Fiction

• Bateson, Catherine 2002, Painted love letters, University of Qld. Press, St. Lucia, Qld.
  93 p.
  Living in an unconventional family can be difficult. Chrissie is tired of moving house all the time - her dad is an artist and something of a hippie - but finally at Murralloo she is happy. Then, unexpectedly, her father is diagnosed with lung cancer and they are forced to move to Brisbane to be nearer the hospital. Dave Grainger copes with his impending death by ordering two coffins, which he paints beautifully, and by buying Chrissie a grown-up dress and introducing her to oysters, so that he has a glimpse of her future face. However, Chrissie antagonises her art teacher and fights with her classmate in the playground, while her mother Rhetta works harder at her waitress job and becomes more brittle. The situation is short-circuited by the arrival of Rhetta's mother, a woman who has grown compassionate and wise in the years since her own husband died. The resolution of the relationship between the two women helps Rhetta cope more calmly and allows Chrissie to face as much, or as little as she needs to, of the reality of death. This is a brilliant portrait of the grieving process within a loving family. The evocative language, as in the imagery to describe the family's sadness on pp.32 and 57, or the description of Dave's gift to Chrissie on p.39 is outstanding. Readers will be moved by the truth of the character's emotional responses, particularly Chrissie's hypochondria and 'acting out' as a reaction to the situation. Teachers need to know that the issues of euthanasia and the use of illegal drugs as painkillers are canvassed.
  F BAT 2002 (MS-US)
• Crew, Gary 2005, The lantern, Hachette Livre Australia, South Melbourne.
  [26] p.: col. ill.
  This is the journey of a young boy trying to come to terms with losing his father. Sensitively written, it provides opportunities for discussion on the issue of loss and acceptance. Aimed at middle to upper primary, it would be an excellent resource for developing visual and critical literacy - English (Read and viewing, Levels 3, 4 and 5) and The Arts (Visual Arts strand, Level 3, 4 and 5). When Aiden's father disappears at sea in a storm, his mother tells him to light an old lantern and put it in his window. Aiden sees visions in the lamp, vignettes of the lives of previous owners – as if every time he lights the lamp, its life begins again. Through these visions he realises that although his father is lost, he goes on. With this thought, Aiden finds hope and peace. Deceptively simple, the story has many underlying layers. It invites interpretation of meanings that are not directly stated in the text, but are reflected through vocabulary choice, repeated words and themes, imagery and symbolism. Whatley’s exceptional paintings mirror this symbolism, inviting inference-making and enhancing the mysteriousness of the story.
  F CRE 2005 (MP-UP)
• Dean, Anna; Stevens, Colin (illus) 1992, Meggie's magic, Viking, Ringwood, Vic.
  [30] p., col. ill.
  A beautifully sensitive and uplifting story about a young girl coming to terms with her grief over the death of her eight-year-old sister. It describes, from the young girl's view, her understanding of her parent's grief and her own grief process through which she recalls the special experiences - 'magic' - shared by the two sisters. The ending captures the joy and acceptance she feels when she realises Meggie's magic is still with her and her parents. The colourful, poignant illustrations superbly capture the range of feelings described in the text. Very useful for introducing the topic of grief in Human Relationships Education, or whenever it is appropriate to deal with the issues of loss and grief.
  JF DEA 1992 (LP-UP)
• Griffin, Adele 1998, The other Shepards, 1st ed, Hyperion Books for Children, New York.
  218 p.
  Holland and Geneva were born after the death of their three eldest siblings and the serious injury of a fourth. The changes these events brought to their parents' lifestyle and the effect it has had on their own lives gradually become apparent in this fascinating study of a family under stress. Sympathy for the teenage girls builds as their circumstances are unfolded, until a daring move on their part unlocks the situation. Enjoyable reading and a highly recommended resource for study of the effects of trauma on personality.
  F GRI 1998 (LS-US)
• Harvey, Jacqueline; Crossett, Warren 2005, The sound of the sea, Lothian, South Melbourne.
  [30] p.: col. ill.
  This powerfully evocative book is best shared between a child and a sympathetic adult, as it cannot fail to move anyone who has ever lost a loved one. Teachers should carefully consider the possibility that this text could stir up a highly emotional response in some students. Guidance officers could make the book available to anyone needing assistance dealing with grief. Its use could be considered in the Enhancing Personal Development strand of Health and Physical Education. This poignant picture book traces the process of grief as the sound and smell of the sea provide the catalyst that helps a young boy to come to terms with his mother's death. The photographic realism of the pastel illustrations beautifully capture the gamut of emotions the child experiences from exquisite joy of at the memory of happy times, the tender connection with his mother and the denial, sadness, anguish and anger at her death. Honour book: CBCA Picture Book of the Year 2006.
