Has trouble learning to Prepare the child for aware of his/her own moves. needs Has problems developing appropriate relationships with others Understanding How a Responds to Loss, Continued Age How the Child Sees Possible Effects of What You Can Do and Reacts to Loss Loss Knows that a loss has Now Encourage the to happened, but often May feel that he/she express his/her Preschool sees it as temporary caused the loss by feelings through play. Is very curious and thinking things” Provide ways for the 3-5 years ”bad may ask sensitive or things child to remember the “wishing questions with change” magical people and places – manner thinking he/she is separated May feel abandoned Has trouble from. understanding Reassure the child that “good vs. bad” you will take care of him/her. Blames himself/herself for the loss Has problems developing a positive self-image Now understands that Now Encourage the child to a permanent loss Lack of energy to do talk about his/her Grade cannot be reversed things feelings and don’t be School Often feels responsible Chronic judgmental. for the loss, may see it Give the child clear 6-12 as punishment for Later information about the something he/she has Ongoing problems in loss to reduce his/her done or thought school, including feelings of
Has trouble learning to aware of his/her own needs Has problems developing appropriate relationships with others Prepare the child for moves. Understanding How a Responds to Loss, Continued Age How the Child Sees and Reacts to Loss Possible Effects of Loss What You Can Do Preschool 3-5 years Knows that a loss has happened, but often sees it as temporary Is very curious and may ask sensitive questions with manner May feel abandoned Now May feel that he/she caused the loss by thinking ”bad things” or “wishing things change” – magical thinking Has trouble understanding “good vs. bad” Blames himself/herself for the loss Has problems developing a positive self-image Encourage the to express his/her feelings through play. Provide ways for the child to remember the people and places he/she is separated from. Reassure the child that you will take care of him/her. Grade School 6-12 Now understands that a permanent loss cannot be reversed Often feels responsible for the loss, may see it as punishment for something he/she has done or thought Now Lack of energy to do things Chronic Later Ongoing problems in school, including Encourage the child to talk about his/her feelings and don’t be judgmental. Give the child clear information about the loss to reduce his/her feelings of