Recent publications: "Childhood Traumatic Grief: An Exploration of the Construct in Children Bereaved on September 11 "

2005 ◽  
Author(s):  
Keyword(s):  
September 11 ◽  
Traumatic Grief ◽  
Childhood Traumatic Grief

Childhood Traumatic Grief Educational Materials: For School Personnel

2004 ◽  
Author(s):  
Robin F Goodman ◽  
◽  
Judith Cohen ◽  
Carrie Epstein ◽  
Matthew Kliethermes ◽  
...  
Keyword(s):  
School Personnel ◽  
Educational Materials ◽  
Traumatic Grief ◽  
Childhood Traumatic Grief

Treatment of Childhood Traumatic Grief

2004 ◽  
Vol 33 (4) ◽  
pp. 819-831 ◽  
Author(s):  
Judith A. Cohen ◽  
Anthony P. Mannarino
Keyword(s):  
Traumatic Grief ◽  
Childhood Traumatic Grief

Childhood Traumatic Grief Educational Materials: For Parents

2004 ◽  
Author(s):  
Robin F Goodman ◽  
◽  
Judith Cohen ◽  
Carrie Epstein ◽  
Matthew Kliethermes ◽  
...  
Keyword(s):  
Educational Materials ◽  
Traumatic Grief ◽  
Childhood Traumatic Grief

Clinical Tools to Facilitate Treatment of Childhood Traumatic Grief

2005 ◽  
Vol 51 (3) ◽  
pp. 239-255 ◽  
Author(s):  
David A. Crenshaw
Keyword(s):  
Life Experience ◽  
Trauma Symptoms ◽  
Traumatic Grief ◽  
Grieving Process ◽  
Relative Safety ◽  
Co Morbidity ◽  
History Of ◽  
Childhood Traumatic Grief ◽  
Clinical Tools ◽  
Physiological Hyperarousal

Cohen and Mannarino (2004) define childhood traumatic grief (CTG) as “a condition in which trauma symptoms impinge on children's ability to negotiate the normal grieving process” (p. 819). Brown and Goodman (2005) add further clarification, “According to our current understanding of CTG and normal grief, thoughts and images of a traumatic nature are so terrifying, horrific, and anxiety provoking that they cause the child to avoid and shut out these thoughts and images that would be comforting reminders of the person who died. In contrast, a child who does not have intrusive reminders, or who did not experience the death as traumatic, is able to access the person in memory in a manner that is positive and beneficial to integrating the death in his or her total life experience” (pp. 255, 257). The distressing and intrusive images, reminders, and thoughts of the traumatic circumstances of the death, along with the physiological hyperarousal associated with such re-experiencing, prevent the child from proceeding in a healthy way with the grieving process. In addition, while such children are ordinarily excluded from studies of empirically validated treatment studies because of severity and co-morbidity of their conditions, clinicians often see youngsters where traumatic death has been superimposed on a history of multiple losses and in some cases socio-cultural trauma and/or major psychiatric disorders in the child or family. The projective drawing and storytelling strategies and the evocative technique described in this article are intended to offer clinicians additional tools to deal with such seriously impacted youth so that the trauma work can be approached in the relative safety of symbolism and metaphor prior to directly confronting the trauma events.

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