|Website Project Questionnaire: Grief and other Challenges in Middle Childhood|
You have been invited to take part in a project creating a website for use by PTSS and other children. In order for us to make a good design for primary children, and to check later what parts have been useful to which sorts of children, we need some basic information and ideas. Could you answer the following questions as best you can? This is a questionnaire, not a test. There are no “right” or “wrong” answers, and it will be most helpful if you put down exactly what you think inside yourself.
|Questionnaire (pdf, 5KB)|
|Responses I: What's Difficult in Middle Childhood (pdf, 5KB) - What's difficult? Children aged 8-13 offer 30 situations, from losing someone you know and love, to feeling alone or having one of your best friends move away.|
|Responses II: What helps in Middle Childhood (pdf, 5KB) - What helps? The children offered 47 responses to their own difficult situations. These ranged from "taking deep breaths" and thinking that "no matter what it will be alright", to "funny movies and chocolate".|
|Responses III Impact on the school children of the death of a schoolmate (pdf, 24KB) - Although in-depth questions of impact were not appropriate in this survey setting, children were asked to graph on a 10 point linear scale how well they had known Maeve, (endpoints defined as not at all and like family), and how often they found themselves thinking of Maeve in the seven months since she had died (endpoints defined as never, and every day). The significant finding was that 15 % of the Grade 4-7 school population described themselves as thinking every day for seven months of the child who had died. Although related to degree of familiarity (see Figure), this dimension also reflects the impact of the intrusion of death into the schoolchildrens developing world view, whether they were close to her or not. In many cases in our modern world, the death of a school friend may be the primary personal experience of death. This finding supports the value of interventions or resources which facilitate the integration of experiences of death in childhood in some way which may positively affect future stability and resilience. (Please see Neimeyer's Meaning Re-construction and the Experience of Loss and other Resources for further information on modern theory in this area|