# data[].attributes.attachment_link.title
Coping with Grief and Loss - HelpGuide.org

# data[].attributes.attachment_link.description
The pain of loss can feel overwhelming, but there are healthy ways to cope with your grief and learn to heal. These tips can help.

# data[].attributes.attachment_link.title
Journey Program (Bereavement Program for Child Loss)

# data[].attributes.attachment_link.description
The Journey Program at Seattle Children’s provides grief and loss support for any family who has experienced the death of a child.

# data[].attributes.attachment_link.readable_text
We process personally identifiable information ("PII") and personal health information to conduct our business and provide you with effective service as described in our Privacy Policy. Some data processing and sharing is required for our product to function and cannot be disabled. If you click 'I Agree', we may also share PII with third party advertising partners to deliver more relevant ads and with analytics partners to improve our services. To learn about who we share your data with and why or to opt out, go to Sharing Settings.

# data[].attributes.attachment_link.title
BetterHelp - Get Started & Sign-Up Today

# data[].attributes.attachment_link.description
BetterHelp offers affordable, convenient online therapy when you need it from licensed, professional therapists. Get help, you deserve to be happy!

# data[].attributes.attachment_link.readable_text
NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

Skip to content

NAMI Social Media

Follow NAMI on social media! Get the latest updates and information and become part of the online NAMI community.

Important Mental Health Issues

Advocacy makes a difference in the lives of people with mental health conditions and their loved ones.

Together for Mental Health

NAMI is here to help. With your support, we can continue fighting for higher-quality, culturally competent care for people living with mental health conditions.

Help In The Fight

From Next Door To Across The Nation

Find Support

If you or someone you know is struggling, you are not alone. There are many support services and treatment options that may help.

Get Involved

Get involved and make a difference in the lives of Americans living with mental health conditions.

Advocate for Change

Policy change is one major way we can make a difference in the lives of people living with mental health conditions and their families. Limits the...

Helping Those In Need

NAMI started as a small group of families gathered around a kitchen table in 1979 and has blossomed into the nation's leading voice on mental health. Today, we are an alliance of more than 600 local Affiliates and 49 State Organizations who work in your community to raise awareness and provide support and education that was not previously available to those in need.

gathered around a kitchen table

NAMI State Organizations and NAMI Affiliates across the country

NAMI HelpLine transitions to

NAMI HelpLine is available M-F 10 am - 10 pm, ET. Connect by phone 800-950-6264 or text "Helpline" to 62640, or chat.

# data[].attributes.attachment_link.title
Home | NAMI: National Alliance on Mental Illness

# data[].attributes.attachment_link.description
NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

# data[].attributes.attachment_link.description
Find printable handouts and fact sheets that can be used for health fairs, classes, and other food or nutrition-related events.

# data[].attributes.attachment_link.provider_name
Substance Abuse and Mental Health Services Administration

# data[].attributes.attachment_link.description
Frequently Asked Questions - What is SAMHSA’s National Helpline?

# data[].attributes.attachment_link.readable_text
How do I get Apple Health treatment for a substance use disorder?

In Washington, the name of Medicaid is Washington Apple Health.

If you are enrolled in Apple Health, you qualify to get treatment for a substance use disorder.

For 24-hour emotional support, and referrals to treatment and recovery services anywhere in the state, call the Washington Recovery Help Line.

Are there member satisfaction surveys?

At least once a year, a voluntary survey will be sent to see how you or your family member feels about the services you received. If you are contacted please take the time to respond. Your voice is the best way to improve the quality of your care. Any information you provide will be confidential.

What types of services are available?

We support the following types of substance use treatment services:

How do I find a provider?

Call the Washington Recovery Helpline at 1-866-789-1511 or visit the Washington Recovery Helpline website.

Who has priority for Apple Health treatment?

Pregnant individuals who use IV drugs

Pregnant individuals

Others who use IV drugs

Postpartum individuals (up to one year)

Second-highest priority groups

Parents/legal guardians involved with Child Protective Services

Parenting adults

Youth

Frequently asked questions (FAQs)

Find answer to your questions about substance use treatment.

Does treatment work?

