ABSTRACT

The present study focused on professionals’ meaning-making support to young children (1–6 years old) anticipating and grieving the loss of a parent because of a severe, somatic disease. A two-phased interview study with palliative health-care professionals (11) and kindergarten teachers (18) provided data for a comparative analysis of professionals’ contribution in making meaning about parental death across the contexts of palliative health care and kindergarten. The analysis focused on forms of interactions and resources for meaning making. Dialogues in the health systems centred on death and dying as natural, biomedical processes and relied on the dead or dying body as a context-specific resource for meaning making. The dialogues in the kindergarten centred on trying to understand the affected child’s behaviour and emotional expressions together with the peer group.

摘要

本研究的重点是专业人士对幼儿（1-6 岁）的意义建构支持，这些儿童因严重的躯体疾病而预期和悲伤失去父母。一项针对姑息保健专业人员 (11) 和幼儿园教师 (18) 的两阶段访谈研究提供了数据，用于比较分析专业人员在姑息保健和幼儿园背景下对父母死亡意义的贡献。分析侧重于互动的形式和意义创造的资源。卫生系统中的对话以死亡和死亡为中心，将其视为自然的生物医学过程，并依赖死亡或垂死的身体作为特定背景的资源来产生意义。