Suggested APA style reference: Slate, C. N., & Scott, D. A. (2009, March .

A discussion of coping methods and counseling techniques for children and adults dealing with grief and bereavement. Pa!er "ased on a !rogra# !resented at the A#er$can Counsel$ng Assoc$at$on Annual Conference and %&!os$t$on, Charlotte, NC.

A Discussion of Coping Methods and Counseling Techniques for Children and Adults Dealing With Grief and Bereavement
Pa!er "ased on a !rogra# !resented at the 2009 A#er$can Counsel$ng Assoc$at$on Annual Conference and %&!os$t$on, March '9(2), Charlotte, North Carol$na.

Cand$ce N. Slate and Da*$d A. Scott

The Basics What Do Grief and Bereavement Really Mean Most can agree 0$th the s$#!l$st$c def$n$t$on !ro*$ded "y 1e"ster that gr$ef $s 2a /een #ental suffer$ng or d$stress o*er affl$ct$on or loss- shar! sorro0- !a$nful regret3 (P$c/ett, et al., 2004, !. 400 . As 0e can see, gr$ef $s not too a"stract a ter# for us to def$ne, "ecause to so#e degree 0e ha*e all e&!er$enced gr$ef or seen $t d$s!layed $n others. 5hough $t $s not a hard ter# to 0ra! #ean$ng around, $t $s ho0e*er a co#!le& ent$ty $n $tself. 6t $s !resented d$fferently $n e*eryone through *ar$ances $n $ntens$ty, co#!le&$ty, durat$on, and the !ro!ert$es and stages that one e&!er$ences. 1e"ster also def$nes "erea*e#ent as the 2state of sorro0 o*er the death or de!arture of a lo*ed one3 (P$c/ett, et al., 2004, !. '07 . 5h$s ter# also see#s !retty s$#!le and e.uates to the react$ons one goes through after los$ng a lo*ed one. Aga$n, the ter#s #ay "e s$#!le, "ut the e#ot$ons attached to "oth are *ery co#!le&. No0 that there $s an esta"l$shed co##on understand$ng of the ter#s, one #$ght ra$se the .uest$on, $s there a d$fference "et0een gr$ef and "erea*e#ent8 9es. Most e&!erts offer an e&!lanat$on s$#$lar to the follo0$ng: "erea*e#ent $s a ter# s!ec$f$cally used to descr$"e the effects e&!er$enced fro# the death of a s$gn$f$cant other, 0hereas gr$ef can descr$"e any sort of loss not necessar$ly related to death, $.e.: loss of control, loss of #oney, d$*orce (Nat$onal 6nst$tute for 5rau#a and :oss $n Ch$ldren, n.d. . !tages of Grief 6n '979, %l$sa"eth ;u"ler(<oss (;u"ler(<oss and ,o""$ng, '99= !u"l$shed a #odel to e&!la$n the stages of gr$ef. 5h$s #odel $s not s!ec$f$c to "erea*e#ent or the death of so#eone- th$s #odel $s used for gr$ef assoc$ated 0$th trau#a and change. 6n the

#atter of gr$ef assoc$ated 0$th death, th$s #odel can "e a!!l$ed to ant$c$!atory gr$ef e&!er$enced "y one 0ho $s fac$ng the$r o0n death or to the lo*ed ones 0ho are !re!ar$ng for the death of a s$gn$f$cant one $n add$t$on to the "erea*e#ent e&!er$enced follo0$ng the death of so#eone. She denotes that there are f$*e stages (den$al, anger, "arga$n$ng, de!ress$on and acce!tance and that the "erea*ed #ay not go through all f$*e stages, nor follo0 the ste!s $n se.uence, and that one #ay e&!er$ence a stage #ore than once. She does e&!ress that #ost $nd$*$duals 0$ll e&!er$ence at least t0o of the stages. 