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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
Part 3 – Assessment, Evaluation, & Broader Implications
Student Name
Institution
Course Name/Number
Instructor
Due Date
Selected Population: Parents With a Child who has Been Diagnosed With Duchenne Muscular Dystrophy
Part 3 – Assessment, Evaluation, & Broader Implications
Strategies of Dealing With the Trauma for the Selected Population
1. Trauma-focused Cognitive Behavioral Therapy
A parent living with a child who has Duchenne Muscular Dystrophy can use trauma-focused CBT to deal with the trauma. According to Mannarino, Cohen, and Deblinger (2014), this strategy of dealing with trauma helps treat a traumatic encounter experienced by a particular population. In the context of this research, the selected population entails parents with children with Duchenne Muscular Dystrophy complications. Trauma-focused Cognitive Behavioral Therapy (T-F CBT) helps this population by encouraging them to navigate challenges associated with raising children with developmental challenges. Duchenne Muscular Dystrophy normally affects young boys and can be extremely challenging for parents because every mother and father wants to raise a healthy kid. The main objective of T-F CBT is to help this population get past the trauma and manage to live with their children despite growth and development challenges.
The first technique towards leveraging T-F CBT is to register for a counseling session with a locally available professional. According to Mannarino et al. (2014), learning to live with loss can be very complicated, hence the need for involving a professional. In the case of the selected population, it is very difficult for parents to accept living with ‘disabled’ children, mainly because they have to keep seeing them and feeling as if they can make things better. Professionals come in to help parents understand how to live with children suffering from Duchenne Muscular Dystrophy. The second technique of implementing T-F CBT is to focus on personal growth. Parents to patients with Duchenne Muscular Dystrophy can blame themselves; they can even consider themselves as bad parents at some points. This is most likely to affect their personal image and self-esteem. The first step towards accomplishing this is accepting situations are they are. Secondly, concentrate on parenting children without segregations and favoritism.
