Source Title

Author(s)

RRL Synthesis Matrix

Title/Author/Year/ Purpose of the Method/Type of Sample Findings/Results/ Themes Important
Pages Study Study ( Size/Participants Conclusions/ Parts/Points/Ideas/Arguments of the
or Quantitative) Location Implications Source

Heath, M. A., & Cole, B. V. This article Qualitative The research In order to improve Grief School psychologists can play an
(2011). focuses on article is a social adjustment, important role in encouraging teacher
Strengthening school-based collection of schools must place an involvement that supports children’s
classroom support for previous increased effort on emotional needs following the death
emotional support children who conducted intervening with of a family member.
for children have researches, thus bereaved students and
following a family experienced the the sample size has strengthening ongoing Taking advantage of daily teaching
member’s death. death of a a variety of races social support (Jaycox opportunities, teachers can model
School Psychology parent or sibling. and participant et al., 2009; Reid & adaptive coping strategies, offer
International , 20. Information is number – same Dixon, 1999). opportunities to memorialize the
doi:10.1177/01430 provided to goes with the deceased, and share stories aligned
34311415800 guide school participants’ with the basic tenants of
psychologists in locations. bibliotherapy (Heath et al., 2005).
strengthening
classroom In regard to addressing children’s
support and grief, Haine et al. (2008) emphasized
increasing the importance of educating children
teacher’s about the grief process,
involvement in understanding common childhood
providing that misperceptions regarding death, and
support. assisting children in expressing
feelings, worries, and anxieties
associated with their grief.
 When assessing children’s needs,
Nader (2008) and Webb (2010)
described factors impacting grief.
These include (a) within-child factors,
such as age, cognitive ability,
emotional maturity, social adeptness,
temperament, physical health, and
mental health; (b) previous trauma,
including history of abuse and neglect
and exposure to domestic violence,
disasters, and death of a loved one;
(c) family support and stability,
including strength of attachment
between family members (particularly
mother-child attachment), level of
financial security, frequency of
moves, intensity of marital discord,
stability of parents’ mental health
(particularly maternal depression);
and (d) community/school support
and stability, providing social
connectedness and reducing
isolation.

HEATH, M. A., LEAVY, D., This article Qualitative The research Schools provide Grief Each child’s grief is unique, influenced
HANSEN, K., RYAN, provides basic article is a structure and security by a multitude of factors.
K., LAWRENCE, L., information for collection of for students. To
& SONNTAG, A. G. school-based previous provide optimal A child’s perception of death and how
(1008). Coping mental health conducted support for students she or he responds depends on the
With Grief: professionals, researches, thus who are grieving the level of understanding and maturity.
Guidelines and teachers, staff, the sample size has loss of a parent, friend,
Resources for and a variety of races or classmate, school Maturity is related to age, cognitive
Assisting Children. administrators and participant personnel must be ability, and life experiences.
Hammill Institute to support number – same prepared to assist with
 on Disabilities, students coping goes with the grief-related issues. Grief is further complicated by the
259–269. with grief, and participants’ Knowing the basics— child’s relationship to the deceased. If
doi:10.1177/10534 more locations. what to say and what the deceased is a family member,
51208314493 specifically, grief to do—provides a particularly a mother or father
related to death. starting place. (Worden, 1996), the child suffers the
loss of an integral supportive
relationship. In addition, the death of
a parent is particularly devastating
because this frequently necessitates
change in the child’s environment—a
move, reduced income, or decreased
adult supervision.

This article Qualitative The research High school students Grief By educating students to the many
J. Conrad Glass, J. (1990).
provide article is a do face many aspects of loss, death, and grief,
Death, Loss, and
Grief in High
information collection of significant losses, educators can help them be more
School Students.
regarding the previous including loss of a knowledgeable of what occurs when
The High School
factors that conducted loved one through some- thing or someone of value is
Journal, 154-160.
could’ve caused researches, and death. These losses lost and learn some skills to help
Retrieved from grief among High the sample cannot be dismissed: themselves and their peers in times of
http://www.jstor.o School Students involves they must be great loss.
rg/stable/4036460 and its effects to specifically high acknowledged,
7 them. school students. mourned , and Knowledge about the effects of
resolved if one is to losses, death, and grief should help
have a "healthy" life. students be better equipped to
Some losses are handle these experiences when they
handled quite easily, come.
within a short period
of time. Others take a Educating school personnel and
great amount of grief parent prepares a group of adults to
work and a long time be better caregivers to adolescents.
to resolve.
 Students can be
assisted in their grief
work; sometimes
educational
experiences can help.