5he stages are not l$near nor are they e.ual $n the t$#e one s!ends !er stage. A !erson does not ha*e to co#!lete a stage $n order to !rogress $nto another stage. Goals of Grief "ounseling # Grief $herapy 5here $s a d$fference $n the goals of gr$ef counsel$ng and gr$ef thera!y. 5he ter# gr$ef counsel$ng $s #ost often reser*ed for hel!$ng so#eone 0or/ through the !rocess of gr$ef *$a one(on(one counsel$ng or through grou! 0or/ (1orden, '99' . 5he goals of gr$ef counsel$ng are to a$de the $nd$*$dual through unco#!l$cated, nor#al gr$ef to a healthy resolut$on of the tas/s of gr$e*$ng 0$th$n a reasona"le a#ount of t$#e. >oals of gr$ef counsel$ng ty!$cally $nclude hel!$ng the "erea*ed #o*e to0ard acce!tance through gu$d$ng the $nd$*$dual to tal/ a"out the loss, 0ho the !erson 0as to the#, and the c$rcu#stances surround$ng the death. 6n add$t$on, $t $s $#!ortant to hel! the "erea*ed la"el and descr$"e the$r feel$ngs and e#ot$ons enco#!ass$ng the loss. Another $#!ortant goal of gr$ef counsel$ng $s to hel! the $nd$*$dual learn co!$ng strateg$es for tough t$#es, such as ann$*ersar$es, hol$days, "$rthdays, and #$lestones. :ett$ng the "erea*ed /no0 that the e#ot$ons they are feel$ng are nor#al and e&!ected $s also a s$gn$f$cant co#!onent of gr$ef counsel$ng. 50o *ery cr$t$cal const$tuents of gr$ef counsel$ng $nclude hel!$ng the "erea*ed to understand the$r co!$ng "eha*$or and to $dent$fy co!$ng #echan$s#s that are !ro"le#at$c or unhealthy for the $nd$*$dual. 1$thout these "as$c !r$nc$!les, the !erson #ay cont$nue these unhealthy !atterns and #ay need #ore e&tens$*e treat#ent such as gr$ef thera!y. >r$ef thera!y $s a ter# used for #ore ser$ous or co#!l$cated gr$ef react$ons that usually fall under four #a$n ty!es $nclud$ng e&aggerated gr$ef, chron$c gr$ef, #as/ed gr$ef, and delayed gr$ef (A#er$can Soc$ety of Cl$n$cal ?ncology @ASC?A, n.d.a . 5he #a$n goal of gr$ef thera!y $s to $dent$fy and resol*e the confl$cts of se!arat$on that $nterfere 0$th the co#!let$on of the tas/s of #ourn$ng, such as the four co#!l$cated gr$ef react$ons #ent$oned a"o*e. >r$ef thera!y enta$ls tal/$ng a"out the loss and deter#$n$ng $f there $s #$n$#al or e&acer"ated e#ot$ons surround$ng the loss. >r$ef thera!y $s $ntended to allo0 the "erea*ed to see that negat$*e, unco#forta"le feel$ngs and e#ot$ons do not !reclude #ore !os$t$*e ones, and *$ce *ersa (Slate and Scott, 2009 . Grief Across the Lifespan >r$ef $s un$.ue for e*eryone, ho0e*er there are so#e co##onal$t$es that can "e shared 0$th$n age grou!s. 5here are *ast d$fferences $n the 0ay that ch$ldren and adults gr$e*e, na#ely "ecause ch$ldren ha*e not yet de*elo!ed co#!le& and a"stract reason$ng s/$lls to e&!ress and understand the$r feel$ngs and e#ot$ons.

