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1 WURZWEILER SCHOOL OF SOCIAL WORK YESHIVA UNIVERSITY COPING WITH LOSS SWK 6702 FALL 2011 ** ADDITIONAL READINGS WILL BE ASSIGNED BY YOUR INSTRUCTOR COURSE DESCRIPTION Coping with Loss is an elective for students in either their foundation or advanced year. Loss is a pervasive phenomenon throughout the life cycle. The course is designed to explore aspects of social work practice with clients experiencing loss and grief in a variety of situations. The course builds on psychosocial theories of human development as well as the work of internationally recognized experts in grief and bereavement. Since society generally associates grief with death, grief that accompanies life events such as separation from home (child welfare), divorce, immigration, retirement, homelessness or chronic illness, is frequently not addressed by clients or professionals. As with all human processes, the grieving processes are intertwined with each individual's place in their life span, their strengths, vulnerabilities, cultural orientations, values and resources. Knowledge and skills concerning loss, grief and bereavement have been evolving in the helping professions rapidly in the last 30 years. Social work has contributed considerably to this evolution. The focus of this course is to provide a theoretical base for understanding and addressing the psychosocial aspects of loss, death and bereavement. The use of contemporary knowledge for strengthening the coping skills of grieving individuals, families or groups is emphasized. Areas of study include skills of assessment and treatment which are explored using films and personal and case materials. Strategies and interventions in working with a culturally diverse array of vulnerable populations confronting loss, for whom services and programs need to be planned, are highlighted. The ethical dilemmas and social policy ofadisenfranchised associated with abortion, AIDS, suicide and physician-assisted suicide, are also explored. The losses of soldiers, veterans, their families and communities involved in the war in Iraq and Afghanistan will also be reviewed using evolving literature and guest speakers. LEARNING OBJECTIVES Upon completion of this course, students will demonstrate: 1. A beginning knowledge of the major theories, frameworks and models of grief process used in social work practice; 1
2 2. The ability to identify potential loss events occurring through the life cycle, including nondeath situations; 3. An increased understanding of the potential physical and psychosocial consequences of loss; 4. An increased awareness of the impact of individual difference, diversity and gender in relation to dying, loss and grief 5. An increased awareness of their own personal losses and a willingness to explore the impact of these losses on their ability to help clients coping with similar losses and fears. 6. A beginning ability to intervene in situations impacting psychosocial functioning which involve past, current, or impending loss. 7. Increased knowledge of resources (supportive and educational) available to individuals and families confronting or coping with loss events; 8. The ability to bridge knowledge about loss with all other social work knowledge, including research, policy and methods of practice. 9. Professional awareness of the responsibilities and responses to ethical dilemmas confronted when helping people cope with loss. 10. Familiarity with inequities in access to essential health, mental health and bereavement services. 11. Understanding of value conflicts and cultural differences which often accompany end if life decisions. PLAGIARISM Students should remember that the School will not condone plagiarism in any form and will sanction acts of plagiarism. A student who presents someone else's work as his or her own work is stealing from the authors or persons who did the original thinking and writing. Plagiarism occurs when a student directly copies another's work without citation; when a student paraphrases major aspects of another's work without citation; and when a student combines the work of different authors into a new statement without reference to those authors. It is also plagiarism to use the ideas and/or work of another student and present them as your own. It is not plagiarism to formulate your own presentation of an idea or concept as a reaction to someone else's work; however, the work to which you are reacting should be discussed and appropriately cited. Any student who can be shown to have plagiarized any part of any assignment in this course will automatically FAIL the course and will be referred to the Associate Dean for disciplinary action that may include expulsion. HIPAA ALERT In line with the new HIPAA regulations concerning protected health information, it is important that you understand that any case information you present from your work, will need to be de-identified. What this means is that any information that would allow another to identify the person needs to be changed or eliminated. This includes obvious things like names and birth dates but may also contain 2
3 other information that is so unique to the person that it will allow for identification, including diagnosis, race/ethnicity, or gender. If diagnosis, race/ethnicity, or gender is directly related to the case presentation it can be included if it will not allow for identification. CONFIDENTIALITY Given the nature of classroom discussion and the presentation of case materials and at times personal revelation in class, students are reminded that the same commitment to confidentiality with clients extends to classmates. What is shared in class stays in class. STUDENTS WITH DISABILITIES Students with disabilities who are enrolled in this course and who will be requesting documented disability-related accommodations are asked to make an appointment with the Office of Disability Services, Rochelle Kohn, Beren Campus, , Abby Kelsen, Wilf Campus, , during the first week of class. After approval for accommodations is granted, please submit your accommodations letter to Disability Services Office immediately. E-RES (Electronic Reserve) Most of the articles mentioned in the curriculum are available on electronic reserve [E-RES]. You can access the full text articles from your home or from a university computer at no charge. How do I Use E-RES? 1. Go to the library s online resources page: 2. Click on E-RES. If you are off-campus, at this point you will be prompted for your Off Campus Access Service login and password. 3. Click on Search E-RES or on Course Index, and search by instructor's name, department, course name, course number, document title, or document author. [all Foundations courses will be listed under Beder, the sequence chair] 4. Click on the link to your course. 5. Enter the password given to you by your instructor. 6. Locate and click on the item you wish to view. Titles beginning with "A", "An", or "The" are alphabetized under "A" and "T" respectively. 7. When the article text or book record appears on the screen, you can print, , or save it to disk. To view documents that are in pdf format, the computer you are using must have Adobe Acrobat Reader software. You can download it FREE at 3
