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(p. 25) Cognitive Developmental Considerations in Supporting Bereaved Students 

(p. 25) Cognitive Developmental Considerations in Supporting Bereaved Students
(p. 25) Cognitive Developmental Considerations in Supporting Bereaved Students

Victoria A. Comerchero

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date: 30 July 2021

This chapter covers the major cognitive developmental theories and the common cognitive developmental issues associated with grief that are relevant to different age groups (preschool/early childhood, middle childhood, and adolescence/young adulthood). The primary purpose of the chapter is to provide insight into how cognitive developmental frameworks influence variations in children’s responses to death and, in turn, the choice of interventions tailored to each student/family’s unique needs. The discussion of the frequently observed reactions to death based on developmental period will enable practitioners to differentiate what are generally considered to be adaptive versus maladaptive reactions to loss in normative development. Examples are given of developmentally appropriate evidence-based practices drawn from recent empirical research that may be implemented with bereaved individuals and groups within school settings. The chapter concludes by discussing some of the developmental needs to consider when working with grieving students with intellectual disabilities and giftedness.

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