Grief in "hildren %&!lor$ng ho0 gr$ef $s !resented $n ch$ldren can "est "e e&!la$ned "y d$*$d$ng u! the de*elo!#ental stages, as ch$ldren atta$n a"$l$t$es and ref$ne the# throughout the$r gro0th. %nfant& ' years old. Ch$ldren fro# "$rth through the age of three are not a"le to understand death. ,o0e*er, they are a0are of the a"sence of a careg$*er. 5h$s can "e d$s!layed "y the ch$ld through sy#!to#s such as an $ncrease $n cry$ng, see#$ng #ore letharg$c and l$stless, and *$a not$cea"le changes $n eat$ng or slee!$ng ha"$ts (B$tCgerald, '992 . 5he ch$ld #ay also loo/ a"out or see# to 0a$t for the careg$*er to return. A t0o or three year old #ay assoc$ate death 0$th "e$ng aslee!. Also, $f a ch$ld sees a careg$*er gr$e*$ng or d0ell$ng $n sadness, the ch$ld 0$ll often #$#$c those e#ot$ons though they do not understand the# or necessar$ly feel that 0ay the#sel*es (ASC?, n.d." . Approaches($echniques. Although ch$ldren at th$s age do not understand death, $t $s st$ll $#!ortant, as counselors, to e&!la$n to the ch$ld 0hat ha!!ened $n order to ho!efully alle*$ate thoughts that they #ay ha*e a"out "e$ng a"andoned "y the$r lo*ed one. +s$ng s$#!le, "ut correct ter#$nology $s $#!ortant. Say$ng 2>rand#a passed away3 or 21e lost h$#3 $s not hel!ful to the ch$ld for co#!rehens$on $n the long run. A death occurr$ng at th$s age for the ch$ld 0$ll "e re*$s$ted as they arr$*e at further de*elo!#ental stages, so sett$ng the !ace no0 0$ll lessen the confus$on for the# 0hen they "eco#e $n.u$s$t$*e later a"out the death. '&) year olds. 5h$s age grou! $s *ery cur$ous a"out death. 5hey #ay as/ .uest$ons l$/e 2,o0 does Mo# "reathe s$nce he $s dead83 "ecause they are no0 a"le to understand that the !erson $s not there 0$th the# any#ore "ut "el$e*e that they are al$*e $n so#e l$#$ted /$nd of 0ay. 5hey #ay "e a"le to recogn$Ce the !hys$cal death as te#!orary or gradual, re*ers$"le and not f$nal. 5he ch$ld #ay also e&!er$ence D#ag$cal th$n/$ngE, $n 0h$ch they "el$e*e that the$r thoughts caused the act$on ($.e., "e$ng #ad at the !arent, #$s"eha*$ng, say$ng 26 hate you3, etc.- ASC?, n.d." . 5hey are *ery #uch egocentr$c and #ay feel that they caused the death. Ch$ldren at th$s age often te#!orar$ly regress 0$th sy#!to#s such as "ladder and "o0el control, use "a"y tal/, thu#" suc/$ng, 0ant to slee! 0$th a s$"l$ng or !arent, and e&!er$ence a change $n eat$ng and slee!$ng ha"$ts. 5hey #ay also ha*e 0orr$es of a"andon#ent and fear that 0hen others lea*e that they are not go$ng to co#e "ac/. Ch$ldren at th$s age are also #uch #ore $#!ress$ona"le and are greatly $nfluenced "y the e#ot$ons that others are e&!ress$ng, es!ec$ally sadness. Approaches($echniques. At th$s age $t $s es!ec$ally $#!ortant to "e honest and !ro*$de as #uch deta$l as can "e co#!rehended "y the ch$ld (1olfelt, '9F) . 5h$s should "e done to lessen the confus$on and !ro*$de as #uch clar$ty a"out the e*ent as !oss$"le. Do$ng so 0$ll hel! the ch$ld to understand that the$r thoughts and act$ons d$d not $nfluence the death of the$r lo*ed one. Measures should "e ta/en to assure the ch$ld that they 0$ll "e cared for and that oneEs lea*$ng does not !reclude the# fro# e*er co#$ng

