Questions We Can Help You To Answer

Question: Disenfranchised Grief (Please read the direction carefully and answer all parts of the question)  

Review the case study on pages 184–185 of Older Adults: Understanding and Facilitating Transitions. Then, review the scenario below. Use your information on disenfranchised grief and bereavement challenges to answer the question below.
Take the perspective of the chaplain attending to Ron:

The chaplain, who in this case is in the stage of young adulthood, and unbeknownst to Ron, has an unresolved childhood issue: his parents forced him to participate in sports and activities in which he had no interest and failed miserably. With the parents always disappointed, the chaplain experienced many instances of discomfort trying to excel at things he could never master. His suggestion to come back and discuss the issues present were not just for Ron's benefit, but for his own ability to get a grasp on the challenges he was facing now, that he had ignored. He forgave his parents years ago, but the subtle disappointment over his own lack of achievement in that area still plagues him.

Apply your understanding of disenfranchised grief-the experience of being unable to experience grief, or even have the capacity to do so because of a person's role in society. Consider the chaplain's challenges:

Suggest appropriate strategies for helping him to understand and find a means of grieving the person he was not, and celebrating the one he is.
How will his own lack of grieving impact his role with Ron in the future?
What other professionals might be supportive in this role to help the chaplain before he returns to help Ron?

( You must use at least two references from the readings to support your answer) 


unit reading:  Grief and Loss 
Introduction

Familiarity with Kubler-Ross and Kessler's (2014) work on grieving and additional contemporary authors like Alexandria Kennedy (2014) provide guidelines for supporting common experiences and concretizing them enough to identify them and feel typical in experiencing the process of grieving after loss. Kennedy's work focuses on seven tasks useful in dealing with grief that enhance the empowerment of the individual in the process instead of allowing the individual to feel victimized by the process. Her Seven Tasks of Grieving (2016) present us with a more active type of grieving than Kubler-Ross identified in her work, initially. As the understanding of grief has evolved, we recognize the complexity of the process as more than just dealing with an issue. It incorporates relationships, expectations, cultural foundations, spiritual belief systems and self-knowledge as well. Thus, contemporary theorists are more apt to include an active participation in the process as opposed to just understanding the stages one may pass through in the process. We would also expect that the identification of need is more specific and enables us to deal with circumstances surrounding grief in a more comprehensive manner. Worden (Smit, 2015) also proposed a four phased model that recognizes the cyclical nature of grief, unlike Kubler-Ross' model. Many of these types of grieving can be found compactly presented by Smit who presents an informative, brief  article of the historical development of understanding grief and the process of grieving.

What is grief? What is bereavement? Grieving is generally the method used to mourn a loss such as the loss of a significant figure or a job, a pet or health and deterioration of the body. The time of mourning that occurs after the loss of something important may be influenced by culture, spirituality, the age of the passing individual, the circumstances of the individual's passing, etc., and constitutes bereavement. We may be more familiar with bereavement as it is how the mourning and grieving appear. For those from different cultures, this can seem odd and unfounded but when we delve into the cultural expressions and the expectations of society, we may find bereavement that is long or expressed differently, perfectly natural. On the professional side, how would you incorporate narratives, cultural experiences and general information from an individual's past to understand the resulting biological, psychological and sociological responses to suffering loss and grieving? Consider this as you move through the unit and relate your own losses to the expectations you had for others' responses and the responses you have given when experiencing someone's bereavement or grieving rituals.

heck out the DSM-5 and their multiple explanations of the types of grief. The ICD-10 provides the incorporation of grief as a symptom in many classified disorders. Consider this also as you move through this unit and how these criteria can impact the understanding of support and family comprehension of grieving and bereavement.