How to Support a Child Through Loss and Grief? A Clinical Psychology Podcast Episode.

The loss of a loved one is an immense pain that everyone feels at some point in their lives. Hopefully, we experience this as an adult so we have the life experience, the positive memories and the social support network around us to help us deal with this loss. As well as hopefully as an adult, we would have the emotional awareness of how to deal with this loss. Yet a child doesn’t have a lot of these benefits that an adult has. If a child loses a parent or a loved one, then they can feel trapped, alone, isolated and they might not even understand what’s happening. Therefore, in this clinical psychology podcast episode, you’ll learn how to support a child through loss and grief, how best to help them depending on their age and so many more valuable insights. I’ll reflect on the implications for aspiring and qualified educational and clinical psychologists too. If you enjoy learning about mental health, child psychotherapy and loss, then this will be a great episode for you.

Today’s psychology podcast episode has been sponsored by Working with Children and Young People: A Guide to Clinical Psychology, Psychotherapy and Mental Health. Available from all major eBook retailers and you can order the paperback and hardback copies from Amazon, your local bookstore and local library, if you request it. Also available as an AI-narrated audiobook from selected audiobook platforms and library systems. For example, Kobo, Spotify, Barnes and Noble, Google Play, Overdrive, Baker and Taylor and Bibliotheca.

How to Support a Child Through Loss and Grief?

There is no right way for a child, or yourself to grieve. You’re allowed to feel angry, confused, sad, and you’re allowed to laugh about a shared memory, ask a lot of questions and grieve however you deem fit. There is no way for a child to grieve, and a child might have some ways of coping that seem odd to us, like asking a thousand questions, but if it helps them cope in an adaptive way then that is okay. If you’re a parent, a loved one or someone else who’s supporting the child to deal with their loss and grief then it’s important for you to understand what’s happening and how the child is feeling, and most importantly, how to support them as they come to terms with the loss.

Whilst there are a lot of reasons about why I want to learn about supporting children through loss and grief, one of them is because as an aspiring clinical and educational psychologist, when I apply for mental health jobs in educational settings, I want to show that I understand how to support students. Therefore, this is why in this episode, I’ll focus on applying this to the real world so we can all not only understand and support children to deal with loss and grief, but we can also apply it to our own lives and talk about it in job interviews.

Another reason why I want to learn about how to support a child through loss and grief is because of the negative mental health outcomes that this life event can cause children. For instance, a systematic review by Dantan et al. (2026) found that the short-term mental health outcomes for children after losing a parent can include depression, anxiety and post-traumatic stress disorder. As well as the long-term impact can include the long-term maintenance of these conditions so they negatively impact a child for the long-term.

As an aspiring clinical psychologist, this is heartbreaking because I want to know how I could better support a child client so they don’t have to suffer, be in psychological stress and develop maladaptive coping mechanisms for the long-term. Equally, if I’m supporting a parent who’s lost their spouse and they’re worried about their child, then this is something we will have to spend a little bit of time focusing on in therapy. Since I believe if a child is struggling with their mental health, then the adult parent will likely be spending their time, mental resources and emotional energy focusing on their child and their own grief instead of healing from whatever they originally came to therapy for. Therefore, if there’s anything I could do as a mental health practitioner to improve the home life of the client so they don’t have to worry about their child as much, then this might help the success of our original therapy. As well as it might strengthen the therapeutic alliance because the client might be thankful for my support for their child even though it wasn’t what they originally came in for.

Just some thoughts.

Then as an aspiring educational psychologist, I would have to be aware of how to best support a child with their loss and grief because I would like that child to thrive academically, be able to feel supported and a part of the whole-school community and I want them to be able to be successful at school. Instead of suffering in silence because of their loss and grief, and I’ve also found based on other experiences in my life, that there are times when children are more willing to talk to adults at school about their life and mental health compared to their own families. This is another reason why it’s important to create a safe, open environment where students feel able to have these healing and supportive conversations.