"ac/. Counselors need to encourage the ch$ldEs guard$ans to try and /ee! to the ch$ldEs regular rout$ne and allo0 the# to "e the$r age. Ch$ldren should "e told 0hat 0$ll ta/e !lace at the #e#or$al ser*$ce and "ur$al of the lo*ed one and "e g$*en the o!t$on of attend$ng. 5hera!$es that are es!ec$ally hel!ful 0hen 0or/$ng 0$th gr$e*$ng ch$ldren $nclude !lay, art, !u!!et, and storytell$ng. 5hese thera!$es are "enef$c$al "ecause they allo0 e&!ress$on 0$thout 0ords to sho0 ho0 they feel. 6t $s eas$er for a ch$ld th$s age to dra0 or use a f$gur$ne to act out feel$ngs than $t $s for the# to $ndent$fy those sa#e e#ot$ons $n a *er"al for#at. Counselors can ga$n #uch $ns$ght through 0atch$ng and l$sten$ng to a ch$ld !arta/$ng $n these thera!$es. 5he use of creat$*e e&!ress$on $n a thera!eut$c en*$ron#ent can hel! a ch$ld to e&!ress e#ot$on and !rocess the$r o0n gr$ef (>laCer, '99F . )& *+ year olds. Ch$ldren at th$s age are ty!$cally a"le to understand the f$nal$ty of death "ut do not *$e0 $t as so#eth$ng that 0$ll ha!!en to the# unt$l the latter !art of th$s de*elo!#ental stage. Ch$ldren '0 and older see# to gras! the conce!t that they 0$ll d$e and #ay d0ell o*er the $dea of the$r o0n death (ASC?, n.d." . 5he younger !art of th$s age grou! #ay *$e0 death as a s!$r$t, ghost, or angel. Goys often d$s!lace the$r gr$ef as "e$ng aggress$*e and destruct$*e 0hereas g$rls #ay "eco#e *ery cl$ngy and attached. 5he range $n e#ot$ons that are felt "y th$s age grou! runs across a full ga#ut any0here fro# gu$lt, sadness, and anger to an&$ous, sha#eful, or 0orr$ed. 5hey often ha*e trou"le !utt$ng 0ords to the e#ot$ons that they are feel$ng, so "e$ng cued $nto the$r act$ons $s #ost hel!ful. So#e ch$ldren 0$ll co#!la$n of !hys$cal a$l#ents, l$/e a sto#achache, rather than "e$ng a"le to say that they feel afra$d or sad. Approaches($echniques. 9et aga$n, the #ost $#!ortant a!!roach $s to "e honest and o!en 0hen tal/$ng to the ch$ld a"out the death of the$r lo*ed one. :ett$ng the ch$ld "e a !art of the !lann$ng for the ser*$ce also see#s to "e hel!ful $n the closure !rocess for th$s age grou! (Slate and Scott, 2009 . 5echn$.ues that 0ould "e "enef$c$al to use 0$th ch$ldren of th$s age grou! $nclude the use of sand trays, #us$c, and recreat$on thera!$es $n add$t$on to ut$l$C$ng !lay and art thera!y. Adolescents ,*'&*- years old.. 5h$s age grou! has the sa#e ca!ac$ty of understand$ng gr$ef as an adult does. 6n fact, th$s age grou! *$e0s the#sel*es as adults, ho0e*er they are caught so#e0here r$ght $n the #$ddle de*elo!#entally. Pott#eyer and Scott (200F contend that adolescents ha*e trou"le sto!!$ng 2the de*elo!#ental cloc/3 to deal 0$th the death of a lo*ed one. >r$ef co#!ounds and co#!l$cates the confus$on that teenagers already face 0$thout an add$t$onal trau#a. 5eenagers are not ch$ldren "ut are not yet adults, and 0hen they are gr$e*$ng the loss of a s$gn$f$cant other they do not /no0 0h$ch d$rect$on to ta/eHthe e#ot$onal de!endence and sadness l$/e a ch$ld, or the strong and "ra*e a!!roach of an adult. 5hey 0$ll usually not reach out and e#"race su!!ort fro# adults "ecause that 0ould #a/e the# a!!ear ch$ldl$/e. 9et #ost 0$ll not see/ solace $n a !eer for "e$ng afra$d of loo/$ng 0ea/. Many t$#es, th$s creates the $dea $n the# that they #ust face $t

