Hey. I need a Powerpoint on a recent reserach paper. 12 slides are fine. Below you will find the
instructions and research paper.
For this assignment you will take your findings from your interview, research paper, and research
articles and create a slideshow presentation to share with your classmates. The goal of this assignment
is to teach you to consolidate your materials into a concise presentation to share your knowledge with
others, and to learn to develop professional slideshows. A secondary goal is to read your peer’s work
and develop two academic critiques in response to their presentation.
Part 1: The Slideshow Presentation
The presentation must be concise, consisting of 10+ slides, and it should cover your major findings.
Make it interesting and remember that your audience, in this case your peers, has some basic
information about crisis work so there is no need to explain the basics. Get right to your topic content as
you are the “expert” on that field after all of your work. Your goal is to teach your audience the basics of
your population’s symptoms, needs, and how to best help them through crisis intervention.
Requirements:
Cover the key findings of your research in 10+ slides.
You must integrate the biblical principles and truths you found through your research and how
they apply to crisis intervention.
Clip art, photography, and other media are welcome. We want visually appealing presentations
to interest the audience! Note that copyrighted material must be cited.
A title slide and references slide must be included in the presentation and do not count toward
the 10-slide minimum.
The references must be in APA or Turabian format.
Slides must not be cluttered with too much information. Any additional information can be listed
in the notes section of the slides. Just list the key points in outline form. Avoid writing long
sentences/paragraphs as your audience would not be able to see them easily in a live
presentation.
Here is the research paper:
Crisis Intervention with Death of Parent
Brandi N. Douglas
Liberty University
Abstract
Introduction
The death of a parent or parents, is a significative event in the life of any child. Several studies have
demonstrated that it is a major disturbing and stressful experience for children. Parentally bereaved kids
have major probabilities of developing diverse negative outcomes and functional impairment (Pereira,
2017). Behavioral and psychological problems are commonly the included consequences for the
children that experienced this kind of reality. In the actual days the grieving process is well accepted for
bereaved children, even when formal clinical assumptions discouraged the process the grieving
process. Because of this, many children developed psychiatric conditions. Having this in mind, it is
important to mention that crisis intervention is essential to diminish the negative consequences
(psychological and behavioral) in the children. Also, this type of interventions may help by preventing
damage (Pereira, 2017). There are diminished data about the children and adolescents ‘perceptions
about the effectiveness of early interventions or treatment after the death of a parent (Nilsson &
Ängarne-Lindberg, 2016).
Losing a parent can be considered a form of trauma. As a potentially traumatic event several studies
have indicated that the effect of trauma varies depending on numerous factors associated directly with
the children (e.g. the surviving parent´s ability to deal with the situation, past trauma, social
surroundings, family environment, age). Also, associated researches indicate that the time that it takes
of a kid or adolescent to move on with their life and to have professional support is variable. The general
data indicates that about the 49% of the children and adolescents that experience an event like this
paper to recover smoothly, about the 29% demand a little longer period of treatment (Nilsson &
Ängarne-Lindberg, 2016).
Grief intervention commonly includes variable intervention approaches. Generally therapy, counseling,
support groups, family interventions, and self-help are recommended for the treatment. These
interventions are managed for a variety of academics and professionals like pastoral staff, nurses, social
workers, psychologists (Berg et al., 2016). Thanks to the technology the accessibility to this kind of
approaches are disponible in varied formats, also traditional methods are currently occupied (e.g. home
visiting, telephone, internet, individual gruop) (Berg et al., 2016). Numerous research and literature data
about bereaved adults indicate that the effectiveness of bereavement interventions for kids is small to
moderate. Nevertheless, close interventions associated with high risk children were proved to be more
effective. Academic studies indicate also that the recommended length of time to initiate crisis
intervention after an event like this is a year and a half after the death of the parent or parents, but
numerous studies also showed a time interval of five years postloss (Berg et al., 2016).
