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Art of Enjoying LifeArt of Enjoying Life
Grief and Forgiveness Group Grief and Forgiveness Group
A Psychoeducational ExperienceA Psychoeducational Experience
Gloria Aurora Champion-CastroGloria Aurora Champion-Castro
Art of Enjoying Life Art of Enjoying Life
Psychoeducational Thanatology Group ModelPsychoeducational Thanatology Group Model
PurposePurpose
Offer a psychoeducational Offer a psychoeducational
experience with the aim of helping in the experience with the aim of helping in the
understanding and relieving of grief and pain understanding and relieving of grief and pain
related to a loss. related to a loss.
Loss is a natural aspect of life Loss is a natural aspect of life
and grief is a natural and grief is a natural
response to loss.response to loss.
Grief is in essence related to the loss Grief is in essence related to the loss
of a loved one that died of a loved one that died
but it can also be related to other losses for but it can also be related to other losses for example: example:
divorce, illness, a dramatic change in life or divorce, illness, a dramatic change in life or the process of transition from one stage of the process of transition from one stage of
development to another.development to another.
Sometimes it is difficult to recognize that we Sometimes it is difficult to recognize that we are passing through a grieving process.are passing through a grieving process.
Healing grief is the need to experience Healing grief is the need to experience forgiveness and have de ability to move forgiveness and have de ability to move
forward.forward.
Forgiveness may be a process that can become Forgiveness may be a process that can become difficult and painful.difficult and painful.
Number of sessions recommended: Number of sessions recommended:
88
Sessions time: 60 minutes Sessions time: 60 minutes
Number of members: between five and tenNumber of members: between five and ten
This group can be developed in a school, This group can be developed in a school, institution, agency or other settingsinstitution, agency or other settings
This can be an open group allowing the This can be an open group allowing the integration of new members each session.integration of new members each session.
Eight Sessions Group ModelEight Sessions Group Model
What is and how to recognize grief?What is and how to recognize grief?
The phases of grief proposed by Elizabeth Kubler-Ross.The phases of grief proposed by Elizabeth Kubler-Ross.
Overcoming and moving beyond the grieving process.Overcoming and moving beyond the grieving process.
How to overcome denial and isolation.How to overcome denial and isolation.
Strategies to overcome frustration, sadness and anger related Strategies to overcome frustration, sadness and anger related to the loss.to the loss.
Learning to forgive.Learning to forgive.
Learning to live with the lossLearning to live with the loss
How can we help those we love who are sharing our loss?How can we help those we love who are sharing our loss?
RecommendationRecommendation
Before working with others about their loss it Before working with others about their loss it is necessary that the leader of the group is necessary that the leader of the group fully examines his/her own loss or losses fully examines his/her own loss or losses
The deeper we can review our own losses The deeper we can review our own losses
will allow us to be effective will allow us to be effective
when helping others.when helping others.
Each session will follow the next steps:Each session will follow the next steps:
1.1. An introduction to the topic of the session by the group An introduction to the topic of the session by the group leader with an active participation from the group leader with an active participation from the group members.members.
2.2. Relaxation and guided meditation exercise.Relaxation and guided meditation exercise.
3.3. Round of voluntary participations.Round of voluntary participations.
4.4. Expressing feelings through art activities: painting and Expressing feelings through art activities: painting and dramatizations.dramatizations.
5.5. Summarizing and closing the session.Summarizing and closing the session.
Session ISession I
1. Introduction to the topic: 1. Introduction to the topic:
What is and how to recognize grief?What is and how to recognize grief?
Death and loss are the most unwanted topics because Death and loss are the most unwanted topics because they produce a deep feeling of anxiety, fear they produce a deep feeling of anxiety, fear
and/or remembrance of emotional pain. and/or remembrance of emotional pain.
When working with adolescents we may consider a When working with adolescents we may consider a loss the transition from infancy to adolescence.loss the transition from infancy to adolescence.
The body left behind, cognitive processes as well as The body left behind, cognitive processes as well as behaviors and relationship patterns are changing behaviors and relationship patterns are changing
dramatically. dramatically.
This is one of the reasons that this model can be This is one of the reasons that this model can be beneficial for adolescents because they are going beneficial for adolescents because they are going
through a grieving process per se.through a grieving process per se.
Other reasons to participate in this group can be:Other reasons to participate in this group can be:
A death in the family or in the group of peersA death in the family or in the group of peers Parents going through a divorceParents going through a divorce Loss of appreciated ways of lifeLoss of appreciated ways of life Moving from one city to anotherMoving from one city to another Failing to be successful in school or family settingsFailing to be successful in school or family settings
2. Relaxation and Guided Meditation2. Relaxation and Guided Meditation
Relaxation starts when the leader guides the group Relaxation starts when the leader guides the group member’s to close their eyes and make three deep member’s to close their eyes and make three deep
inhalations and exhalations. inhalations and exhalations.
The group leader will go over the different parts of The group leader will go over the different parts of the body with a soft voice, to help with the the body with a soft voice, to help with the
awareness of tension and relaxation. awareness of tension and relaxation.
After a few minutes of this induced relaxation the After a few minutes of this induced relaxation the group leader will star with the guided meditation.group leader will star with the guided meditation.