4 TEXT REQUIRED TEXTS: *Rando, T. (1984). Grief, dying and death: clinical interventions for caregivers. Champaign, IL: Research Press. ISBN $29.95 *Webb, N. Boyd. (ed.). (2010). Helping bereaved children: A handbook for practitioners. New York: Guilford Press.ISBN $50.00 RECOMMENDED TEXTS: *Kleinke, C.L. (1998). Coping with life challenges. Pacific Grove, CA: Brooks/Cole. *Rando, T. (1993). Treatment of Complicated Mourning. Champaign, IL: Research Press. *Worden, J.W. (2008). Grief counseling and grief therapy. New York: Springer. *Hooyman, Nancy R, Betty J. Kramer. (2006). Living through loss: Interventions across the life span. New York: Columbia University Press. COURSE REQUIREMENTS A. ASSIGNMENTS Assignment I (due 5th class session.) The student is asked to consider a situation involving a personal loss or a client's loss through death or termination (e.g. breakup of a relationship, loss of employment, or immigration). Identify and discuss the major emotional components of this loss. What factors influenced the reactions of the grieving individual/family? Identify the influences of diversity and culture on the experience. Explain and explore the grief process as it unfolded. What major theories of loss help to explain the experience and the emotional components of the loss? This paper is to be written in APA format using relevant texts and journal articles. It is expected that the theoretical frameworks in the Rando readings as well as the Webb and Worden readings will frame the discussion. At least three sources are to be used in the preparation of this paper. Addresses course objectives 1, 2, 4, 5 7. Assignment II In this final paper, students are asked to develop a programmatic social work intervention, which will 4
5 help clients cope with loss. Using case material, or students' personal experiences, as appropriate, a particular category of loss will be explored, i.e. bereavement of widows, parents who have lost children, survivors of violence or natural disasters, loss through a specific illness or disability, retirement or divorce. How normally is this loss experienced? Are there cultural, gender or diversity influences? What is the professional caregiver role in this situation? What knowledge is needed to design appropriate, culturally sensitive interventions? What theories influence the intervention strategies? What modality of support would you choose for this intervention? Individual, family or group work? Give reasons for your choice. What supports would you look for in the life space of the grieving individual? This is a research paper and is to be written using APA format. At least five sources are to be cited for this paper. Addresses course objectives 1-9. GRADING CRITERIA There will be two written assignments during the semester. Classroom attendance and participation will be factored into the overall grade. Written assignments will constitute 75% of the grade. Class participation will constitute 25%. The following criteria will be used for grading: completeness of the assignment; clarity of thought and communication; correctness of the language; ability to apply course content and readings to the assignments; appropriateness and fullness of documentation; evidence of interest in learning from the written assignments and classroom discussions. COURSE OUTLINE SESSION 1: INTRODUCTION TO THE COURSE: PERSONAL AWARENESS, DEFINING LOSS AND COPING (Objectives: 2,5,8.) Required Readings Rando, T. (1984). Chapters 1 and 2: AOur Attitudes toward Death and Grief: The Reaction to pp Suggested Readings: Kleinke, C.L. (1998). Chapter 1: What does it mean to cope? p *Viorst, J. (1986). Necessary losses, New York: Fawcett/Columbine. Introduction and Chapter 1: The High Cost of Separation, pp
6 *Webster Blank, J. (1998). The Death of an Adult Child: A Book for and About Bereaved Parents. New York, Baywood. SESSION 2: LOSSES THROUGHOUT THE LIFE CYCLE: AN OVERVIEW -- INFLUENCES OF CULTURE AND DIVERSITY (Objectives 1-9) Required Readings: Rando, T. (1984). Chapter 6: Different Bereavement Situations p Suggested Readings: *Barnes, G. (1999) Divorce transitions, identifying risk and promoting resilience for children and Their parental relationships. Journal of Marital and Family Therapy. 25(4), *Barrett, R.K. (1998). Sociocultural considerations for working with blacks experiencing loss and In K. Doka & J. Davidson, (Eds.). Living With Grief: Who We Are and How We Grieve, (pp.83-96). Washington, DC: Hospice Foundation of American/Francis Taylor. *Briggs, K. (1999) Death and Dying: A Family Process. Death Studies, 23(5) *Cable, D. (1998). Grief in the American culture. In K. Doka & J. Davidson, (Eds.) Living With Grief: Who We Are and How We Grieve, pp Washington, DC. Hospice Foundation of America/Francis Taylor. *Doka, K.J. & Martin T.L. (2010) Grieving Beyond Gender: Understanding the Ways Men and Women Mourn. Revised edition. New York, Routledge, pp Doka, K. J. (2004) ALiving with grief; Alzheimer s Washington D.C., Hospice Foundation of America. Doka, K. J. (2002) ALiving with grief; Loss in later Washington D.C., Hospice Foundation of America. *Ellis, R.T. & Granger, G.M. (2002). African American Adult s Perception of the Effects of Parental Loss during Adolescence. Child and Adolescent Social Work Journal, 19, *Harris, J., Hook, M., & Sharon English. Different Faiths, Different Perception of Public Tragedy in Licht, M. & Doka, K., Eds. (2006) Coping with Public Tragedy. Washington, D.C. Hospice Foundation of America. *Klass, D., & Gross R. (1998). The Asian way of grief. In K. Doka & J. Davidson, (Eds.).. Living With Grief: Who We Are and How We Grieve. pp *Rosenblatt, P.(2007). Grief: What we have learned from cross-cultural studies. In K. Doka, (Eds.). Living With Grief: Before and After the Death. pp *Salidinger, A., & Cain, A. (2004) Deromanticizing Anticipated Death: Denial, Disbelief and 6
7 Disconnection. Journal of Psychosocial Oncology 22(3) *Viorst, J. (1986). Necessary losses. New York: Fawcett/Columbine. (Chapter 16, Love and Mourning...) pp *Valentine, D. (1986). Psychological impact of infertility: Identifying issues and needs. Social Work in Health Care, 11(40) *Wadeley, A. (2000). The mourning after: cultural differences in coping with bereavement. Psychology Review, 6(4) SESSION 3: THE GRIEF PROCESS (Objectives 1, 3, 4, 5, 7) Required Readings: Rando (1984). Chapter 2, Grief: Chapter 3: Factors influencing the grief reaction. p Chapter 4: Unresolved grief, pp Suggested Readings *Doka, K.J.(1997). Chapter 1: Living with Grief when Illness is Prolonged. Washington, DC: Hospice Foundation of America. pp *Ginzburg, Karni, Geron, Y. & Zolomon, Z. (2002) Patterns of Complicated Grief among Bereaved Parents. Omega Journal of Death and Dying, 45(2) *Hunt, C.B. (1998). When a Child has been murdered. New York, Baywood Publishing Company. *Murphy, S.A., Johnson, L., Clark & Weber, N.A. (2002) Coping Strategies Following a Child s Violent Death: How parents differ in their responses. Omega Journal of Death and Dying, 45(2), *Neimeyer, R. (2001) Searching for the meaning of meaning: Grief therapy and the process of reconstruction. Death Studies (24), Silverman, P.R.(2000) Research, clinical practice and the human experience: Putting the Pieces together. Death Studies, 24(6), *Worden. (2002). Chapters 2 and 4 : Normal and Abnormal Grief Reactions. SESSION 4: THEORIES OF GRIEF AND LOSS: FRAMEWORKS AND MODELS FACTORS INFLUENCING REACTIONS TO LOSS (Objectives 1, 2,3) Required Readings: Rando,T. (1984). Chapter 2, pp