  F HAR 2006 (LP-UP)
• Jolly, Jane 2005, Glass tears, Limelight, Balmain, N.S.W.
  [25] p.: col. ill.
  This touching story of the death of a Vietnamese sailor and the consequential burial process is an in-depth look at another culture’s way of handling a death in the family. It would be of value in Health and Physical Education, Enhancing Personal Development 1.1 and 1.2 and Studies of Society and Environment. Culture and Identity 1.4 and 2.5.
  The soft pastel illustrations reflect the content beautifully and the glimpses of Vietnam and Buddhism are also evident. The sailor father visited Australia which allows for a point of recognition and sympathy as we see images of the Australian outback. The sensitive ending where Tian (the main character) ties a blue bead in the window and watches it rise and fall like waves, reminiscent of her father, is particularly poignant. CBCA Notable Book: Picture Book of the Year 2006.
  F JOL 2005 (MP-UP)
• Kelleher , Annette 1999, Pumpkin head is dead!, Margaret Hamilton, Sydney.
  224 p.
  Set in Gympie and Rainbow Beach, this story of the abrasive yet ambivalent relationship between Fingula O'Shea and Nigel Ark (aka Nark) focuses on two eventful days in the January of Fingula's Year 12. Still idolising her late father, she is intolerant of Nark's attitudes to family ties and to society. When he dies in a single vehicle drink driving accident after one of their blazing arguments, Fingula is guilt stricken. Many issues and values are teased out in this well-written fast-paced story.
  F KEL 1999 (LS-US)
• Lawson, Sue; Wheeler, Rebecca 2005, Jamie's star, Lothian, South Melbourne.
  [32] p.: col. ill.
  This poignant and touching story tells of a young boy’s journey as he tries to come to terms with his mother’s illness and her inevitable death from cancer. The author has approached this delicate topic with empathy and warmth. A valuable resource to add to a parent, school or home library. Use for discussions on death, dying or grief. As Jamie looks through the family photo album, he is drawn to his mother’s sparkling eyes, her handwriting under the photos and he begins to remember all the special things she used to say and do for him. But it is the photo of his mother with no hair that brings tears to his eyes. He now reflects on how much cancer has affected his entire family and how life will change once his mother is no longer with them. The text is supported by simple acrylic and pen illustrations.
  JF LAW 2005 (EC-MP)
• Little, Jean 1998, 'The belonging place', in Penguin, Toronto.
  xv, 124 p.
  Elspet Mary finds her 'belonging place' with her aunt and uncle, following the death of her parents. She loves her new home in Glen Buchan, so is devastated to discover the family is planning to emigrate to Canada, leaving behind all that is familiar to her. The long sea voyage and her severe sea-sickness, convince Elspet that her fears are well founded, but her first meeting with new neighbours changes her attitude. She learns what is meant by Granny Ross's saying: 'If you look for thorns instead of flowers, you'll live in a wilderness of your own making'. This delightful story of early days in Canada should have appeal to all those who enjoy stories of adventure and new beginnings. Elspet is an endearing child and her story is touching. The characters are strongly defined, especially the rigid Calvinist grandparents. Best of all, the prologue allows the reader to jump into the future. Ideal for the 'Time, continuity and change' strand of the Studies of Society and Environment curriculum.
  F LIT 1998 (MP-LS)
• Mahon, Kate 1992, Just one tear, Angus & Robertson, Pymble, N.S.W.
  [74] p.: ill.
  The narrator, a thirteen-year-old boy, comes to terms with the violent death of his father. His diary chronicles the emotions and thoughts of a two-month period. This is the time it takes to shed just one tear. Grey sketches over the pages have impact appearing as casual but relevant doodles. The remarkable thing about this work is that the author was a thirteen-year-old girl with extraordinary imagination and writing flair. A very quick easy read, it is sure to appeal to less enthusiastic readers.
  F MAH 1992 LS
• Maynard, Joyce 2003, The usual rules, Penguin, Ringwood, Vic.
  390 p.
