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Managing Good Grief: During The College Years

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Presentation on theme: "Managing Good Grief: During The College Years"— Presentation transcript:

1 Managing Good Grief: During The College Years
Thomas Eng and Yvania Garcia

2 Definitions Bereavement Grief Mourning Thanatology
The state of having experienced a loss Grief is the generally passive and involuntary reaction to the state of bereavement Mourning The active process of coping with bereavement and grief Thanatology Study of Death and Dying

3 Theory Kubler-Ross Five-stage theory of the dying process (1969)
Denial Anger Bargaining Depression Acceptance

4 Theory Kubler-Ross Five-stage theory of the dying process (1969)
Developed for people who are dying The theory also suggests that other individuals that are drawn into a dying person’s experiences (family and friends) may also experience similar “stages of adjustment”

5 Theory More current experts believe that the grief process requires the individual to move between different phases or tasks Some include: Shock Anger Guilt Fear Depression Reconstruction Hope

6 Mapping your grief process
Denial Anger Bargaining Depression Acceptance

7 A Brief Review of Student Development Theory
Arthur Chickering 7 vectors of Psychosocial Student Development Developing competence Managing emotions Moving through autonomy towards interdependence Developing mature interpersonal relationships Establishing identity Developing integrity Developing purpose

8 Student Development and Grief
Students who have not developed mature interpersonal relationships and are bereaved may cling to relationships or withdraw from them Students may have difficulty establishing their identity as a death loss may disrupt one’s sense of self and one’s place in the world Students who are still developing their purpose may have difficulties after a major death loss. Students who do not have a direction may face greater grief. Students may also have trouble accommodating new family commitments Students can develop integrity as they seek out religious or philosophical beliefs to cope with a death loss as they try to make sense of their experiences Decrease of academic performance due to lack of study skills and ability to handle additional stresses Students lacking in interpersonal competence may not be able to voice their needs to others or lack a support network to help them through the rough times Students still learning how to manage their emotions may act out in ways they are not ready for. Common emotional reactions could come in the form of depressions, anger, loneliness, guilt and fear. Students who have not achieved emotional interdependence may feel the loss of someone who they depended on for reassurance and emotional dependence

9 Kansas State University (1988-1991) Human Development Course Survey
A small study of 994 students 30 percent of students surveyed said that a family member died within the past 12 months 27 percent of students surveyed said that a close friend had died within the past 12 months

10 Approximately 25 of students have lost a loved one within the past 12 months
Only 4 percent of students at the counseling centers are diagnosed with “grief”

11 Affects of Grief on College Students
Physical Affects Insomnia Students in the first or second year of bereavement tend to suffer from lack of sleep Lack of sleep leads to higher scores for complicated grief Low energy leads to trouble dealing with normal physical activities such as climbing stairs

12 Effects of Grief on College Students
Behavioral Affects Loss of patterns of conduct Students will have trouble with: Staying organized Managing their time Meeting deadlines

13 Effects of Grief on College Students
Cognitive Affects Problems concentrating, studying, remembering Grades drop in the first semester of bereavement

14 Effects of Grief on College Students
Emotional/Spiritual Repressed emotions that weren’t dealt with may come up and become disruptive to the student’s life Students suffering from bereavement will be looking for the answer to “why”

15 Resources Counseling Every major college campus
APU – Therapists – Group/Individual Spiritual Leaders Support Networks

16 Resources Web Resources Office of Mental Health – New York
Helpguide.org University of Chicago – Virtual Pamphlets National Students of Ailing Mothers and Fathers Support Network Grief Share – Online support network

17 Recommendations for Universities
Campus Level: Create a network of interventions targeted at bereaved students. Help create a support network that is counselor-led Help create a support net work that is peer-led Have faculty members serve as mentors for grieving students Hold workshops Market the prevalence of grief to the campus to help students feel less alone and normalize the grief

18 Sources Servaty-Seib, H.L. (2004).Connections between counseling theories and current theories of grief mourning. Journal of Mental Health Counseling. 26, Balk, D.E. (2008).Grieving: 22 to 30 percent of all college students. New Directions For Student Services. 121, 5-14. Taub, D.J. and Servaty-Seib, H.L. (2008). Developmental and contextual perspectives on bereaved college students. New Directions For Student Services. 121, 15-26 Niemeyer, R.A., Laurie, A., Mehta, T., Hardison, H, & Currier, J.M. (2008). Lessons of loss: Meaning-making in bereaved college students. New Directions For Student Services. 121, Vickio, C.J. (2008) Designing and conducting grief workshops for college students. New Directions For Student Services. 121, Taub, D.J. and Servaty-Seib, H.L. (2008) Training faculty members and resident advisors to respond to bereaved students. New Directions For Student Services. 121, 51-62 Levine H. (2008) Suicide and its impact on campus. New Directions for Student Services. 121, 63-76 Hamilton, L.A. (2008) Guidelines for death notification in college student populations. New Directions for Student Services. 121, 77-86 Callahan, C.M., Fox, E.K. (2008) Student death protocols: A practitioner’s perspective. New Directions for Student Services. 121, 87-95 Fajgenbaum, D. (2007) College student Bereavement: University responses, programs, and policies, and recommendations for improvement. Georgetown University: Research conducted in fulfillment of Human Science Honors Thesis.


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