8 Worden. (2002). Chapter 1- Attachment, loss and the tasks of mourning. Suggested Readings: *Hooyman (2006) Chapter 1: Theoretical Perspectives on Grief, p1-39. *Corr, C.A. (1993). ACoping with dying: lessons that we should and should not learn from the work of Elisabeth Kubler Death Studies, 17, *Martin, T. & Doka, K.,(1996). Masculine grief. In K.J. Doka & J. Davidson, Ed. Living with Grief After Sudden Loss. (pp ). Washington DC., Taylor & Francis. *Rando (T. (2000)Why study anticipatory mourning; A justification of and introduction to clinical investigation of the phenomenon. In T. A Rando (Ed) Clinical dimensions of anticipatory mourning : Theory and practice in working with the dying and their loved ones and their caregivers. Champaign, IL. Research Press *Rando. (1993). Treatment of Complicated Mourning Champaign, IL. Research Press. Theories of complicated mourning: A historical review, (pp *Sanders, C. (1998). Gender differences in bereavement expression across the life span. In K. Doka, & J. Davidson, (Eds.). Living With Grief: Who We Are and How We Grieve, (pp ). Washington, DC: Taylor & Francis. *Showalter, S. E. (1998). Looking through different eyes: beyond cultural diversity. In K. Doka & J. Davidson, (Eds.). Living With Grief: Who We Are and How We Grieve. Washington, DC: Taylor & Francis. pp SESSION 5: AFTER DEATH RITUALS; FUNERALS AND AFTERCARE (Objectives 3, 4, 5, 6) Required Reading Rando. (1984). Chapter 7: Funeral and Funerary Rituals, pp Suggested Reading *Imber-Black, E.(1991). Rituals and the healing process. In Walsh, & M. McGoldrick (Eds.) Living Beyond Loss: Death in the Family, (pp ). New York: W. Norton. *Weeks, D.( 1996 ). AUsing funeral rituals to help In K.D., Doka, Living With Grief After Sudden Loss: Suicide, Homicide, Accident, Heart Attack, Stroke (pp ) Washington, DC: Taylor & Francis. 8
9 *Walter, T. (2008) The new public mourning. In M. Stroebe, R. Hansson, H. Shut & W. Stroebe Eds Handbook of bereavement research and practice, pp Washington DC: American Psychological Association. *Worden,W. (1996). Children and Grief: When a Parent Dies New York: Guilford Press. (AThe Funeral and Other Family pp ). *Barrett, R.K. (1995) AContemporary African-American Funeral Rites and in L.A. DeSpelder & A.L. Strickland, (Eds.) The Path Ahead: Readings in Death and Dying, (pp.80-92), Mountain View, CA: Mayfield. SESSION 6: CHRONIC AND TERMINAL ILLNESS AND DISABILITY: ASSESSMENT AND TREATMENT OF GRIEF. (Objectives 2-9) Required Readings: *Altilio, T. (2005). Pain and Symptom Management, An Essential Role or Social Work. In Berzoff, J.& Silverman B. A Handbook for End of Life Health Care Practitioners. *Balducci, I. (2003) New paradigms for treating elderly patients with cancer: The comprehensive geriatric assessment and guidelines for supportive care. The Journal of Supportive Oncology. 1(2), Rando. (1984). Chapters 9 and 10 ADeath and the Dying AThe Dying Patient=s Coping pp *Davies, B. (1997). AFading away during terminal illness: Implications for bereavement in family In K. Doka, & J. Davidson, (Eds.) Living with Grief: When Illness is Prolonged. Hospice Foundation of America. Washington, DC: Taylor & Francis. Jaycox, L.H., & Tanielian, T. (2008) Invisible Wounds of War; Psychological and Cognitive Injuries, Their Consequences, and Services to Assist Recovery. RAND Corporation; Santa Monica, CA. Lewis, M. (2006) Grief, Trauma and Combat. The Forum, July August Sept Pollin,I., & Kanaan, S. (1995). Medical Crisis Counseling: Short term Therapy for Long Term Illness. New York: Norton. Reenyz, C., Krikorian, R., & Keyss, M. ( ) Grief and mourning from the perspective of the person with dementing illness: Beginning the dialogues. Omega, 50(3), *Stroebe, M.S., & Stroebe W. (1983). AWho suffers more; sex differences in health risks of the Psychological Bulletin 93, *Zimmermann, S., Smith, D., Gruber, A., Fox, K. et al (1999) AShort-term persistent depression 9
10 following hip-fracture: A risk factor and target to increase resilience in elderly people A Social Work Research. 23(30) Suggested Reading: Beder, J. (2004) Voices of Bereavement a Casebook for Grief Counselors. New York, Brunner Routledge. Barkay(A., M.A. & Tabak, N/ (2002)Eldely Residents participation and autonomy within a Geriatric ward in a public institution. International Journal of Nursing Practice, 8, (4) *Bluebond-Langer. (2000) In the Shadow of Illness: Parents and Siblings of the Chronically Ill Children. N.J. Princeton, University Press. Groopman, J. (2004) The anatomy of Hope. How People Prevail in the Face of Illness. New York. Lebow, G. (1976). AFacilitating adaptation in anticipatory Social Casework, 57 (7) *Raphael, B., Middleton, W., Martinek, N., & Vivienne M. (1993) ACounseling and therapy of the In M.S., Stroebe, & W. Stroebe, Handbook of Bereavement: Theory, Research, Intervention. (pp ). New York: Cambridge University Press. SESSION 7: END OF LIFE ISSUES: THE HOSPICE MOVEMENT -- ADVANCE DIRECTIVES & PALLIATIVE CARE. (Objectives 1,2,3,9) Required Readings *Arnold, E. (2004). Factors that influence consideration of hastening death among people with life threatening illness. Health and Social Work. 29(1), Aoun, S.M>, Kristijnson, L.J..Currow, D.C. & Hudson, P.L. (2005, Caregiving for the terminally ill: At what cost? Palliative Medicine, 19(7) *NASW Delegate Assembly (2002). Client self-determination in end-of-life decisions. The American Behavioral Scientist. 46(3), *Foster, L., McLellan, M. (2002). Translating psychosocial insight into ethical discussions supportive of families in end-of-life decision-making. Social Work in Health Care. 35(3), *Luptak, M. (2004). Social work and end-of life care for older people: A historical perspective. Health and Social Work, 29(1), *Happ, M.B., Capezuti, E., Strumpf, N., Wagner, L., Cunningham, S., Evans, L., Maislin, G., 10