Several academics have demonstrated the importance of start intervention early in the mourning
process of the children (Currier et al., 2017). They described that early interventions in the mourning
trajectory could generate better achievements in the treatment of the children. On the other hand, when
this process fails or the intervention take place later of the mourning process, the children may have
changed in a maladaptive manner and could not be centered on their loss any longer (Currier et al.,
2017). Taking into account the arguments presented above, it is clear that early psychological
interventions for the management of grieve in children affected by the loss of any parent of both parents,
is a significative tool to prevent complicated grief reactions, namely posttraumatic grief reactions, future
psychopathology and diminish acute distress levels (Berg et al., 2016). Bereaved children in particular
require early qualified help to improve their future development. It is necessary to integrate children and
encourage early involvement and notification (Berg et al., 2016). Pereira et al. (2017) established in his
article that results of the summary of several researches indicated that effectiveness and timeframes in
this type of cases have not been deeply explored. The lack of methodologically equivalent studies of
high quality indicate that the general conclusion is that grief affects directly the correct development of
the child´s infancy.
Mental health symptoms
The Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) and the International
Classification of Diseases, eleventh revision (ICD-11) emphasized in early interventions in this type of
cases. According to several quantitative studies and experiences about long time intervals of
intervention both of this reference discriminated the major significance of early treatment (Pereira et al.,
2017). According to Maercker (2013), one important proposal included in the statements of the ICD-11
revision recognizes grief reactions as potential forma of psychiatric disorder. This classification
establishes if the severe grief complications have a duration beyond six months post loss could lead to a
psychiatric illness or disorder.
Also, the actual revision included in the DSM-5 associated with this type of crisis and intervention
suggest a minimal observant time of six months postloss for children and twelve months for adults
(Maercker, 2013). Some other articles and research suggest that a previous review is highly
recommended in grief counseling to achieve successful results. These academics recommended initiate
observation within six to eighteen months following the death (Jordan &Neimeyer, 2003). According to
Jordan & Neimeyer (2003) suggested that the previous treatment or grief counseling should include and
considerate different types of approaches in both early and later bereavement process in children.
Intellectual disability is one of the mental health symptoms associated with these types of trauma. The
DSM-5 defines intellectual disability as “a disorder with onset during the developmental period that
includes both intellectual and adaptative behavior deficits in conceptual, social, and practical domains”
(American Psychiatric Association, 2013).
Childreb and adolescents that lose a mother or a father or both face a potentially serious traumatic
experience, even more when the loss is unexpected and sudden. Losing a parent as result of suicide,
heart attack or accident is commonly associated to an alternative emotional scenario compared when a
parent is lost by consequence of a prolonged or chronic diseases like cancer. The difficulties involved
and the suddenness of the death in a situation like this generate controversial questioning about of what
kind of approach or support would be perceived as providing the greatest relief (Nilsson & Ängarne-
Lindberg, 2016). Both of these authors have studied the effectiveness of initial intervention in sudden
death of a parent, their objective is to determine whether this approach is perceived valuable or not. As
professionals it is important to be consistent of the implications or consequences of the different types of
assessment that are included in these type of cases to increase the rate of treatment effectiveness
(Nilsson & Ängarne-Lindberg, 2016).
Research indicate that the consequence of an individual trauma leads to significative subsequent
potential traumas. Takin this into account it is possible to suggest that children affected by this kin of
experience (a potentially traumatic event) are at risk of poorer well-being and health. Rostila & Saarela
(2011) demonstrated that among the youngest children around ten to nineteen years olds, boys who
have lost their mother have a potentially incresed risk of mortality comparated with those kinds that have
not experienced an event like this. These academis also demonstrated in that adolescents among
twenty to twenty nine year olds this riks diminisesh significatively. Besides, it is possible to observe
among youngest girls increased mortality rates as consequence from the death of a parent (Rostila &
Saarela, 2011).
Intellectual disability is one of the consequences of the loss of an intimate relationship. McClean and
Guerin (2019) interviews 12 psychologist about supporting children with intellectual disabilities as
consequence of the death of a parent. The results of their study indicated that the children were often
abandoned when parent or family member dies. Also, they found that the explanations about the
experience were currently vague because individuals often try to protect the kids with this kind of
disabilities by not generating episodes of stress in them. Besides they mentioned that children with
intellectual disabilities express their feelings generally associated with sadness by going quiet or utilizing
challenging behaviors. As well they suggested that it is necessary to study and educate about the
management of emotions for children with intellectual disabilities (McClean & Guerin, 2019).
