Can someone edit my paper ?!

Can someone edit my paper ?

I need a tile ?
The death of a family member can alter a child’s life forever. The key is to give children the proper guide ness; they need from their parents, teachers, and other significant adults in their life. Children can learn to grief in a positive ways. For the child to cope with death of his or her love one, and learn to grief and express their emotions they need to understanding the cause of death, through their family communication structure.
A children’s age makes a differences when they are trying to grief and understand death, also their state of behavior and emotional state changes, children need to be helped when they are ready to talk about their dreadful experiences.
According to Ms. Mc Cue ( qtd. in Chira, Susan) “a child’s age makes a difference in the way a child response to the grieving process and understand death; a 3– year old may not talk too much about his or her feelings”. But children will talk about their loss to strangers. At this age the child may ask “When is mommy coming home?” despite having her or his mothers or fathers death explained several times. Ms. Mc Cue affirms that a 4- year old child may have little appreciation and understanding of the finality of death.
In other article by Perry, Bruce D. “Helping Kids face up to Loss.” insists that children of different ages have different ways of adapting abstract concept of death. However, Brodkin, Adele M. article “My Grandpa Died” say’s that a 4 – year old does understand the meaning of death, but it is difficult for any child to tolerant sadness for a long time, so their grief is intermittent. Equally important, by 5 or 6 these children, again according to Brodkin, Adele M children realize that everyone dies eventually, and by the time they are 8 or 9 years old a child knows that they too, will die.In contract, Grollman Earl, book “Talking about Death” p.35 says that every children of the same age differ widely in their behavior and development: some are mature and stable even when fell with tragedy; others are seemingly immature and may seem younger in relation to their years. Children should not be fit into a fixed age category.
Comparing to Grollman Earl, and Brodking Adele M. youngsters at age 5 are able to understand the meaning of physical death. Death is final; living things must die. But they may not think of it happening to them. At this age they may neither deny death nor accept it inevitability. This is why a child’s age makes a significant difference in the way she or he may response to the grieving process and understand death; the best way to respond to a child occurring to their age is simple, age-appropriate answers are best.
A child’s state of behavior and emotional states changes. Rephrasing the words of Brodkin, Adele M. a child’s change in behavior is not a surprise. Children can be sad for a few days and in no time at all, a child may laugh and a short while later the sad mood returns. Children’s moods become so changeable, a child’s may tell someone that their grandpa died and be sad and later skips off to play and acts as if nothing happen.
A child’s emotional stage changes, according to Perry, Bruce D. the primary emotion during this time if fear. Overtime, the child’s thoughts will be dominated by loss with the primary emotion being sadness. Also sleep, eating patterns, and interest in school diminish. Furthermore, the child’s sadness moods may float on and out of sadness and this is maybe enough to convince people that the children do not understand the permanence of death.
Next, children need to be helped when they are ready to talk about their dreadful experiences. When children ask for explanations about his or her loss according to Perry, Bruce P. the child is ready to talk an adult may help by listening and talking. They also seek for guidance, and comfort from adults. Children ask questions and expressed indirectly what they feel through play.
Karen DeBord and Nick Amann journal “Benefits of Play in Children” A child can express feelings and emotions through various types of play activities like art, and stories, far earlier than they can express them in words. Likewise, for older children, play may be the means through which they express emotions that they are either unwilling to share verbally or do not have the sufficient vocabulary to express. Through play children can be anyone, at anyplace, at anytime and easy express what they feel.
Finally, Perry, Bruce say’s that consoling a child who lost a beloved family member is a great challenge, because they may become from sadness to aggressive or withdrawal from play. On the other hand, Brodkin, Adele M. say’s that at school children share their thoughts at their own pace and through play like Perry, Bruce P. mention. But they start to express worries.
Brodkin, Adele M. suggests not avoiding the topic when the child brings it up. Be available when the child wants to talk, but avoid probing. Be prepared to discuss the same details again and again. Expect the child not to hear things that first time. Patiently, repeat facts for her or he, and always try to bring positive memories, images, and recollections in the conversation. Grollman, Earl A. p 41 say’s that an explanation might involve tress and leaves and how long that last. Step by step, in accordance give examples with the child’s ability to understand.
Thus, or therefore, when consoling a grieving child, we can do are best by following his or her lead when he or her expresses the need to talk, and let the child know that we understand her or him if he wants to play, seeming oblivious to the loss instead, we should go along with the mood.
In conclusion, a children’s age affects their grieving process when dealing with death. Their behavior and emotional state changes and they need to find support when they are ready to talk about death. I think that the best way to help a child go through grieving is by listening, being honest, talking, about the person who died, and creating an environment that is safe for grieving. Further examination should be investigated in the part of educators so we can help children cope in their best way they can.