11 (2002). Advance care planning and end-of-life care for hospitalized nursing home residents. American Geriatrics Society. 29(5), *Corr. C., Nabe, C., & Corr, D. (2000). Death and Dying, Life and Living. Belmont, CA. Chapter 8, Hospice principles and Caring for Persons who are coping with dying. pp *Lamers, W. (1997). Hospice care and its effect on the grieving process. In K. Doka, & J. Davidson, (ed.) Living with Grief, When Illness is Prolonged. pp Washington DC: Taylor & Francis. Suggested Readings *Modell,K. (1999). Programs that work: Evergreen community hospice" in K. Doka,& J. Davidson, (Eds.) Living with Grief At Work, At School, At Worship. (pp ) Washington, D.C. Hospice Foundation of America/Taylor & Francis. Barnard, D., Towers, A., Boston, P., & Lambrinidou, Y. (2000). palliative care. New York: Oxford University Press. Crossing over: Narratives of *High, D.M. (1994). Surrogate decision making: Who will make decisions for me when I Clinics in Geriatric Medicine, 10(3), Wiles, P. (1997, July 6). Dying well is the best New York Times Magazine. pp *Hanson,L., Danis, M., & Garrette, J. (1997) What is wrong with end of life care? Opinions of bereaved family members. Journal of American Geriatric Society, 45 (11), *Gockel, J., Morrow-Howell, N.,Thompson, E., Pousson, M., & Johnson, M. (1998). Advance directives: A social work initiative to increase participation. Research in Social Work Practice, 8(5), *Bruley, D. (1999) Beyond reliability and validity: Analysis of selected quality of life instruments for use in palliative Journal of Palliative Medicine, 2(3) SESSION 8: TERMINATION AS LOSS: INTERVENTION STRATEGIES, THERAPY, ADVOCACY AND SUPPORT GROUPS. (Objectives 1-8) Required Readings *Atchley, R.C. (1997). Retirement income security: Past, present and future. Generations, 21, *Bosse, R., Aldwin, C., Levenson, M.R., & Mroczek, D. (1993). Changes in social support after retirement: Longitudinal findings from the normative aging study. Journal of Gerontology, 48, Caltabino, N.(2008) The effectiveness of a community group intervention program on adjustment to separation and divorce. Journal of Divorce & Remarriage, 48(3),
12 Moore A., & Stratton, D. (2002) Resilient Widowers speak for themselves. New York, Springer. *Murray, L. Connoly, H. Preston-Shoot & Wigley V. (2008) Constructing resilience: Social Workers understanding and practice. Health Social Care Community 16(3), *Sau-Fong S., & Hogan, P., (1989). Common clinical themes in child welfare Social Work, 34(4), Doka, K.J. (1996)AIntervening in Sudden and Traumatic in Living with Grief after Sudden Loss: Suicide, Homicide, Accident, Heart Attack and Stroke p Suggested Readings *Barnes, G.G. (1999) Divorce Transitions; identifying Risk and Promoting Resilience for Children and Their Parental Relationships. Journal of Marital and Family Therapy,25(4), *Bogolub, E. (1995). Helping Families Through Divorce: An Eclectic Approach. New York: Springer. Chapter 1 ADivorce in America; An pp.3-37 Bryant,R.A., Sackville, T., Dang, S.T. Moulds, M.L. & Guthrie, R. (1999) Treating Acute Stress Disorder. An Evaluation of cognitive behavior therapy and supportive counseling techniques. American Journal of Psychiatry. 156(11, ) Cross-Tower, C., (2004). Exploring Child Welfare: A Practice Perspective. Baltimore, MS. Allyn/Bacon. Dawson-Maclure, R., & Sandler, L., Wolchick, S. & Millsap, R (2004). Risk as a Moderator of Prevention Program for Children from Divorced Families: A six year longitudinal study. Journal of Abnormal Psychology, 32(2), Deitch, I.(2007). Retiring; Don t Worry Be Happy. Retrieved Dec. 3, 2007 from hotmail. Fong, R. Ed. (2004) Culturally Competent practice with Immigrant and Refugee Children and Families, New York, Guilford Press. Hurt, J., & Shepard, J. (1992). The dynamics of plant closings: An extended emotional roller coaster ride: In Bloom, M., Changing Lives: Studies in Human Development and Professional Helping. (pp ) Columbia, SC: South Carolina University Press. *Goodman, K., & Rothman, B. Group work in infertility treatment. 7(1), Social Work With Groups, *Kleinke, C. (1998). Chapter 3; AEight skills to add to your coping In Coping with Life Challenges. (pp.36-54). Pacific Grove, CA Brooks/Cole. 12
13 *Liberman, M.A., & Videka-Sherman, L. (1985). The impact of self help groups on the mental health of widows and widowers. American Journal of Orthopsychiatry, 56(3), *Lund, L., Zimmerman, TR& Haddock, S. (2002) The theory, structure, and techniques for the inclusion of children in family therapy; a literature review. Journal of Martial and Family Therapy, (28) 4) *Rosen, A., & Persky, T. (1997). Meeting the mental health needs of older people: Policy and practice issues for social Journal of Gerontological Social Work, 27(3), Yale, R. (1999 )Support Groups and other services for individuals with early-stage Alzheimer s disease: Pllanning, implementation and evaluation. Baltimore,, Health Professions Press. SESSION 9: WORKING WITH CHILDREN AND ADOLESCENTS (Objectives 2, 3, 5, 6) Required Reading *Bendor, S. (1990). Anxiety and isolation in siblings of pediatric cancer patients: The need for prevention: Social Work in Health Care, 14(3), *Christ, G.H., Siegel, K., & A.E. (2002). Adolescent Grief. It never really hit me unit it actually happened. The Journal of the American Medical Association, 288, *Christ, G.H., Siegel, K., Mesagno, F.P., & Langosch, D. (1991) A preventive intervention program for bereaved children: Problems of implementation. American Journal of Orthopsychiatry, 61, (2), Rando. (1984). Chapter 13, The Dying Child, pp *Ringler, L. L. & Hayden, D.C. (2000). Adolescent bereavement and social support: Peer loss compared to other losses. Journal of Adolescent Research, 15, Spinnetta, J.J., & Spinnetta, D. (1984). Talking with children who have a life threatening illness. In J.J. Spinnetta & D. Spinnetta, (Eds.). Living with Childhood Cancer. St. Louis: Mosby. pp Scharfstein, J. (2001). Unhealthy partnership: How managed care wrecks mental health for kids. The American Prospect, 12 (1), Webb-Boyd, N. (1993) Assessment of the bereaved child. In Helping Bereaved Children: A Handbook for Practitioners (pp.19-42). New York: Guilford Press. *Worden, W. (1996). Children and grief: When a parent dies. New York: Guilford Press, (pp.9-33). 13
14 SESSION 10: WORKING WITH CHILDREN AND ADOLESCENTS: COPING WITH CHANGES IN THE FAMILY. Required readings: Fletcher, P.N. (2002) Experiences in family bereavement. Family and Community Health, 25(1), Worden, W. (1992). Grief counseling and grief therapy. Chapter 7, Grief and Family Systems, pp *Worden, W. (1996). Children and grief: When a parent dies. Part II, Comparative Losses, Chapter 3 AHow We Can Help Bereaved Chapter 8, AThe Loss of a Parent by pp *Worden, J.W. (2008) Grieving children and adolescents. Lessons from the Harvard Bereavement Study pp In K.J. Doka & A. Tucci (Eds) Living with grief; children and adolescents. Washington DC. Hospice Foundation of America. Suggested Reading: *Aspinall, S. Y. (1996). Educating children to cope with death: A preventive model. Psychology in the Schools, 33(40), Carlson, B.E., Cervera, N.J. (1991). Incarceration, Coping and Support. Social Work, 36(4), *Corr,C. (1997). Coping with long term illness and death in an adult: The impact on grieving children and adolescents. In K. Doka, (ed.) Living with grief when illness is prolonged. pp Washington DC: Hospice Foundation of America/Taylor & Lamberti, J.D., Detmer, C.M. (1993). Model of family grief assessment and treatment. Studies, 17, Death *Kruk, E. (1994). The disengaged non-custodial father: Implications for social work practice with the divorced family. Social Work, 39, (1), *Springer, C. (1991). Clinical work with adolescents and their parents during family transition: Transference and counter-transference issues. Clinical Social Work Journal, 19, Thomas, S. (2011) Children and Grief. Center for Hope, Cohen Children s Medical Center of NY., New Hyde Park. SESSION 11: COPING WITH LOSS ASSOCIATED WITH AIDS (Objectives 2-9) *Beckerman, N.L., & Auerbach, C. (2002). Couples of mixed HIV status: Psychosocial issues affecting intimacy. Journal of Couple and Relationship Therapy, 1(4) Beckerman, N.L. (1994). Psychosocial tasks facing parents whose adult child has AIDS. Family 14
