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Truckee Tahoe Reno video
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Be sure to watch in full-screen. This was the first time I took the dolly out into the wild: for a weekend trip to Lake Tahoe. Discovered that it's not as portable as I'd like yet so I…+ More details
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Clinical Grief Activities
- Juniper Hampton
- 2 years ago
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1 Clinical Grief Activities for Working with Bereaved Children Providence Hospice of Seattle Safe Crossings Children and Teen Grief Support Program 425 Pontius Ave N, Ste 300 Seattle, WA
3 Clinical Grief Activities for Working with Bereaved Children Introduction: Each of us will face the death of a loved one at some time in our lives. As adults, we seek help from family, friends, and outside supports during the grief process. But who helps a child cope with the death of a loved one? Children naturally turn to other significant persons in their life for support. Although children may understand and respond to illness and death differently than adults, helping a grieving child is not that different from helping a grieving adult. As a clinician, your interaction can have an important impact in helping a child deal with a loved one s illness and death in a healthy way. The content of this publication is intended to provide clinicians with guidance in providing support to adult caregivers when they are faced with the task of communicating with their children about death and dying. In addition, the concrete suggestions provided in the clinical grief activities will prove beneficial to those clinicians working directly with grieving children. Talking with Children about Death and Dying Important questions to consider when working with bereaved children and their families: What has the child been told about the illness and/or events of the death? What is the family s comfort level with the child knowing details about the illness and/or death? What is the culture in the family regarding illness, death and sharing difficult things with children? What is the child s history with death? Has the child experienced other family member, friends and pet deaths? What are the family and child s past coping responses related to illness and death? If the person who dead did not live in the same home as the child, when was the last time the child saw this person? What was the significance of the relationship to the child of the deceased love one? If the family has not yet talked with the child about circumstances of the death Always consider the culture of the family, including ethnic and religious beliefs and practices. Educate that the child may overhear conversations and imagine things that are far worse than the truth. Children may also be picking up on the emotional atmosphere in the home and the changes in lifestyle that have occurred as the family has adjusted to the illness and death.
4 Guidelines to Share with Adult Caregivers about How to Talk with Children When a Death Has Occurred: A primary concern of adult caregivers is often centered on what information to share with children, and how to initiate difficult conversations. The following simple guidelines can assist the caregiver in honoring their children with truth, to the best of their ability. It is helpful to acknowledge that there is not a right or wrong. The guidelines provided are adaptable to the specific context of the family, its values, and the unique personality of the child. Inform the child using simple details. Give general details of how the death occurred. You can begin the conversation by saying, Something really hard happened today Sudden death: Dad s heart stopped beating today, and he died. Accident: Mary was in a car accident. Her body was very badly hurt, couldn t be fixed, and she died. Old age: Grandma had gotten very, very old, her body stopped working and she died. Terminal illness: Because the disease couldn t be stopped, your dad got very, very sick and his body stopped working. Dad died. Stillbirth: Sometimes something causes a baby s body to stop working before it is born. We don t know why, but it is nothing anyone did or didn t do. Homicide: Your mother was killed today. Sometimes people do very bad things that hurt or kill Suicide Absolute (when there is no doubt the person killed him/herself): Your brother killed himself. Sometimes a person s mind gets very sick and doesn t work right, and they don t understand things clearly. They may think the only way to solve their problems is to stop living, so they kill themselves. However, this is never a solution to problems. The only reason they thought of it is because their mind was too sick to think clearly. It s not anyone s fault that this has happened. Suicide Questionable: Sometimes people take pills to relax or to sleep. Sometimes they forget how many they have taken and think that they need more. These pills make their body slow down, and too many of them make their body stop working. We don t think Auntie wanted to die, but that s what happened to her body. Allow questions and answer them truthfully. Children process information concerning a traumatic death in small increments. Depending on the developmental maturity of the child, he/she may ask for graphic details. Answer the question asked as simply as possible. In the case of questions about a murder, it is helpful to refer to the person who committed the act as the killer instead of a very bad person. Mary was shot by a killer. Children are often repetitive, asking the same questions over and over. Again, keep answers simple as well as consistent. This helps to build trust and reassurance that you will continue to tell them the truth. Reassure the child that they are loved. Acknowledge the significance of the relationship and the impact the death will have on the child. Your father loved us very much. I will be here
