MEI C1 Study Resources Core1 Basic Algebra 2 Quadratics by Charlie Stripp

By Charlie Stripp

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Traumatic death of a friend/peer: Case of Susan, age 9. In N. B. , pp. 167– 193). New York: Guilford Press. Webb, N. B. ). (2004a). A developmental–transactional framework for assessment of children and families following mass trauma. In N. B. ), Mass trauma and violence: Helping families and children cope (pp. 23–49). New York: Guilford Press. Webb, N. B. ). (2004b). The impact of traumatic stress and loss on children and families. In N. B. ), Mass trauma and violence: Helping families and children cope (pp.

In S. Eth & R. S. ), Post-traumatic stress disorder in children (pp. 171–186). Washington, DC: American Psychiatric Press. , & Chen, T. (2004). Community outreach and education to deal with cultural 1. The Family and Community Context 19 resistance to mental health services. In N. B. ), Mass trauma and violence: Helping families and children cope (pp. 234–255). New York: Guilford Press. Fassler, J. (1987). Helping children cope: Mastering stress through books and stories. New York: Free Press. Fick, A.

The converse of loss is attachment. If no positive bonding existed, no mourning would be necessary. Bowlby’s (1969) seminal work on attachment highlighted the biological source of the need for proximity in human relationships, with the prototype of attachment being the mother–infant relationship. Although object constancy permits the mental retention of loved persons in the memory, nonetheless a child whose parents separate and/or divorce is deprived of daily contact with one of his or her attachment figures, and thus suffers the loss both of this person and that of the intact nuclear family.

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