The mental adjustments that are required would involve an abstract thinking that younger children, still in the preoperational stage, could not yet grasp. Erikson’s industry vs inferiority is also seen with those in middle childhood dealing with the loss of a sibling. An example given of this crisis by Machajewski and Kronk (2013), “The death of a sibling will make a child of this age different than a peer, causing a sense of inferiority.” (p. 447) Clearly this will cause more stress for the surviving sibling as the main goal of the industry vs inferiority stage is to “fit in” to one’s peer …show more content…
group. In the United States one out of every twenty children lives with either one or neither parent due to death (Massat, et. al, 2008). It is no doubt a reflection on the resiliency of a child’s spirit to learn that of these orphaned children only 10% will experience clinically significant psychiatric problems (Shapiro, Howell, & Kaplow, 2014). This is not to say that counseling through the grief process is not recommended, but that most of these children will move through the grieving process and emerge psychologically intact. Many studies have shown that a child’s immediate environment plays the largest role in shaping the grieving process.
“Children’s immediate caregiving environments may either facilitate, or inhibit, their ability to engage in adaptive grief processes” (Shapiro et. al, 2014, p. 172). These findings are in line with Ecological Systems theory. Where the child experiencing grief is at the center of the environment, the child’s Microsystem (family, peers, school) will have the strongest impact on them. While the other systems- Mesosystem, Exosystem, Macrosystem- still have some impact on the child’s life the Microsystem will serve as a buffer to these outer systems. It is important that the surviving parent has open and supportive communication with the grieving child. “Mothers with depression, in general, have been found to use a more negative and detached parenting style than nondepressed mothers, and these communication patterns can lead to symptom expression in children” (Shapiro et. al, 2014). While this finding applies to all children and mothers, this pattern would be even more profound within a grieving family. It is imperative that a clinician working with a grieving child also assess the parent’s psychological state, as parental engagement will be a powerful tool in working through the grief process (Shapiro et. al,
2014). Of course, grieving cannot be confined to time and place, and children will undoubtedly need assistance with their grief outside of their home. School social workers are most often designated as the one in charge of grieving students and their families. Since children frequently express grief differently than their adult counterparts, it is important that social workers are able to recognize possible signs of grief in children.
Goldman (2006, p. 569) lists these behaviors that may be observed of a grieving student:
Next, the author (Massat et al., 2008) points out that it is important to remember that a child’s grief is cyclical. Children will enter new developmental phases and may need to experience their loss in new ways. Children may also become more vulnerable in situations where families are present, holidays, and anniversaries of loss. Sometimes the trigger will not be evident to the child or his adult caregivers. Peer support groups have proven to be an effective outlet for grieving children and their families. Such support groups are nationwide and can often be found affiliated with a hospitals or treatment center. Social workers can provide a great service to grieving families by providing referral to such groups. Many families may not be aware of such groups, nor have the mental strength to seek out this type of information on their own.
Amy Warr
For
Cynthia Reynolds
SWK 305 (Human Behavior in the Social Environment)
SWK Lansing 11
March 2, 2017
Grief and Loss in Middle Childhood
“There is no grief like the grief that does not speak.” ~ Henry Wordsworth One certainty in this life is that of sorrow. If we are to experience love, then there will surely come a time that we will experience a loss of love and with it a broken heart. The grief process has been studied extensively with many theories proposed. The study of childhood grief and loss has seen some differing opinions regarding a child’s capability to fully understand and process death. For the purpose of this paper, we will discuss developmental theories on middle childhood, apply …show more content…
these theories to the death of a close family member, as well as discuss institutions available to help children through the grieving process. Middle Childhood generally encompasses children ages five to twelve with some variation depending on context. In our Human Behavior text Ashford and LeCroy (2012) present child development theorist Jean Piaget. Piaget defined middle childhood as beginning at about age seven and lasting for about five years. Given that children mature at different rates and are raised in many different environments, varying ages are expected for each developmental stage. Piaget identified those in middle childhood as operating using concrete operational thought. Piaget describes this stage as operational-given that thoughts and ideas can now be reversed based on logic. The stage is also described as concrete, as children in this state are not yet capable of hypothetical thinking. Another important aspect of the Concrete Operational stage is that of the child moving toward becoming less egocentric (p. 368). Psychologist Erik Erikson developed another important developmental theory. Erikson identified middle childhood as the period of industry versus inferiority. Ashford and LeCroy (2012), describe the focus of this time as, “developing rules, ensuring fairness, and creating sanctions for rule breaking” (p. 365). Another major accomplishment for this stage is that of developing friendships and adapting to peer groups.
