302 c flanagan handout2
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This document is an information form for teens attending a monthly Teen Night activity. It requests the teen's name, contact information, age, birthdate, details about previous support group attendance, information about a deceased family member or friend including their name, relationship to the teen, date and cause of death, how the teen's life has been impacted, and what the teen is looking forward to at the event. The form must be returned before attending Teen Night.
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The document provides guidance for starting a nonprofit organization to provide grief support for children. It outlines the necessary steps, including incorporating as a 501(c)(3), establishing a board of directors, developing programming, marketing, fundraising, and engaging volunteers. Key recommendations are to stick to your values, cultivate relationships with various experts for guidance, and keep records of finances and activities. Flexibility and learning from all experiences, including failures, are also advised for success.504 b Coreman presentation
504 b Coreman presentationNAGC
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1) Grief counseling for teens faces barriers like their developmental stage between childhood and adulthood and intense emotions.
2) Strategies for counseling grieving teens include relationship building, normalizing their experiences, and providing creative outlets like art, music, books and groups.
3) Support groups help teens by allowing them to openly express feelings amongst peers in a safe environment and realize their grief experiences are normal.502 e Lingnell presentation
502 e Lingnell presentationNAGC
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The document summarizes the mission and services of Camp Sol Inc., a nonprofit organization that provides grief support services to families who have experienced the death of a child. The camp offers weekend retreats with activities, counseling sessions, and music therapy to help families and individuals process their grief together and separately. It aims to assist in healing families by providing a supportive environment where they can share experiences and participate in nurturing programming tailored for grieving families, adults, and children.404 c Schneider presentation
404 c Schneider presentationNAGC
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This document discusses the theory of continuing bonds, which posits that maintaining a connection to a deceased loved one is an important part of the grieving process. It provides a historical overview of how views of grief have evolved from encouraging severing bonds in the early 20th century to more modern perspectives that support ongoing connections. Research on child grief indicates that children understand death yet still seek to locate, experience, reach out to and remember the deceased through activities and objects that help them sustain the relationship.304 a Blanford presentation
304 a Blanford presentationNAGC
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- Sibling death has a significant impact on children and around 2 million children in the US have experienced the death of a sibling through various means such as stillbirths, newborn deaths, miscarriages.
- How a child grieves the loss of a sibling depends on factors like their age and relationship with the deceased sibling, whether the sibling's death was sudden or followed a long illness, and how involved the child was in the dying process.
- Children benefit from grief support groups with other children who lost siblings, as it allows them to openly discuss their experiences, feelings of guilt, fear, and ways to maintain a sense of ongoing connection with their deceased sibling while moving forward.205 b Burns presentation
205 b Burns presentationNAGC
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Taking it to the Streets: Grief Support in Schools and Community Agencies
Caitlin Burns, MSW
The Caring Tree Program of Big Bend Hospice
204 c Russell presentation
204 c Russell presentationNAGC
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- The document discusses how grief impacts people on mental, emotional, and physical levels including feelings of disbelief, worry, sadness, anger, and physical symptoms like changes in appetite and sleep.
- It also discusses how men and women often cope with grief differently and provides tips for healthy communication within families experiencing grief.