According to Axberg & Hanson (2017), developing children have a major risk of developing psychosocial
disorders after facing the loss of parent or bereavement. Several studies have respondent high
incidences of separation anxiety and depression after the loss of a loved one. The common responses
associated with bereavement are more common emotional responses to death, bereavement play,
reminiscing and remembering, disruption to attachment relationships, exaggerated fears, sleeping
difficulties, bed wetting, feeding difficulties, searching for the deceased, and behavior problems (Axberg
& Hanson, 2017). The negative consequences of bereavement during childhood usually endure for a
long period. Also these consequences lead to increased vulnerabilities to psychiatric disorders like
anxiety and depression in adults (Axberg & Hanson, 2017).
The emotional responses to these types of event viewed in subjects or children with intellectual
disabilities are similar to the responses observed in adults. Literature reports toileting patterns, changes
of eating, behavioral changes, physical symptoms, fear of own death, avoidance, loneliness, confusion,
distress, anger, anxiety states, and high incidence of reactive depression. Intellectual disabilities lead to
cognitive impairments that diminish the capabilities of the individual from emotionally responding to that
loss and noticing the absence of a loved one (Axberg & Hanson, 2017). Some feelings associated with
bereavement of children who have lost their parents are sadness, anger, loss and feelings of guilt.
Best practices in crisis intervention
Within their book, Barnard et al. (1999) summarized that some key points learned from the experience
of working with children that faced the death of a pared are: the value of listening and of listening
uncritically; the value of storytelling to somebody who has something they want or need to say; the value
of peer group support; the need for all-inclusive support amongst friends and family and a recognition
that professionals can only ever be present to help for a small portion of time; the value of activity or
action for channeling feelings. They also mentioned that some activities that could provide opportunities
to enable the children to express him or herself with an adult or other children about traumatic
experiences include: to support children, providing them with healthy coping strategies after the death of
someone close to them; to listen to children and consider their needs; to talk to children; to make sure
the children´s voices are heard; to monitor and evaluate work and recognize when changes need to be
made; to recognize the group work as part of a process which aims to facilitate for, and enable, the
children. These authors also funded that adults in family often required some assessment or support for
themselves.
An alternative practice of crisis intervention for events of this type could be the one of Murphy´s (1996).
He developed a three-step development process of preventive intervention for this type of cases. This
program has the objective of reduce the incidence or facilitate the mastery of stressful life events.
According with this author this type of intervention programs is effective and can be implemented and
developed to diminish the negative impacts of traumatic life events. He described 3 steps associated in
the construction of a preventive intervention being: identify and event that has undesirable
consequences and a population that is at risk; study the event’s negative consequences and a
population selected and develop hypotheses that reduce or eliminate the consequences;develop and
test experimental programs based on hypotheses. (Murphy, 1996). This approach could be useful of
investigative purposes.
Uncertainty among staff and families about the intellectual disabilities originated by this tragic event
include fear about the develop of behavioral and emotional distress (Lord et al., 2017). As a
consequence of this, caregivers could avert having a conversation about the death experience or the
feelings of the children. These actions could cause a disruption among the family environment to include
them in the bereavement ritual or discuss death with children with intellectual disabilities. Several
studies have stablished the importance of integrating the child in the post death activities related with
the incident. The importance of attending the burial or funeral in these types of cases significant event
when the child presents intellectual disabilities. This action facilitates the understanding of the situation
for the child and also give him or her the opportunity to be consistent about the tragic situation. Besides
this it allows the patient to observe changes in the deceased and by consequence understand the
process of death. All these integrations give as a result a lees prolonged grief according with Young
(2017).
The data associated with the experience of bereavement in children with mental disabilities is almost
obsolete. This disability is a protective factor or a risk factor for children who have experienced the death
of someone loved. Lord et al. (2017), gave a series of recommendations to manage this kind of situation
on children that have mental or intellectual disabilities. According to them it is necessary to accomplish
preparatory actions before the death of a significant person such as: using literal terms when explaining
the death to a child with intellectual disabilities;allowing the child to grieve; ensuring the child
comprehends the implications of death; remember the deceased in a manner according to the abilities
and needs of the child; encouraging the child to discuss death freely. Lord et al. (2017) also
recommended to encourage careers and family members to involve children with intellectual disabilities
in rituals of bereavement and give guided and supported grief.