15 Therapy, 21(3), *Coleman, V. R. (1999). AIDS in the workplace: What business managers can Do: Policy and in K., Doka& J. Davidson, Living With Grief At Work, At School, At Worship, (pp.73-80). Washington, DC: Hospice Foundation of America/Taylor&Francis. Corles, I.B. (1997). Modulated mourning: The grief and mourning of those infected and affected by HIV/AIDS. In K.J., Doka, Ed. Living with Grief: When Illness is Prolonged. (pp ). Washington, DC: Hospice Foundation of America/Taylor & Francis. Jue, S. (1994). Psychosocial issues of AIDS long term survivor. Families in Society: Contemporary Human Services. 75(6), Journal of Lynch, V., Lloyd, G., & Fimbres, M. (Eds) (1993). The expanding face of AIDS Westport, CT: Greenwood Press. *Martin, J., & Dean, L. (1993). Bereavement following death from AIDS: Unique problems, reactions and special needs. In M.S. Stroebe, W. Stroebe, & R.O. Hansson, (Eds). Handbook of Bereavement: Theory, Research and Intervention. (pp ). New York: Cambridge University Press. Moore, P.J., & Phillips, L. (1994).Black American communities coping with death. In B.O. Dane, & C. Levine, (Eds). AIDS and the New Orphans (pp ). Westport, CT: Auburn House. *Nord, D. (1996). Issues and implications in the counseling of survivors of multiple AIDS related loss. Death Studies, 20, *Richards, T.A. & Folkman, S. (1997). Spiritual aspects of loss at the time of a partner's death from Death Studies, 21, SESSION 12: DISENFRANCHISED GRIEF: ETHICAL DILEMMAS IN COPING WITH LOSS: ABORTION, SUICIDE, PHYSICIAN-ASSISTED SUICIDE, EUTHANASIA, ALZHEIMER'S DISEASE. (Objectives 4-9) Required Readings: Aloi, J.A. (2011)A Theoretical Study of the Hidden Wounds of War; Disenfranchised Grief and the Impact onnursing Practice. ISRN Nursing Volume 10: Article ID , 5 pages Beale, L. (2010) Dealing with Grief and loss in War. Trauma and Awareness Treatment Center Brenner, R. (1997). Issues of access in a diverse society. The Hospice Journal, 12(2),
16 *Canetto, S.S. (1999) Suicide and depression in late life: Critical issues in treatment, research, and public policy. Suicide & Life - Threatening Behavior, New York: Fall 1999 *Doka, K. J.(1989). Disenfranchised grief: Recognizing hidden sorrow. (pp , 62-76). Lexington, MA: Lexington Books. (Chapters on Abortion and Suicide). Ferrell B,R., Johnston, T. E., Sattler, G.R, Fowler M., & Cherney, B.(1993). Searching for the meaning of pain: Cancer patients, care givers and nurses' Cancer Practice, 1, *Foley, K.(1997). Competent Care of the Dying Instead of Physician-Assisted Suicide. (Editorial) New England Journal of Medicine 336(1) Healy, D. (2000) Good Science or Good Business? Hastings Center Report, 30 (2),19-23 Freedenthal, S. (2008). Suicide in Mizrahi, T. & David L. (Eds). Encyclopedia of Social Work, 20 th Edition, Volume Mizrahi, T. (1992). The direction of patients' rights in the 1990's: Proceed with caution. Health and Social Work, 17(4) Orloff, K. (1995). End of life decisions. In R. L Edwards (Ed.-in-chief). Encyclopedia of Social Work (pp ). Roy, D., (2000). Care of the Sick and Dying: A matter of Trust? Journal of Palliative Care, 16 (3), 3-5. Suggested readings: Csikai, E.L. (1997). Social workers' participation in hospital ethics committees: Assessment of involvement and satisfaction. Arete, 22(1), Emanuel, E.J. (1994). Euthanasia: Historical, Ethical and Empiric Perspectives Archives of Internal Medicine, 154, Mitchell, D. (1996). Assisted suicide: A conflict of social work values. Christianity, 23 (2), Social Work and Nuland, S. (1994). Chapter7. Accidents, Suicide, and Euthanasia. How We Die., pp New York: Knoff. Webb-Boyd, N. (1993). Suicidal death of mother: Cases of silence and stigma, New York, Guilford Press (pp ). Smokowski, P.R., & Wodarski, J.S. (1996). Euthanasia and physician assisted suicide: A social work update Social Work in Health Care 23(1) pp Wesley, C.A. (1996). Social work and end-of life decisions: Self determination and the common good. Health and Social Work, 21(2),
17 SESSION 13: CARE-GIVER CONCERNS (Objectives, 2, 3, 4, 5, 6, 7, 8, 9) Required Reading: Hooyman, N., & Gonyea, J. (1995). Family caregiving. In R. L Edwards (Ed.-in-chief). Encyclopedia of Social Work, (19th Ed.) (pp ). Washington, DC: NASW Press. Rando. (1984). Chapter 12, The family of the dying patient, pp Rando (1984) Chapter 14 The caregiver=s personal concerns, pp Brenner, P. (1999). When caregivers grieve. In K. J. Doka, & J. Davidson (Eds.) Who We Are and How We Grieve. pp Washington DC: Hospice Foundation of America/ Taylor & Francis. Suggested Reading: Delgado, M., & Tenstdet S. (1997). Puerto Rican sons as primary caregivers of elderly parents. Social Work 42(2), McCall, J.B. (1999). Grief education for caregivers of the elderly. New York: The Haworth Press. Chapter 6, pp Figley, C. R. (1995) Compassion Fatigue as secondary traumatic stress disorder: An overview. In C. Figley (Ed), Compassion Fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized pp New York, Brunner-Routledge. Oktay, J.S. (1992) Burnout in hospital social workers who work with AIDS patients Social Work 37(5) Pearson, J.L., Teri, L., Wagner, A., Truax, P., & Logsdon, R. (1993). The relationship of problem behaviors of dementia patients to the depression and burden of caregiving spouses. American Journal of Alzheimer=s Disease and Related Disorders and Research, 7, Rabow, M. & Hauser, J. (2009) Supporting family caregivers at the end of life. They don t know what they don t know. Journal of the American Medical Association. 29(4), Reese. D.R,. Gross, A.M. Smalley, D.L., & Messer, S.C. Caregivers of Alzheimer=s disease and stroke patients: immunological and psychological considerations. The Gerontologist, 34, p Schrimshaw, E.W. & Siegel(2003) Perceived barriers to social support from family and friends among older adults with HIV AIDS. Journal of Health Psychology. 8,96) Shippy, R.A. & Karpiak, S.E. (2005) Perceptions of Support among older adults with HIV. Research on Aging, 27 (3) Shore, K. (1995). Why we need to move America beyond managed care and managed competition. Psychologist-Psychoanalyst, 15 (3), Vachon, M. L, Lyall, W. A., & Freeman, S.J. (1978). Measurement and management of stress in health professionals working with advanced cancer patients Death Education, 1, Vachon, M. (2007). Caring for the Professional Caregivers: Before and After the Death. In K. Doka, (Eds.) Living with Grief: Before and After the Death, pp Washington, D.C. 17