5 to take care of you. Often children become afraid that another caregiver may die too. It is helpful to reassure a child. Most people do live for a long time. I plan to continue taking good care of myself. Causation. It s important that children are reassured that they are not at fault, especially if the death involves an accident that they may have seen or been a part of. Sometimes horrible accidents happen. There s nothing that anyone could have done to change what happened. Talking to children about Sadness: Children need to know why others in the family are sad. Children must be told that it is the death that has made their family members sad. Without an explanation, children may think the sadness is caused by something that they did or said. Start by saying A very, very sad thing has happened or Mommy and Daddy are sad because Modeling of sad feelings and behaviors lets children know that it s okay to be sad. Children also need to be taught that people express sadness in different ways (ie some may cry, some may want alone time, some may share more than others). What the word dead means: Provide children with basic information about the human body to assist in understanding of alive vs. dead (i.e., heart stopped beating, lungs no longer breathe in air, brain does not think anymore). Use language and ideas appropriate to the age of the child to communicate that a dead person s body can t do the things it used to do. The body is no longer able to talk, walk, move, see or hear. The dead person no longer feels pain, sadness, anger or discomfort. Use the words dead and died. Avoid the use of euphemisms such as passed away, left us, and gone on. To a child, this may sound as if the person is taking a trip, doesn t want to return and can cause him/her to fear that others may leave and not return. Refer back to these biological explanations when answering a child s questions that arise, such as: o When will she come back? (She can t. She didn t leave; her body stopped working.) o Why doesn t she move? (She can t move because her body has stopped working.) o Why can t they fix him? (Once the body has stopped working, it can t start again.) o Is he sleeping? (No. When we sleep our body is still working, our heart is still beating, our lungs are still breathing and we are just resting.) o Can they hear me? (No. They could only hear you if their body was working.) Funeral/memorial service: If the service has been planned and after a thorough discussion, it is recommended that the child is given the choice to attend. Answering questions that children have will help them to feel welcome, but some children will still opt not to attend. Either choice is ok.
6 It is important to prepare children in advance by telling them as specifically as possible what will happen. (Change the sample explanations below to fit your plans and special traditions.) will be taken from, where he died, to the funeral home. At the funeral home, will be dressed in clothes that he/she liked and put into a casket. A casket is a box we use so that when is buried in the ground, no dirt will get on him. Because s body isn t working any more, his/her body won t move or do any of the things it used to do. The body will look like. People will come and visit us at our house and say how sorry they are that died. After days, we will have a special ceremony to remember. At that time, the casket will be closed and buried in the ground. Provide information about who will attend and what people might say or do at the service. Describe the room in the funeral home or chapel: room, music, flowers, paintings or religious symbols. Give details of what to expect if viewing the body in an open casket. This is especially helpful for young children to grasp that the person is, in fact, dead. Explain that the person will be lying down, not moving, and what they will be wearing. Explain any change in appearance due to illness, weight loss, or trauma. It s still Grandpa s body, but you know he was sick and lost a lot of weight so he will look thinner Burial (If applicable, add to the above information about the service.): Then we will go to the cemetery, where will be buried in a hole in the ground in a spot that picked out. If you like, you can come to the funeral home and visit for a while and even go to the cemetery. You could bring something to leave in the casket with if you want. Cremation: After we leave the funeral home, will be taken to the crematorium. At the crematorium, the body will be placed in a very, very hot small room which removes all the water from the body and turns it to ash. The body is not burned in flames. Then we will take those ashes and (scatter them, keep them in an urn, etc.). Since s body doesn t work and doesn t feel anything, being cremated doesn t hurt.
