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Kids supporting kids: A 10‐week small group curriculum for grief and loss in schools
Author(s) -
Tillman Kathleen S.,
Prazak Michael
Publication year - 2018
Publication title -
counselling and psychotherapy research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.38
H-Index - 32
eISSN - 1746-1405
pISSN - 1473-3145
DOI - 10.1002/capr.12190
Subject(s) - grief , psychology , coping (psychology) , distress , psychological intervention , curriculum , narrative , clinical psychology , developmental psychology , medical education , psychotherapist , pedagogy , medicine , psychiatry , linguistics , philosophy
Background Experiencing the death of a loved one can negatively affect a child's emotional, behavioural and academic functioning. However, no in‐school group interventions exist to assist children in processing and grieving the loss of loved ones. To address this, Kids Supporting Kids, a 10‐step group counselling protocol for elementary school students, was developed to help students who have experienced loss of a loved one. Aims The group curriculum aims to help students develop healthier coping skills to deal with grief‐related distress; decrease internalising and externalising problems; and decrease problematic trauma symptoms. The present study investigates the feasibility of this intervention by capturing feedback from student participants, parents and teachers. Methodology Students, teachers and parents were each given pre‐test measures. The group consisted of 10 weekly sessions on the topics of establishing safety, sharing their stories, creating a narrative with positive memories, identifying and expressing emotions, coping skills, social and family support, remembering loved ones and saying goodbye. Students, parents and teachers were also given mid‐group checks and post‐group questionnaires. Results Qualitative improvements towards these goals were noted by students, parents and teachers. Students reported developing healthier coping skills, which were observed and noted as behavioural and emotional improvements by parents and teachers. Conclusions The present feasibility study supports the hypotheses that qualitative improvements would be noted by each group and that the feasibility of this protocol would be supported.