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Arcus: Helping children when trauma complicates grief
By Doreen Arcus
Thursday, February 9, 2006

"A sunset is a beautiful thing. But it doesn't make sense in the middle of a bright and sunny day."

 

    Thirty-five years later, I can still hear those words spoken to my high school classmates as we gathered in assembly following the tragic death of one of our own.

 

    Arlington is reeling from an untimely sunset. We are overwhelmed with sadness and feel a loss so profound that it is trivialized by the inadequacy of language when we try to describe it.

 

    In the midst of tragedy, many of us are searching for guidance on how we can best support our sons and daughters cope with shock and loss.

 

    Grief takes many forms. It is as a natural a part of loss as breathing is of life.

 

    In 1969, psychologist Elisabeth Kübler-Ross first described mourning as a sequence of emotions and beliefs: denial, anger, bargaining, depression, and, finally, acceptance.

 

    More recently grief counselors have used the fitting acronym TEAR to describe the life altering aspects of grief and mourning: To accept the reality of the loss; to Experience the pain of the loss; to Adjust to a new life without the lost person; and eventually to Reinvest in a new reality.

 

    In contrast to "stiff upper lip" or "get over it and move on" approaches, we now understand grief as a process and not a singular event. Grieving takes time. People will not proceed in lock step, but will vary in their processing rates and in the depths of their emotions. There is no formula to predict how soon or how neatly anyone will move through the process.

 

    How loss and emotion are expressed also varies from person to person. Children and adolescents may have problems eating or sleeping. They may be irritable, may withdraw from others, and may have trouble concentrating on tasks or schoolwork. They may think a great deal about death. They may have physical symptoms, such as headaches. They may become clingy or regress to earlier behavior patterns for comfort.

 

    For many who knew Cameron O'Connor, grieving his loss will be a marathon and not a sprint. Even as they are able to move their lives forward, reminders and anniversaries and unanticipated occurrences will prompt another cycle of grief and mourning. Sometimes these will be microcosms of the larger loss and barely perceptible to others; other times these will be more overwhelming and demand time, space and understanding.

 

    For some, typical types of outreach and support - talking about the deceased, memorializing him and finding comfort in shared memories - will be helpful in navigating the stages of grief. For others, grieving may be particularly complicated and warrant some specialized types of support.

 

    Traumatic grief may occur when loss co-occurs with trauma. When the cause of death is sudden, shocking, and horrifying, children or adults may become so overwhelmed by the traumatic aspects of the death that it limits their abilities to remember their lost person's life and engage in healthy mourning.

 

    In traumatic grief, thoughts of the lost person become inextricably linked to the horror and violence of their death. Mourners become "stuck" on the person's traumatic demise rather than being able to remember the myriad of life experiences - even joyful ones - they had shared. People who are coping with traumatic grief often shut off all activity that reminds them of their lost loved one because it inevitably reminds them of the terrifying way that person died.

 

    By shutting off these thoughts and feelings, children and adolescents suffering from traumatic grief place not only healthy bereavement, but also their own healthy development, at risk.

 

    How to know if your child is suffering from traumatic grief? It can be complicated. The warning signs sometimes overlap with aspects of healthy mourning and there is no timetable.

 

    According to the National Child Traumatic Stress Network (NCTSN), some signs of traumatic grief include:

 

    

·  Intrusive memories about the death including recurring thoughts and pre-occupation about the manner of death.

 

    

·  Numbing or emotional-constriction; the child may act uninvolved or nonchalant to hide his or her pain.

 

    

·  Avoidance of anything connected to the deceased, the manner or death or any associated activities or events.

 

    

·  Withdrawing from important areas of their lives or seeming to have "lost purpose."

 

    

·  Symptoms of increased arousal, including irritability, acting out, headaches, increased fearfulness, "jumpiness" or vigilance.

 

    A mental health professional who is experienced at working with children and adolescents and who has expertise, specifically, in grief and in trauma may be best able to help those dealing with traumatic grief. Treatment for children typically involves their parents as well. Adolescent treatment often occurs in a group setting, but there are a number of evidence-based models available. Regardless of format, the goal of treatment is to help the child manage his or her trauma-related reactions and become better able to engage in remembering, mourning and moving forward.

 

    We can all help each other by some simple steps too. Again, according to the NCTSN, it is helpful to provide accurate information to the best of our ability and in answer to our children's questions. We should not force any child to talk about the loss if he or she does not want to. Arranging predictable schedules and routines may help offset the chaos of the traumatic loss. We should be aware of behaviors or reactions that may be manifestations of grief, and interpret and respond to them as such. Finally, we should manage expectations of our children with flexibility.

 

    In other words, listen, respond, and be there - steady but not unbending. Keep the lines of communication open and remember that children often speak with their behavior as much as with their words. You are not alone.

 

 

    Additional information on trauma, grief and mental health for both parents and school personnel is available through these organizations:

 

 

·  American Psychological Association, http://www.apahelpcenter.org

 

 

·  International Society for Traumatic Stress Studies (ISTSS), http://www.istss.org/publications/pamphlets.htm

 

    

·  The National Child Traumatic Stress Network, http://www.NCTSNet.org

 

    

·  The Trauma Center at JRI, Brookline, http://www.traumacenter.org

 

 

     Doreen Arcus is an Arlington resident and mother of an Arlington High School lacrosse player. She is an associate professor of Psychology and director of the Honors Program at the University of Massachusetts Lowell, and a member of the International Society for Traumatic Stress Studies.

 

http://www.townonline.com/arlington/opinion/view.bg?articleid=426006&format=text