MODULE AND SESSION STRUCTURE

The modules are formatted for easy reference and use. Each of the modules contains: • Module number and title

• Goals of the module

• Suggested format for the module • Materials/handouts needed

• Detailed description of information to be review and activities to be completed

Time Frames

The time frames in the sections are suggestions for planning. Once a session starts the individual and the facilitator can develop their own pace for going through the materials and activities in each module.

Keys to Conducting the Modules

There are a variety of ways facilitators may want to conduct the individual modules. Factors such as the particular characteristics of the group may influence how the facilitator conducts each module or session. Individual facilitators also have various strengths and preferences for how they can best lead groups. The following keys suggest various types of methods facilitators may use at different times in the modules. They are guideposts to help plan and conduct the modules The keys, like the suggested time frames in the modules, are a starting point for the module. The facilitator is thus guided, and also free to use and modify the methods, outlined in the modules, as needed.

Guided Discussion

Some of the material to be covered in the modules is best accomplished through “Guided Discussion.” This is a form of Socratic discussion in which the facilitator focuses on a specific issues and invites an open discussion of this with the participants. Guided discussions are preferable to didactic education whenever possible. Guided discussion is essential in working with problems like guilt or anger or other maladaptive beliefs so that the facilitator does not appear to be “arguing” with a participant and so that the facilitator elicits the participant’s struggle. Nevertheless, it is also important that the facilitators guide these discussions with the questions they ask and thereby shape the discussion.

Psychoeducation

Some sections of the module have portions where the facilitator provides specific information. This is information that would be futile to ask the participants about. Examples of psychoeducation are explaining what the intervention will be or describing the models of grief used in this treatment. Another example is providing specific

Visual Art Activity

This intervention includes a structured visual art activity each session. These activities comprise the core of the intervention and we strongly suggest using them as described in the guidebook. Each session focuses on one of the core components of the Meaning Making Model of bereavement and each session’s visual art activity facilitates the processing of the session’s specific theme. These activities have been supported by research and the methods in the interventions have been documented to be effective. The following table provides an overview of the intervention’s module themes and

corresponding visual art activities.

Session Theme Visual Art

Technique Summary description

1 Introduction, Reopening the Story Introducing the Loved One Collage

Introductions, reminders regarding

confidentiality, and group norm setting. Create collage from available magazine cut-outs that describes who the deceased was to the

participant, their special qualities, and where the participant is right now in their grief. Optional sharing of collages.

2

Processing the Event-Story of

the Loss

Loss Road Map

On paper, plot life trajectory, including

significant points of transition and loss, noting emotional response to each and symbolizing or naming different life points. Share with partner, who then reports to the group. Plan one concrete step to take in the next week in a hopeful or healing direction. 3 Exploring Sources of Meaning Virtual Dream Story Board

Introduce and discuss the Dual Process Model of Coping and the Meaning Making Model of Grief as potential guides for interpreting and, thus, making meaning of the loss experience. Introduce and lead participants through the Virtual Dream Story. This exercise entails drawing a symbolic story about loss to place the death in perspective and consider its

implications for future.

4 Consolidation, Mobilizing Systems, Termination --

Recap the group members’ experiences. Revisit therapeutic goal sand discuss the future. Discuss mobilizing systems and provide participants with list of local grief resources. Provide

systems with “Strategies for Coping with Grief” for future use. Participants fill out survey packet. Process end of group and future goals.

Personal Goals

Identifying and working on personal goals is a core component of the intervention. To work with goals, the facilitator asks the participants what they would like to be doing with their life if grief was not holding them back. The idea is to identify personal dreams and long-term goals. This procedure does not target treatment goals, but rather life goals. In this way, the intervention aims to not only facilitate participants’ loss-oriented coping but also their restoration-oriented coping (Stroebe & Schut, 1999). It is important to bring participants’ goals out and to encourage them to begin moving towards these goals while also dealing with their loss.

In some instances, participants may have difficulty identifying their own goals. When this happens, the facilitator can probe by asking questions. Some examples include:

• “Did you have any dreams a long time ago that got put on hold because your life was taking a different direction?”

• “Is there anything you planned to do with the person who died that you never got to do or that you wish you could have done more of?”

• “Is there anything that you decided not to do because you couldn’t do it with the person who died?”

If these questions are answered affirmatively, the facilitator can help participants explore how practical it would be to revisit them now. If they are no longer goals or if they are not practical, they will still provide the facilitator with information and hints about what goals might be, as well as providing examples to other group members who may be having a difficult time identifying their own goals.

Throughout the intervention, participants share the steps they are taking towards achieving their goals. Together they consider practical and psychological barriers, and the facilitator can guide discussion towards support and practical advice.