Children whose parent died by suicide are a vulnerable and underserved population. This phenomenon will be described, as well as implications for practice and research. "Double Whammy," a conceptualization of the overall experience of this marginalized group, emerged through two in-depth interviews from a phenomenological qualitative study with professionals who facilitate support groups for children bereaved by parental suicide. It was corroborated with current literature and practice experiences of the authors and their colleagues. Stigma was the largest contributor to the "Double Whammy," and the following themes emerged as well: feeling isolated, feeling abandoned, and feeling responsible. The self-volition of suicide challenges how bereaved children make meaning and internalize feelings about the deceased parent, one's self, and others. Developmentally appropriate education about suicide grief, depression, and normalizing the grief process is pivotal in helping children to effectively cope and manage their feelings.
Background and Purpose. The purpose of this study was to evaluate clinical instructors' (CIs') acceptance of and self-reported adherence to instructions for use of The Blue MACS (5th edition) for evaluating the clinical performance of physical therapist students. Subjects and Methods. One hundred twenty-four usable survey instruments were returned by CIs. Results. Twenty-two items from The Blue MACS were collapsed into a score representing acceptance, and 10 items were collapsed into a score representing reported adherence to instructions. Ninety-six percent of the CIs surveyed expressed a positive opinion of the instrument. Ninety-eight percent of the CIs reported at least moderately consistent adherence to instructions. Conclusion and Discussion. The instrument was regarded as a useful tool, and most CIs reported using the instrument according to the instructions. A positive opinion of the clinical performance assessment instrument is desirable to facilitate its use by CIs. Consistent use by different CIs is desirable to promote accurate communication among students, CIs, and the educational institution. [Hrachovy J, Clopton N, Baggett K, et al. Use of The Blue MACS: acceptance by clinical instructors and self-reports of adherence. Phys Ther. 2000;80:652-661.]
The Inventory of Youth Adaptation to Loss (IYAL) was developed to understand the feelings and social supports experienced by bereaved youth to develop an evidence-base for bereavement interventions. The sample included 400 youth ages 9–17, permitting robust psychometric testing of the IYAL. To evaluate the reliability of the IYAL, the sample framework was national in scope, encompassed a range of different types of youth bereavement programs, and purposively sought diversity in the sample. Exploratory factor analysis identified five factors with distinct sub-scales indicating that the IYAL is a valid and reliable assessment instrument of youth coping with grief and their social support relationships.
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