A final reason why I wanted to learn about this topic is because the boys’ love anime “Tadaima, Okaeri” shows one impact very well. In the later episodes, the child of the main characters makes a friend in another child who only lost his mother the month before, and he wakes up after a nap, gets confused and he cries his eyes out because his Dad isn’t there. It turns out for the past month, the child has been so focused on supporting his dad with his grief, the child has been bottling up all his feelings about the death of his mother. He did it out of pure love for his dad but it made me question, what the healthier ways would have been to support this child after the death of his mother.

That’s what we’re going to be focusing on now.

How Do You Support Grieving Children?

There are a lot of things that you can do to support a child after the loss of a parent or loved one, and in the rest of this episode, we’ll learn more about them and how to use age-appropriate language to support them and teach the child about death.

Allow Space for the Child’s Feelings

Firstly, allow the child to talk about their feelings and allow space for them. It’s really important when a child is processing their loss and grief that you don’t shut them down if they want to talk about the deceased person. Also, it’s a good idea for you to encourage them to share memories if they want to talk but don’t force it. Of course, this is likely to be painful for you and you might not be at a place where you can do the same, but like you, your child is trying to heal, find a way forward and just survive this difficult time. Therefore, even if you would rather your child didn’t talk about the deceased person, it’s important that you allow them space for their feelings.

This will help your child, it might make them happy and it will help them to heal and find a way forward.

If you’re tempted to shut down the conversation, then I would be curious as to why beyond the surface-level reasons. For example, your child might want to talk about a fun memory of the beach that you all went on last year, but you might want to shut down the conversation. It might just be because it’s painful, but there might be deeper reasons too. For instance, on that particular beach day, you told your loved one that you loved them, but you’re scared that they didn’t know that at the time they died for a given reason. This sense of curiosity, you can only bring when you’re in a good space and you’re ready to do it, but it can be helpful in working out what thoughts and feelings you need to work on so you can move on too.

The most important thing is to simply allow your child to talk about the person and their feelings. Never ever shut them down.

Whilst I’ve already implied the implications for aspiring and qualified clinical psychologists, because we can also provide that safe and open space for a child to talk about their memories and feelings without judgement and without shutting them down. When it comes to educational psychologists, I think it can be useful to encourage staff members to allow the student to talk about their parent or the deceased loved one. Of course, there is a balance to be struck because you don’t want the child telling everyone memories in the middle of a lesson, for example, when people are meant to be working. Yet I think there are compassionate ways how you can close down that conversation. Such as instead of just shutting it down, you can temporarily close it down and invite the child to tell the memory to the teacher or whoever the child wanted to talk to at breaktime or lunchtime.

For me, it’s about providing a child with a safe space that meets their needs without disrupting the flow or needs of the education environment.

Help Your Child Deal with Loss and Grief by Not Underestimating Them

Secondly, it’s best if you don’t underestimate your child when they’re dealing with their loss and grief. You might think that they aren’t ready, they shouldn’t know something or you should just erase the lost person from the home environment, but that isn’t helpful. It will do more harm than good. Instead it’s best to have an age-appropriate conversation as well as be as honest as you can.

You’ll learn more about this in a later section of the episode.

For aspiring or qualified clinical psychologists, this might mean that we spend some of the session delivering some psychoeducation to the parent. We might explain developmental stages, how a child’s emotions and understanding of death changes over the years and we support parents so they have the confidence to have these age-appropriate conversations.

On the flip side, when it comes to educational psychologists, my mind goes to providing psychoeducation or have a conversation with everyone else in the class and amongst staff. Since a lot of children in the class, especially the child’s friends, might be concerned, worried and anxious about how best to support their friend. You might not think that this is a “real” issue but this anxiety draws a child’s focus away from their education and learning and it might have other consequences. Therefore, if we take 10- or 15-minutes to just talk with the class or only the child’s friendship group, then we might be able to alleviate some of their stresses so they’re less anxious when their friend comes back with their loss and grief, so they can focus more on their education and they don’t always need to be stressed and anxious for their friend.