According with these authors there are several factors impacting the concept of death formation such
as, normalizing death as part of life; tailored to suit child´s ability; level of ID; direct versus indirect
experience of death. Also, grief responses include, emotional underestimation; misattribution grief;
relationship with the deceased. In the field of education, it is essential to encourage a proactive
separation and equipping children with emotional tools. Some providing supports associated with the
crisis intervention include, supporting the supporters and exposing bereavement as a normal process
(Lord et al., 2017). McClean & Guerin (2019), discussion of death, grief responses, education, and
providing support are essential factors within the crisis intervention of any child associated with a
traumatic event.
McClean & Guerin (2019) recommended avoiding vague metaphorical explanations about death. They
also explained that it is beneficial to use softer or less harsh words like “gone”. Some psychologists
reported that social stories and visual materials are helpful to illustrate or portray factors linked with
death. There are some available books that contain useful messages about the concept of death. The
Stickney book is highly recommended in this type of cases due the messages about transformation and
the irreversibility of death. Besides according with McClean & Guerin (2019), some factors that directly
impact the concept of death are, the child´s prior experience with death and the level of intellectual
disability.
Children with mental disabilities require more assessment to understand the concept of death. Some
useful actions are attending to the funeral and burial and visiting the locations that are or associated with
the deceased. Some psychologist suggested that some children could have an awareness of death due
the observation of similar events on television or other type of media (McClean & Guerin, 2019). Some
possible approaches are: equipping the child with emotional tools; teaching nonfunctionally,
irreversibility and universality; concrete explanations; inclusion; behavioral manifestations; intellectual
disability is no impediment to grief; a proactive approach (McClean & Guerin, 2019)
Spiritual applications
The children that are moved to residential homes or institutions have a major probability of intensified
the negative feelings described before. There are several areas that integrate spirituality and children. In
these types of conditions spiritual care could be an excellent option for improving the development of the
child. Children facing bereavement, trauma, loss and undergoing difficulties often find comfort in spiritual
care. Several studies indicate that spirituality contribute positively in the functioning in adolescence and
childhood. Some researchers founded that children generally utilize spirituality to give meaning to their
grieving process. The perception of God plays an important role within this process, also the personal
relationship with God is also another important factor to considerate in grieving. Several vulnerable and
bereaved children seen spirituality as a refugee. Spiritual spaces are helpful for bringing a sense of
“home”. Practices associated with psychical health and good mental include reflection, and positive
emotion rest (Pandya, 2018). Besides spiritual spaces can be positive environments to encourage
expression of emotional outlet and grief in refugee crises. Traditional healing methods and spiritual
rituals are effective to promote the psychosocial development of the children in diverse environments.
Faith can positively impact the mourning process. Some Bible verses associated with losing a parent
are, “Therefore you too have grief now; but I will see you again, and your heart will rejoice, and no one
will take your joy away from you” (John 16:22).
Spirituality and religion are factors strongly associated with the people´s lives. The loss of a parent is a
significative and traumatic event for a child, spirituality may help by giving a sense of the experiences
faced, and also could provide tools to encourage the children to continue with his or her life. Also,
spirituality is useful to understand and obtain explanations associated with death. For many religions
death after life is a current teaching. In this context, these thoughts could be helpful for the child to do
the positive implications. Religious rituals also, play an important role within grief. The participation of
children in these types of experiences could be helpful to comprehend the situation and face the loss of
someone loved. There are several studies that indicate that religions and spirituality are effective means
to deal with death. Qualitative and quantitative studies in children suggest that they founded relief after
experiencing spiritual rituals associated with the mourning process (Pandya, 2018). Spirituality is helpful
for acceptance death; sense making; bonding with the family; benefit finding. Also the practice of
spirituality avoids several distortions such as: seeing death as punishment and feeling guilty. Spirituality
and religion are also linked with social support, this is important because it helps the children to deal
with negative events (Pandya, 2018). The management of negative emotions becomes more easily
having social environments and religious connections (Pandya, 2018).
References:
Berg L, Rostila M, Hjern A. (2016). Parental death during childhood and depression in young adults a
national cohort study. J Child Psychol Psychiatry. 57(9):1092–1098. doi: 10.1111/jcpp.12560.
Barnard, P., Morland, I., & Nagy, J. (1999). Children, Bereavement and Trauma : Nurturing Resilience.
Jessica Kingsley Publishers.
Currier, J.M., Holland, J.M., Neimeyer, R.A. (2007). The effectiveness of bereavement interventions with
children: a meta-analytic review of controlled outcome research. J Clin Child Adolesc Psychol.