18 Hospice Foundation of America. Worden. (1991). Chapter 8 The counselor=s Grief. pp Lerea, L.E., & LiMauro, B.F. (1982). Grief among health care workers: A comparative study Journal of Gerontology, 37(5), ADDENDUM TO COPING WITH LOSS BIBLIOGRAPHY Ahrons, C., R. (2007) Family Ties After Divorce: Long term Implications for Children. Family Process, 46(1), Ano, G., & Vasconcelles, E. (2005). Religious coping and psychological adjustment to stress: a meta-analysis. Journal of Clinical Psychology, 61(4), 461. Alderman, L., et al. (1998). Bereavement and Stress of a miscarriage: As it affects the couple. Omega, 37(4), Amato, P.R., (2000) The consequences of divorce for adults and children. Journal of Marriage and Family. 62(4) Archer, J. & Winchester G (1994) Bereavement Following the Loss of a Pet. British Journal of Psychology, 85, Arditti, J. & Few, A. (2008) Maternal distress and women s reentry into family and community life [Electronic version]. Family process, 47, Arnold, J.H., & Gemma, P.B.(2 nd Ed.).(1994) A Child Dies: A Portrait of Family Grief Philadelphia: Charles Press Asaro, M. (2001) Working with adult homicide survivors: Helping family members cope. Perspectives in Psychiatric Care. 37(4) Ashbourne, l., Baker, & Male, C. (2002) Ambiguous Loss in Adolescents. London, ON: Centre for Child. 18
19 Baarsen, B.V. (2002) Theories on coping with loss: The impact of social support and self-esteem on adjustment to emotional and social loneliness following a partner s death in later life. The Journal of Gerontology, 57(1) Balk, D, (2000) Adolescent Grief and Loss. In Doka, K. (Ed). Living with grief, Washington, DC., Hospice Foundation of America. Barnett, T. & Whiteside, A. (2003) AIDS in the twenty-first century: Disease and Globalization. Palgrave, MacMillan. Baum, N. (2004) Helping Men Mourn their Losses. American Journal of Psychotherapy. 58(2), Beder, J. (2004). Voices of Bereavement: A Casebook for Grief Counselors. New York: Brunner- Routledge. Beder, J. (2006) Hospital Social Work: The Interface of medicine and caring. New York, Routledge. Black, R.B. (1991) Women s voices after pregnancy loss: Couple s patterns of communication and support. Social Work in Health Care. 16(2, 19-36). Brack, G., Lambert R., McCarthy, C. (1997) Structural model of coping appraisals and emotions after a relationship breakup. Journal of Counseling and Development 76(1) Brooks, M.K. (1993) How Can I Help? Working with Children of Incarcerated Parents.(Vol. 1. New York, The Osborne Association. Burnstein, A. (2007) Re-visioning, Restructuring and Reconciliation: Clinical Practice with Post- Divorce Families. Family Process, 46(1), Bush-Baskette, Stephanie. (2000) The war on drugs and the incarceration of mothers [Electronic version]. Journal of Drug Issues, 30, Cassidy, J., Shaver, P. (1999) The Nature of the child s Ties in Cassidy. Handbook of Attachment: Theory, Research and Clinical Applications. New York, The Guilford Press. Cherney, P. & Verhey, M. (1996) Grief among gay men associated with multiple losses from AIDS. Death Studies 20, Cohen, G., J., Hagan, J.F., Coleman, W.L. & Foy, J.M. (2002) Helping children and families deal with divorce and separation. Pediatrics. 110(5), Colgrove, M.; Bloomfield, H.; McWilliams, P. (1991). How To Survive the Loss of a Love. Los Angeles, CA. Prelude Press. 19
20 Corea, G. (1992). The Invisible Epidemic: The Story of Women and AIDS. New York, Harper Collins. Dalmida, S. (2006). Spirituality mental health, physical health, and health related quality of life among woment with HIV: Integrating spirituality into mental health care. Issues in Mental Health Nursing, 27(2), 185. Dannemiller, H.C. (2002). The parents response to a child s murder. Omega, 45(1) DeLucia-Wack, J. & Gerrity, D. (2001) Effective Group Work for Elementary School Age Children Whose Parents are Divorcing. The Family Journal, Doka, K.J. (Ed) (2007). Living With Grief: Before and After the Death. Hospice Foundation of America. Doka, K. (Ed) (2002). Disenfranchised grief: New Directions, challenges and strategies practice. Champaign, IL. Research Press. Doka, K.J. (Ed) (2000). Living With Grief, Children, Adolescents and Loss. Hospice Foundation of America. Brunner-Mazel. To order, contact Donnelly, K.F. (1994). Recovering from the Loss of a Loved One to AIDS. New York: St. Martin s Press. Dychwald, K. (1999). Healthy Aging: Challenges and Solutions. Emeryville, CA. Aspen Publisher. Ellis, R. (1998) Multicultural grief counseling. In Doka, D. (Ed.). Living with Grief; Who We are and how we grieve. Washington D.C., Hospice Foundation, Fleming, S., & Adolph, R. (1996) Helping bereaved adolescents: Needs and responses In, C. Corr & D. Balk (Eds.) Handbook of adolescent death and bereavement, , New York, Springer. Gamino, L. (2003) Critical Incident Management and Other Crisis Counseling Approaches. In, K. Doka, Ed. Living with Grief; Coping with Public Tragedy. Washington, D.C. Hospice Foundation of America Geballe, S., Gruendel, J. & W. Andiman. (1995) Eds. Forgotten Children of the AIDS Epidemic. New Haven, CT. Yale University Press. Genty, P.M. (1998) Permanency planning in the context of parental incarceration: Legal issues and recommendations [Electronic version]. Child Welfare, 77, Gibson, D.M., & Myers, J.M. (2000) Gender and Infertility: A Relational Approach to Counseling Women. Journal of Counseling and Development. 78(4)
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text: Hi everyone! We're working on revamping our categories so that public models are easier to find, increasing visibility for all your creative gems. We're trying to solve for a couple key issues: - Discoverability: making sure people can find what they are looking for, and stumble upon inspiring designs along the way - Comprehensiveness: ensuring that all products have a "home" (i.e., where do 3d printed glasses go in our current category structure?) - Clarity: providing you all a clear understanding of how search and browsing work on Shapeways, including the differences between categories and tags So with that in mind, we've conducted research on best practices, analyzed our data to see where categories need some more love, and have spoken to some of you already to get your input. Below is a working draft of our updated categories, which we'll implement in the next few weeks. What do you think? Is anything missing? Any questions? PLEASE NOTE: Categories are the indisputable "what" that defines a product, and they are mutually exclusive or at least have one primary purpose. Tags will still be used to share other attributes, like the occasion (e.g., holidays, gifts), suggested recipient (e.g., for him, for her, for mom), and qualities (e.g., geeky, whimsical). We'll also closely monitor tags, so if lots of you are creating certain types of products and there is no appropriate category, we can add that over time. Thanks! 1. Gadgets - Cases - Accessories - Keychains & Key Fobs - Desk Toys - Robotics - Music 2. For your home - Accessories - Dining - Lighting - Furniture 3. Jewelry - Bracelets - Cufflinks - Earrings - Necklaces - Pendants - Rings 4. Fashion - Glasses - Belts - Bags & Purses - Wallets - Buttons 5. Miniatures - Figurines - Vehicles - SciFi - Memorabilia (formerly fan art) 6. Maker / DIY - Spare Parts - Mechanical Parts - Tools 7. Games - Board Games - Dice - Puzzles - Toys 8. Art - Mathematical Art - Sculptures

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|What is AD/HD?
