The death of a loved one is a significant stressor for children. Most children are exposed to grief at an early age. Without necessary support and guidance, children are much more susceptible to negative emotional, cognitive, and developmental effects. Expressive therapies such as bibliotherapy are supposed to provide a safe and healthy outlet for children's grief. However, school psychologists have limited pre-service training and readily available resources to effectively address children's death-related grief. This study included a survey of school psychologists from the National Association of School Psychologists (NASP) Crisis Management Group. Of the 431 potential members, 22% (N=95) responded to an online survey. Of these surveys, 89 were considered complete and representative of school psychologists experienced in working with grieving elementary school-aged children. Participants responded to questions regarding availability of, use of, and need for printed materials to support children's grief. Participants were also asked to share their ideas, activities, and children's picture books which supported children's grief. Based on survey responses, practical guidelines and a resource list of activities and grief-related materials were summarized to assist school psychologists in better supporting young children's adaptive coping skills following the death of a loved one.

Health care providers (HCPs) who work in adult palliative care occasionally encounter children who have a parent who is dying. This grounded theory (GT) study examines how adult palliative care providers respond to the needs of children who have a parent in palliative care. I use Adele Clarke’s (2005) situational analysis method, a postmodern iteration of GT. Clarke’s situational map acts as an analytical tool to identify and analyze different actors and elements in the situation of concern. Five semi-structured qualitative interviews were conducted with adult palliative care providers. Provisional theorizing resulted in three sub processes emerging from the data. First, adult palliative care providers must be cautious when identifying and responding to the needs of children who have a parent in palliative care, particularly because of the nefarious presence of dominant grief discourse (DGD). Second, these same adult palliative care providers, who are often distressed when supporting children who have a dying parent, benefit when they get comfortable with being uncomfortable. Third, adult palliative care providers tend to see themselves as part of a larger interdisciplinary team that informs their interactions with children who have a parent in palliative care. The entire analysis is imbued with a critical perspective of DGD, including its race, gender and class dimensions. This critique of DGD is informed by Foucauldian interpretations of discourse, power and subjectivity. Opportunities for resistance and social justice are explored. In accordance with my own research paradigm, I make a concerted effort to render my influence as a researcher visible throughout. / Graduate / 0452 / ianbscott@gmail.com