The same goes for staff members. Some teachers and support staff might feel like they need to walk on eggshells around the child with their loss and grief. The child will likely pick up on that tension or sense of unease and it might make them feel worse. Therefore, just by educating teachers and staff to not underestimate the child, it can help teachers to increase their efficacy and feel more confident when interacting and supporting their student when they return with their loss and grief.

How to Support our Child Through Loss and Grief by Allowing Questions?

After a child has lost a friend, loved one or parent, there will be times when they ask a lot of questions, and it’s important that you allow them to ask questions. Of course, these questions might be uncomfortable or even a little distressing for you to hear, but it’s important for your child’s healing, processing and surviving that they ask these questions. As well as if you are uncomfortable with these questions then remember to practice self-care, talk to your own mental health professional if needed and don’t forget to lean on your social support network.

It’s important that you also look after yourself so you can be there for your child, so you can effectively support them as they cope with their loss and grief.

In addition, there might be times when your child starts asking questions at bad times. For example, they want to have a long conversation in the middle of a supermarket, at a friend’s birthday party or the very second you walk in from work. I understand that these times are not ideal and sometimes, it can be useful for you to delay (never shut down) these conversations until you’re in a better place. Especially, if you’ve had a very stressful day at work.

As a result, it might be a good idea for you to tell the child that outright. Instead of shutting down the conversation and making the child feel small, invalidated and perhaps guilty for asking a question. You might say something like “I’m really sorry but can we talk about this later?” then you could look at the clock and give your child a time and phrase it in a way that they understand since not all children depending on their age can read a clock. So, by giving the child a fixed time to talk about these questions, it gives you time to centre and regulate yourself and whilst the child might be disappointed that you didn’t answer immediately, they won’t feel dismissed or invalidated.

You might want to go one step further and physically write down the question in front of the child so they understand that you heard them, you’re paying attention and you will come back to it. You might even put the piece of paper or whatever you wrote it down on in a visual place so it’s there and the child knows you’ll come back to it at that set time.

These are just some thoughts.

Whilst the implications for aspiring and qualified clinical psychologists is pretty clear because we can focus on helping our client to self-soothe and self-regulate so they’re able to have these supportive and potentially healing conversations with their children, I firmly believe that for aspiring and qualified educational psychologists that we can do something similar. Since depending on the age of the child, and especially if the deceased parent, loved one or friend was very actively involved in their school life, the child might have questions about death, the deceased individual or something else related to the passing. The child might ask this question in the middle of a lesson, the urge to ask the question and get answers might impact their behaviour and so on.

When this happens, I think it can be useful to educate teachers and support staff about how to handle these questions. Since it isn’t good that the child asks a question in the middle of a lesson, but it isn’t bad either. It is simply a normal part of loss and grief, and if the teacher is uncomfortable and if it is appropriate then it might be okay for the teacher to have a larger class-based discussion depending on the question.

However, the teacher or support staff shouldn’t dismiss the child, doesn’t shut them down and they should create a safe and nurturing space for the child to show curiosity.

How to Support a Child with Loss and Grief by Remembering Funerals and Memorial Services can be Important?

When a child gets older, it can be important and helpful to allow them to make the decision about whether or not they want to attend the funeral or the memorial service for their deceased parent, loved one or family. This is because it’s about giving them autonomy over their grief, respecting boundaries and making the grieving process as easy as possible for the young person.

If the funeral or memorial service would be a great way to celebrate their life and a chance to share memories and they want to come, that’s great. If it’s going to be a long, boring affair with lots of people who never knew the deceased person coming up to the young person and saying stupid things like “they’re in a better place,”, “it’s God’s Plan,” and the deceased person “was so lovely,”. Or my personal favourite “your grandma was a good Christian woman,” as if that makes up for the fact one of the nicest and loving people in my life was dead.