7 Grief Activities Based on the Safe Crossing Program Model for Supporting Bereaved Children and Families 1. Processing the circumstances or event within the context of the child s developmental ability. o Creating a safe environment o All About Me o All About My Loved One (Anticipatory or Bereavement) o Anagram o Timeline 2. Understanding the concepts of grief and loss. o Way No Way Game o Grief Activity o Books helpful in talking about grief 3. Identifying and understanding feelings and behaviors associated with normal grief response. o Feelings Worksheet o Emotional Behavioral Cards o Feelings Body o Inside/Outside Feelings o Feeling Concentration Game 4. Identifying and practicing healthy ways to cope. o When You Get Angry o When You Get Sad o Letting Go of Regrets o What Helps? 5. Honoring the relationship and establishing continuing bonds. o I Remember Poem o Collage o Memory Book or Box o Memory Candle o Memory Mobile 6. Identifying and accessing his or her support system. o Who Helps Me! Additional Resource: Safe Crossings Bibliography for Children, Teens and Parent/Guardians.
9 1. Processing the circumstances or event within the context of the child s developmental ability. Creating a Safe Environment Who: Kids, Teens, Families, Groups Materials: Beanie Babies; pipe cleaners; play dough Why: Provides a safe, non-threatening environment that is welcoming and inviting; opens and invites discussion; materials occupy fidgety, nervous hands. How to use: Place items on the table or floor at the beginning of the visit. Invite participant(s) to use materials. For example, use pipe cleaners to create art as you are talking. Set and review rules at each visit. Kids, teens, families or groups may have their own rules to add to the following: 1) Confidentiality: Explain that, What is said in room stays in room. For younger children, the clinician can use the example of top secret. Make sure children are aware that the only time this rule may need to be broken is if children have stated they may hurt themselves or others. 2) It s okay to pass: Explain that conversations may be hard at times, and it is okay not to share if the child does not wish to. 3) It s okay to have fun and play. All About Me Who: Kids Materials: All About Me worksheet; markers, crayons or colored pencils Why: Assists in building rapport; helps engage participant(s) in conversation about who they are and what they like; assists counselor to know what activities may be appropriate to use in the future. How to use: Provide a worksheet to each participant and ask participant(s) to complete. Once completed, ask participant(s) to share. All About My Loved One: Anticipatory OR Bereavement Who: Kids, Teens Materials: All About My Loved One worksheet; markers, crayons or colored pencils Why: Provides a forum to begin to share about loved ones with a serious illness or who have died; assists counselor to understand what information participant(s) know about the serious illness or death of their loved one. How to use: Provide a worksheet to each participant and ask participant(s) to complete. Once completed, ask participant(s) to share. Anagram Who: Kids, Teens, Families
10 Materials: white or colored paper; markers, crayons, colored pencils Why: Encourages participant(s) to introduce their loved ones and share memories; helps participant(s) begin to understand and share feelings. How to Use: Invite participant(s) to either choose the name of the person who died or a word that describes their relationship to that person. Examples: Sarah, Mom, pappy. Have participant(s) write the word down the left side of a piece of paper. Next to each letter, have participant(s) write descriptive words using the letter as the first letter of the word. Example: Marvelously Outstanding Maker of Cookies Timeline Who: Kids, Teens, Families, Groups Materials: colored or plain paper; markers, crayons or colored pencils; stickers Why: Allows participant(s) to identify positive and/or negative significant events in their lives. Alternatively, it can provide participant(s) an opportunity to review detailed information around an event (i.e., accident, illness or death). How to use: Have participant(s) choose a piece of colored paper and draw a line on the paper. Lines can be curvy, straight, jagged, etc.; the uniqueness of the line reflects the uniqueness of the individual and his/her story. The beginning of the line is their date of birth and the end of the line is today s date. Along the line, have participant(s) make marks that represent significant changes in their family, personality, friendships, homes, schools, as well as any new responsibilities they now have because of these changes. Using stickers or markers, participants can write or draw pictures or symbols to represent the loss event and other changes marked on the timeline. Participants can also describe how they felt before, during and after the times marked. Provide participants with an opportunity to share their timelines. This can be followed by a discussion about their observations, changes, and the loss that is associated with change. Alternate: You can also focus on a smaller amount of time, such as the day before, of, and/or after the death of the loved one. For example, start the timeline on the day they learned their loved one was ill and end a few days after the funeral/memorial service. This can assist children to understand feelings related to specific memories.
