Chronic sorrow is recurrent intense feelings of grief experienced by parents or caregivers of children with chronic health conditions throughout their lives. This is a permanent state of being in contrast to stages of grief ending in acceptance and moving on with ones life. This report will examine what chronic sorrow consists of, give a brief history of its development and introduction to nursing, and relate the significance of this mid-range theory to modern nursing practice.
As has been previously stated chronic sorrow is recurring feelings of sadness in parents and caregivers of children with developmental disabilities. The concept of chronic sorrow tends to focus on parents of mentally disabled children and amputees; however chronic sorrow can also be applied to individuals with children suffering from chronic diseases but no developmental issues (Lowes, L., Lyne, P., 2000). The feelings of grief generally revolve around the loss of or “death” of the imagined perfect, healthy child when the child was first diagnosed. It has been compared to the grief a parent of a deceased ...
Due to this disease the body is slowly broken down by affecting the central nervous system of a person’s body. The children depicted in the essay are probably an example how fellow human beings should be around a disabled person. They just view the disabled person as another human being and respect them the same way. The children are proud to associate themselves with Mairs and do not shy away from introducing her to the general public. This is what a disabled person requires: that all those around him or her should respect them for what they are and give them unconditional regard
Being diagnosed with a chronic illness is a life-altering event. During this time, life is not only difficult for the patient, but also for their loved ones. Families must learn to cope together and to work out the best options for the patient and the rest of the family. Although it may not be fair at times, things may need to be centered on or around the patient no matter what the circumstance. (Abbott, 2003) Sacrifices may have to be made during difficult times. Many factors are involved when dealing with chronic illnesses. Coping with chronic illnesses alter many different emotions for the patients and the loved ones. Many changes occur that are very different and difficult to get used to. (Abbott, 2003) It is not easy for someone to sympathize with you when they haven’t been in the situation themselves. No matter how many books they read or people they talk to, they cannot come close to understanding.
or any issues with her urine production. Mrs. L stated that she does not urinate excessively and that she has never noticed an extreme change in color of her urine. A urinary tract infection or yeast infection is not something that Mrs. L said she has experienced in the past. Mrs. L stated that she is not currently sexually active because of her age and it is more difficult than it used to be. She has never had any sexually transmitted infections or other issues with her genital health. Mrs. L stated that she does have arthritis in her feet and hips. She has never had a muscle tear or tore a ligament or tendon. Mrs. L also said that she has never had any issues with her ACL. Her back surgeries are the only things Mrs. L stated that have been
In my case study, I will be talking about a personal experience with a family I know very well. I will not be using their actual names; I’ll be using these names instead: the daughter, Cheyenne, the father, Jim, and the mother Lucy.
Unfortunately, a lot of parents may have a difficult time accepting their child, and coping with their needs and the responsibilities. From the book “The Elephant in the Playroom,” some families dealt with depression and physical and mental deterioration of their health. These struggles were shown in the story by Laura Cichoracki. Laura’s son’s name was Patrick. Patrick was a 6-years-old boy with autism. “I wasn’t eating right, I wasn’t showering regularly, I wasn’t sleeping well” (Brodey, p. 64). I also read the story told by Susan Marrash-Minnerly, which highlighted emotions that parents face. Susan also shed light on how wonderful children with special needs can be to a family, such as her ten-year-old third grader who had autism. Susan talked about how it was normal to feel angry at times, especially with the ups and downs a child’s disability may come with. “When I look back, I want to tell other parents that a child’s future is worth grieving over – but it’s not the end of the world” (Brodey, p. 75). After reading these stories, it became apparent to me that families who are raising kids with special needs, need support, kindness, and available resources. “I was fortunate to be surrounded by other moms who understood my pain…who could be supportive and emphatic.” (Brodey, p. 67). Overall, educators can use this kind of information that was shared in “The Elephant in the Playroom” about family systems and risk/resiliency by creating lines of open communication between families. This is to connect parents together that share similar struggles. By creating open communication is can allows for the teacher and parents to be on the same page when it comes to the issues affecting special needs students and
Psychology is portrayed as a noble field where clinicians seek who help clients through the human suffering that they experience from psychiatric issues. There is controversy as to what constitutes human suffering to the extent that therapeutic and pharmacological interventions need to occur. The line between normal functioning or coping with the realities of life and psychiatric illness appears to blur further with every new addition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) from the American Psychiatric Association (APA). An example of this blurring is the proposed addition of Complicated Grief Disorder which has the potential to medicalize and dehumanize an adaptive process that occurs when one is bereft of a relationship. What is deemed abnormal by one generation, in one edition of the DSM can be totally revised in another edition. But what is abnormal and normal in our society at any given period?