Nadine M. Melhem, P., The researchers Longitudinal study Bereaved children Grief reactions abate Grief, functional More than half of children and
Giovanna Porta, report on the (July1,2002 and adolescents overtime for most impairment, and adolescents bereaved by
M., Wael course of through and their surviving children and incident depression. suddenparentaldeathexperiencedrela
Shamseddeen, M., children’s and January16,2007) parents recruited adolescents bereaved tivelyrapidresolutionoftheirmanifesta
Monica Walker adolescents’ of bereaved through coroners’ by sudden parental tionsofgriefwithin1yearofthe loss of
Payne, M., & David grief reactions children, records and a death; however, a their parent.
A. Brent, M. after sudden adolescents, and newspaper subset shows
(2011). Grief in parental death families, with advertisement. increased or prolonged We find the profile of children and
Children and and the effect of yearly grief reactions, which adolescents with a problematic
Adolescents those reactions comprehensive A total of 182 in turn increases the course of grief(ie, those with gradual
Bereaved by on subsequent assessments as parentally risk of functional diminution of grief symptoms and
Sudden Parental psychiatric and long as 3 years bereaved impairment and those with sustained prolonged grief)
Deat. Arch Gen functional after parental childrenandadoles depression. Research to include a previous history of
Psychiatry, status. death centsaged7throug regarding depression and a family history of
68(9):911-919. h18yearswhosepar interventions designed bipolar disorder
ent died due to to relieve the burden
suicide, of grief in bereaved Higher rates
unintentional children and ofpsychiatricdisordersareexpectedint
injury, or sudden adolescents are hosewhocompletesuicideandhenceint
natural causes. needed. Such efforts heirfamilies;however,some of us
also should assess and previously reported that early
address grief reactions parental death due to a wide range of
in the surviving parent. causes, namely, suicide, unintentional
injuries, and sudden natural causes,
was associated with a history of
bipolar disorder, alcohol and
 substance abuse, and personality
disorders in the deceased parent.

Increased rates of psychiatric

disorders in the deceased parents
suggest a preexisting vulnerability in
their offspring that predates parental
death and thus puts them at
increased risk for adverse outcomes
after bereavement.

NADINE M. MELHEM, P. To describe the This is a The sample In this preliminary Complicated grief, CG has been found to be distinct from
M., GRACE phenomenology preliminary report consists of 129 analysis, CG appears to depression and anxiety and to predict
MORITZ, M., of complicated from an ongoing children and be a clinically mental and physical health outcomes,
MONICA WALKER, grief (CG) in 5-year, adolescents of significant syndrome in dysfunction, and suicidal ideation
M., M. KATHERINE parentally population-based, parents who died children and after controlling for depression and
SHEAR, M., & bereaved longitudinal study by suicide, adolescents. anxiety (Boelen and Van den Bout,
DAVID BRENT, M. children and of the impact of accident, or Longitudinal data will 2005; Latham and Prigerson, 2004;
(2006). adolescents and parental loss on sudden natural help to clarify the Prigerson et al., 1995a, 1997).
Phenomenology to examine its family members. death. Their prognostic significance
and Correlates of correlates. Analyses of cross- average age is of CG as well as to This report provides initial evidence
Complicated Grief sectional data at 13.3T3.1 years examine the of the existence and clinical
in Children and intake are (range 7Y18 years). interrelationship of CG significance of CG in children and
Adolescents. presented. and other adolescents as well as provides some
American Academy psychopathology over initially promising psychometric
of Child and time. properties for a measure of this
Adolescent syndrome in this population.
Psychiatry. , 287.
doi:10.1097/chi.0b CG appears to convey functional
013e31803062a9 impairment above and beyond
commonly associated
psychopathology.

Task Assessment Rubric: Writing Review of Related Literature

EXCELLENT GOOD POOR SCORE

LITERATURE Good selection and wide variety Good but limited selection of Limited literature reviewed and
of related literature related literature some irrelevant literature
included

ORGANIZATION Well-written and organized with Well-written and organized Unorganized and poorly written
an engaging discussion

CITATION Correct or proper citation of Some missing citations but using Literature not properly
literature; used a standard a standard reference style documented; lack consistency in
reference style referencing style

Score
Source: Applied Research: An Introduction to Qualitative Research Methods and Report Writing
Diana Mendoza, PhD and Ma. Lourdes Melegrito, PhD
p. 139