  Set against the backdrop of global tragedy this tender and heart warming novel set in New York, recounts the events of September 11 and the months following through the eyes of thirteen year old Wendy, as she and her family deal with the reality of her mother's untimely death and their personal struggle to continue to live without her. On a Tuesday morning in September 2001,Wendy raced out the door to school without saying goodbye to her mother. Later that morning while sitting in her classroom, the news that two planes had crashed into the World Trade Centre was announced. Immediately her thoughts turned to her mother. This is where she worked. Over the next eight months as Wendy struggles with her grief, her guilt and her memories she begins to build a bond with her estranged father Garrett, who lives in California. But will this bond be strong enough to hold her from her stepfather, Josh and her little brother Louie, with whom she shares a special and deep connection. This story could be used to stimulate discussions on grief, loss from death, family relationships and terrorism.
  F MAY 2003 US
• Millard, Glenda; Magerl, Caroline 2003, The naming of Tishkin Silk, ABC Books, Sydney, N.S.W.
  94 p.: ill.
  Griffin Silk is a target for bullies at school with his intelligence, long hair, unusual name and home schooling background. The family habit of 'cogitation' does not allow for quick responses to schoolyard insults either. Griffin also has a problem - a secret that he dares not share with his five sisters or his new friend Princess Layla; it concerns his absent mother and newborn baby sister, Tishkin. The reader is caught up in the magical lives of this 'uncommon' family of the Kingdom of Silk. A poignant story of loss, it is moving but never sentimental. The writing is fresh and lyrical and the characterisation is convincing. The schoolyard scenes ring true and Griffin's whimsical world is enchanting. This is an uncommon book for an uncommon reader. Honour book for the CBCA Awards 2004 - Younger Readers.
• Mills, Joyce C; Chesworth, Michael 1993, Gentle willow: a story for children about dying, Magination, New York, N.Y.
  [32] p.: col. ill.
  This unpaged book presents a story that can be read to children who face life-threatening medical problems. This inspirational story about a little tree addresses feelings of anger, disbelief, sadness, love, compassion and care-giving and aims to assist these children to view death and dying from a transformational perspective. Full-page coloured illustrations illustrate the hope-filled metaphor presented in the text.
  F MIL 1993 (EC-MP)
• Murray, Martin 2003, How to make a bird, Allen & Unwin, Crows Nest, N.S.W.
  232 p.
  Older students will appreciate and perhaps understand Mannie's struggles to come to terms with her developing sense of self and awareness of her feelings and attitudes to the world, in particular her family, Harry, her school friends and acquaintances. Her hero is probably Harry, her brother's friend, who seems to have all the qualities she wants for herself, particularly inner strength, but her inner voice, 'Mean Voice' constantly tells her she is worthless. Much of the story is in the head and heart of Mannie, with occasional dialogue and sensitive descriptions of the environment, the people and the animals that mean so much to her. Her father, a veterinary surgeon, married a seamstress attached to a visiting French theatrical company, who assumed the persona of a French actress unable and unwilling to endure existence as a vet's wife in suburbia. Edouard and Manon were raised believing their mother was an actress and gradually come to an understanding of her manic-depressive state of mind. Mannie's story is recounted in a series of flashbacks as she dresses in her mother's elaborate red dress and travels by bike and train to Melbourne with the vague aim of business and the possibility of going to Sydney or Paris. It is this trip that helps her to make some meaning of what has happened and leads to her coming to accept herself and life generally more fully. Shortlisted for the CBCA Awards 2004 - Older Readers.
  F MUR 2003 (MS-US)
• Wild, Margaret; Spudvilas, Anne 1999, Jenny Angel, Viking, Ringwood, Vic.
  [31] p.: col. ill.
  Fantasy is used to soften harsh reality in this visually stunning picture book. Jenny, steadfastly refusing to accept the inevitable death of her young brother Davy, appoints herself his guardian angel. Flying about over Sydney in her role as an angel, she strives to stave off Davy's death by bringing him news of the everyday world. The lyrical text expands upon her fantasies which eventually help her to come to terms with her loss. The simply breathtaking illustrations match the fluctuating moods of the story. Shortlisted for the 2000 CBCA Picture Book of the Year.
  F WIL 1999 (MP-UP)
• Wild, Margaret; Waller, David 2004, Farmer Fred's cow, ABC Books, Sydney, N.S.W.
  [31] p.: col. ill.