Anyway, in those cases and the young person doesn’t want to go, then that’s okay and it’s important that you respect those wishes.

Now, the reason why I mention older children in this section is because older children are more likely to be efficient, safe and secure if they’re left at home for a few hours. Also they’re likely to have the trusted social support network so they can just hang out with their friends for a few hours so they aren’t alone during the funeral or memorial service. Younger children, you are basically going to have to take to the funeral because no one has time for dealing with childminders, sorting it out and that just adds another stressor to an already stressful and emotional day.

Whilst there isn’t many, or even any, implications for aspiring and qualified educational psychologists, when it comes to clinical psychologists, there are two main angles. Firstly, you might be supporting a child through their loss and grief (an educational psychologist might be doing this in a school as well) and they feel guilty or shame that they don’t want to go to the funeral and memorial service. It’s likely that we’ll have to explore family dynamics, stigma, societal pressure and expectations, and ultimately we’ll have to explore the child to figure out what do “they” need instead of what everyone wants of them.

On the other hand, we might be supporting a parent or guardian and they’re either conflicted about asking their child to come to the funeral or memorial service when they don’t want to, or they don’t know how to handle this event. Since it is a major cultural event in the grief cycle and the processing of the death. In this situation, we probably are going to have to explore why the parent wants the child there, so this could be because they genuinely think it will be good for the child, or because they want the child to support them. If this is the case then we can explore that more, and we can also explore what internal resources the client could draw on so they can depend on themselves and not the child for support.

How to Support a Child Through Loss and Grief By Checking In?

Grief is a lifelong process so it’s important that you remember to check in on how your child’s feeling, and they might have follow-up questions about their loved one, or questions about the funeral. The circumstances of the death can affect the response and timescales of grieving.

In addition, I would add that it’s a good idea to check in with your child surrounding major life events. For example, in the United States, I know they have High School graduations, so maybe check in with your child leading up to it because one parent or loved one will be missing so see how they’re feeling about that and is there anything that you could both do to help mitigate these feelings. The same goes for major life events like proms, going off to university, weddings, having a child and so on.

As aspiring or qualified educational psychologists, it might be down to us to coordinate and listen to a child about an upcoming whole-school event. For example, sports day at a school with a major focus on child-parent events. We might have to talk to the child about how are they feeling, what changes to the day might help them feel better and what plans could the school put in place if it becomes too overwhelming for the child. For instance, it is never a good idea for the default to be exclusion, but if after seeing lots of happy, smiling and laughing families when they can no longer experience the same becomes too much for the child, where could they go to self-regulate and self-soothe for a little while before rejoining the sports day, if they wish.

Those are some of the questions that a mental health practitioner or educational psychologist might want to reflect on at a school.

On the other hand, if you’re an aspiring or qualified clinical psychologist, again I think there are two main angles we can address here. Firstly, you might be giving therapy to a grieving child and they talk about an upcoming life event that’s too much for them. Like, a birthday, a special family day or just something. Even the summer holidays might be difficult because the child will be at home, it’s a change in routine and the other parent or loved one won’t be there. When this happens, we might have to discuss with the child and explore these feelings before discussing ways to cope, self-soothe and other coping mechanisms.

Secondly, when it comes to ending work in therapy, we have a duty to our clients to ensure that they’re as prepared as possible for the future and they hope how to cope with stressful life events, so in an ideal world, they don’t need therapy again. Therefore, it might be helpful to spend a few minutes just reflecting or discussing future life events with the client so they can remember this conversation in the future and how to manage their mental health.

How to Support a Child Through Loss and Grief by Remembering Schools Can Help?

If the child is at school then it can be a great idea to ask for what support is available and it can be useful for the child to talk to someone who is further removed from the loss than yourself. I know from my years in education that schools can have counsellors or other mental health professionals employed or they can make a referral to an external provider.

