Transcript College Student Grief: Issues and a Practical Approach

Supporting Grieving College Students
During their Transition to Adulthood
Kristen Stefureac, MSW
AMF Program Advisor
National Students of AMF
I honestly believe that it’s the main reason I was able to stay at Georgetown
(which is what my dad wants) rather than moving home. Julie, 2009, Georgetown
Overview
 College Student Grief – Background and Research
 Introduction to AMF
 Overview of National Students of AMF
 Supporting Grieving College Students
Grief and the Transition to Adulthood
Although a growing number of
programs are dedicated to
supporting children who are
grieving, most programs for children
end at age 18. What happens to
young people who are grieving?
I felt so alone and isolated in my grief. I was on a campus surrounded by
20,000 other students who I was sure couldn’t begin to grasp what I was
dealing with. Danielle, 2011, University of Delaware
College Student Grief
 22-30% of college students are in the first year of
grieving the death of a family member or close
friend
 35-48% are within the first 2 years (Balk, 2001;
Balk, 2008).
Unique issues on Campus
Already coping with multiple life transitions and stressors:
Geographically distant from their usual support systems
Competing demand for jobs and making career
choices
Forging one’s autonomy
Coping with academic pressures, and
Maintaining a “carefree” social life.
While bereaved students find talking about the death
helpful, few non-bereaved peers are comfortable with or
willing to talk with the bereaved about death
Impact
 Lack of support and isolation can have a profound
negative impact on the bereaved academically,
developmentally, occupationally, and socially during the
college years (Balk & Vesta, 1998)
 Bereaved students have reported difficulties with
concentrating and studying (Balk & Vesta, 1998;
Silverman, 1987)
 Varying data regarding GPA and negative academic
standing (i.e., probation, dropped, withdrawn) (ServatySeib & Hamilton, 2006)
I lost my best friend just two days before I had to return to WOU for finals, which is
one of the hardest things I have ever done. Nawwal, 2012, Western Oregon
University
Impact on health
 Greater risk of many unique problems, including:
enduring depression, social isolation/withdrawal, sleep
disturbances, risky behaviors, severe and ongoing
somatic complaints, and an increased vulnerability for
disease and eating disorders
 Even in milder forms, a preoccupation with death can
disrupt emotional and social functioning
 Sadness, anger, guilt, increased/decreased empathy
for others, less trust for others
 Intrusive thoughts, lowered personal life expectancy
I lost the person that gave me life; her life gave my life purpose, but it also resulted
in great pain… I struggled with my grief, which affected both my academic and
social progress. Tiffany, 2011, NC State University
Interventions on campus
 Health risks and psychological problems can be mollified or avoided if
proper support and help is made available to the bereaved
 Although most college campuses provide counseling services, data
shows that these are often underutilized (National Survey of Counseling
Directors, 2011)
 College students report that they prefer student-led bereavement
efforts and discussing loss with their peers (Balk, 1997; Fajgenbaum,
Chesson, Lanzi, 2012).
 Individuals who use multiple coping strategies are able to more
effectively cope with transitions.
 The college environment holds great potential for providing more
effective support to bereaved students
The challenges and problems that we deal with as students with ailing loved ones
are unique and impossibly difficult, but the support of groups such as AMF make
them bearable. Tiffany, 2010, Upenn Law School
Recent Research
 “Building a Network of Grief Support on College Campuses: A
National Grassroots Initiative,” Journal of College Student
Psychotherapy, David Fajgenbaum, Benjamin Chesson, Robin
Lanzi
 Found that university administrators underestimated prevalence
of bereavement
 Administrators reported that bereaved students needed
support from friends more than they did from counselors; however,
only one institution has an established system in place to provide
peer support
 Administrators believed that programs that raise awareness and
educate campus members about student bereavement are the
most important new programs for universities to offer
Call for change
 Servaty Seib & Hamilton (2006) and Balk (2001) have
called for the development of interventions to support
this population
 Combined this identified need with David’s personal
experience with bereavement during college
 Mother diagnosed with brain cancer 2 weeks before
freshman year
 Very few resources beyond counseling
I feel alone, helpless and guilty for being away from home. David, 2007,
Georgetown University
2008 Today Show
 http://www.youtube.com/watch?v=ZxgnQUIyMow
Overview of National Students of AMF
 Began as a support group on Georgetown’s
campus
 Incorporated as a 501(c)(3) in May 2006
 Mission: to support and empower college
students grieving the illness or death of a loved
one.
