Living Disconnected: Building a Grounded Theory View of Bereavement for Adults with Intellectual Disabilities.

This grounded theory study gathered descriptions the bereavement experience for adults with intellectual disabilities (IDD) through the eyes and voices of a small sample of grief counselors. The counselors described bereaved adults with IDD as individuals who faced potentially heightened effects of the broken attachment bonds, increased risk of coping obstacles, long histories of unrecognized losses, and disenfranchised grief. The participants described bereaved adults with IDD (who sought treatment) as getting pushed to the sidelines to deal with their losses in isolation and confusion. It became evident that though there are many similarities between how all people cope with loss and how people with IDD cope with loss, differences exist. Subtle variations in the experience of loss and grief appear to be driven by culture and beliefs about disability and protection for those with IDD. The participants in this dissertation study contributed foundation data for a theoretical explanation of grief for adults with IDD grounded in data from bereavement counselors.

Are children's grief camps effective?

Bereavement camps are one form of popular grief intervention for children. A review of the existing literature on child bereavement camps was conducted to examine effectiveness of these camps. An initial database search led to 187 entries. Selection criteria employed resulted in a total of eight studies for an in-depth examination. While camps had differences in their lengths, camper acceptance, restrictions, and theoretical frameworks used; many shared similar camp goals and objectives, activities, and outcome measures. Emerging evidence shows camps are promising venues to help bereaved children develop and build resilience in dealing with loss.

Looking within and reaching out: bereavement counselor perceptions of grieving adults with ID.

The purpose of this qualitative study was to explore the grief and loss experience of adults with ID through the eyes of 18 hospice-affiliated bereavement counselors. The data included interviews with hospice affiliated counselors who had provided grief counseling to adults with ID. The interview data were analyzed using grounded theory. The participants voiced clearly that loss needs to be recognized and grief must be honored for all persons, including those with ID. The participating counselors described the long histories of unrecognized losses and the unintended consequences of protecting people with ID by avoiding informing them or including them in change, loss, and death scenarios. The interview data depicted individuals with ID being so "invisible" that they are often disregarded in times of crisis and loss. The findings from this study, along with existing published literature, point out a serious need for education and training for families and formal and informal caregivers as well as professionals. Palliative care and hospice workers have an obligation and opportunity to identify, support, and, if necessary, treat the grief of those with ID. The hope is that over time, there will be less need for end-of-life care providers to be the lone educators and supporters about death and grief for any individual.

Bereavement interventions for adults with intellectual disabilities: what works?

Examination of the theory base for bereavement and loss is currently just beginning for adults with intellectual disabilities (ID). Yet, as life spans increase for individuals with ID, these adults experience more and more loss and bereavement events. Practitioners, especially grief counselors, are finding it increasingly critical for them to understand best practice principles for working with bereaved adults with ID in their daily work. Practitioners also are asked to guide families and care providers regarding grief and death education. This article provides counselors and other professionals with a review of existing bereavement intervention research for adults with ID. Practice recommendations are made on three levels: informal support; formal intervention; and community education.

Access for all: universal design and the employment of people with disabilities.

Employment among persons with disabilities has been chronically low. This complex issue involves historical attitudes and economic and social policies. Out of this complexity, one hopeful solution is emerging. The purpose of this article is to describe the concept and philosophy of universal access, a paradigm and blueprint for building employment success. The application of universal access eliminates many environmental obstacles that prevent persons with disabilities from working. Once a work environment is set up to be universally accessible, few modifications are needed, regardless of employee characteristics. Social workers, in particular, will find its philosophy compatible with their values and perspectives.