17 2. Understanding the concepts of grief and loss. Way No Way Game Who: Kids, Families, Groups Materials: Way No Way statement sheet Why: Provides grief education and dispels myths of death; promotes discussion about grief and loss issues. How to use: Read each statement to participant(s). Have participant(s) put a thumb up if they agree with the statement or a thumb down if they disagree. Discuss statements and follow-up with the additional discussion prompts that are in parenthesis next to each statement. Variation: If participants are active, this can be played as a game. Mark a line down the center of the room with tape. One side of the room is the Way side (agree with statement) and the other side of the room is the No Way side (disagree with statement). All participants stand on the center of the line at the beginning of the game. As facilitator reads statements aloud, participant(s) stand on or jump to the side of the line that feels true for them. Again, Discuss statements and follow-up with additional discussion prompts. Grief Activity Who: Kids, Teens, Families, Groups Materials: Grief worksheet; markers Why: Provides an opportunity for participant(s) to share about their individual grief experience; promotes discussion about the similarities and differences in the grief experience for different group or family members. How to use: Provide participant(s) with a copy of the Grief worksheet. Have participant(s) write, draw pictures and/or describe what grief is like for them. Allow participant(s) the opportunity to share their work. Helpful Books for Talking about Death and Grief Who: Kids, Families Materials: See Safe Crossings Bibliography below for age appropriate books on grief and loss. Why: Provides education about death and dying; promote conversation between children and their families about difficult topics in a non-threatening way. How to use: Read the book aloud, using the pictures and content to promote discussion, facilitate questions and provide support.
19 Way No Way Game 1. People die in many different ways. (Discuss some of the ways people die) 2. Everything that is alive dies someday. 3. My thoughts or feelings can make someone die. 4. Most people live a long time before they die. 5. I have seen a real dead body. 6. A funeral service or memorial service is a good way to say goodbye to our loved ones who died. 7. Some people choose to be buried when they die while others chose to be cremated. (May need to explain cremation first) 8. People die because they were bad. 9. Sleeping is the same as being dead. (Discuss whether people breathe, heart beats or get hungry after they die) 10. Do people feel pain/hurt after they die? (Discuss that people can t feel pain) 11. It s my fault that my loved one died. 12. Other people sometimes say dumb things to me about my loved one who died. 13. I sometimes worry about other people in my family dying. 14. I sometimes worry that I might die too. 15. All feelings are OK. (Discuss some feelings that children and adults may have if a loved one has died) 16. It is ok to cry. 17. Can crying help sad feelings get better? (Discuss other ways that may help children get their feelings out) 18. Sometimes I feel mad that my loved one died. 19. Sometimes I feel alone since my loved one died. 20. Even though my loved one died, I can still have fun and happy times. *** Statements in parenthesis are to assist clinician to expand the conversation and generate further discussion with participants.