It is not all about sadness… it is about cherishing the life you had with your lost
loved ones. Loreal, 2012, UGA
Programs of National Students of AMF
 AMF campus chapters on college campuses nationwide,
which include peer-led support and service groups.
Active on 64 college campuses.
 Serve as a resource for grieving college students
nationwide,
 Raise awareness about the needs of grieving college
students, and
 Host national grief support programs and events, like the
National Conference on College Student Grief and
National College Student Grief Awareness Week.
Overview of Campus Chapters
 Student-led, faculty/staff advised, collaborative,
community-based approach that brings together peer-grief
support, empowering service activities, faculty mentoring,
and university resources.
 Support group where bereaved students can relate to peers
also facing the unique challenges of grief during their
college years
 Service group through which the entire campus community
can volunteer and raise awareness and funds for causes
important to chapter members.
 Mentoring program for faculty and staff to connect with a
member of the support group
Every school should have a chapter, and every student should know about it.
Tiffany, 2009, UPenn
Support Group
 Meet every other week for a peer-lead, opendiscussion open to ALL grieving college students
 Students can share their thoughts, feelings and
experiences, NOT advice.
 Student training through online resources, AMF
advising, monthly calls, and the National
Conference
It has been so empowering to be part of a group where they know exactly
how I feel even before I’ve told them my story because they’ve all been
there, and where they just want to share my experience with me. Lee,
2013, Georgia Southern
Service Group
 Open to the entire campus community
 Allows students to “fight back” against or
champion those causes that have taken their
loved ones.
 Begins a dialogue on campus about the issues
of bereaved college students.
 Pioneering research on the benefits of service
as a therapeutic tool for healing.
AMF attended the Walk to D’Feet ALS in DC. I felt like I could actually do
something besides feel sad and helpless about my dad’s illness. We raised money
for the walk and many of my friends and other members of AMF joined me. Julie,
2013, GW
Connecting on Campus
Ways to Connect with AMF
 University professors and staff:
 Reach out to National Students of AMF:
www.studentsofamf.org. We will work with
you to find the best strategies for raising
awareness for AMF on your campus.
 Share with your students about National
Students of AMF
 If a chapter begins, consider being Faculty
Advisor
Ways to Connect with AMF
 Community Bereavement Counselors and Staff
 Connect with AMF www.studentsofamf.org
and we will work with you to identify the
colleges in your area.
 If AMF chapters exist close to you, we will
connect you.
 If there are no AMF chapters nearby, we will
discuss ways that you might partner with a
local college to attract a student leader.
Ways to Connect with AMF
 Students:
 Be there for one another during times of grief
 Share with other students about AMF
(www.StudentsofAMF.org)
 Encourage your peers to channel their
energy towards positive outlets
 Attend the National Conference on College
Student Grief on July 26-28
 Consider starting up a chapter of Students of
AMF on your campus
Ways to Connect
 ALL:
 Consider becoming a part of the National
Students of AMF Leadership Team (Board of
Mental Health Professionals, ADEC-liaison,
Hospice-Liaison, Children’s Bereavement
Center-liaison, consistent volunteer position,
event-only volunteer position)
 Serve as a “Voice in the Community” during
our awareness campaigns
 Look into Bereavement Leave Policy (Heather
Servaty-Seib) on your campus
References
Balk, D. E. (2001). College student bereavement, scholarship, and the university: A call for university
engagement. Death Studies, 25, 67-84.
Balk, D. E. (2008). The 22-30% Prevalence Rate in College Student Bereavement: “So What?” In H. L.
Servaty-Seib & D. J. Taub (Eds.), Assisting Bereaved College Students. Thousand Oaks, CA:
Jossey-Bass.
Balk, D. E. & Vesta, L. C. (1998). Psychological development during four years of bereavement: A
longitudinal case study. Death Studies, 22, 23-41.
Fajgenbaum, D. C. (2007). College Student Bereavement: University Responses, Programs and
Policies, and Recommendations for Improvement. Senior Thesis Submission. To be submitted for
publication.
Servaty-Seib, H. L. & Hamilton, L. A. (2006). Educational performance and persistence of bereaved
college students. Journal of College Student Development, 47, 225-234.
Silverman, P. R. (1987). “The impact of parental death on college-age women. Psychiatric Clinics of
North America, 10, 387-404.
Thank you!