Yes. Research shows that treatment for substance use disorders works to reduce and stop use and the negative consequences. Addiction is a serious disease that not only harms individuals and families, but the entire community. The good news is that treatment and recovery programs have provided hope, healing and a new life to thousands of people in Washington and across the nation.

HCA invests in treatment services that are evidence-based, and delivered by certified treatment agencies. Certified agencies meet established standards for providing effective services, which includes individual treatment plans to meet specific needs. Specialized treatment services are available for adolescents, pregnant and parenting individuals (and their children), members of minority populations, and those with disabilities.

Treatment also saves public spending on emergency medical care, unemployment and criminal justice. Like any chronic health condition, early and ongoing treatment, and recovery support, are important for long-term health.

How can families and communities intervene and support people in recovery?

First, it's important to understand substance use disorder, and treat it with the same urgency as any other chronic and disabling disease. Anyone can develop a substance use disorder, but some people are at higher risk, such as those with a family history, and people who begin using alcohol or other drugs before their bodies and brains are developed. Next, help loved ones see that they need help, hold them accountable, and support them throughout treatment.

How do I get immediate help?

To get free referrals to treatment and recovery resources, and 24-hour emotional support, contact:

How do I pay for treatment?

Treatment for substance use disorders is covered in all private and employer-sponsored health plans under the Affordable Care Act.

If you are enrolled in Apple Health (Medicaid), you will contact a treatment agency directly for setting up your care. You do not need a referral from your managed care plan, because this type of health care is funded directly by Medicaid.

If you are low-income and need help paying for treatment, apply for Apple Health Washington Healthplanfinder.

# data[].attributes.attachment_link.description
How do I get Apple Health treatment for a substance use disorder? In Washington, the name of Medicaid is Washington Apple Health.

# data[].attributes.attachment_link.readable_text
Most young children are aware of death, even if they don't understand it. Death is a common theme in cartoons and television, and some of your child's friends may have already lost a loved one. But experiencing grief firsthand is a different and often confusing process for kids. As a parent, you can't protect a child from the pain of loss, but you can help them feel safe. And by allowing and encouraging them to express their feelings, you can help your child build healthy coping skills that will serve them well in the future.

Kids grieve differently

After losing a loved one, a child may go from crying one minute to playing the next. Their changeable moods do not mean that they aren't sad or that they've finished grieving; children cope differently than adults, and playing can be a defense mechanism to prevent a child from becoming overwhelmed. It is also normal to feel depressed, guilty, anxious, or angry at the person who has died or at someone else entirely.

Very young children may regress and start wetting the bed again or slip back into baby talk.

Encourage a grieving child to express feelings

It's good for kids to express whatever emotions they are feeling. There are many good children's books about death, and reading these books together can be a great way to start a conversation with your child. Since many children aren't able to express their emotions through words, other helpful outlets include drawing pictures, building a scrapbook, looking at photo albums, or telling stories.

Be developmentally appropriate

It is hard to know how a child will react to death or even if they can grasp the concept. Don't volunteer too much information, as this may be overwhelming. Instead, try to answer their questions. Very young children often don't realize that death is permanent, and they may think that a dead loved one will come back if they do their chores and eat their vegetables. As psychiatrist Gail Saltz, MD, explains, "Children understand that death is bad, and they don't like separation, but the concept of 'forever' is just not present."

Older, school-age children understand the permanence of death, but they may still have many questions. Do your best to answer honestly and clearly. It's okay if you can't answer everything; being available to your child is what matters.

When discussing death, never use euphemisms. Kids are extremely literal, and hearing that a loved one "went to sleep" can be scary. Besides making your child afraid of bedtime, euphemisms interfere with their opportunity to develop healthy coping skills that they will need in the future.

Whether or not to attend the funeral is a personal decision that depends entirely on you and your child. Funerals can be helpful in providing closure, but some children simply aren't ready for such an intense experience. Never force a child to attend a funeral. If your child wants to go, make sure that you prepare them for what they will see. Explain that funerals are very sad occasions, and some people will probably be crying. If there will be a casket, you should prepare them for that, too.