  Farmer Fred empathises with his animals as they become less productive in their old age, and he values their gentle companionship. As the animals contemplate death they imagine growing wings and finding freedom. This reassuring picture book will lead into a discussion about death and grief. Despite the subject matter the tone of this book is not morose and the animal's experience, once Cow dies, is open to interpretation by the reader and his/her audience. The appearance of animal spirits has obvious connotations of an afterlife. However, there is no explicit religious message here. The thought provoking text could be equally taken as a shared dream experience that provides comfort to a grieving Farmer Fred and his remaining stock. The illustrations, in acrylic and coloured pencil, beautifully support the text. Those showing the spirit animals have a fantasy quality but do not detract from the seriousness of the theme.
  JF WIL 2004 (LP-MP)

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Non-Fiction

• Bryant-Mole, Karen 1998, What do we think about death?, Wayland, Hove.
  32 p.: col. ill.
  Death as part of the pattern of life and the normal emotions experienced in bereavement are sympathetically dealt with here. Christian, Muslim and Buddhist practises are included. This multicultural series speaks directly to the child reader in an inclusive conversational style, examining the situation from a number of angles. Emphasis on the feelings involved and, where necessary, the reactions are explained. High-quality colour photographs of children and adults in informal natural settings accompany simple text in large typeface. Notes for parents and teachers and also notes for teaching literacy skills using the books are included, plus a table of contents, index, glossary and list of further readings.
  C 306.9 BRY 1998 (MP-UP)
• Dearden, Marsha; Hickey, Andrea; Martin, Graham 1997, Youth suicide: recognising the signs [sound recording], Child Health Foundation.
  1 VHS videocassette (21 min.).
  This 21-minute video and accompanying guide provides professionals working with young people with a guide to the management of suicidal behaviours and completed suicide and helps raise the awareness of the seriousness of these behaviours in Australia. The video can be used independently or as part of a workshop or seminar. The contents show simulated counselling sessions with young people, information on recognising danger signals, and practical advice on how best to help these young people.
  C 362.28 DEA 1997 (TR)
• Edwards, Nicola 2005, Saying goodbye to a brother or sister, (Saying goodbye to-), Chrysalis, London.
  32 p.: col. ill.
  The three simple texts in this series have been produced to help young children come to terms with the death of a pet, grandparent or sibling. The treatment of this difficult topic is very reassuring and balanced: it validates the many expressions of grief as normal. Invaluable for use with children who are experiencing grief, as well as for helping others to understand how they or others might be affected by the death of a loved one. While the books in the series are pitched at children, they provide adults with strategies for supporting children dealing with bereavement. The tone of the single paragraph of text on each double page spread treats the subject in a removed manner, and adults might find they need to reword the text as they share the book with children, depending on the needs of the audience. The glossary definitions for words such as ‘coffin’ and ‘grief’ will aid adults searching for simple explanations. The books are tastefully presented and the many photographs represent a diverse range of young children (to about eight-years-old) interacting with loved ones. These photographs, captioned with a brief statement personalising that child’s experience, provide an excellent focus for discussions. Double page openings each include a practical suggestion for ‘Something to think about [or do]…’ that will help grieving children work through their emotions.
  The library also holds other titles in the series - ‘Saying goodbye to a grandparent’, and 'Saying goodbye to a pet'
  C 155.937 EDW 2005 (EC, TR)
• Glassock, Geoffrey T; Rowling, Louise 1992, Learning to grieve: life skills for coping with losses, Millennium, Newtown, N.S.W.
  129 p.: ill.
  This comprehensive workbook would make an extremely useful addition to any High School library as a teacher reference. It presents a very thorough and tasteful set of lessons for both lower and upper secondary school students. Death is a very difficult topic to discuss with students, especially when it impacts upon our school communities. Glassock and Rowling present a pro-active approach to death as the book is based on the belief that grief is a normal part of life and that people can learn positive ways of coping with the loss.The lessons are divided into two sections. Section 1 caters to Years 7-10. Those in Unit 1 cover loss and change including changing family relationships and coping with divorce and separation. Unit 2 deals with the impact of death under thirteen subtopics ranging from fear of death and explaining loss to media's coverage of death and death of pets. Unit 3 is entitled 'Exploring your own death' (5 lessons) and Unit 4 is concerned with the giving and receiving of grief support. Section 2 is for Years 11-12. It takes the above issues on but devotes most attention to 'Exploring your own death' It includes two lessons on 'people living and dying with AIDS' and one on 'developing an appreciation of life' Unit 9 treats 'the big questions' such as self-destructive behaviour: suicide; euthanasia; the quality of life; organ transplantation. An annotated resource list is included of videos, books for adolescents and for parents. Other useful references are included as footnotes throughout the book. Services available from educational and support groups are also indicated. Dr Glassock offers an in-service day on use of the book depending on numbers interested. A foreword by Professor Beverly Raphael, Head, Department of Psychiatry, the University of Queensland warmly commends the book.
