不必等到家人离世才谈死亡，宠物死亡、公众人物去世甚至路边的死鸟，都可作为教育契机。虽然对话 的情感强度不同于亲人离世，但有助于打破"死亡是禁忌话题"的观念。（作者格蕾西亚·林，林悦译） 关于和儿童谈论死亡的常见误解是：这会强加他们无法承受的情感负担。但根据认知成熟度，儿童最早 3岁就可以开始接受死亡教育，只需根据年龄调整表述方式。5岁以下儿童难以理解"死亡不可逆"等抽象 概念。他们可能反复提问，或通过黏人、易怒、退行行为（如吮吸拇指、尿床）表达困惑与悲伤。关键 是保持生活规律，用简单诚实的语言解释："爸爸患了严重的癌症，身体停止工作去世了，不能再陪伴 我们。我知道这很难过，感到悲伤没关系，我们会一直照顾你。"要让孩子知道，悲伤是被允许的，同 时也可以拥有与父亲相关的快乐回忆。即使语言能力有限，他们也能通过玩耍、绘画和音乐宣泄情绪。 对待6至12岁的儿童则稍有不同。他们已经明白死亡即是终点，但仍可能认为自己是致死原因或本可阻 止死亡，从而产生自责。此时开放对话至关重要。营造安全空间鼓励提问，可用"你觉得人死后会发生 什么？"等话术引导深度交流。青少年虽认知上理解死亡的永久性与普遍性，但正值处理自我认同、未 来规 ...

Group 1 - The article discusses the transition of an individual from a product manager in the tech industry to a funeral service worker, highlighting the emotional and psychological aspects of dealing with death [1][7][34] - The funeral industry is portrayed as a space where the living connect with the deceased, emphasizing the unique emotional experiences of different families during funerals [2][50][51] - The narrative reflects on the complexities of human relationships and the challenges of accurately representing a person's life during memorial services, showcasing the subjective nature of personal experiences [22][23][66] Group 2 - The article illustrates the various tasks involved in the funeral industry, including selecting burial sites and organizing memorial services, which are described as intricate and emotionally charged processes [10][20][21] - It emphasizes the cultural significance of funerals, where rituals serve not only to honor the deceased but also to provide closure and healing for the living [49][65] - The narrative reveals the impact of personal experiences with death on the funeral worker, suggesting that their role is not just about logistics but also about emotional support and understanding for grieving families [34][66]