23 3. Identifying and understanding feelings and behaviors associated with normal grief responses. Feelings Worksheet Who: Kids, Teens, Families, Groups Materials: Feelings worksheet; markers, colored pencils or crayons Why: Provides an opportunity to express feelings related to their grief experience; normalize feelings associated with grief. How to use: Provide participant(s) with a feelings worksheet. Ask participant(s) to look over the worksheet. Invite them to circle any feelings they are currently feeling. Use worksheet as a discussion starter for talking about feelings. Ask participant(s) to share which feelings they are currently feeling and when they have been feeling that way. Worksheet can also be helpful for families to check-in with their children. Emotional Behavioral Cards Who: Kids, Teens, Families, Groups Materials: Emotional Behavioral Cards; crayons or markers Why: Facilitates discussion of grief experiences; normalizes feelings associated with grief; broadens self-awareness regarding one s personal grief process. How to use: Explain to participants that the feelings and behaviors on each card are feelings and behaviors other kids and teens have said they experience. Individuals: o Have participant sort the cards into two piles: one pile with those that they have experienced and a second pile with those that they have not. o Counselor and participant can discuss behaviors and feelings. Family or Group: o Pass the cards around and ask participant(s) to put a check mark on any card that describes a feeling or behavior they have experienced. If the cards are laminated, crayons work well for this (easy to clean and less messy than markers). o After the cards have been seen by all participants, pass several out to each participant. o Ask participants to read each of the cards in front of them and count the number of marks. Discuss behaviors and feelings as well as commonalities and differences. Feelings Body Who: Kids, Teens, Families, Groups Materials: Piece of paper for each participant; large piece of butcher paper (for variation); markers Why: Provides an outlet to articulate the grief experience through artistic expression; provides an opportunity to understand the manifestations of feelings in the body.
24 How to use: This activity should follow the previous discussion/activities related to the identification of feelings and how/where they are experienced in one s body. Discuss the physical manifestations of grief. Give a few examples, i.e., tired behind the eyes; nervous - butterflies in the stomach or sweaty palms, spaced out, heart has been torn in two, etc. Have participants an outline of a body on their piece of paper. For some kids or groups, it may be better for the clinician to draw the body ahead of time. Ask participant(s) to choose a different color marker to represent each feeling. The feelings can be written or drawn on their body drawing. Provide an opportunity for participant(s) to share their body (the feelings they are feeling, where in the body they feel these feelings, symbols/pictures they drew (continued to represent on next page) these feelings). Variation: If there is a large space, cut a big piece of butcher paper the height of each participant. Ask participant(s) to lie on the butcher paper and trace an outline of each participant s body. Participant(s) can then fill in their own body with feelings as above. Inside/Outside Feelings: Paper Bag or Faces Who: Kids, Teens, Families, Groups Materials: Paper Bag: Brown paper lunch bags; strips of colored paper; markers, crayons or colored pencils; tape Faces: Paper Plates, tongue depressors, markers, stapler Why: Identify feelings they are experiencing during their grief process; affirms feelings as normal part of grief; provides education and understanding of how feelings may or may not be expressed even if they are felt. How to use: Paper Bag (older kids and teens): Ask participant(s) to write down or draw a picture of all the feelings they have felt since their loved one died. Ask them to think about which feelings they express to others and explain these are called the outside feelings. Ask participant(s) to think about which feeling they do not express to others but keep on the inside and explain these are called inside feelings. Ask participant(s) to tape outside feelings to the outside of the paper bag and put inside feelings in the inside of the bag. Invited each participant to share their inside and outside feelings. Children can keep bags at home and change the location of feelings as the feelings that they share with others change. Faces (younger kids): Put a tongue depressor between two paper plates. Staple the two paper plates together. Explain to participant(s) that we feel many feelings when someone in our life dies. Some of these feelings we chose to share with others and some we chose to keep to ourselves. Ask participant(s) to draw a picture of their face with the feelings that they show to others on one paper plate. Ask participant(s) to draw a picture of their face with the feelings that keep inside and do not let others see on the other plate. Invite participant(s) to share. Feelings Concentration Who: Kids, Teens, Families Materials: Feelings concentration cards (2 cards of each feeling). Two sets of Feelings Flashcards would also work well with non-readers, who could use the face pictures to help
25 identify matches (available at vendors such as or Why: Educate about feelings; Provides opportunity to share feelings and memories. How to use: Place cards face down on the table or floor. One participant at a time flips two cards over to try to find a match. When a match is identified, the participant who finds the feelings pair is given the opportunity to share a time when he or she experienced that feeling with their loved one or in their grief process. If the participant cannot identify a time when he/she experienced the feeling with their loved one, he/she can share anytime when he/she experienced that feeling. With younger children, you may want to use fewer pairs (ie 5 pairs).