Keep in mind that even the best-prepared child might get upset, and their behavior can be unpredictable. "Kids will not behave in a way that you might want or expect," Dr. Saltz notes. "If you decide that a funeral is not the best way, there are other ways to have a goodbye." Planting a tree, sharing stories, or releasing balloons can all be good alternatives for providing closure to a child.

Discussing an afterlife

The idea of an afterlife can be very helpful to a grieving child, observes Dr. Saltz. If you have religious beliefs about the afterlife, now is the time to share them. But even if you aren't religious, you can still comfort your child with the concept that a person continues to live on in the hearts and minds of others. You can also build a scrapbook or plant something that represents the person you have lost.

Don't ignore your own grief

Children will often imitate the grieving behavior of their parents. It is important to show your emotions as it reassures children that feeling sad or upset is okay. However, reacting explosively or uncontrollably teaches your child unhealthy ways of dealing with grief.

Children find great comfort in routines, so if you need some time alone, try to find relatives or friends who can help keep your child's life as normal as possible Although it is important to grieve over the death of a loved one, it is also important for your child to understand that life does go on.

Some specific situations

For many children, the death of a pet will be their first exposure to death. The bonds that children build with their pets are very strong, and the death of a family pet can be intensely upsetting. Don't minimize its importance or immediately replace the dead pet with a new animal. Instead, give your child time to grieve for their dog or cat. This is an opportunity to teach them about death and how to deal with grieving in a healthy and emotionally supportive way.

The death of a grandparent is also a common experience for young children, and it may bring up many questions, such as, "Will my mom be next?" It is important to tell your child that you will probably live for a long time.

After the death of a parent, children will naturally worry about the death of the remaining parent or other caretakers. Reassure a child that they are loved and will always be cared for. It is a good idea to rely on family members during this time to help provide additional nurturing and care. Dr. Saltz also recommends therapy in the case of a significant death, such as the death of a parent or sibling. "Therapy provides another outlet for talking when a child may feel like they can't talk with other family members because they are grieving as well."

Treating serious problems

If you notice that your child seems unusually upset and unable to cope with grief and loss, they may have something called adjustment disorder. Adjustment disorder is a serious and distressing condition that some children develop after experiencing a painful or disruptive event. It is a good idea to consult your child's doctor if you feel that your child isn't recovering from a loss in a healthy way.

How can I help a child grieve the loss of a parent?

# data[].attributes.attachment_link.title
Helping Children Deal With Grief - Child Mind Institute

# data[].attributes.attachment_link.description
Tips for families dealing with grief, from what parents should say to how they can help kids express their emotions in a healthy way.

# data[].attributes.attachment_link.readable_text
The Kid's Healthy Eating Plate is a visual guide to help educate and encourage children to eat well and keep moving. At a glance, the graphic features examples of best-choice foods to inspire the selection of healthy meals and snacks, and it emphasizes physical activity as part of the equation for staying healthy.

Building a healthy and balanced diet

Eating a variety of foods keeps our meals interesting and flavorful. It's also the key to a healthy and balanced diet because each food has a unique mix of nutrients-both macronutrients ( carbohydrate, protein, and fat) and micronutrients ( vitamins and minerals). The Kid's Healthy Eating Plate provides a blueprint to help us make the best eating choices.

Along with filling half of our plate with colorful vegetables and fruits (and choosing them as snacks), split the other half between whole grains and healthy protein:

The more veggies - and the greater the variety - the better.

Potatoes and French fries don't count as vegetables because of their negative impact on blood sugar.

More on vegetables >

Eat plenty of fruits of all colors.

Choose whole fruits or sliced fruits (rather than fruit juices; limit fruit juice to one small glass per day).

Go for whole grains or foods made with minimally processed whole grains. The less processed the grains, the better.

Whole grains-whole wheat, brown rice, quinoa, and foods made with them, such as whole-grain pasta and 100% whole-wheat bread-have a gentler effect on blood sugar and insulin than white rice, bread, pizza crust, pasta, and other refined grains.

Choose beans and peas, nuts, seeds, and other plant-based healthy protein options, as well as fish, eggs, and poultry.

Limit red meat (beef, pork, lamb) and avoid processed meats (bacon, deli meats, hot dogs, sausages).

