Supporting Children Coping with Grief and Loss … Children...Supporting Children Coping with Grief and Loss during the COVID-19 Pandemic David J Schonfeld, MD, FAAP Director, National

Supporting Children Coping with Grief and Loss during the

COVID-19 PandemicDavid J Schonfeld, MD, FAAP

Director, National Center For School Crisis And BereavementChildren’s Hospital Los [email protected] | GrievingStudents.org1-877-536-NCSCB (1-877-536-2722)

mailto:[email protected]

Overview Childhood loss and griefTips on how to talk to childrenWays to assist childrenResource information on grief support

Poll Question #1 In what setting do you work with children and families?

a. Outpatient b. Inpatient c. Schoold. Residentiale. Other

Loss is Common in the Lives of Children

Vast majority of children

(9 of 10)experience the death ofa family member and/or

friend by the time

they complete high school

5%of children experience

the death of parent by 1693%of classroom

educators have

never received any

trainingin how to support a

grieving student

Children may not appear to be grieving• Adults may communicate death is not discussed

• Children may

• not yet understand what has happened or itsimplications

• be overwhelmed by feelings• express grief indirectly through behavior or play

Being with someone in distress

• Do not try to “cheer up” survivors

• Do not encourage to be strong or cover emotions

• Express feelings and demonstrate empathy

• Avoid statements such as:

• “I know exactly what you are going through” (you can’t)

• “You must be angry” (don’t tell person how to feel)

• “Both my parents died when I was your age” (don’t

compete for sympathy)

• Allow child/family to be upset while suspending

judgment – intervene only when safety/health is

concern

Addressing cultural diversity• Some people are worried they will say or do the

wrong thing because they feel ill informed about another culture

• Although there are differences in cultural practices, the fundamental experience of grief is universal

• When we recognize that there is a range of ways to experience and express grief, we can explore ways to bridge cultural differences in order to help grieving children and families

Supporting children of a different culture• Ask questions when you are unsure what would be

most helpful for a family or individual

• Assumptions may result in stereotypes that cloud our perceptions and make us miss opportunities to behelpful

• Approach the family with an open mind and heart

• Help families identify and communicate what is important to them about cultural practices; work with them to find solutions and compromises when realities require modifications in cultural practices

Initiating the conversation• Express concern

• Be genuine

• Invite conversation

• Listen and observe

• Limit personal sharing

• Offer practical advice

• Offer reassurance without minimizing concerns

• Maintain contact

• Most children want to help friends, yet often have limited experience

• May make insensitive comments, ask repetitive or detailed questions, or tease grieving peer

• Study of children ages 6-15 who experienced death of parent: • 20% “experienced direct, raw taunting about their

loss”• Educators can help students develop skills to support a

peer who is grieving

Peer support

Initiating the conversation• Express concern

• Be genuine

• Invite conversation

• Listen and observe

• Limit personal sharing

• Offer practical advice

• Offer reassurance without minimizing concerns

• Maintain contact

Children’s guilt• Young children tend to be:

– Egocentric

– Have limited understanding of cause of death

→ Magical thinking

• Results in guilt

– Reassure children of lack of responsibility

Academic accommodations• It is common for children to experience temporary

academic challenges after a death; pre-existing learning challenges often become worse

• Offer academic support proactively – don’t wait for academic challenges to become academic failure

• Change an assignment, e.g.,– Allow student to work with a partner– Adapt formal research paper into more engaging

assignment• Change focus or timing of lesson• Reschedule or adapt tests

Helpful responses to a grief trigger• Provide a safe space or an adult the student can talk to

• Set procedures for the child to obtain support

• Let the child call a parent or family member ifnecessary

• Provide permission and encouragement to see school nurse, counselor, or social worker

• Offer private time with teacher to talk about feelings

Children with intellectual and neurodevelopmental disabilities• Children who cannot communicate well verbally often

express feelings in non-verbal ways– Aggressive or disruptive behavior– Changes in sleep, eating, or toileting patterns– Self-stimulating behaviors– More intolerant of changes in routine

• Explanations should be geared to child’s developmental level and unique concerns & stressors

• Re-establish routines quickly; after death of caregiver or relocation, establish new and consistent routines

Grief during a pandemic• After a death, children often concerned about the health

of themselves or others close to them• Important to help children deal with fears / concerns

about the pandemic• Physical distancing/school closure increase social

isolation; makes it difficult to provide support• Secondary losses become even more of an issue• Family members may be overwhelmed by the pandemic

in addition to their own grief• Some grief may not be related to death• Supporting grieving children can be difficult in the best of

times; this is not the best of times

Coalition to Support Grieving Students

• American Federation of School Administrators (AFSA)

• American Federation of Teachers (AFT)• American School Counselors Association

(ASCA)

• National Association of Elementary School Principals (NAESP)

• National Association of Secondary SchoolPrincipals (NASSP)

• National Association of School Nurses (NASN)

• National Association of School Psychologists (NASP)

• National Education Association (NEA)• School Social Workers Association of

America (SSWAA)

• School Superintendents Association (AASA)

Supporting Organizational Members

www.grievingstudents.org

http://www.grievingstudents.org/

Modules Placed into Six SectionsEach section contains 2-4 video modules; each video is accompanied by handout that summarizes major points

1. Conversation and Support2. Developmental and Cultural Considerations3. Practical Considerations4. Reactions and Triggers5. Professional Preparation and Self-Care6. Crisis and Other Special Circumstances

Additional Resources• Additional Modules (e.g., police or military deaths)• Guidance Documents

– Practical guidelines developed by the NCSCB on how to respond to the death of a student or staff, from all causes or from suicide

• Training module• Family and school staff booklets• Articles• Online Resources

www.grievingstudents.org

Order Free Materials (download)

http://www.grievingstudents.org/

For further information about NCSCB visit us, call us, like us, share us

1-888-53-NCSCB (1-888-536-2722)

www.SchoolCrisisCenter.org | [email protected]

@schoolcrisisorg

National Center for School Crisis and Bereavement

http://www.SchoolCrisisCenter.org/


Questions

Please chat your questions to “ALL PANELISTS”!

Please visit https://ctacny.org/covid-19-resourcesfor additional trainings and resources

https://ctacny.org/covid-19-resources

Upcoming CTAC Events

Applying Psychological First Aid during the COVID-19 Crisis

June 22, 2020 | 1pm – 2pm

Attending to the Safety of Children

June 23, 2020 | 12pm – 1:30pm

Contact CTAC at [email protected]


Visit www.ctacny.org to view past trainings, sign-up for updates and event announcements,

and to access resources.

Please complete the feedback survey at the end of this webinar.

Thank You!

http://www.ctacny.org/

Supporting Children Coping with Grief and Loss … Children...Supporting Children Coping with Grief and Loss during the COVID-19 Pandemic David J Schonfeld, MD, FAAP Director, National

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