- The risks of avoiding grief are mentioned as well as how to find balance during stressful times through focusing on what you can control.105 a Snyder Cowan presentation
105 a Snyder Cowan presentationNAGC
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The document discusses bereavement centers and their role in providing grief support to communities. It outlines the types of support offered, including counseling, support groups, crisis response and education programs. Funding sources and marketing strategies are also covered. The Elisabeth Severance Prentiss Bereavement Center is highlighted as an example, describing its history, mission and programs for bereaved children, families and communities in Northern Ohio.Golding spring appeal 2010
Golding spring appeal 2010NAGC
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The Center for Grieving Children has seen a dramatic increase in people seeking their services for support with grief. In the first 8 months of the current fiscal year, they have responded to as many calls as in all of the previous year. They provide direct support through various peer support programs to over 300 families each year using over 125 trained volunteers. The Center is looking to expand services to additional groups and needs more support to maintain their services as they have had to spend down reserves while keeping costs low. They receive no state or federal funding and rely on donations from generous individuals in the community.Golding spring appeal 2009
Golding spring appeal 2009NAGC
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The organization has seen an increase in demand for their peer support programs for children coping with illness and death due to the challenging times. Peer support helps breakdown isolation from loss and grief, as children who receive support are less likely to attempt suicide, abuse substances, or develop behavioral disorders. However, donations have decreased due to the economic downturn so the organization needs additional support to continue providing free services to help children through grief and prevent future problems.Golding core support 2007 winter draft 1
Golding core support 2007 winter draft 1NAGC
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The Center for Grieving Children has secured a new permanent home after a successful fundraising campaign. They must now focus on ensuring families can attend services for free. Over 300 families and 3,000 children will be supported this year through volunteers and staff. The executive director is requesting a donation to the annual fund to support the growing demand for services and ensure resources are available each year.Golding ann fund 2009 core support and long term donors
Golding ann fund 2009 core support and long term donorsNAGC
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The Center has experienced increased demand for its grief support services due to economic challenges faced by many in the community. While maintaining free services, The Center has expanded support groups for adults and translated resources into Spanish. Financial support from donors is critical for The Center to continue providing services and support grieving children, teens, and families.Recently uploaded (20)
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A pediatric nursing course is designed to prepare nursing students to provide specialized care for infants, children, and adolescents. The course integrates developmental, physiological, and psychological aspects of pediatric health and illness, emphasizing family-centered care. Below is a detailed breakdown of what you can expect in a pediatric nursing course:
1. Course Overview
Focuses on growth and development, health promotion, and disease prevention.
Covers common pediatric illnesses and conditions.
Emphasizes family dynamics, cultural competence, and ethical considerations in pediatric care.
Integrates clinical skills, including medication administration, assessment, and communication with children and families.
2. Key Topics Covered
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Neonates (0-28 days): Reflexes, feeding patterns, thermoregulation.
Infants (1 month - 1 year): Milestones, immunization schedule, nutrition.
Toddlers (1-3 years): Language development, toilet training, injury prevention.
Preschoolers (3-5 years): Cognitive and social development, school readiness.
School-age children (6-12 years): Psychosocial development, peer relationships.
Adolescents (13-18 years): Puberty, identity formation, risk-taking behaviors.
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Vital signs (normal ranges vary by age).
Pain assessment using age-appropriate scales (FLACC, Wong-Baker, Numeric).
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Cardiac conditions: Congenital heart defects, Kawasaki disease.
Neurological disorders: Seizures, meningitis, cerebral palsy.
Gastrointestinal disorders: GERD, pyloric stenosis, intussusception.
Endocrine conditions: Diabetes mellitus type 1, congenital hypothyroidism.
Hematologic disorders: Sickle cell anemia, hemophilia, leukemia.
Infectious diseases: Measles, mumps, rubella, chickenpox.
Mental health concerns: Autism spectrum disorder, ADHD, eating disorders.
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Weight-based dosing calculations (mg/kg).
Common pediatric medications (antibiotics, analgesics, vaccines).
Parenteral nutrition and fluid management.
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Pediatric Advanced Life Support (PALS) basics.
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Shock, dehydration, respiratory distress management.
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Cultural considerations in pediatric care.
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If it’s not Itch It’s not Eczema
Eczema is a group of medical conditions which causes inflammation and irritation to skin.
It is also called as Dermatitis
Eczema is an itchy consisting of ill defined erythremotous patches. The skin surface is usually scaly and As time progress, constant scratching leads to thickened lichenified skin.
Several classifications of eczemas are available based on Etiology, Pattern and chronicity.