It's also important to remember that fat is a necessary part of our diet, and what matters most is the type of fat we eat. We should regularly choose foods with healthy unsaturated fats (such as fish, nuts, seeds, and healthy oils from plants), limit foods high in saturated fat (especially red meat), and avoid unhealthy trans fats (from partially hydrogenated oils):

Use healthy oils from plants like extra virgin olive, canola, corn, sunflower, and peanut oil in cooking, on salads and vegetables, and at the table.

Limit butter to occasional use.

Dairy foods are needed in smaller amounts than other foods on our plate:

Choose unflavored milk, plain yogurt, small amounts of cheese, and other unsweetened dairy foods.

Milk and other dairy products are a convenient source of calcium and vitamin D, but the optimal intake of dairy products has yet to be determined and the research is still developing. For children consuming little or no milk, ask a doctor about possible calcium and vitamin D supplementation.

Water should be the drink of choice with every meal and snack, as well as when we are active:

Water is the best choice for quenching our thirst. It's also sugar-free, and as easy to find as the nearest tap.

Limit juice-which can have as much sugar as soda-to one small glass per day, and avoid sugary drinks like sodas, fruit drinks, and sports drinks, which provide a lot of calories and virtually no other nutrients. Over time, drinking sugary drinks can lead to weight gain and increase the risk of type 2 diabetes, heart disease, and other problems.

Finally, just like choosing the right foods, incorporating physical activity into our day by staying active is part of the recipe for keeping healthy:

Trade inactive "sit-time" for "fit-time."

Children and adolescents should aim for at least one hour of physical activity per day, and they don't need fancy equipment or a gym-The Physical Activity Guidelines for Americans suggest choosing unstructured activities for children such as playing tug-of-war, or having fun using playground equipment.

Overall, the main message is to focus on diet quality.

The type of carbohydrate in the diet is more important than the amount of carbohydrate in the diet, because some sources of carbohydrate-like vegetables (other than potatoes), fruits, whole grains, and beans-are much healthier than sugar, potatoes, and foods made from white flour.

The Kid's Healthy Eating Plate does not include sugary drinks, sweets, and other junk foods. These are not everyday foods and should be eaten only rarely, if ever.

The Kid's Healthy Eating Plate encourages the use of healthy oils in place of other types of fat.

About the Kid's Healthy Eating Plate

The Kid's Healthy Eating Plate was created by nutrition experts at the Harvard T.H. Chan School of Public Health, based on the best available science, to enhance the visual guidance provided by the U.S. Department of Agriculture's MyPlate icon. The Kid's Plate reflects the same important messages as the Healthy Eating Plate, with a primary focus on diet quality, but is designed to further facilitate the teaching of healthy eating behaviors to children.

Kid's Healthy Eating Plate Terms of Use

We authorize permission to use the image of the Kid's Healthy Eating Plate in accordance with the following terms and conditions:

You must include the following credit line: "Copyright © 2015 Harvard T.H. Chan School of Public Health. For more information about The Kid's Healthy Eating Plate, please see The Nutrition Source, Department of Nutrition, Harvard T.H. Chan School of Public Health, hsph.harvard.edu/nutritionsource/kids-healthy-eating-plate."

Your use of The Kid's Healthy Eating Plate is of a non-commercial nature.

Your use of The Kid's Healthy Eating Plate must comply with all applicable laws.

You may not modify the image or text in any way.

Harvard may revoke this permission at any time at its sole discretion. In the event that permission is revoked, you shall remove the image from any website or public space within no more than five business days.

Harvard strictly forbids any indication-either explicit or implied-that suggests or might cause others to believe that Harvard, the Department of Nutrition at the Harvard T.H. Chan School of Public Health, or The Nutrition Source website has endorsed any goods, services, individual, group, or organization of any kind. Therefore, you may not use the names "Harvard," "Department of Nutrition at the Harvard T.H. Chan School of Public Health," or "The Nutrition Source," or any Harvard-owned trademarks in connection with The Kid's Healthy Eating Plate without prior approval, in writing, except for reproducing the specific credit line for the image as set forth above.

