Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

The existing literature on childhood bereavement reactions and sequelae is integrated within the Stress and Coping Paradigm to demonstrate its functional utility. The coping resources (i.e., psychological and social resources) and coping efforts of seventeen (8 male, 9 female) children who experienced the death of a loved one were assessed and compared with standardized norms. Results suggest that children who experienced bereavement did not significantly differ from typical children on measures of psychological resources (Self-Perception Profile for Children and Assessment of Coping Style) and on measures of coping effort (Coping Inventory). However, differences were found on a measure of social resource (Family Environment Scale). When compared with the norm group, children who experienced bereavement scored significantly higher on the Cohesion, Expressiveness, Conflict and Control subscales, and significantly lower on the Achievement Orientation subscale. The data are analyzed and discussed with reference to mediating factors including time elapsed since the death, relationship to the deceased and mode of death. Implications for health care professionals are discussed.

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This qualitative study describes the meaning of the experience of loss for four child participants following the death of a grandparent. Using both descriptiveexploratory methodology and human becoming theory as the framework, the findings are presented in three themes. Related to meaning of the experience of loss, the theme in the children's language is, sadness deepens with awareness of the permanence of death. Related to how relationships unfold following the loss of a grandparent the theme is, time spent doing things and with others provides memories. The final theme is related to hopes and desires the children had following the death of their grandparent, that theme is wishes to undo the past mingle with ongoing relating with one who has died. Practice implications and directions for further research are discussed in light of study findings.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiv, 122 p.; also contains graphics. Includes abstract and vita. Advisor: Joseph, Dept. of Statistics. Includes bibliographical references (p. 119-122).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 148-158). Also available via the Internet.

The purpose of this study was to investigate the effectiveness of a time-limited support group for children who had recently experienced the death of a close family member. Research hypotheses were that children who participated in a support group would demonstrate significant decreases in adjustment problems related to the loss and that the specific reactions of death anxiety and guilt would be reduced. The study used a modified pretest-post-test control group design. The second experimental group (N = 11) acted as a control for the first group (N = 10), the experimental-treatment group. The treatment consisted of five sessions, each lasting an hour and a half. The instruments used were the Louisville Behavior Check List (LBCL), the Death Anxiety Scale (DAS), the Junior Manifest Anxiety Scale (JMAS), and the Guilt Scale (GS). An Analysis of Variance for repeated measures with post hoc testing was used. Results indicated that children who participated in a bereavement support group did not demonstrate significantly fewer adjustment problems, nor did they show significantly lowered anxiety and guilt. The results indicated that after a six week period participants in the support group did not increase in adjustment problems, anxiety and guilt. An evaluation questionnaire found that the majority of the participants responded positively to the group experience and wanted the group to continue. Limitations of the study were noted and recommendations for further investigation were made.

There is a taboo surrounding death in our North American culture. We're not sure how to talk about it, or how to connect through it. The HBO series Six Feet Under breaks this taboo with its honest, humorous and moving look at death and dying. There are important lessons to be drawn from this series. Teachers could revolutionize their classrooms as this show has revolutionized television: by dealing with issues that most tend to avoid. Parker Palmer and Mary Rose O'Reilley's views on education provide a foundation for this thesis. First, teachers need to recognize the fragility of their students as well as their own. Second, they need to appreciate that loss comes in many forms, and that mourning is often necessary. Third, teaching needs to create a space for both students and teachers to express themselves. Fourth, this space also needs to exist in order for both teachers and students to truly listen to one another. Fifth, teachers need to change their own perception of death and dying if they expect students to do the same. Last, teachers need to promote the idea of connection with the world outside the classroom. This thesis's intention is to bring awareness and acceptance around death and dying to individuals, particularly teachers, by exploring Six Feet Under through the characters' journeys, and extracting its many valuable lessons.

Thesis (M. Div. with Concentration)--Emmanuel School of Religion, Johnson City, Tennessee, 1995. / Vita. Includes bibliographical references (leaves 64-67).