feelings, they become less overwhelming, Allow 15 minutes for this discussion. Then explain less upsetting, and less scary. The people that there are at least two different kinds of we trust with that important talk can help us conversations about death that they might have know that we are not alone. with a child. One conversation is about death as a part of life, a conversation that might happen when Call attention to the covenant you have posted and one comes upon a dead creature in the wild or ask participants to reaffirm their willingness to let it when they hear about death through a story, a guide your time together. movie, or the death of a grandparent. The friend’s Activity 1: Learning about Death (30 other conversation happens when a child is minutes) grieving the death of a family member, a friend, or a pet. Invite participants to consider their own Activity 2: Death in Children’s Books experiences with death when they were young. Call attention to the posted questions and invite them to (40 minutes) share responses in pairs. Allow ten minutes for the Invite participants to form groups of three. Give conversation, letting them know when five minutes each group a copy of pages 11-14 of “Loss across have elapsed so that they can switch speaker and the from Let's Talk About Families and Lifespan” listener roles. Then lead a large group Loss and one of the books. Invite the children’s conversation, asking: group to read the book, and then to decide for As an adult, have you ever spoken to a child which age(s) the book is most appropriate and how as an adult about death? How well did that it exemplifies the guidance given in “Loss across conversation go? the Allow about 20 minutes for the group Lifespan.” What would help you be better able to have to work with the book. Then invite each group to such a conversation? share a bit about the book and how it might be What suggestions in the reading you helpful in talking with children about death. prepared for this session struck you as most helpful?
feelings, they become less overwhelming, less upsetting, and less scary. The people we trust with that important talk can help us know that we are not alone. Call attention to the covenant you have posted and ask participants to reaffirm their willingness to let it guide your time together. Activity 1: Learning about Death (30 minutes) Invite participants to consider their own experiences with death when they were young. Call attention to the posted questions and invite them to share responses in pairs. Allow ten minutes for the conversation, letting them know when five minutes have elapsed so that they can switch speaker and listener roles. Then lead a large group conversation, asking: As an adult, have you ever spoken to a child as an adult about death? How well did that conversation go? What would help you be better able to have such a conversation? What suggestions in the reading you prepared for this session struck you as most helpful? Allow 15 minutes for this discussion. Then explain that there are at least two different kinds of conversations about death that they might have with a child. One conversation is about death as a part of life, a conversation that might happen when one comes upon a dead creature in the wild or when they hear about death through a story, a movie, or the death of a friend’s grandparent. The other conversation happens when a child is grieving the death of a family member, a friend, or a pet. Activity 2: Death in Children’s Books (40 minutes) Invite participants to form groups of three. Give each group a copy of pages 11-14 of “Loss across the Lifespan” from Let's Talk About Families and Loss and one of the children’s books. Invite the group to read the book, and then to decide for which age(s) the book is most appropriate and how it exemplifies the guidance given in “Loss across the Lifespan.” Allow about 20 minutes for the group to work with the book. Then invite each group to share a bit about the book and how it might be helpful in talking with children about death.
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