3. What is Gerontology
• Gerontology is the study of old age and the process of ageing.
• The field of gerontology is quite broad and involves many different
aspects related to ageing.
• It can focus on physical changes, mental changes, as well as social
changes associated with ageing.
• Moreover, researchers and practitioners in gerontology are
knowledgeable in several fields like social sciences, physiology,
psychology, public health and policy.
4. Furthermore, gerontology includes,
• Scientific studies of processes that focus on the bodily changes that
come with old age
• Multidisciplinary investigation of societal changes that result from an
ageing population
• Applications of this knowledge to policies and programs.
• Thus, gerontology involves care of elders as well as research and
policy planning. Moreover, there are several
5. Sub-fields of Gerontology including,
• Biogerontology – concerns the biological ageing process, its origins,
as well as, potential ways to intervene in the process
• Biomedical gerontology – an attempt to slow, prevent, and reverse
the process of ageing
• Social gerontology – focuses on the social aspect of growing old
• Environmental gerontology – attempts to understand and also
optimize the relationship between ageing people and their physical
and social environments
• Jurisprudential gerontology – focuses on the way’s laws interact with
the ageing experience
6. Approaches of children to death
• Why Study Children’s Experience of Death?
• Clinical Perspective – To help children and their parents cope with
death of a loved one
• – To help critically ill children and their parents cope with the child’s
impending death
• Cognitive Developmental Perspective – To gain a better
understanding of children’s understanding of biological phenomena a
local tragedy – and the aftermath…
7. Cultural context
• Living in a society represented by many cultures and religious beliefs
means that memorable events can be celebrated differently. This
document looks at the different religious beliefs surrounding death
and dying and what funeral or burial rituals may be undertaken.
8. CONCEPTS OF DEATH BY AGE GROUP
• The concept of death from a child’s perspective is very different from an
adult’s understanding of death.
• Furthermore, as the child grows and matures, his/her earlier ways of
thinking about death will change.
• It is essential for the adult to have a sense of how children conceptualize
death at different ages so that when the time comes to talk about death,
whether of a pet or a loved one, the adult can respond in a manner
appropriate to the child’s developmental age.
• The ages given below are not meant to be exact but rather
representative of the differing developmental stages.
9. Young Infants – Birth to 1 Year Of Age
• Up to 6 months, a loss brings no response due to undeveloped
memory capacity for specific personal relationships.
• Up to 6 months, there is no ability to conceptualize death.
• From 6 months to 1 year, a loss, like separation, may be felt, if at all,
as a vague absence or experiential sense of “something different.”
10. Older Infants - 1 to 2 Years Of Age
• The death of the primary caregiver will usually result in displeasure
and depression.
• Although a loss may occur, there is no ability to understand or
attribute meaning to it.
• Infants can be influenced by the parent’s tense and emotional grief
reactions to a death in the immediate family.
11. 2 to 6 Years Of Age
• Death is understood as temporary and reversible.
• There is no concept of a personal death; death is something that only
happens to other people.
• Dead persons or animals are broken and can be fixed, or asleep and
can be awakened, or gone and will be back.
• Well developed 4-6 years old's often think about, and are quite
interested in, death and often want to see and touch dead things.
12. 6 to 9 Years of Age
• From 6 to 8 years, a clearer understanding of death is developing.
• There is an increased interest in the physical and biological aspects of
death.
• “Magical thinking” predominates with the belief that thoughts can
make things happen. Even accidents and death.
• By 9 years of age, the child’s concept of death is very similar to an
adult.
• Death is not reversible or temporary but only happens to some, or
other people.
• Death is often thought of as a person or a “ghost” figure.
13. 9 to 12 Years of Age
• Child’s concept of death expands to that held in adult life.
• Awareness of the possibility of personal death now fully developed.
• An objective curiosity develops: “What does the body look like?”, “Is
the blood blue?”, “The body stiff?”, Cold?”
• Even though there is a cognitive awareness of death and its
universality and finality, there is a strong tendency towards denial.
• There is an increased interest in what happens after death.