A clinical psychologist might be involved in delivering this therapy or mental health support to children or an educational psychologist might be. Or an ed psych might be a useful resource in supporting a parent to explore all available options to support their child.

How Do You Help a Child Remember Someone Who’s Died?

One concern that a child might have as they cope with the loss and grief of losing a loved one is they might be scared of forgetting the loved one. This is why it’s important that as part of the healing and grieving process, we support children to remember someone who’s died, and there are two main ways how we can achieve this.

The Role of Memory Boxes in Helping Children Cope with Loss and Grief

A memory box can be a great idea to support a child experiencing loss and grief to remember a deceased person. This works by getting the child to decide what they want to put in the memory box. For instance, they might put photos or other items that the deceased person owned. It’s important to make sure that each item has a meaning or memory tied to it so that the child can look back and remember the person who’s died.

I know for me, if my mum had died when I was young, there’s definitely a dress of hers that I would have saved. It’s this white dress with a few red roses on it, and to me, that was her. Off the top of my head, there are no specific memories of her wearing it but that was just her to me. If I saw that dress anywhere I would always think of my mum.

Furthermore, whilst the majority of families buy a special memory box, any box with a lid can be used and the child can decorate it as they wish. As well as there are many ways to use a memory box, so you can share it with others or keep it as a personal, private item that the child can use when they want to think about the person.

This is relevant to aspiring and qualified educational or clinical psychologists because if we’re talking to a child or adult about this difficulty, then this is a suggestion we can make. As well as if you have a more artistic therapeutic orientation then maybe make a memory box with the child in a session.

How Do You Support a Child Experiencing Loss and Grief During Key Family Events?

Secondly, we can support children during key family events, like Mother’s Day, Christmas, birthdays, Father’s Day amongst others. These events are likely to trigger feelings of anger, loss and maybe even jealousy towards other people who don’t have to experience grief during this traditionally happy time. This taps into not forgetting the person who’s died because this family event provides you with opportunities to celebrate, discuss or mark the deceased person’s life in another way. For example, you could have conversations on Mother’s or Father’s Day about the deceased loved one so you can remember previous occasions with them, share memories and celebrate the loved one even though they are no longer there.

In addition, if the child is in school or nursery, then you can talk to the educational setting to make sure that they consider the events taking place. Not only can this help teachers and support staff to be mindful of the impact of the day on your child, but you might be able to suggest a different focus for the day like a trip. I know in some UK schools, they’re looser with the interpretation of “Father’s” Day for example to include the father-like figure in a child’s life. This might be a grandfather, a family friend or whoever the child sees as their father. As well as let’s say if the Year 7 students (that’s 6^th grade to US listeners) will be making Mother’s Day cards and focusing on that family event all day on the same day that the Year 10 students (also known as 9^th grade to US listeners) are going on a trip to the science museum. It might be a good idea for the surviving parent to talk to the educational setting and child about whether it’s best for the child to go on the school trip instead of staying with the peers and such on that particular day.

Just a thought. As well as an educational psychologist can provide a psychological insight or perspective on this matter to the senior leadership team and other staff at the school.

Building upon this, during family events, it is flat out critical that we don’t forget the person who died or ignore any feelings that the child has. Therefore, we should give the child the opportunity to talk about the person and their memories of them. As well as a parent should ask a child if there’s anything that they want to do to mark the family occasion to help remember their loved one. This might include visiting the grave, talking to a trusted adult, continuing a family tradition or creating new ones.

Personally, whilst none of us were children when this happened, when my grandma died, there was a death and a birth of a Christmas tradition in our family. My Grandma’s tradition of “Christmas Tree presents” ended with her life, just think of these as cheap almost-gaff £10 Christmas presents. Yet a new tradition of my Great-Aunt and grandad coming to our house for Christmas started.

