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Population-Focused Grief Strategy
Those in the helping professions encounter people struggling through present and past grief experiences. It is critical to be aware of what constitutes grief, how people of varying populations respond to it based on developmental and life stages, as well as their unique circumstances. You will discuss theoretical foundations, as well as strategies for coping and identifying additional resources by considering normal and complicated grief responses.
1. Review the entirety of the final assignment.
2. Acquaint yourself with current research on the population.
3. Select a specific, unique population that you would like to research for your final assignment. Unique populations could be preschool-aged foster children; those in the late adulthood stage of life who have multiple friends passing away; early adulthood couples who experience multiple miscarriages; middle adulthood individuals who experience job loss from a long-term career; early adults who experience a physically debilitating injury or disease, etc.
4. Post the specific, unique population that you would like to research for your final assignment in the Topic Sign-Up discussion forum.
1. Research and define typical developmental characteristics of the population. Incorporate normal developmental (social, emotional, behavioral, cognitive, physical, spiritual, cultural) characteristics of the stage of life that your population represents. (It may be beneficial to refer to your text and work from your Human Growth and Development class). This section should be 1 page in length.
2. Describe normal grief responses for your chosen population. Include both the consideration regarding the stage of life that you are discussing, as well as the unique challenges associated with this population and the type of loss that they have endured. This section should be 1–2 pages in length.
3. Describe potential complicated grief responses and/or special issues associated with this unique population. Include consideration regarding the stage of life AND the unique circumstances surrounding this type of loss. Do not only address complicated grief/special issues for the life
stage or unique circumstance. Write about complications/special issues for the life stage AND the unique circumstances surrounding the loss. The following are examples:
• Children in middle childhood may have magical thinking after experiencing the loss of a sibling due to cancer.
• If a child is under ages 6–7, they will not understand the permanency of death, or a special needs adult may have challenges expressing their emotions verbally.
• If the issue relates to loss of a caregiver, considerations of who will now care for client will need to be considered.
This section should be 2–3 pages in length.
1. Conduct extensive research regarding practical strategies that the identified population (the same population that you researched in Part 1 of the Signature Assignment) can take to aid throughout grief.
2. Describe, in detail, at least three specific strategies that are grounded in research. For example: Trauma-focused Cognitive Behavioral Theraphy; art therapy, equstrian therapy, etc. Utilize
scholarly, academic, and/or professional sources as your guide.
Take into consideration the stage of life and the unique circumstances related to the identified population. Include at least two specific techniques for each strategy that are relevant to the population, and unique loss. Write 1-2 pages per strategy, describing what the strategy is, two techniques that can be used, practical steps that the client can take for effective treatment (i.e. Research supports attending weekly sessions for at least 8 weeks, incorporating social support, and integrating other coping strategies such as breathing techniques to help reduce anxiety), the benefits as associated with the strategy for the identified population and loss, as well as theoretical foundations that support the validity of this approach. There should be a total of 3-6 pages in this section (1-2 pages per stategy).
3. In the next section of the paper, identify 6 reliable resources for the indentified population. List each resource and include 1 paragraph per source (5-7 sentences), explaining why this is a useful resource for the identified population. Include 2 local organizations, 2 national organizations, 2 web resources, 2 books. At least two of the resources you choose should be faith-based; be sure to identify this characteristic within the paragraph description.
4. In the final section of the paper, discuss ethical standards that are particularly imperative based on the life stage and issue that you are researching. For reference, please review the AACC Code of Ethics and the APA Code of Ethics. This section must be 2-3 paragraphs in length.
Part 2
• Specific formatting - APA formatting
• Write content per section, do not integrate content throughout
• Minimum of 3 scholarly sources
• Criterion 1: 1 Page
• Criterion 2: 1-2 Page
• Criterion 3: 2-3 Page
Part 3
• Specific formatting - APA formatting
• Write content per section, do not integrate content throughout
• Minimum of 6 scholarly sources
• Criterion 1: 1-2 pages per strategy (see instructions)
• Criterion 2: 1 paragraph per source
Population-Focused Grief Strategy
Parents With a Child who has Been Diagnosed with Duchenne Muscular Dystrophy
Student Name
Institution
Course Name/Number
Instructor
Due Date
Parents With a Child who has Been Diagnosed With Duchenne Muscular Dystrophy
PART #2
Research and define the typical developmental characteristics of the population
The selected population, parents with children living with Duchenne Muscular Dystrophy (DMD), presents several unique developmental characteristics. In normal circumstances, a parent with a child experiencing any form of a general or unique medical condition is likely to portray social, emotional, cognitive, and other development attributes in a way that predominantly vary from parents who have normal growing kids.
First, social development among the selected target population becomes more inhibited as their children continue to develop DMD conditions. According to Lucca and Petean (2016), parents with children suffering from DMD are at a high chance of being secluded from social circles, leading to negative growth in the social development aspect. Secondly, the selected population is likely to have negative emotional growth due to a lack of emotional stability to deal with children experiencing DMD. Raising a child with a disease that does not have a cure is a critical attribute that can cause emotional strain; this is the case with parents whose children have DMD.
Behaviors of such parents are also bound to change, specifically as their children advances from one DMD stage to another. Lucca and Petean (2016) believed that parents have a tendency, almost a natural instinct, to want good-health for their children, and when this does not happen, they behave in a way to portrayed regret for parenting children with health deficiencies. Parents in the selected population are also likely to experience degradation in their spiritual and cultural growth. Parents with DMD children will experience negative “spiritual orientation, and actively participating in relationships and at home” (Lucca & Petean, 2016, p. 3084) becomes more constrained. The same applies to cultural development, where parents perceive they have not attained basic cultural expectations of raising healthy children in the continuity of the human race.