You may not use The Kid's Healthy Eating Plate in any manner that could harm the reputation of Harvard.

Harvard disclaims all warranties of any kind (express, implied or otherwise) concerning The Kid's Healthy Eating Plate, including, without limitation, any implied warranties of merchantability, fitness for a particular purpose, and non-infringement. You agree to indemnify and hold harmless Harvard University and its governing board members, officers, faculty members, students, employees and agents from and against all claims, damages, losses, liabilities, costs and expenses of every kind arising from or relating to your use of The Kid's Healthy Eating Plate.

Terms of Use

The contents of this website are for educational purposes and are not intended to offer personal medical advice. You should seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website. The Nutrition Source does not recommend or endorse any products.

# data[].attributes.attachment_link.description
The Kid's Healthy Eating Plate is a visual guide to help educate and encourage children to eat well and keep moving. At a glance, the graphic features examples of best-choice foods to inspire the s...

# data[].attributes.attachment_link.title
Nutrition Education Resources for Families

# data[].attributes.attachment_link.description
Cooking Tips and Recipes A Bite of SNAP-Ed Recipe Cards Quick, easy, tasty and healthy recipes. HAVE A PLANT. Fruits & Veggies for Better Health

# data[].attributes.attachment_link.readable_text
Washington Youth EFNEP

The Washington EFNEP program utilizes two curriculum for youth: " Choose Health, Food, Fun & Fitness (CHFFF)" and " Show Me Nutrition." Availability of youth programming is determined by each county. Please contact your local EFNEP program leader if you are interested in Youth EFNEP.

This comprehensive nutrition and fitness curriculum contains six lessons for 3rd to 6th graders. CHFFF is published by Cornell University's Division of Nutritional Sciences in collaboration with Cornell's Cooperative Extension 4-H Youth Development Program. Topics include: replacing sweetened drinks with milk or water, eating more vegetables or fruits, reducing high fat and high sugar foods, and active play for 60 minutes each day.

CHFFF is intended for use by Extension educators with a background in nutrition and experience working with youth. The suggested class size is 10-12 children.

Washington State University is an equal opportunity/ affirmative action employer authorized to provide education, information, and other services only to individuals and institutions that function without regard to race, color, national origin, gender, religion, age, sexual orientation, or disability. US Department of Agriculture, Washington State University and County Governments Cooperating. Extension programs and employment are available to all without discrimination. Evidence of non-compliance may be reported through your local Extension Office or file a complaint at the Office of Equal Opportunity, 509-335-8288.

# data[].attributes.attachment_link.description
The Washington EFNEP program utilizes two curriculum for youth: " Choose Health, Food, Fun & Fitness (CHFFF)" and " Show Me Nutrition." Availability of youth programming is determined by each county. Please contact your local EFNEP program leader if you are interested in Youth EFNEP.

# data[].attributes.attachment_link.readable_text
Lesson Plan: Facing Aging, Loss and Grief
Download the Lesson Plan Jump to:
OVERVIEW
Jin Mo-young's film My Love, Don't Cross That River documents the final years of a South Korean couple, 89-year-old Kang Gye-Yeol and 98-year-old Jo Byeong-Man, who have been married for 76 years. The film, which follows the couple over 15 months, explores the complex and often challenging experience of growing old and facing death.

Through Kang Gye-Yeol and Jo Byeong-Man's story, students will compare traditions, beliefs and rituals across cultures and generations and reflect on their own attitudes toward aging and death.

POV offers a lending library of DVDs that you can borrow anytime during the school year-FOR FREE! Get started by joining our Community Network.

OBJECTIVES
By the end of this lesson, students will be able to:

Explore how we learn and talk about death

Describe how death is represented in popular media

Compare attitudes toward and traditions for death and dying across cultures

Understand perceptions, beliefs and traditions related to death and dying in their own community and how these attitudes and rituals have changed over time

GRADE LEVELS: 8-12+

SUBJECT AREAS
Health, Life Skills, Language Arts, Social Studies
MATERIALS

Film clips from My Love, Don't Cross That River and equipment on which to show them

Student Handouts

Student Handout A: Viewing Notes

Student Handout B: Comparing Cultural Traditions

ESTIMATED TIME NEEDED
One 50-minute class period, with homework

FILM CLIPS
Film clips provided in this lesson are from My Love, Don't Cross That River.

