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(Dominick et al. 2009-2010). Therefore, the variables that affect the adaptation of loss and mourning are particularly focused on the mourning process. Among these variables, age and development level (Ensel & Lin, 2000; Humphrey, 2017) are important in announcing developmental diversity in the mourning process (Ensel & Lin, 2000). The effect of death is generally limited due to the difference in detecting developmental death in children and adolescents, and this affects the grieving process (Dickens, 2014). Gender is highlighted in favor of women (Bennett et al., 2003). Another factor is how the loss occurs (Carr, House, Wortman, Nesse, & Kessler, 2001) and especially sudden or severe deaths (such as suicides, violent deaths and loss of natural disasters) are indicated to have an effect on coping with loss and well-being (Humphrey, 2017). The degree of intimacy of loss is another factor (Humphrey, 2017), and in addition to the severe impact of parental loss (Harrison & Harrington, 2001), sibling loss is the most tragic and least understood loss experience for the adolescent (Balk, Zaengle, & Corr, 2011). In addition, peer loss is of particular importance to the adolescent and is important to the grieving process (Harrison & Harrington, 2001). Another factor affecting the grieving process is the perceived level of social support, while low social support is an important risk factor for well-being, while it plays a more important role in the process of coping with the wound (Stroebe & Schut, 2001), and it directly and indirectly affects post-mourning adaptation (Carr et al., 2001). In addition to these factors mentioned, factors such as adolescent’s health, temperament, loss experience, mortality and how to make sense of loss, and coping level are associated with personal factors that may affect recovery after loss (Packman, Horsley, Davies, & Kramer, 2006). In addition, the nature of the relationship with the lost person, the psychological history of the individual with loss experience, cultural characteristics are closely associated with the grieving process (Humphrey, 2017). 2.2 Adolescent’ Loss and Grief In general, loss and grieving conditions are critical cases capable of affecting important aspects of life in adolescence. For example, social relations, autonomy, self-image, trust and maturity are among the clear aspects of this effect (Balk, 2011). Because bereaved adolescents do not just struggle to transition to a new era developmentally during this period, they also try to cope with the loss (Balk, Zaengle, & Corr, 2011). While adolescents’ losses and coping with grieving process and returning to the old level of functionality may reduce well-being, decreased well-being may also complicate coping with grief. Indeed, it is emphasized that the behavioral problems that arise following adolescents’ stressful life events are associated with a decrease in well-being (Suldo & Huebner, 2004). Although it is suggested that children and adolescents’ forms of expressing grief are similar, but are different from adults (Corr, 2013), adolescents’ process of coping with losses and grieving responses are much more complex than that of children and adults. These losses can cause more difficulties, especially with changes that accompany development in adolescence. The losses at a time when there are developmental struggles of adolescence, such as identity development, gaining autonomy, separation from parents, defining career choices and the formation of close relationships, have significant difficulties in the grieving process (Noppe & Noppe, 2004). Another important factor in terms of the difference in this process is the adolescent’s view on death. According to Raphael (1997), “death, according to the teenager, is a curse”, because everything in adolescent’s life emphasizes life, change, growth. The development of body, the excitement of developing thought processes, the attractive world of adulthood and power are now very close, and all of this makes death seem impossible for the adolescent. The teenager reluctantly confronts grief, as if he had been attacked, through encountering a reality that has no place in his world. Since the reality of death is often not a place in adolescents’ lives, the grieving processes are different (Corr, 2013). Indeed, adolescents may react differently in the process of loss and grief; they can take attempts to suppress their existing feelings. Some of these reactions include idealizing the deceased, avoiding reminders of the person who is lost, thinking only good things towards the person who died (Worden, 2001). Different reactions may occur in the period of development in the mourning process, and adolescents’ responses to the law may differ from adults. In this respect, the reactions to loss in adolescents are classified as follows: Cognitive responses (regression, loss of certain skills, communication difficulties, confusion), emotional responses (increased dependence on others, sadness, depression and anxiety, guilt, anger and shame et al.), behavioral responses (childish behavior regression, obsessive and repetitive speech, aggression and ies.ccsenet.org International Education Studies Vol. 13, No. 12; 2020 29 disobedience, self-control or discipline, alcohol or drug use, reluctance to go to school), physical responses (headache, shock, sleep problems, lack of appetite, avoidance of others and social context, inability to deal
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