Christmas is a time when all of us can talk about my grandma, share our memories and it doesn’t upset us because it’s a safe, welcoming space.

Then as always and I’ll continue to repeat it throughout the episode, if you find key family events too overwhelming. That’s okay, it’s understandable and it’s normal. Please seek support from friends and family members to see if they can help.

A clinical psychologist can be useful here too because if the child is the client then they can help the child explore their feelings towards key family events and how to make it not only manageable, but enjoyable too.

How Do You Support Children of Different Ages with Death and Loss?

I think this is one of the toughest sections to write in this podcast episode, because it makes me uncomfortable to imagine the pain, the difficulty and the hurt that a parent or loved one must experience when they have to talk about death and loss with a child. This will be deeply uncomfortable, but like with all things, it is important that we learn to overcome our discomfort. If we stay silent then this will harm the child, it won’t create the safe space that they desperately need and it will do a lot of damage to the child. Therefore, over the next few sections, you’re going to learn how to talk about death and loss with children across different ages.

How to Talk to Babies and Young Children about Death and Loss

You might be tempted to not talk about the death of a mother, father or loved one with a baby or young child because they’re simply too young, and you have no idea how to phrase it. In reality, babies are affected by bereavement because even babies and young children can appear distressed, pick up on the emotions of others and they can notice a change in the environment. Hence, even though they won’t understand what death and loss actually means or what happened, they will still be impacted.

As a parent or loved one, it’s critical that you comfort them when they’re distressed.

Personally, I link this to clinical psychology by thinking about attachment theory. One of the ways how you can increase the chance of your baby or child developing a secure attachment style and reaping all the benefits of that form of attachment, is to respond to their needs. Don’t let the baby or child simply “cry it out” or “get over it” on their own. Comfort them, support them and help them to create a safe space.

This is something that the anime “Tadaima, Okaeri” does very well, because it clearly shows the distress of the two-year-old child who recently lost his mother. His father believed that he was okay because he wouldn’t understand, but as we see in the anime, the two-year-old child really did pick up on all of his father’s pain and hurt, he knew the profound impact of his mother no longer being around them and the child did appear distressed.

In other words, never ever underestimate a baby’s or young child’s ability to feel pain and hurt after the death of a loved one. Always support them.

How to Talk to Children about Death and Loss

Building upon this, if a child has experienced a death and they’re coping with grief and loss then this can be a very confusing time for the child. Since there are times when children believe that they’re responsible for the death, so it’s important that the adults and close others let the child know that they aren’t to blame.

In addition, younger children might struggle to cope with the strong emotions that grief invokes for an extended period of time, or the child might jump in and out of their grief. This means that they can feel overwhelmed and/ or struggle to regulate their emotions.

To support children to cope with grief and loss, it’s important to let them know that it’s okay to have several different feelings that can change over time. As well as it’s important to maintain normal routines so the child has stability from trusted adults during the grief process.

If we apply this knowledge for aspiring and qualified educational and clinical psychologists, then from the child’s perspective, we can support a child to self-regulate, process their conflicting and ever-changing emotions and we can help them to ask for help so they can ask adults to meet their emotional and physical needs. Whereas if we have an adult client, we can support them so they can be there for their child, we can provide some psychoeducation about what they and their child might be emotionally experiencing and we can be a safe space where the adult client can process their own grief, so they can be there at home and present for their child.

How to Talk to Young People about Death and Loss

As the child gets older and becomes a young person, they might feel isolated and/ or misunderstood as they process their grief so they might become withdrawn or angry. When this happens it’s important to make the young person feel supported to express their feelings, check in with them and give them space to remember the person that they’ve lost.

What Helps Children When They’re Grieving?

As we near the end of this podcast episode, I want to use this final section to highlight some of the things that are the most helpful when it comes to helping children process their grief and loss. Firstly, it’s important that the child and yourself, whether you’re a friend, a loved one or another close other, spend time together. This doesn’t always have to focus on grief, and it can just be a fun day out. This is important because it helps the child to not feel alone or abandoned in their grief.