alone and /ee! $t together on the outs$de. 5he results of unresol*ed gr$ef and "erea*e#ent can lead to ongo$ng #ental health !ro"le#s rang$ng fro# de!ress$on, soc$al 0$thdra0al, su"stance a"use, def$ant "eha*$ors, and acade#$c !ro"le#s (Pott#eyer and Scott, 200F . Careg$*ers and counselors for th$s age grou! can hel! "y lett$ng the teenager /no0 that the confus$on and e#ot$onal tur"ulence they are feel$ng $s nor#al and that $t $s o/ay to cry or e&!ress those undes$ra"le e#ot$ons. <e#$nd the adolescent that they are a*a$la"le and 0$ll hel! $n a!!ro!r$ate 0ays. Ge a0are that gr$ef at th$s age challenges and contrad$cts the teenagersE *$e0 of the#sel*es as $n*$nc$"le and #ay create .uest$ons and dou"t $n the$r rel$g$ous *$e0s and understand$ng of the 0orld (ASC?, n.d." . Counsel$ng techn$.ues to use for th$s age grou! can $nclude rela&at$onIyoga, c$ne#a, #us$c, e&!ress$*e (dra#a and !roJect$*e arts , and narrat$*e (Journal$ng, creat$*e 0r$t$ng, letter 0r$t$ng, !oetry thera!y. Grief in Adults 6n an adultEs l$fet$#e, one 0$ll l$/ely e&!er$ence gr$ef $n a nu#"er of d$fferent relat$onsh$!s, $nclud$ng, "ut not l$#$ted to, the loss of a !arent, s!ouse, s$"l$ng, fr$end, fa#$ly #e#"er, co(0or/er, or ch$ld. Many factors !lay $nto ho0 an adult 0$ll gr$e*e $nclud$ng 0hat the nature of the relat$onsh$! 0as 0$th the deceased- gr$e*$ng o*er the loss of a !arent $s l$/ely #uch #ore $ntense than gr$e*$ng o*er a ne$gh"or. 5he cause of death $s often t$#es a large co#!onent $n the de!th of oneEs gr$ef- ty!$cally an ant$c$!ated death offers #ore co#fort *ersus a sudden, une&!ected death. 6f the "erea*ed has not effect$*ely dealt 0$th !ast losses, the gr$ef !rocess can "e #ore co#!l$cated and #ult$faceted 0hen fac$ng another loss. 5he !ersonal$ty and ty!$cal res!onse to change $s also a co#!onent 0hen an adult gr$e*es- $f one does not ha*e a healthy react$on to loss or adJust#ent, they 0$ll not l$/ely react $n a healthful #anner. ?neEs a*a$la"$l$ty of su!!ort fro# fr$ends and fa#$ly also strongly $#!act ho0 one 0$ll gr$e*e. <el$g$on and s!$r$tual "el$ef also !lays an $#!ortant role $n the "erea*ed. An adult 0ho $s gr$e*$ng 0$ll l$/ely re*$e0 the$r o0n l$fe and a!!ra$se the$r acco#!l$sh#ents, shortco#$ngs, goals, and the$r #ean$ngfulness $n the 0orld. ?ne #ay also en*$s$on the$r o0n death. 6f the adult $s gr$e*$ng o*er a s!ouse, !arent, or ch$ld, they are l$/ely to e&!er$ence #any adJust#ents that $nfluence gr$ef- these #ay $nclude a change $n rout$ne, res!ons$"$l$t$es, !r$or$t$es, relat$onsh$!s, goals, and act$*$t$es. >r$ef $n adults $s d$s!layed un$.uely fro# one !erson to the ne&t. %#ot$ons and feel$ngs also run along a full scale and #ay *ary $n the $nd$*$dual o*er t$#e. Many adults !reoccu!y the#sel*es to a*o$d the$r feel$ngs 0h$le others "eco#e f$&ated on the loss and are una"le to funct$on for a !er$od of t$#e as they once d$d. Approaches($echniques. ?ne effect$*e co!$ng techn$.ue $s to encourage a "erea*ed adult to attend a su!!ort grou! 0$th !eo!le 0ho are e&!er$enc$ng a loss s$#$lar to the$r o0n. Kournal$ng and rela&at$on techn$.ues are often t$#es *ery thera!eut$c for a gr$e*$ng adult. %ncourag$ng eat$ng 0ell and gett$ng ade.uate slee! and e&erc$se are also $#!ortant. 6t $s also s$gn$f$cant to re#$nd the "erea*ed to ta/e t$#e #a/$ng #aJor dec$s$ons, such as #o*$ng, chang$ng Jo"s, etc. Su!!ort$ng the "erea*ed to f$nd an outlet for co#fort $s "enef$c$al through !ro#ot$ng one to re*$e0 !ast ho""$es or see/ out act$*$t$es to hel! f$ll the$r t$#e and rene0 the$r Joy.