  C 155.9 GLA 1992 (LS-US, TR)
• Hill, Anthony 2003, The shadow dog, Viking, Camberwell, Vic.
  85 p.: ill.
  This is a very poignant tribute to the author's dog that deals with every aspect of pet care, from choosing a name to the grief of saying goodbye. The frank honesty of his account of Sebastian's dying moments is a heart wrenching invitation to discuss loss. This very personal reflection on the time spent with his treasured pet has an immediacy that comes with the heightened emotions of a recent bereavement. The masterfully written text reads aloud beautifully and makes the most ordinary moments seem special. The earlier chapters of the book deal with the everyday joys of a loving relationship with a pet and provide much useful material on pet care for use in an early Studies of Society and Environment unit. The final chapters that deal with Sebastian's euthanasia may distress some children but a sensitively handled class reading will provide a valuable platform from which to discuss this issue.
  C 636.73 HIL 2003 (LP-UP)
• Lehmann, Linda, Jimerson, Shane R; Gaasch, Ann 2001, Mourning child grief support group curriculum: middle childhood edition: grades 3-6, Brunner-Routledge, Philadelphia, PA.
  vii, 161 p.: ill. ; 30 cm.
  This workbook, which comprises the middle primary edition of the 'Mourning child grief support group curriculum', is intended for use with middle primary level children who have experienced the death of someone special to them. The ten 90 minute weekly sessions provided include age-appropriate group activities that professionals can use to help these children explore issues relating to death, express their feelings and memories, explore unfinished business, cope with feelings, learn self care and support, and learn to say good-bye.
  Related titles by the same authors are also available: Mourning child grief support group curriculum: early childhood edition: kindergarten-grade 2 (EC) and Teens together grief support group curriculum: adolescence edition: grades 7-12 (UP-US)
  C 155.9370834 LEH 2001 (MP-UP)
• Mood, Pat; Whittaker, Lesley 2001, Finding a way through when someone close has died: what it feels like and what you can do to help yourself: a workbook by young people, for young people, Jessica Kingsley, London.
  79 p.: ill.
  In this workbook, written and illustrated by young people who have experienced the death of someone close to them, the thoughts, emotions and experiences of these people are presented as a means of helping others to cope in similar situations. The first part of the workbook concentrates on feelings, thoughts and the ways things change. The next part provides ideas for finding your way through these difficult times: and the final part contains useful contacts and organisations.
  C 155.9 MOO 2001 (UP-US)
• Murray, Peta 1995, Spitting chips, Currency, Sydney, N.S.W.
  62 p., ill.
  'Spitting chips' is theatre for young people at its most powerful and affecting. It focuses on a difficult theme, but it handles highly emotional issues with courage, sensitivity and insight. Since her mother died, Spud has been harbouring a great deal of inner rage. Communication with her father, Garry, is difficult. In fact, at times he is so angry with his daughter, he comes close to 'spitting chips'. Spud goes to work as a companion for eighty-year-old May Fry, and as their relationship develops, she is finally able to accept her mother's death. Although this play focuses on death and loss, it is finally very life-affirming. There is no language, sex, or violence in this work. However, because the theme could be emotionally confronting to those students who may be dealing with personal loss, prior reading is advised. The play is very accessible to high school students.
  C A822.3 MUR 1995 (LS-US)
• Palmer, Pat; Burke, Dianne O'Quinn 1994, I wish I could hold your hand: a child's guide to grief and loss, Impact, San Luis Obispo, Calif.
  27 p.: ill.
  This 27-page soft-covered children's picture book is designed to help children in grief and loss situations identify their feelings, learn to accept them and deal with them. The full-page illustrations and simple text focus on the fact that it is normal and natural to feel pain and sadness when you lose someone or something you love.
  C 155.9 pal (EC)
• Rosen, Michael 2004, Michael Rosen's sad book, Walker, London.
  [31] p.: col. ill.