Secondly, talk openly about the death, grief and loss. You can encourage and talk to the child about expressing their feelings so the child knows that the deceased person hasn’t been forgotten. Yet as I mentioned earlier, the child shouldn’t be pressured to talk and these conversations should always be child-led, not adult-led.

Thirdly, encourage the child to express themselves safely. You might encourage the child to journal, use art or use their hobbies to express their feelings, or encourage them to do some counselling. Encourage the child not to ignore the bad feelings or memories, so express them, process them and use them to heal in a healthy and safe way.

Fourthly, maintain the child’s routines because by maintaining your routines, you’re giving the child a secure environment to regulate their emotions and behaviours.

Penultimately, use support from the child’s school. It’s a good idea to talk to the school about available support groups, have regular meetings to talk about how the child is doing at school and if extra support is needed. The better the support network around your child, the better they should do in turn.

Finally, be a safe space for your child. If you provide your child with a quiet, safe space for when they feel overwhelmed then your child will be more likely to open up to you. As well as you can arrange activities that help to build their resilience and self-esteem so they can reap additional mental health benefits. Lastly, it’s critical that you allow space for your child to express all their emotions. Including the anger, the despair and the happiness.

Clinical Psychology Conclusion

Whenever I do psychology podcast episodes like this one about a child suffering, it always makes me a little uncomfortable, because I want children to be happy, joyful and never have to experience any pain. Of course that is just pure fantasy, but it is a nice ideal at the very least. That’s another reason why I’m proud of these podcast episodes because I get to learn how to support children for my own future, my future clinical career and I get to help others.

Therefore, as a recap, below are some ways how you can support a child through their loss and grief:

·       Don’t underestimate the child- have age-appropriate conversations and be as honest as you can with them.

·       Check in with the child

·       Ask the school for help

·       Remember key family events can be important so don’t avoid them

·       Children might have a lot of questions

·       Allow space for the child’s feelings

·       Create a memory box

·       Spend time together

·       Encourage the child to express their emotions

·       Talk openly and honestly with the child

·       Maintain the child’s routines

·       Be their safe space

As devastating, heartbreaking and soul-destroying as loss and grief can be for a child, with enough love, support and professional counselling, a child can overcome this difficult time and learn to thrive.

I hope you enjoyed today’s clinical psychology podcast episode.

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Clinical Psychology References and Further Reading

Alvis, L., Zhang, N., Sandler, I. N., & Kaplow, J. B. (2023). Developmental manifestations of grief in children and adolescents: Caregivers as key grief facilitators. Journal of child & adolescent trauma, 16(2), 447-457.

Boelen, P. A., Lenferink, L. I., & Spuij, M. (2021). CBT for prolonged grief in children and adolescents: A randomized clinical trial. American Journal of Psychiatry, 178(4), 294-304.

Chachar, A. S., Younus, S., & Ali, W. (2021). Developmental understanding of death and grief among children during COVID-19 pandemic: application of Bronfenbrenner's bioecological model. Frontiers in Psychiatry, 12, 654584.

Dantan, J., Kanagaratnam, L., Mourvillier, B., Rolland, A. C., & Eutrope, J. (2026). Psychological impact of parental loss in children: A systematic review. Neuropsychiatrie de l'Enfance et de l'Adolescence.

Fitzgerald, D. A., Nunn, K., & Isaacs, D. (2021). What we have learnt about trauma, loss and grief for children in response to COVID-19. Paediatric Respiratory Reviews, 39, 16-21.

Hanauer, C., Telaar, B., Rosner, R., & Doering, B. K. (2024). The efficacy of psychosocial interventions for grief symptoms in bereaved children and adolescents: A systematic review and meta-analysis. Journal of Affective Disorders, 350, 164-173.

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