Grief in the /lderly >r$ef $n the elderly $s sl$ghtly d$fferent than the gr$ef that an adult e&!er$ences "ecause at th$s !o$nt $n oneEs l$fe, #any are #ore focused on dy$ng than l$*$ng. 5hey are no longer loo/$ng for0ard to the future 0$th ant$c$!at$on of reach$ng #$lestones and goals. 6nstead, th$s t$#e $n the$r l$fe $s one of reflect$on. :onel$ness, at least to so#e degree, $s a central co#!onent $n #ost elderly !eo!le, 0h$ch $ntens$f$es e&!onent$ally 0hen they e&!er$ence the loss of a lo*ed one. >r$ef $s !resented $n the elderly 0$th an $ncreased l$/el$hood of ha*$ng feel$ngs of sadness, lonel$ness, and de!ress$on. 5he elderly 0$ll tend to ru#$nate o*er the$r loss es!ec$ally $f they ha*e faced #any losses $n a short !er$od of t$#e ($.e., #ost of the$r fr$ends or s$"l$ngs ha*e deceased . Approaches($echniques. 5he a!!roaches and techn$.ues for th$s age grou! are the sa#e as those one 0ould use 0$th adults. ?ne should also hel! the "erea*ed to secure add$t$onal hel! $n do$ng tas/s that the$r lo*ed one 0as a"le to do. Also, hel!$ng the "erea*ed to esta"l$sh a careg$*er or hel!$ng the# to f$nd co##un$ty su!!ort ser*$ces $s of great $#!ortance s$nce #any $n th$s !o!ulat$on do not /no0 0hat ser*$ces are a*a$la"le for the# to hel! 0$th tas/s that they #ay not "e a"le to ta/e care of the#sel*es. Multicultural Component of Grief Culture !lays an $#!ortant and cr$t$cal role $n understand$ng the #anner $n 0h$ch one gr$e*es. A !ersonEs culture also a$des $n the$r conce!t of 0hat ha!!ens to a lo*ed one after death. ?neEs conce!t of the #ean$ng of l$fe and of death co#es fro# oneEs culture and "el$efs, so therefore the e#ot$ons and gr$ef that one e&!er$ences $s l$n/ed d$rectly to oneEs cultural $dent$ty (ASC?, n.d.c . %*ery culture has $ts o0n r$tuals and custo#s that gu$de and sha!e the 0ay the "erea*ed gr$e*es. 6t $s essent$al to note that there $s not a standard for ho0 so#eone should gr$e*e. 1hat $s 2nor#al3 gr$e*$ng to one #ay "e cons$dered $na!!ro!r$ate to another. 5here are ho0e*er so#e s!ec$f$c .uest$ons to /ee! $n #$nd 0hen 0or/$ng 0$th a gr$e*$ng cl$ent fro# a culture d$fferent than your o0n so that you can /ee! your !ers!ect$*e on 0hat the cl$ent "el$e*es (Slate and Scott, 2009 . As/$ng 0hat the cl$ent and fa#$lyEs "el$ef surround$ng death $s *ery $#!ortant $n /no0$ng ho0 to a!!ro!r$ately go through the$r gr$e*$ng !rocess. Also, learn$ng 0hat e#ot$ons and "eha*$ors are cons$dered nor#al gr$ef react$ons $n the$r culture $s /ey (ASC?, n.d.c . 