Attention-Deficit/Hyperactivity Disorder (AD/HD) is defined as a developmentally inappropriate level of inattention and/or hyperactivity-impulsivity that is present before the age of seven years.
AD/HD is:
Ideally, early and accurate detection in conjunction with appropriate treatment of AD/HD, support for the family and interventions/accommodations within the educational and professional systems are critical for an individual. The hyperactive or impulsive behaviours and attention deficit problems are often not in keeping with either the intellectual abilities or the developmental stages of the individual. (European Interdisciplinary Network for AD/HD Quality assurance [EINAQ], 2004)


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Cool Mountain Cream Soda - 12oz (6 Pack)
- Product Description
- Shipping Rates & Info
Cool Mountain Sodas represent the cool side of sodas. Featuring a gourmet (caffeine free) recipe, Cool Mountain Cream is a smooth and creamy soda that is full of flavor. Cool Mountain is dedicated to donating 1% of all profit to the Native American Indian Foundation.
Nutrition Facts: Calories 140; Total Fat 0g; Sodium 10mg; Total Carb 34g; Sugars 34g; Protein 0g
Shipping Weight: 18.0 lb
Cool Mountain Cream IngredientsIngredients: Contains filtered water, pure cane sugar and/or high fructose corn sweetener, natural and artificial flavor, phosphoric acid, sodium benzoate and potassium sorbate as a preservative
Nutrition Facts: Calories 140; Total Fat 0g; Sodium 10mg; Total Carb 34g; Sugars 34g; Protein 0g
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Miss Moon Was A Dog Governess. Lesson Nine: With A Little Creativity, The Impossible Can Become Possible. 11″x14″. Sold.
I just wanted to take a moment and thank my supporters for the kind emails and comments. There was a fair resolution and I am pleased.
And continuing with the good news….My Miss Moon series is going to be turned into a French language children's book! Miss Moon is about to become Mademoiselle Lune! I'm very excited about this and relieved that her name translates nicely as that could have been a disaster. So there will be plenty more lessons to be taught over the next six months as I rush to meet a deadline! This painting is a good representation of how I feel right now- particularly the little spotted dog with the orange helmet who's really peddling his heart out.


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The Cold War was a piece of cake compared to the world Obama and his soon-to-be reconstituted foreign policy team will face. And this from the man who wanted to negotiate directly with Iran's Ahmadinejad. How'd that work out over the last four years? Of course the danger isn't simply from nation states, as Obama's inaugural address would lead us to believe. The danger is too often from failed and fractured nation states that provide safe harbor for jihadists who can still strike with impunity — wherever Americans live and work.
Read Full Article »


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October Events at the Public Library
by Susan Withee, Adult Services Manager
Along with our customarily full calendar of stellar activities for kids and youth, Manhattan Public Library and its co-sponsors will offer some unusual opportunities for fall fun to families and individuals of all ages this October. The beauty of the season and the crisp, cool weather make it a great time to be out and about, so plan to join us for any or all of our events which, as always, are free and open to the public.
Starting this week, the public will be unleashed on the streets of downtown Manhattan in search of gargoyles, Aesop's fox, a relic of an historic flood, and the letter W. A new and updated edition of our popular Architectural Scavenger Hunt, co-sponsored this fall by Downtown Manhattan, Inc., will be held during the entire month of October. To begin the hunt, pick up a brochure at the library at 629 Poyntz Avenue, or print one from the library's website. Next, search for the architectural features pictured in the brochure and write down their locations. Then, bring your results back to the library and enter the drawing for a chance to win prizes donated by Downtown Manhattan businesses including the Pathfinder, Brown's Shoe Fit, Cary Company, AJ's Pizzeria, and DMI. Prize drawings will be held at the end of the month, and winners will be from among those who completed the hunt successfully. This is a fun activity for all ages and a great way for you, your family, or visiting friends or relatives to explore Manhattan! More information can be found by visiting the library at 629 Poyntz Avenue, at the website, or by calling 785-776-4741, extension 141.
Attend another blockbuster movie event at Manhattan Public Library on Saturday, October 13, when we'll show the film that started it all on the big screen in the library auditorium at 2:00 p.m. The festivities will include refreshments and special prizes and activities, and movie-goers are encouraged to come in costume if they wish! Local sponsors include Varsity Donuts, Wal-Mart, and Hastings. The celebration is part of Star Wars Reads Day, a national event created by LucasFilm, international publisher Dorling-Kindersley, and other publishing partners. This film is rated PG.
If you enjoy a brain challenge along with your entertainment, come to Manhattan Public Library on Saturday, October 20, from 10:30 a.m. to 2:00 p.m. when the KSU Math Department and Math Circle Seminar will host a drop-in birthday celebration and math games event in honor of world-renowned mathematician Martin Gardner (1914-2010) in the library's Groesbeck Room. Gardner, a math and science writer who specialized in "recreational mathematics," wrote a monthly column, "Mathematical Games," which ran for over 25 years in Scientific American magazine. His writing introduced a wide popular audience to math puzzles, games, and paradoxes, such as Soma cubes, Tangrams, the works of M.C. Escher, Penrose tiling, and the Golden Ratio. Gardner authored books of brainteasers, puzzles, and logic problems for thinkers of all ages, and many of his books are available from Manhattan Public Library. The program is appropriate for older children, youth, and adults, and will include opportunities for participants to work on a variety of math puzzles and games.
Posted in: For Adults, For Kids, For Teens, Mercury ColumnLeave a Comment (0) ↓


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The Association employs a Legal Services team comprised of lawyers and a paralegal to provide legal services directly to member boards. They respond to specific requests for legal advice and representation of boards on a broad range of legal issues arising in relation to students, parents and the public, a wide variety of contracts, facilities, access to information and protection of privacy, governance, operation of schools, school community councils, policies, labour and employment, and interpretation and application of legislation. Representation in legal actions, arbitration, labour conciliation and before tribunals, such as the Labour Relations Board and human rights tribunals, is also provided.
Workshops and seminars are provided to school board members and senior administrators to support boards in their work. Legal Services provides a team of lawyers experienced in the practice of law in the education sector in Saskatchewan, and, in particular, experienced in the unique aspects of the application of certain areas of law to boards, their staff and students.