Another developmental theory worth noting in the context of grief is that of Attachment theory. In its simplest form attachment theory states that a strong emotional attachment to at least one primary caregiver is crucial to healthy personal development. Studies with grieving children ages 9-12 have found the attachment theory to be insightful. “While most bereaved children in this age group do not show serious emotional or behavioral disturbance, a small percentage of children who have lost a loved one experience symptoms of depression, withdrawal, and changes in conduct or mood. These children may be those who had an insecure attachment style prior to the loss” (Massat, Moses, &Ornstein, 2008). This information highlights a child’s premorbid personality and environment as a predictor of outcome.
From Machajewski & Kronk (2013):
Siblings share a past, present, and future history that is unlike any other relationship; a sibling often reflects one’s own self and world. With the death of a sibling during childhood, a child’s world is irrevocably changed. This change is immediate, but the effects on the surviving sibling remain throughout his or her lifetime. The death of a child is an unprecedented tragedy that disrupts the core sense of the natural order of life—children should not die. (p. 443)
Each year in the United States approximately 73,000 children die. Of these children, an estimated 83% leave a sibling survivor (Torbic, 2011). Often the parents are emotionally and physically depleted, and not able to adequately meet the needs of the surviving sibling (Auman, 2007). The emotional consequences of a sibling’s death during childhood, if not properly addressed, can lead to a lifetime of psychiatric issues. Machajewski & Kronk (2013) list three tasks that have been identified as crucial for the sibling survivor’s “journey of grief”.
The first task undertaken requires the child to adjust from a physical life with their sibling to that of memories of their sibling. The second task involves the survivor adjusting to their new world without their sibling and understanding the permanence of this adjustment. The final task of this grieving process is the formation of new relationships. This final task is not to replace the deceased sibling, but to move on in a world without them (p. 444).
Per Piaget’s theory of cognitive development, middle childhood (or those in the concrete operational stage) would be the first group that would be able to complete this grieving task list. The mental adjustments that are required would involve an abstract thinking that younger children, still in the preoperational stage, could not yet grasp. Erikson’s industry vs inferiority is also seen with those in middle childhood dealing with the loss of a sibling. An example given of this crisis by Machajewski and Kronk (2013), “The death of a sibling will make a child of this age different than a peer, causing a sense of inferiority.” (p. 447) Clearly this will cause more stress for the surviving sibling as the main goal of the industry vs inferiority stage is to “fit in” to one’s peer …show more content…
group. In the United States one out of every twenty children lives with either one or neither parent due to death (Massat, et. al, 2008). It is no doubt a reflection on the resiliency of a child’s spirit to learn that of these orphaned children only 10% will experience clinically significant psychiatric problems (Shapiro, Howell, & Kaplow, 2014). This is not to say that counseling through the grief process is not recommended, but that most of these children will move through the grieving process and emerge psychologically intact. Many studies have shown that a child’s immediate environment plays the largest role in shaping the grieving process.
“Children’s immediate caregiving environments may either facilitate, or inhibit, their ability to engage in adaptive grief processes” (Shapiro et. al, 2014, p. 172). These findings are in line with Ecological Systems theory. Where the child experiencing grief is at the center of the environment, the child’s Microsystem (family, peers, school) will have the strongest impact on them. While the other systems- Mesosystem, Exosystem, Macrosystem- still have some impact on the child’s life the Microsystem will serve as a buffer to these outer systems. It is important that the surviving parent has open and supportive communication with the grieving child. “Mothers with depression, in general, have been found to use a more negative and detached parenting style than nondepressed mothers, and these communication patterns can lead to symptom expression in children” (Shapiro et. al, 2014). While this finding applies to all children and mothers, this pattern would be even more profound within a grieving family. It is imperative that a clinician working with a grieving child also assess the parent’s psychological state, as parental engagement will be a powerful tool in working through the grief process (Shapiro et. al,
2014). Of course, grieving cannot be confined to time and place, and children will undoubtedly need assistance with their grief outside of their home. School social workers are most often designated as the one in charge of grieving students and their families. Since children frequently express grief differently than their adult counterparts, it is important that social workers are able to recognize possible signs of grief in children.
Goldman (2006, p. 569) lists these behaviors that may be observed of a grieving student:
Next, the author (Massat et al., 2008) points out that it is important to remember that a child’s grief is cyclical. Children will enter new developmental phases and may need to experience their loss in new ways. Children may also become more vulnerable in situations where families are present, holidays, and anniversaries of loss. Sometimes the trigger will not be evident to the child or his adult caregivers. Peer support groups have proven to be an effective outlet for grieving children and their families. Such support groups are nationwide and can often be found affiliated with a hospitals or treatment center. Social workers can provide a great service to grieving families by providing referral to such groups. Many families may not be aware of such groups, nor have the mental strength to seek out this type of information on their own.