Clip 1: "Lost Children" (4:24 min.)
This clip starts at 19:34 min. with Kang Gye-Yeol bathing her husband and ends at 24:59 min. with her husband looking down, reflecting on their lost children.

Clip 2: "Afterlife" (2:16 min.)
This clip starts at 37:52 min. with Kang collecting clothes and ends at 41:38 min. with Kang standing under her umbrella in the rain.

Clip 3: "Stay Strong" (4:25 min.)
This clip starts at 50:08 min. with the couple wearing matching red kimonos, and ends at 53:30 min. after Kang says, "Stay strong, even if it gets a bit cold."
PREPARATION
Discussing Sensitive Issues:
This lesson focuses on social and cultural responses to aging, death and dying. Educators and facilitators are strongly encouraged to review all of the materials, activities and film clips to be sure the topic and lesson are appropriate for your curriculum and students.

At the teacher's discretion, a preliminary discussion with the class may be advisable, and/or it may be advisable to identify students who might be personally or adversely affected by this material. Some students may not be open to talking about death and/or may have recently experienced the death of a loved one. Teachers should consult with school counselors, social workers and/or administrators to provide students with support or the option of not participating in the lesson where appropriate.
ACTIVITY
1. Death as Part of Life
In this activity, students will examine how we learn about death and how issues surrounding death and dying are represented in the media.

Popcorn Discussion: When students arrive, have the following sentence written on the board: Death is not the opposite of life, but a part of it. Have students think about the sentence, then rewrite it in their own words.

When students are ready to share, explain that, after you say, "popcorn," students can quickly and voluntarily pop up from their chairs one at a time to read their responses.

Facilitator tip: Ask two to four volunteers to help take notes during the sharing session and help lead the discussion by identifying common ideas, interpretations and themes.

Discuss:

Do you agree with the quote? Why or why not?

Why is it difficult for many of us to think or talk about aging and death?

Where do we learn about issues like aging, death and grief? (For example: family, friends, community, media.)

In what ways might attitudes about aging and death differ during different stages of life?

In your experience, are your peers' feelings about these issues the same as those of elderly members of your community?

Think-Pair-Share: Give students a few minutes to think and free-write in response to the following prompt: What is an example of a movie, television show or book that depicts death and grief in a way that you found constructive or helpful? What about an example that you didn't find constructive or helpful?

Divide the class into pairs or small groups and have them share their examples and discuss why they selected them. Have volunteers share their responses with the class and record notable ideas, words and phrases on the board. Discuss: Based on these examples, what conclusions could we draw about our own attitudes toward death and dying?

2. Crossing the River
In this activity, students will view clips from the documentary My Love, Don't Cross That River and discuss how it depicts the characters' personal and cultural attitudes about loss and grief.

Explain: Today we will watch excerpts from the film My Love, Don't Cross That River, a documentary that follows the story of an elderly couple in South Korea--89-year-old Kang Gye-Yeol and 98-year-old Jo Byeong-Man--who have been together for over 76 years.

Distribute one copy of Student Handout A to each student and instruct them to use the worksheet to note behaviors, traditions and beliefs that demonstrate the couple's personal and cultural attitudes about death, dying and grief.

Play Clips 1, 2 and 3 and follow with a class discussion using the following prompts as needed:

What surprised you most about the couple's story and relationship?

What traditions and rituals related to the deaths of her dog, children and husband did Kang Gye-Yeol talk about and demonstrate?

What was the significance of these traditions? What do they tell us about the couple's culture and how they view death?

How might the couple's age influence their attitudes toward death?

Did Kang have the same attitude toward the loss of her young children as she did toward her own and her partner's deaths? What were the similarities and differences?

How did their cultural traditions and rituals help them during their periods of grief and loss?

When Jo Byeong-Man gets sick, the doctor does not treat him because he is "too old." Who do you think should make decisions about whether or not to pursue treatment for the very elderly, spouses, children or the patients themselves?

