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Multidimensional Grief Therapy
  • Multidimensional Grief Therapy
  • A Flexible Approach to Assessing and Supporting Bereaved Youth
  • Julie B. Kaplow, Christopher M. Layne, Robert S. Pynoos, William Saltzman
  • Coming soon
  • Expected online publication date: June 2023
  • Print publication: 30 June 2023
  • View description
    Multidimensional Grief Therapy (MGT) provides counselors, social workers, psychologists, and psychiatrists (as well as students in these fields) with a flexible program for assessing and supporting children and adolescents who have experienced bereavement. MGT is a strength-based intervention, designed to reduce unhelpful grief reactions that prevent adjustment, and promote adaptive grief reactions that enable children to cope better after a death. It also reduces associated symptoms of psychological distress and helps bereaved children and adolescents lead healthy, happy, productive lives. As young people grieve in different ways and “one-size-fits-all” treatments often lack effectiveness, MGT uses an assessment-driven, two-phased approach to effectively address the unique mental health needs of diverse youth. This manual provides a wealth of activities and handouts designed specifically to engage and empower youth after experiencing a death, including under traumatic circumstances.
  • Session 2.2 - Group Narrative Sharing Sessions
  • from Module 2 - Working Through Traumatic or Loss Experiences
  • William Saltzman, University of California, Los Angeles, Christopher Layne, University of California, Los Angeles, Robert Pynoos, University of California, Los Angeles, Erna Olafson, University of Cincinnati, Julie Kaplow, University of Texas Health Science Center, Houston, Barbara Boat, University of Cincinnati
  • Book: Trauma and Grief Component Therapy for Adolescents
  • Published online: 07 December 2017
  • Print publication: 21 December 2017, pp 142-149
  • View extract

    Summary

    Prior to the group-meeting day, if possible, a group leader should contact the two group members who were identified in the previous session as candidates to tell their story. The purpose is to see if they need any help in preparing or are experiencing significant distress in anticipation of sharing their narrative. The group leader should make sure to contact group members who have worked on “impact-focused narratives” in order to productively share sensitive, graphic, or violent experiences. Additional support or restructuring of the planned narrative may be necessary.

    If a candidate is unable to share his or her narrative for some reason, the alternate candidate should be chosen with the understanding that the first candidate can share his or her story in a later session. At the beginning of the group or just before, a group leader should again check in with the candidates. If there is any question about the readiness of the planned candidates, group leaders may identify alternate group members to share their narrative during the session.

  • Introduction
  • William Saltzman, University of California, Los Angeles, Christopher Layne, University of California, Los Angeles, Robert Pynoos, University of California, Los Angeles, Erna Olafson, University of Cincinnati, Julie Kaplow, University of Texas Health Science Center, Houston, Barbara Boat, University of Cincinnati
  • Book: Trauma and Grief Component Therapy for Adolescents
  • Published online: 07 December 2017
  • Print publication: 21 December 2017, pp 1-12
  • View extract

    Summary

    Adolescence is, in many ways, the best of times and the worst of times. It is a developmental period of maximum risk – with (along with young adulthood) the highest rates of exposure of any age group to many types of violent crime, traumatic injury, and traumatic death (Layne et al., in press). Adolescence is also a highly favorable time in which to intervene, presenting a window of opportunity to reduce severe distress, risky behavior, functional impairment, and the risk for developmental derailment prior to early adulthood. Adolescence is a time of growth, promise, hope, and opportunity – a period in which many quasi-adult capacities emerge and quasi-adult privileges are bestowed. These include physical growth and maturation; enhanced physical and cognitive abilities; increased self-control, self-direction, and self-protection; increased autonomy; and increased participation in society.

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