2007;36(2):253–259. doi: 10.1080/15374410701279669.
Jordan, J.R., Neimeyer, R.A. (2003). Does grief counseling work? Death Stud. ;27(9):765–786. doi:
10.1080/713842360.
Maercker A, Brewin CR, Bryant RA, Cloitre M, van Ommeren M, Jones LM, Humayan A, Kagee A, Llosa
AE, Rousseau C, Somasundaram DJ, Souza R, Suzuki Y, Weissbecker I, Wessely SC, First MB, Reed
GM. (2013). Diagnosis and classification of disorders specifically associated with stress: proposals for
ICD-11. World Psychiatry. 12(3):198–206. doi: 10.1002/wps.20057. doi: 10.1002/wps.20057.
McClean, K., Guerin, S. (2019). A qualitative analysis of psychologists´views of bereavement among
children with intellectual disability in Ireland. British Journal of Learning Disabilities. Volume 47, Issue
4. https://doi-org.udlap.idm.oclc.org/10.1111/bld.122...
Murphy, S. A. (1996). Parent bereavement stress and preventive intervention following the violent
deaths of adolescent.. Death Studies, 20(5), 441. https://doi-org.udlap.idm.oclc.org/10.1080/0748118...
Nilsson, D., & Ängarne-Lindberg, T. (2016). Children who lose a parent suddenly: what kind of
assistance do they feel provides relief? A content analysis study of children and their parents. Child
Care in Practice, 22(2), 197–209. https://doi-org.udlap.idm.oclc.org/10.1080/1357527...
Lord, A. J., Field, S., & Smith, I. C. (2017).The experiences of staff who support people with intellectual
disability on issues about death, dying and bereavement: A metasynthesis. Journal of Applied Research
in Intellectual Disabilities,30,1007– 1021. https://doi-org.udlap.idm.oclc.org/10.1111/jar.12376.
Pandya, S. P. (2018). Spirituality for Wellbeing of Bereaved Children in Residential Care: Insights for
Spiritually Sensitive Child-Centred Social Work Across Country Contexts. Child & Adolescent Social
Work Journal, 35(2), 181–195. https://doi-org.udlap.idm.oclc.org/10.1007/s10560-...
Pereira, M., Johnsen, I., Hauken, M. A., Kristensen, P., & Dyregrov, A. (2017). Early Interventions
Following the Death of a Parent: Protocol of a Mixed Methods Systematic Review. JMIR research
protocols, 6(6), e127. https://doi.org/10.2196/resprot.7931
Rostila, M., & Saarela, J. (2011). Time does not heal all wounds: Mortality following the death of a
parent. Journal of Marriage and Family, 73(1), 236–249.
Young, H., Hogg, J., & Garrard, B. (2017).Making sense of bereavement in people with profound
intellectual and multiple disabilities: Carer perspectives. Journal of Applied Research in Intellectual
Disabilities,30(6),1035– 1044.
Microsoft
Word
?
x
We're
sorry.
We
can't
open
20201008183316__606
because
we
found
a
problem
with
its
contents.
‘OK
Details
>>>
CRISIS INTERVENTION
WITH DEATH OF PARENT
Name of student
Institution affiliation
Date
INTRODUCTION
•The death of a parent or parents, is an important event in every children’s
life
•A number of studies have proven that these events create a major impact
of stress and anxiety in kids
•Kids who are bereaved of their parents have a tendancy of diverse negative
outcomes (Pereira, 2017).
•The pain of loosing a parent needs crisis intervention, to reduce the
negative impacts
•several studies have also shown that kids deal differently with trauma,
depending on a number of factors
•Loosing a parent can be considered a trauma because it affects kids in
ways that are traumatic
GRIEF INTERVENTION
•Therapy and counselling can be considered one of the best approaches
of intervention
•However, support groups, family interventions, and self-help are also a
better alternative (Nilsson & Ängarne-Lindberg, 2016).
•The mentioned types of interventions are conducted by proffesionals like
psychologists social workers and nurses
•Several research statistics have shown the importance of commencing
intervention in the early mourning stages
•Early stages of intervention can control the grieve better than later stages
•Bereaved children require more help and attention
MENTAL HEALTH SYMPTOMS
•Research has proven that kids who loose parents deal with a traumatic experience
•They face more serious traumatic experiences when the loss of their parents is
sudden (Pereira et al., 2017).