3. Comparing Cultural Traditions
In this activity, students will participate in dynamic discussion groups to compare the couple's response to death and grief with their own.

Organize the class into groups of four to six students and explain: In this activity, we will compare the couple's response to death and grief with our own traditions and attitudes as discussed earlier in the lesson.

Distribute one copy of Student Handout B to each student and instruct them to use the worksheets to take their own notes throughout the activity. Have the groups begin by discussing the following questions:

How are the couple's attitudes toward and traditions surrounding death and grief similar to/different from your own?

How do these traditions and rituals help us cope us during times of grief and loss?

Once every member of the group has contributed to the conversation, ask half of the students from each group to move to a different group while the rest remain where they are. Have the reshuffled groups discuss the following questions:

What influences our personal attitudes and traditions about grief and death? (For example: family, friends, community, media.)

How is the film's depiction of death and grief similar to/different from other depictions you have seen (including the example you selected for Activity 1)?

Again, ask half of the students from each group to move to a different group while the rest remain where they are. Have the new groups discuss the following question:

What is the benefit of talking about death and understanding and sharing our responses to it?

Have students return to their original groups and ask for one volunteer from each group to share and discuss their responses with the class.

4. Reflection
Review and discuss the lesson with the class:

What new ideas and/or information did you encounter through this film and lesson?

In what ways, if any, did Jo and Kang's story influence your own attitudes toward death and dying?

Conclude the lesson with a brief journaling activity in response to the following prompt: If you could, how would you improve the depictions of death and grief in film, television, books and other media?

5. Homework: Sharing Across Generations
How does your family/community address grief and loss, and what role does age play in our relationship to death and dying?

Have students interview elder members of their community to compare attitudes about death and grief across generations. Have students prepare their questions in advance using the following prompts for guidance and then share their interviews with the class in the form of an audio/video oral history, blog, slideshow or essay:

What was your earliest experience with loss and grief and how did you respond?

What rituals and traditions did you participate in then, and how have these practices changed over the years?

Have your feelings about death and dying changed over the years? If so, in what ways?

If you could go back in time and share one insight or piece of advice about death and grief with your younger self, what would it be?

EXTENSIONS/ADAPTATIONS
Aging America
According to the U.S. Census Bureau, the population of people over the age of 65 will increase from 13 percent in 2010 to 20 percent by 2030 (to approximately 70 million people). This shift is driven by two factors: 1) increased longevity in the United States and 2) the baby boom generation aging. Have students research the effects on society and culture as a large generation reaches retirement age, as well as how this shift might influence our attitudes toward aging, death and grief.

Resources:

Community Support
There are many programs that offer support for adults and youth experiencing grief and loss, but people are often unaware that these resources are available. Organize students into research groups and have them identify local youth resources that help with loss and grief. Groups should compare at least two organizations' missions and programs and evaluate the resources each provides for the youth they serve. Each group can share its research with the class and collaboratively create fliers, booklets and/or web pages to raise awareness throughout the school community.

Ageism and Stereotypes
Age is a relative measure of biological development and time, yet attitudes toward aging and the elderly can be complex and fraught with negative stereotypes. Have students examine their own attitudes about older people and consider the similarities between how teenagers and the elderly are negatively stereotyped. They should also explore how negative attitudes about aging influence public policy, health, careers and social programs. Finally, have students consider how ageism relates to other biases, such as racism and sexism, and how ageist attitudes affect us as we get older.
RESOURCES
The Film

Leadership Council of Aging Organizations
http://www.lcao.org/
This coalition of organizations provides services for and information about the aging population in the United States.

National Institute on Aging
www.nia.nih.gov
The website of the National Institute on Aging, part of the U.S. Department of Health and Human Services, provides information on resources and services for older adults.

United Nations Division for Social Policy and Development: Aging
https://www.un.org/development/desa/ageing/
This U.N. program aims to raise awareness about the global situation of older persons and increase recognition of human rights for older persons.
STANDARDS Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 8 topics, texts and issues, building on others' ideas and expressing their own clearly.

CCSS.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task.

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed and the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence and add interest.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Content Knowledge: a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning).

Behavioral Studies, Standard 4: Understands conflict, cooperation and interdependence among individuals, groups and institutions.