14. 12 Years of Age Through Adolescence
• Death is now viewed abstractly and subjectively.
• There is strong egocentrism and a tendency to think of themselves as
immortal.
• Subjective curiously develops: “What is the meaning of life?”, “What
is my special mission?”, “Why doesn’t anyone besides me understand
the implications of life and death?.”
15. • Death is often romanticized as beautiful and tragic; paradoxically a
gesture or statement that will somehow endure.
• Due to television and movies, they see loss experienced through
death as easy to deal with.
• Although there is much objective philosophizing about death, it is
still seen as something that happens to others.
17. Helping Your Child Deal With Death
• When a loved one dies, children feel and show their grief in different
ways. How kids cope with the loss depends on things like their age,
how close they felt to the person who died, and the support they
receive.
18. When talking about death, use simple, clear
words.
• To break the news that someone has died, approach your child in a
caring way. Use words that are simple and direct. For example, "I have
some sad news to tell you. Grandma died today." Pause to give your
child a moment to take in your words.
19. Listen and comfort.
• Every child reacts differently to learning that a loved one has died.
Some kids cry. Some ask questions. Others seem not to react at all.
That's OK. Stay with your child to offer hugs or reassurance. Answer
your child's questions or just be together for a few minutes.
20. Put emotions into words.
• Encourage kids to say what they're thinking and feeling in the days,
weeks, and months following the loss. Talk about your own feelings: It
helps kids be aware of and feel comfortable with theirs. Say things
like, "I know you're feeling very sad. I'm sad, too. We both loved
Grandma so much, and she loved us, too."
21. Tell your child what to expect.
• If the death of a loved one means changes in your child's life, head off
any worries or fears by explaining what will happen. For example,
"Aunt Sara will pick you up from school like Grandma used to." Or, "I
need to stay with Grandpa for a few days. That means you and Dad
will be home taking care of each other. But I'll talk to you every day,
and I'll be back on Sunday."
22. Talk about funerals and rituals.
• Allow children to join in rituals like viewings, funerals, or memorial
services. Tell your child ahead of time what will happen. For example,
"Lots of people who loved Grandma will be there. We will pray, and
talk about Grandma's life. People might cry and hug. People will say
things like, 'I'm sorry for your loss,' or, 'My condolences.' Those are
polite and kind things to say to the family at a funeral. We can say,
'Thank you,' or, 'Thanks for coming.' You can stay near me and hold
my hand if you want."
23. Burial or Cremation
• You might need to explain burial or cremation. For example, "After
the funeral, there is a burial at a cemetery. The person's body is in a
casket (or coffin) that gets buried in the ground with a special
ceremony. This can feel like a sad goodbye, and people might cry."
Share your family's beliefs about what happens to a person's soul or
spirit after death.
• Explain what happens after the service as a way to show that people
will feel better. For example, "We all will go eat food together. People
will laugh, talk, and hug some more. Focusing on the happy memories
about Grandma and on the good feeling of being together helps
people start to feel better."
24. Help your child remember the person
• . In the days and weeks ahead, encourage your child to draw pictures
or write down favorite stories of their loved one. Don't avoid
mentioning the person who died. Recalling and sharing happy
memories helps heal grief and activate positive feelings.
25. Respond to emotions with comfort and
reassurance.
• Notice if your child seems sad, worried, or upset in other ways. Ask
about feelings and listen. Let your child know that it takes time to feel
better after a loved one dies. Some kids may temporarily have trouble
concentrating or sleeping, or have fears or worries. Support groups
and counseling can help kids who need more support.
26. Help your child feel better.
• Provide the comfort your child needs, but don't dwell on sad feelings.
After a few minutes of talking and listening, shift to an activity or
topic that helps your child feel a little better. Play, make art, cook, or
go somewhere together.
27. Give your child time to heal from the loss.
• Grief is a process that happens over time. Be sure to have ongoing
conversations to see how your child is feeling and doing. Healing
doesn't mean forgetting about the loved one. It means remembering
the person with love, and letting loving memories stir good feelings
that support us as we go on to enjoy life.
