Grief Counseling Project

We deserve an A on this project, 7th Grade Footprint. All of us put a lot of hard work and time to complete this worthy task of helping the upcoming seventh graders being prepared for the next school year. We included grammatical constructions, literary elements, science and social studies as well as math to give them an example of all the knowledge they will soak up next year. We enjoyed this fun task as well as this year of learning and now we are passing it to the new seventh

YOU NEED TO ADD A NICE INTRO PARAGRAPH…MAYBE PIC 3 WORDS TO DESCRIBE YOUR THOUGHTS ON THE PROJECT, IT WAS EXCITING, TO BE INVOLVED IN PLANNING THE ACTIVITES FOR THE KIDS, …. CARING ENVIRONMENT WITH EVERYONE HELPING EACH OTHER, AND IT WAS SO NICE TO BE SHARING OUR TIME, TALENTS AND HEARTS WITH THE KIDS.…

Focus of paper will be grief counseling, the topic was chosen because of a current grieving process that I for one have been exasperating to cope with since 2011. I need to be able to muddle through my situation before I am able to succor someone else with their grievance. I believe that every culture within our society grief the loss of a love one in a different manner, there is not a right or wrong way but there are ways that can minimize the pain as well as ways to eradicate the pain that allows the person to feel in control of their emotions. I know that depending on the type of manner that the person died it will determine the length process of grievance. Becoming a human service counselor, will require me to understand that patients

The question is how do people reconcile while they are still grieving? My answer is that you can try but you can never fully reconcile while you are still in the stages of grieving. Grieving comes in many ways and it is a roller coaster of emotions and feelings. We all know the saying ‘time heals all wounds’ and I believe that comes into play when grieving. You need to take things little by little in order to fully recover. So the first few weeks, people may be sad and disorganised after losing such a big part of their life. Soon enough, that sadness turns into guilt. All those ‘what if’ questions fill their heads and they started to take responsibility of what has happened and punish themselves for it. Everyone is different and takes their

Ciska et al examined randomized controlled trials related to prevention or treatment of complicated grief from a systematic literature search to determine the short-term and long-term effect of both preventive and treatment interventions for adults with complicated grief (2010). Researchers used two search strategies to identify relevant studies. The first strategy was electronic databases Web of Science (WOS) and PsycArticles with the following search terms: “bereave OR mourning OR grief OR survivor OR widow” AND “psychotherapy OR therapy OR intervention OR treatment OR managing OR counselling OR support OR help”. The second strategy was searching qualified studies through the reference lists of large-scale review articles about the

Matzo and Sherman (2015) discuss the uniqueness of family grief. Every member of a family fills a specific role. When a family member dies it become necessary to reassign the lost role. Within the family unit, communication is necessary to prevent a breakdown of said family unit. Those families who are unable to communicate are at risk for complicated grief. There appears to be a lack of communication between Marilyn, John, and Philip. Implementing a plan to increase communication would greatly benefit this family. One of the first things a counselor may need to discuss is the way different members in a family grieve, especially the differences that exist between males and females. Understanding that males need action to help them through

Often times, pets are considered a member of the family. Losing a beloved pet is difficult for anyone to endure. It’s especially traumatic for children who may not understand what is happening.

Historically, it was considered that people with learning disabilities were unable to experience the feeling of grief following bereavement. It was considered that the person’s emotional and intellectual developments were aligned (Blackman, 2003). Read (2005) shared this view, agreeing that any views from carers and professionals conveyed that people with learning disabilities were unable to grieve or respond to death. This was attributed to their level of cognition and the inability to fully understand the meaning of loss, death and dying (Read, 2005). This was taken to the extent of excluding people with learning disabilities from experiencing loss altogether, by not informing them about the death of their family member or friend (Grey, 2010). In a recent study, Dowling et al (2006) suggests that in many cases, carers and those in a professional

When looking back at the childcare center project for class, the first “Project Variable” is: Are the project expectation clearly defined and stable? This project variable scores a 1= Yes, because the project expectations were clearly defined by the instructor of the class. Each team was given different assignments that were clearly established and stable by the instructor’s instructions. After each team decided and voted for its leader, the leader then assigned team members task(s) to complete and gave a deadline to have assigned task(s) for the finished product to be assembled. This was a learning experience for each member, one as a student and two as a team, which moves us to the next variable. The second “Project Variable” is: What is the time frame for completing the project? This variable score is 1=less than 50 hours, this assignment was given mid-semester. The project could only be worked on in the classroom during the schedule time for class, and after the instructor’s

One thing all living creatures have in common is grief. All living things experience grief but copes with it differently. Grief affects every living thing in either a positive or a negative perspective. When an individual grieves it triggers a variety of emotions such as anger, sadness, or afraid. It is not always an easy moment to overcome, but sometimes having enough support will make things seem easier. This paper will explore one of the most sensitive losses I have experienced so far, how I handled the grief and my recovery process.

This week touch on a topic what I fear which is death. I not scared about where I am going because I am trying to earn my way to heaven to be with my Heavenly Father. Death scare me because nobody no when or how they going to died, I just don’t want to death painful or violent way, I say this because I watch all these Criminal Justice show and it show this good people get married or suffer before they died, and I don’t want that for me, I want to pass in my sleep in a nonviolent way. This week we are discuss the end stage of life. These are four main concept that is mention in the last stage of life, they are death, dying, grief and bereavement. Death could be preferred to as action which a person is dying or a person that have been killed. Death is the ending of a person, or anything living organism. Dying could describe as the person in the process of death and have not happen yet. Grief is when a person has deep sorrow. Bereavement is when a person is grief over someone death that care about. Bereavement the loss, being deprivate, or dispossession or privation.

For this article it is about the steps for a teacher to prepare a project they are about to give out to students they are about to do. For the first step the teacher need to identify the project and see if it will be effective to the students. If she picks any kind of project, that won’t help the student learn anything. The project must something about you are learning or about to learn. Then that’s when the teacher has to teach the lessons about the project or give them a more exciting way to learn it.

As I look over my work for this project, I believe that I fulfilled all the course outcomes in this project. This project was a little tougher than the previous one because there was a lot more work involved that consumed a lot of time. The first outcome we went over was rhetorical knowledge. I feel I used my rhetorical knowledge the most when writing up and conducting my primary research. I used ethos when coming up with the questions to ask in my interview. This required ethos because I did not want to ask questions that I myself might not have knowledge on the topic.

Personally, the process of working on the project for me was very challenging, but at the same time enjoyable. Some parts were more demanding than others and took a lot of time in order to produce quality work. For example, gathering four of our own personal photos was easy, but when we narrowed down our photos to two photos, one from South Africa and America and switched photos with someone else in class it became challenging. It became a bit stressful because although the two photos I collected from a classmate was amazing and it particularly matched my group topic non-violence/peace,

Over the semester of Current Events, Issues and Events we covered many different topics, and we also worked on a project all semester called Project Citizen. With a partner,We all had to identify a problem in our school and research to find a solution. The problem we identified was the waste of food in schools at lunch. We also came up with a full detail action plan to solve the problem and then present it to three judges, then some groups continue on to present to the school board. During the project I feel my partner and I did very good on a good amount of the project and there were of course parts we could have done differently and more efficiently to save us some work and time. With the project being done very soon most groups topics and research will just stop but my Partner, Bailey, and were chosen to present to the school board because it is a problem that can really be implemented to Pioneer.