Theoretical Basis

The GOALs approach to the challenges that families face after parental death is grounded in several theoretical perspectives. We use systems theory to support our view that family focused interventions are essential after a traumatic event like parental death, since repairing the damage to the family as a unit is an essential component of family recovery (Kumpfer & Alvarado, 2003; Raphael & Minkov, 1999).

Worden's (1991) tasks of grieving provide the structure for our work. These tasks are:

• accepting the reality of the loss
• experiencing related feelings
• adjusting to the changed environment
• emotionally relocating the deceased and moving on with life



We use metaphor, storytelling, and other creative activities to bring these essential tasks to life. (Underwood & Clark, 2004; Barker, 1985)

We also believe strongly that while children and families may experience transitional disturbances in normal functioning, their resilience is so common as to constitute the norm rather than the exception (Bonanno, 2004; Padgett, 2002). Incorporating this belief into our curriculum, we devise interventions that focus on enabling family strength and resiliency in non-pathologizing ways (Underwood, Spinazzola & Kalafat, 2006). For example, our model encourages children and families to perceive themselves as changed' rather than 'damaged' or 'hurt' by the loss.

We chose a group model for our family interventions for a variety of reasons:

• Contact with other families with similar experiences helps address the feelings of isolation that often accompany death (Curry, 2002).
• Experiences of grief can be validated and normalized through contact with others (Piper, McCallum & Azim, 1992; Burrough & Mize, 2004).
• Feelings of helplessness can be mediated through helping others in the group (Gordon, Faberow & Maida, 1999).
• Exposure to peers in different stages of grief resolution can provide perspective and hope, as well as opportunities to share competencies and resiliencies (Gordon et al., 1999).
• Information and resources can be exchanged which can outline and organize the tasks if recovery (Harkness & Zador, 2001).



Consistent with a strength-based or resilience paradigm, the overarching goal of our model is to acknowledge families' pain, loss, and fear, and then to identify and emphasize strengths and effective coping (Underwood, 2006). Because we wanted to frame these approaches in a way that even the children in a family could understand, we chose the name of our program - Going On After Loss - to symbolize that message.

Subsidiary goals of our services include:

• Validation of the family's experiences and emotional reactions
• Reestablishment of the family's sense of safety and security (Bowlby-West, 1983)
• Education about individual differences in grief responses
• Development of open channels of communication between family members about the death and its impact (Warmbrod, 1986; Worden,1996)
• Assistance in the storage and retrieval of memories
• Anticipation of situations in which additional family and individual support may be needed
• Exploration of ways to address grief reminders
• Support for prior coping strategies
• Help in the development of additional coping and resiliency-based techniques



References

Barker, P. (1985). Using metaphors in psychotherapy. New York: Brunner/Mazel.
Bonanno, G.A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59: 20-28.
Bowley-West, L. (1983). The impact of death on the family system. Journal of Family Therapy, 5, 279-294.
Curry, C. (2002). Keeping your kids afloat when it feels like you're sinking. Ann Arbor, Michigan: Servant Publications Gordon, N.S., Farberow, N.L., & Maida, C.A. (1999). Children and disasters. Philadelphia: Brunner/Mazel.
Dunst, C.J., Trivette, C.M., & Deal, A.G. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline Books.
Piper, W.E., McCallum, M., & Azim, H.F.A. (1992). Adaptation to living through loss through short-term group psychotherapy. New York: Guildford Press.
Raphael, B. (1983). The anatomy of bereavement. New York: Basic Books.
Underwood, M., & Clark, C. (2004). Using metaphor to help children cope with trauma: An example from September 11th. In J. Webber, D. Bass, & R. Yep (Eds.). Terrorism, trauma, and tragedies: A counselor's guide to preparing and responding. Alexandria, VA: American Counseling Association Foundation.
Underwood, M., Kalafat, J., & Spinazzola, N. (2006). Children and terrorism: A family intervention model. In L. Brown, (Ed.) The psychology of terrorism. New York: Oxford University Press.
Walsh, F., & McGoldrick, M. (Eds.) (1991). Living beyond loss: Death in the family. New York: Norton.
Warmrod, M.(1986). Counseling bereaved children: stages in the process. Social Casework, 351-358.
Worden,J .W. (1991). Grief counseling and grief therapy. New York: Springer Publishing.
Worden,J .W.( 1996).Children and grief. New York: Guildford Press.