According to aetiology Eczema are classified as:
Endogenous eczema: Where constitutional factors predispose the patient to developing an eczema.
Family history (maternal h/o eczema) is often present
Strong genetic predisposition (Filaggrin gene mutations are often present).
Filaggrin is responsible for maintaining moisture in skin (hence all AD patients have dry skin.
Immunilogical factor-Th-2 disease, Type I hypersensitivity (hence serum IgE high)
e.g., Seborrheic dermatitis, Statis dermatitis, Nummular dermatitis, Dyshidrotic Eczema
Exogenous eczema: Where external stimuli trigger development of eczema,
e.g., Irritant dermatitis, Allergic Dermatitis, Neurodermatitis,
Combined eczema: When a combination of constitutional factors and extrinsic triggers are responsible for the development of eczema
e.g., Atopic dermatitis
Extremes of Temperature
Irritants : Soaps, Detergents, Shower gels, Bubble baths and water
Stress
Infection either bacterial or viral,
Bacterial infections caused by Staphylococcus aureus and Streptococcus species.
Viral infections such as Herpes Simplex, Molluscum Contagiosum
Contact allergens
Inhaled allergens
Airborne allergens
Allergens include
Metals eg. Nickle, Cobalt
Neomycin, Topical ointment
Fragrance ingredients such as Balsam of Peru
Rubber compounds
Hair dyes for example p-Phenylediamine
Plants eg. Poison ivy .
Atopic Dermatitis : AD is a chronic, pruritic inflammatory skin disease characterized by itchy inflamed skin.
Allergic Dermatitis: A red itchy weepy reaction where the skin has come in contact with a substance That immune system recognizes as foreign substances.
Ex: Poison envy, Preservatives from creams and lotions.
Contact Irritant Dermatitis: A Localized reaction that include redness, itching and burning where the skin has come In contact with an allergen or with irritant such as acid, cleaning agent or chemical.
Dyshidrotic Eczema: Irritation of skin on the palms and soles by
clear deep blisters that itch and burn.
Clinical Features; Acute Eczema:- Acute eczema is characterized by an erythematous and edematous plaque, which is ill-defined and is surmounted by papules, vesicles, pustules and exudate that dries to form crusts. A subsiding eczematous plaque may be covered with scales.
Chronic Eczema:- Chronic eczema is characterized by lichenification, which is a triad of hyperpigmentation, thickening markings. The lesions are less exudative and more scaly. Flexural lesions may develop fissures.
Pruritus
Characteristic Rash
Chronic or repeatedly occurring symptoms.Sudurpaschim logsewa aayog Medical Officer 8th Level Curriculum
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- 1. Teen Night – Information Form Thank you for filling out this short background form to help us plan our monthly Teen Night activities. As always, all information that you share will be kept confidential. This form must be returned via fax (502-4564) or email (kgalvin@tedebearhollow.org) before you attend! Teen’s Name: _________________________________________________ Today’s Date: ______________ Teen’s Email Address: _________________________________________________________________________ Parent’s Email Address: _______________________________________________________________________ Home #: __________________ Parent Cell #: __________________ Teen’s Cell #: __________________ Teen’s Age: _______ Teen’s Birthdate: __________________ What TEBH support groups have you attended? When? ____________________________________________ ___________________________________________________________________________________________ Name of the Deceased: ________________________________________________________________________ Relationship to You: __________________________ When did they die? ___________________________ (Parent, Sibling, Spouse/Partner, Child, Grandparent, Friend, etc.) Month Year How did the death occur? ______________________________________________________________________ ___________________________________________________________________________________________ How would you describe your relationship with this person? _________________________________________ ___________________________________________________________________________________________ In what ways has this death impacted your life? ___________________________________________________ ___________________________________________________________________________________________ What brings you support or comfort now? ________________________________________________________ ___________________________________________________________________________________________ What are you most looking forward to at Teen Night? ______________________________________________ ___________________________________________________________________________________________