Hollins, S. Managing grief better: People with intellectual disabilities. In Understanding intellectual disability and health. Retrieved from http://www.intellectualdisability.info/mental-health/managing-grief-better-people-with-intellectual-disabilities
Depression is often triggered by a negative event, such as divorce, illness, or the loss of a loved one. Grief and depression present very similar symptoms: dysphoric mood, feelings of guilt, cognitive slowness, fatigue, appetite changes, and recurrent thoughts of death. Whether a grieving person should be diagnosed with Major Depressive Disorder (MDD) is a matter of significant controversy among healthcare professionals.
Experiencing a sudden death of a loved one is one of the most difficult life experiences to endure. Sudden death is a shock, which leads families to grief stricken numbness, sorrow and sadness. A person who loses someone significant in his or her life goes through a process called grief it is the psychological process while bereavement is the actual state of suffering the loss. When we suffer emotionally we experience pain, guilt and anger, emotions are the response of the bereaved. The purpose of this paper is to demonstrate an understanding of bereavement as it pertains to living with a chronic health challenge and reflect this knowledge as it relates to my resource client living with chronic obstruction pulmonary disease (COPD). Using a descriptive review of five articles will reinforce an understanding of the concept and delineate the theoretical components of bereavement. “Everyone who is bereaved experiences grief in their own way, but just as there are specific issues associated with bereavement of sudden death so there are specific issues for particular people” (Royal College of Psychiatrists, 2014). There is neither right nor wrong way for a bereaved survivor to grieve.
...concerns appropriate interventions were assigned to each one. For the priority concern of the family’s ability to cope and their risk of depression commendation and interventative questioning were the chosen interventions. For the priority concern of Gilberts care giver burnout and risk for compassion fatigue commendation and encouraging respite were chosen. The Grape family is a fitting example of the complex difficulties a family can have when they are faced with the difficulty of dealing with a chronic illness and tragedy. This paper demonstrates the importance of assessing and creating interventions for a family in a way which includes every member of the family not only the ones with complications. Raising the question should patients who are suffering from chronic illnesses better off to be treated as an individual or as a member of a functional family unit?
“In nursing, hope is defined as a power that helps a person adapt to a situation, such as during suffering” (Lichwala, 2014, p.1). Unfortunately, this power is sometimes lacking in patients who are facing a chronic illness, often leading way to hopelessness. When facing a chronic illness, patients may find themselves on a seemingly hopeless journey, sometimes full of questions, doubts, and worries. “Negative feelings and expectations about one’s future, along with negative thoughts and feelings toward changing one’s future encompass hopelessness” (Dameron, 2014, p.1). Hopelessness may be experienced by both patients’ along with their families when facing a chronic illness. Signs of hopelessness may include thoughts of dark, vague, or an uncertain
Papadatou, D., & Bellali, T. (2002). Greek nurse and physician grief as a result of caring for children dying of cancer. Pediatric Nursing, 28(4), 345-53, 363-4. doi: 2003016885
This process is not easy because having a grief and working through the pain is very different from each other. This process is a broad concept because it includes several positive ways of handing the grief. The proper identification of the various emotions regarding pain and dealing with those is the main procedure of this task. The various emotions of grief are shame, hopelessness, fear, anger, guilt, sadness, loneliness, lack of hope, feeling emptiness (Beckett & Dykeman, 2017). The task can be accomplished in a correct manner if the griever is properly acknowledged by talking and understanding. Though there is one limitation in this process which can be a complex situation that is the griever can deny all the emotions and avoid talking about them. This process can create distress and anguish inside the mind of the griever. Sometimes this problem may rise due to the attitude of the society which creates a sense of grief inside the mind of the griever who tends to avoid the whole situation thinking nobody would understand. This whole criterion can be resolved if there is a proper sense of understanding among the griever and the society. (Brown,
In conclusion, grief is a universal and personal experience. Every child will experience grief differently. In order for patients to receive utmost care, nurses require thorough knowledge and understanding of the theories and stages of grief and loss Through implementing the practical nursing strategies that have been proposed, the nurse can provide the best possible care to a child and their family that are experiencing grief and loss in the acute care setting whilst also completing the four essential tasks of William Worden’s theory that are required for a child to grieve successfully.
According to Beckstrand, Rawle, Callister, & Mandleco (2010) “Death of a child evokes deep feelings of tragedy, devastation, and painful confusion at the injustice of a life being ended prematurely.” (p. 544) These are the raw emotions that are prevalent when a child is dying. For the child and the family, these final fleeting m...