Staff Contacts
Phone: 306-569-0750
Ted Amendt
Director (Ext. 141)
Geraldine Knudsen
Solicitor (Ext. 123)
Maureen Jickling
Solicitor (Ext. 121)
Krista Lenius
Administrative Paralegal (Ext. 120)
Saskatchewan Schools Privacy Website
The Records Retention and Disposal Guide for Saskatchewan School Divisions, dated December 2012, was approved by the Ministry of Education.
Section 369 of The Education Act, 1995 requires boards of education to preserve public documents of the school division until their disposal is authorized by a resolution of the board and approved by the Minister of Education. This guide will minimize the chances of valuable documents being inadvertently destroyed, enable boards of education to reduce the cost of storage and assist boards of education in complying with legislation.
Click here for the English version.
Click here for the French version.


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This 32 mm dress belt is designed to fit trousers, but can be worn just as well with chinos and jeans. The solid brass buckle is silvertone with a handsome glossy finish. This American suede leather is a versatile dark brown shade that coordinates nicely with brown and chocolate suede footwear. The buckle is secured by solid brass "Chicago Screws," and it can be easily switched out by unscrewing them. An absolutely splendid necessity, this product can be worn day after day, year after year.
100% Leather | Made in USA
Hand-crafted in the United States, Epaulet belts combine phenomenal materials with meticulous workmanship to yield a handsome and long-lasting addition to your wardrobe. We're confident you'll love them more and more with each wear. They are everything a dependable staple should be: refined, simple, versatile and durable.
Belt size is measured (in inches) from the middle of the buckle prong to the center hole of the buckle. You should order 1-2 inches larger than your typical pant size. So if you ordinarily wear a 32 or 33 pant, please order a 34 in the belts. Please note that small variations during production is common with natural materials.


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Sewing part 3
6 comments:
- jabbott said...
This one is my favourite oneyou have made . I like the colour/pattern, and your right the fits perfect. You can design the fabric for the next one!! X
- 22.3.15
- fiona ling said...
love the new dress, and with the red legging, they are perfectly match!
your monstera plant look so healthy and so green claudia! I have few pots of golden pothos or devil's ivy in our living room and kitchen!
- 23.3.15
- cococita said...
It's great seeing your productivity: one day I hope to be able to sew my own clothes as well. You look great in your creations!
Sending you much sunshine from my corner of the world!
- 23.3.15
- querido diário said...
you look so happy :)
- 24.3.15
- Belle Fleur de Lis said...
oooh wauw! so nice and much happiness !
- 24.3.15
- wide-eyed-tree said...
@joy: Glad you like it! Yes, true, I also thought about making a dress in one of my patterns. Something to look forward to ;)
@fiona: Plants make a home so cozy! I'm happy you share the love for plants too!
@cococita: thinking of you often! Hope you are doing good!
@Sara: :)
@Lotte: Thank you <3
- 25.3.15


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|This article relies largely or entirely upon a single source. Please help improve this article by introducing appropriate citations of additional sources. (September 2009)
The Park Avenue Synagogue – Agudat Yesharim- (The Association of the Righteous) is a Conservative congregation located at 50 East 87th Street on the Upper East Side of Manhattan in New York City. Founded in 1882, the congregation is one of the largest and most influential congregations in American Conservative Judaism.
The congregation was originally founded in 1882 as "Temple Gates of Hope", a Reform congregation, by a group of German Jews. After several mergers, the congregation took the Hebrew name "Agudat Yesharim," and later petitioned the state of New York to change the official name of the congregation to "Park Avenue Synagogue" in 1923. In 1927, the present Moorish-style building on East 87th Street was constructed. By the 1930s, the congregation changed its affiliation from Reform to Conservative to accommodate the merger of the congregation with several other congregations containing large numbers of Eastern European Jews.
The synagogue is currently led by Senior Rabbi, Elliot J. Cosgrove, PhD. and has been led by such famous rabbis as Rabbi Milton Steinberg.
External links


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Honey Roasted Squash Rings
Recipe by CountryLady
How sweet it is!!! The original recipe in a community cookbook specifies 400F and I haven't had any problems - but I need a new stove; however, I've decreased the temperature to 350F based on the comments & suggestions from Zaar chefs.
Top Review by romagen
Very, very good. I had one small acorn squash and about 1/3 of a butternut squash. I peeled and cubed them both and tossed in the sauce mixture. The butternut sq. retained more shape and color, while the acorn sq. cubes absorbed more of the sauce and got browner and more pungent. It was a good combination. Will make again for sure.
See Discussion:41 Reviews 1 Tweak
Ingredients Nutrition
- 59.14 ml liquid honey
- 29.58 ml soy sauce
- 1 clove garlic, minced
- 1.23 ml salt
- 1.23 ml pepper
- 2 acorn squash (2 1/2 lbs total) or 1 butternut squash (2 1/4 lbs)
Directions See How It's Made
- Whisk first 5 ingredients together in a large bowl.
- Halve each squash crosswise, peel & scoop out seeds.
- Cut into 1 inch thick rings & toss in honey mixture until well coated.
- At this point, you can cover & refrigerate for up to 6 hours.
- Arrange squash rings on a greased, foil lined, rimmed baking sheet & drizzle with honey mixture.
- Bake in preheated 350F oven, turning once & basting with liquid, until tender & golden- about 30 to 40 minutes.


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Winco Forks (Box of 12)
Customer Reviews
7 Item(s)
Not for beginners. These forks are tough and heavy duty. If you have been doing fork bending for a while now, these are perfect for you since they are not flimsy or easy to bend. For the quality, these are decently priced!
These are great for metal bending. They aren't as easy as the cheap department store brands, but they also aren't as brittle. Will take me some beefing up on finger strength to cork screw these properly and bend the tines with out a god degree of effort though.
For the price, these forks are extremely hard to beat! Sure, it takes some time to get used to the handling but for consistency and quality, these forks are a great value for your money!
I love these. Everyone says they're too tough but thats the beauty, you can hand out a normal one before the trick and people will struggle to bend it which makes the effect so much better and impossible. Also liquid metal is a must have. If you're into spoon bending (like Dee) this is also a must have for either a follow up or a seemingly impromptu feat of telekinesis or pk
Not a very good quality fork, it is possible to bend the fork but it does require some strength. It will snap if the bend is repeated and the twist in the neck is very hard if not impossible. I bend forks regularly in my residecies around the city and wouldn't add this brand to my routines.
These forks aren't really suited for a teenager in the age of 17. They are really hard to make a cork screw in them, so the only this I can do with them is to bend it, and that really takes some strenght to do so.
These are great forks if you don't have a restaurant supply store nearby. It's super easy to just log onto Ellusionist and order so it saves you a trip as well. They are a bit stiff, the ones I like being slightly easier to bend. But they do the trick! The tough thing in buying forks anywhere is consistency...so it's nice to have these for when my normal supply store has only IMPOSSIBLE-to-bend forks in stock...you just never know what you are getting with those stores. But here? Grab 'em and be confident!