In my previous role, I worked with a 10-year-old who lost her mother. I used a combination of individual counseling sessions and group therapy to help her express her feelings. We created a memory book together, which allowed her to process her grief in a creative way. Over time, she became more open about her emotions and started to engage more with her peers. This experience reinforced the importance of tailoring grief support to each child's unique needs.

Balancing empathy and professional boundaries is crucial. I ensure that my empathy is genuine and supportive, but I also maintain clear boundaries to avoid emotional burnout. This involves setting specific times for sessions, being mindful of my own emotional state, and regularly seeking supervision. By doing so, I can provide consistent and effective support to the children without compromising my well-being.

For children who are hesitant to talk, I use play therapy and creative activities like drawing, storytelling, and role-playing. These methods allow them to express their feelings indirectly and at their own pace. I also create a safe and non-judgmental environment where they feel comfortable opening up. Gradually, many children find these activities help them articulate their grief more openly.

Collaboration is key in providing holistic support. I maintain open communication with families, offering them resources and strategies to support their child's grief journey. I also work closely with teachers, school counselors, and medical professionals to ensure a coordinated approach. Regular meetings and sharing of progress notes help us address any emerging issues promptly and provide consistent care.

I once worked with a child whose grief led to severe anxiety and frequent absences from school. I collaborated with the school counselor to develop a plan that included individual counseling, small group sessions, and accommodations in the classroom. We also involved the parents to ensure a supportive home environment. Over several months, the child's anxiety reduced, and they gradually returned to regular attendance and improved academic performance.