3. Round of Voluntary Participations
For the round of voluntary participation the group leader will say:
Now that we are back from our guided meditation exercise
we will try to share what each one of us was feeling,
or what other thoughts or images came to our mind
with the guided meditation
Shared experiences will be analyzed from the perspective of how
they have enriched the person’s life
as well as to recognize what have been the learned things
that helped the person to be emotionally stronger
and acquire a greater ability to enjoy life.
4. Expressing Feelings Through Art Activities: Painting or Dramatization
The last 15 or 20 minutes will be dedicated to the painting or dramatization
part of the session.
For the painting activity water colors and paper are recommended.
All the members will seat down around a circular table with the water colors in
the middle.
There are no directions of what to do or how to do the art work.
While performing art, the leader will promote a conversation sharing
feelings:
Fears, anxieties, sadness, happiness and other feelings and their
relationship with death and abilities to enjoy life.
5. 5. Summarizing, closing the session and connecting with the Summarizing, closing the session and connecting with the topic of the next sessiontopic of the next session
Five minutes before the hour the group leader will state thatFive minutes before the hour the group leader will state thatthe session is almost ending, and will close the session with athe session is almost ending, and will close the session with asummary of the issues that emerged that day. summary of the issues that emerged that day.
To close the session the group leader will share some personalTo close the session the group leader will share some personalexperiences and feelings that are relevant to the topic experiences and feelings that are relevant to the topic and can be helpful for the members to understand theirand can be helpful for the members to understand theirfeelings and thoughts.feelings and thoughts.
Session II
Topic: Phases of grief proposed by Kubler-Ross
who was one of the
first researchers on death and dying
Kubler-Ross says that there are
five basic stages in a grieving process:
denial and isolation; anger;
bargaining; depression;
and finally acceptance
The steps to follow during the session
will be the same for all the other sessions,
for this second session it is recommended to play a dramatization.
Dramatization
Before starting the dramatization there will be a planning phase
where actors and observers will be democratically selected.
A room with a small stage would be very helpful but if this in not possible,
the room will be arrange with whatever it is there.
Usually chairs and tables can help.
The group leader will be the director indicating the moments
to begin and when to end the role playing
according to a reasonable time for the play to take form.
It is very important after the dramatization
to assure and clearly say that every member of the group
will talk and share their feelings and thoughts during the dramatization,
and the last sharing round will be to
“get back to the real person”
and make a last sharing round about the feelings,
experiences and thoughts that appeared during this session.
The group leader will close with a summary and
connecting this session with the next one.
Sessions
III Overcoming and moving beyond the grieving process.
IV How to overcome denial and isolation.
V Strategies to overcome frustration, sadness and anger related to the loss.
VI Learning to forgive.
VII Learning to live with the loss
VIII How can we help our love ones with whom we share our loss?
These sessions will be developed with the same structure for sessions I and II
It is recommended to offer the painting activity for sessions I, III, V and VII
and dramatizations for sessions II, IV, VI and VIII.
During the eight session it is recommended to During the eight session it is recommended to make a verbal evaluation of the whole process:make a verbal evaluation of the whole process:
What did we learn?What did we learn?
How can we apply this new experience?How can we apply this new experience?
What learning I think will stay with me for What learning I think will stay with me for ever?ever?
What do I recommend to the rest of the group?What do I recommend to the rest of the group?
When we accept When we accept
our human mortal conditionour human mortal condition
we can to live every day we can to live every day
as if as if
this were the last day of our lifethis were the last day of our life
Enjoy LifeEnjoy Life
Thank YouThank You
ReferencesReferences Cappel, Mary Lou. (1997). Loss and the grieving process. Cappel, Mary Lou. (1997). Loss and the grieving process. Parks & RecreationParks & Recreation, ,
32(5), 82. 32(5), 82.
Chopra, D. (1994) Cuerpo sin Edad, Mente sin Tiempo. Javier Vergara Editor. Chopra, D. (1994) Cuerpo sin Edad, Mente sin Tiempo. Javier Vergara Editor. SA.SA.
Freud, S. (1920) The pleasure principle. Complete Works, Third Edition, Freud, S. (1920) The pleasure principle. Complete Works, Third Edition, Biblioteca NuevaBiblioteca Nueva
Kubler-Ross, E. (1998) The Wheel of Life: A Memoir of Living and Dying. Kubler-Ross, E. (1998) The Wheel of Life: A Memoir of Living and Dying. BSABSA Editions. Servaty-Seib, Editions. Servaty-Seib,
Heather. L. (2004) Connections between counseling theories and current Heather. L. (2004) Connections between counseling theories and current theories of grief and mourning. theories of grief and mourning. Journal of mental health counseling, 26 Journal of mental health counseling, 26 (2), (2),
125-145.125-145.
Rimpoche, Sogyal. (1994). The Tibetan book of Living and Dying. Urano Rimpoche, Sogyal. (1994). The Tibetan book of Living and Dying. Urano Editions. Editions.
Tommiel, Lawhon. (2004). Teachers and schools can aid grieving students. Tommiel, Lawhon. (2004). Teachers and schools can aid grieving students. Education, Education, 124 124 (3), 559-566. (3), 559-566.