Grieving and loss in Children

The death of a family member can alter a child’s life forever. The key is to give children the proper guidance; they need their parents, teachers, and significant others in their lives to help them learn grief in positive ways.

For the child to cope with the death of their loved one, and learn to grieve and express their emotions, they need to understand the causes of death, through their family communication structure.

A children’s age makes a difference, and also the state of their behavioral and emotional changes. Children need to be helped when they are ready to talk about their bad experiences.

According to Ms. Mc Cue (as quoted in Chira, Susan) “a child’s age makes a difference in the way a child responds to the grieving process and understands death; a 3– year old may not talk too much about his or her feelings”.

However,children will talk about their loss to people that they trust. At this age the child may ask “When is mommy coming home?” despite having their mother's or father's death explained several times. Ms. Mc Cue affirms that a 4- year old child may have little appreciation and understanding of the finality of death.

In other article by Perry, Bruce D. “Helping Kids face up to Loss.” insists that children of different ages have different ways of adapting the abstract concept of death. However, Brodkin's article “My Grandpa Died” concludes that a 4 – year old does understand the meaning of death, but it is difficult for any child to tolerant sadness for a long time, so their grief is intermittent. Equally important, by age five or six these children, according to Brodkin, realize that everyone dies eventually, and by the time they are eight or nine a child knows that they too, will die. In Earl Grollman's book “Talking about Death” (p.35) he asserts that children of the same age differ widely in their behavior and development; some are mature and stable even when tragedy strikes, others are seemingly immature. Children should not be fit into a fixed age category regarding death and dying
.
According to both Grollman and Brodkin five year olds are able to understand the meaning of physical death.They understand that Death is final and all living things must die. But they may not think of it happening to them. At this age, they may neither deny death nor accept it inevitability. This is why a child’s age makes a significant difference in the way they may respond to the grieving process and understand death; the best way to respond to a child is in simple, age-appropriate answers.

A child’s state of behavior and emotional state will change. According to Brodkin changes in behavior should be expected. Children can be sad for a few days esperience some joy and laughter, and then revert to the sad mood again. Children’s moods become unpredictable, a child may tell someone that their grandfather has died in a sad manner and later skip off to play and behave as if nothing has happened
.
A child’s emotional stage may be very changable, according to Perry, the primary emotion during this time is fear. Over a period of time, the child’s thoughts will be dominated by the loss with the primary emotion being sadness. Also sleeping, eating patterns, and interest in school diminishes. Furthermore, the child’s sadness moods may float in and out of sadness and this is may be enough to convince people that children do not understand the permanence of death.

Next, children need to be helped when they are ready to talk about their experiences. When children ask for explanations about their loss according to Perry, the child is ready to talk to an adult and it will help to listen and give feedback. They also seek for guidance and comfort from adults. Children ask questions and express indirectly what they feel through play.

Karen DeBord and Nick Amann claim in their journal “Benefits of Play in Children” that a child can express their emotions through various types of play activities such as art, or stories, far earlier than they can express them in words. Likewise, for older children, play may be the means through which they can express emotions that they are either unwilling to share verbally or do not have the sufficient vocabulary to express. Through play children can be anyone, at anyplace, at anytime and easily express what they feel.

Finally, Perry claims that consoling a child who lost a beloved family member is a great challenge, because they may become sad or aggressive or withdraw from play. On the other hand, Brodkin asserts that at school children share their thoughts at their own pace and through play. Perry agrees with Brodkin on this also but has some concerns. Brodkin suggests not avoiding the topic when the child brings it up. "Be available when the child wants to talk, but avoid probing. Be prepared to discuss the same details again and again. Expect the child not to hear things that first time. Patiently, repeat facts for her or him, and always try to bring positive memories, images, and recollections in the conversation."

Grollman on page 41 encourages an explanation about trees and leaves and how long they last. Step by step give examples within the child’s ability to understand.
Therefore, when consoling a grieving child, we can do our best by following their lead when they express the need to talk, and let the child know that we understand them if they want to play, and be oblivious to the loss, we should allow them the return to normal life.

In conclusion, a children’s age affects their grieving process when dealing with death. Their behavior and emotional state changes and they need to find support when they are ready to talk about death. The best way to help a child go through grieving is by listening, being honest, talking, about the person who died, and creating an environment that is safe for grieving. Further study of this issue is important so that we can help children cope with loss.

{side notes: put the whole paper into Microsoft Word and in tools select options and under the tab for spelling and grammar turn on Grammar and style under the "writing style" pull down tab. Then when you run spell check it will make lots of helpful suggestions. I usually ignore 50% of the "passive voice" suggestions but most of the others are very helpful. It also can detect when you chose the wrong spelling of a word for the context. Good luck-Oh and the title is just a suggestion, name it whatever you want.}