  This particularly sensitive portrayal of depression would be most valuable in the Teacher Reference or parent borrowing section of a school library to be used in a one on one situation. Would be useful in HPE (Enhancing personal development 6.3) There are accurate descriptions of the condition, such as sometimes wanting to talk to someone and other times wanting to be alone. The book then proceeds to offer strategies that may be useful as well as a thought provoking poem. The colours used in Quentin Blake’s highly recognisable water colour illustrations are an excellent accompaniment as the colours truly reflect the text. This popular team have produced a thought provoking text that is a tribute to them.
  C 152.937 ROS 2004 (LS-MS)
• Seibert, Dinah; Drolet, Judy Catherine; Fetro, Joyce V 2003, Helping children live with death and loss, Southern Illinois University Press, Carbondale.
  xiii, 134 p. ; 24 cm.
  This book is written for parents, teachers and care givers of children aged 2-10 who have experienced death or loss. The authors aim to help adults become more comfortable in acknowledging and talking about death and loss, and to provide a practical guide for adults to lead children through in the event of death or loss. The first chapter encourages the reader to consider their own history, experiences and beliefs about death. The next 2 chapters outline how children learn about death, and what children need to know about death. Examples are given that demonstrate children's understanding at different ages. The following chapters cover answering children's questions and responding to a recent death or loss. The final chapter discusses the use of planned learning strategies and children's literature. Examples and exercises are given throughout the book, encouraging the reader to further understand their own reactions and offering strategies to help the reader help others. [EQ]
  C 155.937083 SEI 2003 (TR)
• Teakle, Heather 1992, My daddy died: supporting young children in grief, Collins Dove, North Blackburn, Vic.
  This 124 paged soft-covered book was written to help parents support their young children in grieving the loss of loved ones. An Australian mother writes of her personal experiences in helping her children cope with the death of her husband and their father. She explores therapies such as play therapy, saying goodbye, being real to your emotions, issues for parents to work through, professional care givers, and the grieving child at school.
  C 155.937 TEA 1992 (TR)
• Vercoe, Elizabeth; Abramowski, Kerry 2004, The grief book: strategies for young people, Black Dog, Fitzroy, Vic.
  208 p.
  This practical self-help book provides a wealth of positive strategies for teenagers dealing with loss and grief. This topic is discussed as being a normal part of life and offers a 'bag of tricks' to help readers deal with anything from a broken leg to the death of a friend.
  The authors have provided a bank of useful ideas and suggestions, anecdotes, personal stories, quotes and tasks as coping strategies. Readers could find these useful on a daily basis as well as during times of intense grief. The author also offers suggestions for those who may wish to be of help to others suffering grief or loss. From simple ideas such as deep breathing and punching bread dough through to a detailed chapter on what to say to someone who is dying, this resource would make a valuable addition to a high school library. It also makes useful reading for parents, carers and teachers to help gain an understanding of ways to help a grieving teenager. The book contains fifty-five easy to read short chapters under the broader heading of 'Tricks'. A contents page as well as a personal message from the author is included. Use as a springboard for discussion on loss or grief. Use for Health and Physical Education (Enhancing Personal Development, Level 5 and Level 6). CBCA Honour Book 2005 - Eve Pownall Award for Information Books. OZ
  C 155.937 VER 2004 (LS-US)
• Zagdanski, Doris 2001, What's dead mean?, Hill of Content, Melbourne, Vic.
  v, [20] p.: ill.
  This is essentially a workbook that has been designed to help adults and children work together to communicate their experience of grief. Personal experience and years of work in grief education have given Zagdanski ample credentials to produce this invaluable resource for parents and guidance counsellors working with grieving children. Initially the book gives some brief but useful background into recent research into children’s understanding of death. It also clearly explains how to use the book. Simple ‘handwritten’ text that can be read directly to children is provided on the right side of the double page opening, while the opposite page will help a significant adult explain concepts further. Large areas of white space are provided for children to make their responses in whatever form they choose. The result is intended to be a personal record that will continue to provide comfort and help them evoke important memories throughout their lives.
  C 155.9 ZAG 2001 (EC, TR)

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Online Resources

• Information and support pack for those bereaved by suicide or other sudden death
  produced by Clark, S.J., Hillman, S.D. and [Western Australian] Ministerial Council for Suicide Prevention.
  
• Understanding Youth Suicide: information Kit
  produced by [Western Australian] Office for Children and Youth and [Western Australian] Ministerial Council for Suicide Prevention.

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