Health, Standard 3: Understands the relationship of family health to individual health.

Health, Standard 4: Knows how to maintain mental and emotional health.

ABOUT THE AUTHOR
Allison Milewski has developed media education resources for a range of award-winning filmmakers and national media organizations, including PBS LearningMedia, Independent Television Service, Latino Public Broadcasting, HBO Documentaries and Tribeca Film Institute. She is also the founder of the international media education program, PhotoForward.org.

# data[].attributes.attachment_link.title
Lesson Plan: Facing Aging, Loss and Grief | My Love, Don't Cross That River | POV | PBS

# data[].attributes.attachment_link.description
This lesson, students will compare traditions, beliefs and rituals across cultures and generations and reflect on their own attitudes toward aging and death.

# data[].attributes.attachment_link.title
Helping Bereaved Children: 20 Activities for Processing Grief | OER Commons

# data[].attributes.attachment_link.description
Helping Bereaved Children: 20 Activities for Processing Grief
Copyrighted Article Re-Posted with Permission from authors Brad A. Imhoff, Kaela Vance and Amberle Quackenbush of Ohio University Presented to the 2012 All Ohio Counselors Conference in Columbus, Ohio http://www.allohiocc.org/Resources/…

# data[].attributes.attachment_link.title
Youth Mental Health Resources - Kids Mental Health Washington

# data[].attributes.attachment_link.description
Resources for adolescent mental health treatment and prevention in Washington State.

# data[].attributes.attachment_link.title
Mental Health Resource Hub - Seattle Children’s

# data[].attributes.attachment_link.description
Parents and caregivers can use these mental health resources to help them understand their child or teen’s condition and learn ways to support their child as they cope with a mental health problem.

# data[].attributes.attachment_link.readable_text
Student Assistance Programs provide early alcohol and other drug prevention and intervention services to students and their families, assist in referrals to treatment providers, and strengthens the transition back to school for students who have had problems with alcohol and other drug abuse. School-based assistance aligns with state Substance Abuse Awareness Program law RCW 28A.170; some school districts manage their own programs. Student Assistance Prevention-Intervention Services Program is accessed through educational service districts (ESDs).

Student Violation Policies

Each district will have its own policy addressing substance use on school grounds and related sanctions for students found in violation. Please see your school's Student Handbook or inquire at your district office.

Many of the most common strategies being used by well-meaning parents, schools, and communities have been shown by careful research to be ineffective. Review best practices and resources for substance use prevention and intervention!

Find a list of Substance Abuse Prevention and Intervention Service Program Coordinators (SAPISP).

# data[].attributes.attachment_link.description
Student Assistance Programs provide early alcohol and other drug prevention and intervention services to students and their families, assist in referrals to treatment providers, and strengthens the transition back to school for students who have had problems with alcohol and other drug abuse.

# data[].attributes.attachment_link.readable_text
HOW NATURAL HIGH WORKS

We believe in the power of storytelling to transform lives.

We engage storytellers who kids admire and trust and work with these influencers to create free and impactful content for educators and parents.

Our evidence-based program is used in all 50 states and makes use of current scientific findings on youth behavior, brain development, social norming, and substance abuse prevention.

Over 80% of kids said that having a natural high would help them fight the temptation to turn to substance abuse, and 84% said that after participating in our program, they intended to make better decisions.

# data[].attributes.attachment_link.description
We believe in the power of storytelling to transform lives. We engage storytellers who kids admire and trust and work with these influencers to create free and impactful content for educators and parents. Our evidence-based program is used in all 50 states and makes use of current scientific findings on youth behavior, brain development, social norming, and substance abuse prevention.

# data[].attributes.attachment_link.readable_text
Search for free lessons and activities on the science and consequences of drug use. All lessons are based on national science and education standards and were developed by scientists from leading universities and the National Institute on Drug Abuse.

# data[].attributes.attachment_link.title
Lesson Plans and Activities | National Institute on Drug Abuse

# data[].attributes.attachment_link.description
Lesson plan finder: Search lesson plans by grade level, subject and language. Articles, books, videos, and teaching tools created by Scholastic and NIDA.