6n add$t$on, as/$ng the "erea*ed 0hat s!ec$al dates they /no0 of that could "e !art$cularly d$ff$cult for the# to face $n the future $s good to f$gure out so that you can hel! !re!are the# for those d$ff$cult t$#es a!!ro!r$ately. Conclusion >r$ef and "erea*e#ent are natural e#ot$ons that 0e all 0$ll e&!er$ence. S$#!ly /no0$ng the d$ct$onary def$n$t$on of gr$ef and "erea*e#ent $s not enough to effect$*ely hel! cl$ents. 5he /ey as counselors $s to understand ho0 gr$ef and "erea*e#ent affect

$nd$*$duals d$fferently and ta/e not$ce $n the *ar$at$on of co#!rehens$on and gr$ef !resentat$on across d$fferent de*elo!#ental grou!s. ;no0ledge of a cl$entEs cultural "el$efs and !ract$ces cont$nues to "e an $#!ortant construct. Pro!er tra$n$ng $n gr$ef counsel$ng techn$.ues $s cr$t$cal to "e an effect$*e counselor $n th$s f$eld.

References A#er$can Soc$ety of Cl$n$cal ?ncology. (n.d.a . 0elp for when you are grieving. <etr$e*ed Se!te#"er '0, 200F, fro# htt!:II000.asco.orgI!at$entICo!$ngI >r$efLandLGerea*e#entI,el!LforL1henL9ouLAreL>r$e*$ng A#er$can Soc$ety of Cl$n$cal ?ncology. (n.d." . 0elping a child or teenager who is grieving. <etr$e*ed Se!te#"er '0, 200F, fro# htt!:II000.asco.orgI!at$entI Co!$ngI>r$efLandLGerea*e#entI,el!$ngL>r$e*$ngLCh$ldrenLandL5eenagers A#er$can Soc$ety of Cl$n$cal ?ncology. (n.d.c . 1nderstanding grief within a cultural conte2t. <etr$e*ed Se!te#"er '0, 200F, fro# htt!:II000.asco.orgI!at$entICo!$ngI >r$efLandLGerea*e#entI>r$efLA#ongLCultures B$tCgerald, ,. ('992 . $he grieving child3 A parent4s guide. Ne0 9or/: B$res$de. >laCer, ,. ('99F . %&!ress$ons of ch$ldrenEs gr$ef: A .ual$tat$*e study. %nternational 5ournal of 6lay $herapy7 87 4'(74. ;u"ler(<oss, %., & ,o""$ng, %. ('99= . 9n death and dying. Ne0 9or/: S$#on & Schuster Adult Pu"l$sh$ng >rou!. 5he Nat$onal 6nst$tute for 5rau#a and :oss $n Ch$ldren (n.d. . >r$ef and trau#a: 5he confus$on M the d$fference. <etr$e*ed Se!te#"er '0, 200F, fro# htt!:II000.tlc$nst.org P$c/ett, K., et al. (%ds. . (2004 . Webster4s %% :ew "ollege Dictionary ()rd ed. . Goston: ,oughton M$ffl$n Pott#eyer, ,. G., & Scott, D. A. (200F . %ffects of "erea*e#ent and gr$ef on adolescent de*elo!#ent. Grief Digest7 ;7 ,<.7 2N(24. Slate, C. N., & Scott, D. A. (2009 . <ele*ant conce!ts and techn$.ues for school counselors 0or/$ng 0$th ch$ldren and adolescents deal$ng 0$th gr$ef and "erea*e#ent. :ew =or> !tate !chool "ounseling 5ournal7 ), NN(42. 1olfet, A. ('9F) . 0elping children cope with grief. Munc$e, 6N: Accelerated De*elo!#ent. 1orden, K. ('99' . >r$ef counsel$ng and gr$ef thera!y. Ne0 9or/: S!r$nger Pu"l$sh$ng Co#!any.