•Loosing a parent as a result of accident and suicide is associated with more stress
than a long ailment death
•Children go through various physical, emotional and mental challenges from
parents’ loss
•Research study also proves that the conditions are severe because kids face
abandonment after loss
CONT..
•Children who go through the loss ordeal suffer from intellectual disability (Lord et al.,
2017)
•Children have high consequences of developing a bigger risk of psychological
disorders
•Several studies have also shown instances of depression and separation anxiety in
kids facing bereavement
•The main responses that show separation anxiety is sleeping difficulties, bed wetting
and feeding difficulties
•Negative consequences of bereavement for kids go or longer time than that of
adults
BEST PRACTICES IN CRISIS
INTERVENTION
•The main lessons learned from children who face death are; the importance
of listening, and speaking
•However, the value of group support, the value of storytelling and good
friends are also critical lessons
•Adults can significantly contribute to the healing of the traumatized children
(McClean & Guerin, 2019)
•They can contribute by showing the kids love and care, as well as providing
with coping strategies
•Adults should also be taught the best ways to deal with such kids
CONT..
•The alternative solution that can be used in this crisis is the Murphy’s method
•Murphy (1996), came up with a three-step development process preventive
intervention
•The method has come up with ways that can control stressful life events
•The author has described three vital steps that are successful in dealing with
stressful life events
•The three steps are; identification of stress, study negative consequences
and develop hypothesis to reduce negativity
SPIRITUAL APPLICATIONS
•Children who move to other homes have high chances of intensified
negative feelings
•There are number of cases that involve children's spirituality
•Children going through this kind of stress, find comfort in spirituality
•Spirituality contributes positively to the functioning of adolescent minds.
•Several studies have proven that children use spirituality to deal with grief
•God is an important factor that helps children to deal with anxiety and
stress (Pandya, 2018)
•Spiritual spaces contribute greatly to providing a home for grieving
children
ADVANTAGES OF SPIRITUALITY IN
GRIEVING
•Religion and spirituality are of great significance to peoples lives, with kids
included
•The loss of a parent is a traumatic and stressful event for kids
•Kids need a safe place where they can find peace, comfort, and life
meaning
•Spiritual places offer solution for kids who are going through stress
•Faith is one of the best solutions that is offered to the respective kids
•With faith, kids find meaning of life and experience something that they can
hold onto
CONT..
•When kids participate in these types of experiences, it helps in dealing with
grief
•Kids find something new and comforting that they depend on for comfort
•Spiritual context is important in providing answers for the situation they go
through (Pandya, 2018).
•Several studies have also proven that kids experience grief relieve when they
experience spiritual comfort rituals
•Spirituality helps children to accept death, understand death spiritually, and
to bond with their families
•spirituality offers children with social support that helps them deal with
negativity
CONCLUSION
•Death of parents for kids is one of the most traumatic experiences that kids go
through
•Kids undergo trauma and stress while trying to comprehend the loss
•Children suffer from mental damage, emotional damage and spiritual damage
•Children can overcome grief by dealing with supportive family and friends
•However, Murphy cam up with a three step strategy that can help kids cope with
loss
•Spirituality is another element that is significant to kids as it give them greater
meaning
•Most kids who use spirituality recover faster
REFERENCES
•Murphy, S. A. (1996). Parent bereavement stress and preventive intervention
following the violent deaths of adolescent.. Death Studies, 20(5), 441. https://doi-
org.udlap.idm.oclc.org/10.1080/0748118...
•Lord, A. J., Field, S., & Smith, I. C. (2017).The experiences of staff who support people
with intellectual disability on issues about death, dying and bereavement: A
metasynthesis. Journal of Applied Research in Intellectual Disabilities,30,1007–1021.
https://doi-org.udlap.idm.oclc.org/10.1111/jar.12376.
•Pereira, M., Johnsen, I., Hauken, M. A., Kristensen, P., & Dyregrov, A. (2017). Early
Interventions Following the Death of a Parent: Protocol of a Mixed Methods
Systematic Review. JMIR research protocols, 6(6),
e127. https://doi.org/10.2196/resprot.7931
•Young, H., Hogg, J., & Garrard, B. (2017).Making sense of bereavement in people
with profound intellectual and multiple disabilities: Carer perspectives. Journal of
Applied Research in Intellectual Disabilities,30(6),1035–1044
