Peer-group support for bereaved children: a qualitative interview study

Abstract

Background: While it has been shown that bereaved children can experience emotional or behavioural problems, the evidence is inconclusive regarding which children would benefit from support and the kind of support to offer. This study aimed to obtain children’s and parents’ views on their experiences following bereavement and the usefulness of a peer‐group support programme. Method: Thirty‐nine families who had attended a community‐based peer‐group bereavement support programme within the previous 4 years were approached. Of the 23 with confirmed contact details, 17 agreed to participate. Qualitative interviews were conducted with 23 children (range 8 to 17 years) and 17 parents. Results: Children were concerned about isolation from peers and emphasized the value of meeting other children with experiences of bereavement in the group. Parents were concerned about lack of communication within the home about the bereavement, which continued after the group. Most children and parents would have liked more support, either more groups or an ongoing link. Conclusions: Referral to peer‐group support may have the potential to improve bereaved children experiencing feelings of social isolation and help them develop coping strategies. Other family‐focused support may also be needed for some children.

Young children’s experiences of participating in group treatment for children exposed to intimate partner violence: A qualitative study

“…However, none of the studies reporting children disliking treatment included children taking part in group-based intervention: These studies examined individual or family-based treatment. It is possible that the group format offers a setting that normalises experiences and reactions, as well as participation in treatment, and furthermore, prevents alienation in relation to peers and offers training of skills in social interaction (Metel & Barnes, 2011).…”

“…Furthermore, children seem to prefer treatment that includes activities and the possibility of play (Day et al, 2006; Lobatto, 2002; Moore & Seu, 2011; Stith et al, 1996). Children taking part in group treatment have reported that the main benefit was to meet other children with similar experiences, which made it possible for them to speak openly and to feel less isolated and different (Metel & Barnes, 2011).…”

Using Service-Learning to Integrate Death Education Into Counselor Preparation

“…Using my previous experience with programs focused on providing support for grieving families, I developed the BRIDGe (By Remembering I Develop & Grow), an eight-session, family-focused, psychoeducational support program for grieving families (contact the first author for mission and objectives). The BRIDGe is based on theory and research (e.g., Metel & Barnes, 2011) and all members of grieving families attend sessions together. Family members participate in separate and related group sessions and come together at the end of each evening to discuss their experiences.…”

Evaluating a grief programme offered in primary schools: An Appreciative Inquiry

“…Hilliard (2001) discovered that grief-stricken learners in a music therapy group not only had fewer grief symptoms, but their behavioural concerns also diminished. Barnes and Metel (2011) and Greenberg (2003) encourage the implementation of group counselling because learners are social beings and enjoy interacting with their peers. Being part of a group builds learner's self-esteem, they gain valuable learning experiences and recognise each other as role models gradually supporting members in the group.…”