31 Emotional Behavior Cards
33 Emotional Behavior Cards
35 Emotional Behavior Cards
37 Feelings Concentration embarrassed embarrassed confident confident guilty guilty happy lonely sad happy lonely sad
39 Feelings Concentration shocked shocked surprised surprised jealous jealous angry afraid worried angry afraid worried
41 Feelings Concentration confused confused hopeful Hopeful tired tired overwhelmed overwhelmed relieved frustrated relieved frustrated
43 4. Identifying and practicing healthy ways to cope. When You Get Angry worksheet Who: Kids, Teens, Families Materials: When You Get Angry worksheet; pen or pencil Why: Provides education and identification of healthy expressions of anger; promotes discussion for creative strategies for self care. How to use: Explain that many kids and teens you have talked to feel angry in their grief experience. It is helpful to find safe ways to express anger that won t hurt one s self or another person. Hand out the When You Get Angry worksheet, explaining that it has some ideas for things to do when you feel angry. Have the participant(s) read it over and circle the ideas that might work for them. Ask participant(s) if they have any other ideas, and have them write down their ideas on the page. For young children who cannot read, read each idea to them and let them share if it might helpful. At the end of the discussion, the child might want to try one of the activities if feeling angry. When You Get Sad worksheet Who: Kids, Teens, Families Materials: When You Get Sad worksheet; pen or pencil Why: Provides education and identification of healthy expressions of sadness; to promote discussion for creative strategies for self care. How to use: Discuss different ways people express their sadness. Hand out the When You Get Sad worksheet, explaining that it has some ideas for things to do when you feel sad. Have the participant(s) read it over and circle the ideas that might work for them. Ask participant(s) if they have any other ideas, and have them write down their ideas on the page. For young children who cannot read, read each idea to them and let them share if it might helpful. At the end of the discussion, the child might want to try one of the activities if feeling sad. Regrets: Letting Go activity Who: Kids, Teens, Families, Groups Materials: white or colored paper, regret prompts, pens or markers, trash can or paper shredder Why: Provides an opportunity to identify and let go of regrets; offers an opportunity for selfreflection and the promotion of healing. How to use: Explain that the activity will be around the idea of regrets. Ask participant(s) if they know what the word regret means. After discussion, have group members close their eyes, and read aloud the following: When someone we love dies, it is normal to have thoughts that can be called regrets. A regret is something we wish we had done differently. Some people regret, or feel sad, that they were not able to say goodbye or be with their special
44 person before he or she died. Others may regret they had an argument, or cross words or thoughts, before their loved one died. Sometimes people even think they caused the death to happen by something they did, said or thought. Most people have a regret or two. It is important to know that there is nothing you did, said or thought that caused the death of your loved one. Talking about our regrets with people we trust can help us understand that these thoughts are very normal and most people have them. If we do this, we can then let the regrets go! I would like you to think about your regrets. Let me give you a few sentence starters to help you begin: o I wish I had o If only o It was my fault o I m sorry that o I blame myself for When you are ready, open your eyes. Draw or write your regrets on your piece of paper. I will give you minutes to work on your regrets. When group is finished, invite participants to share one or several of their regrets. After each participant has shared, ask them to think about whether they are ready to let go of their regrets. For those that are ready to let go of their regrets, tell them the time has come for their regrets to be released. Option 1: o Invite each participant to tear their paper into many small pieces. o When they have all finished, get in a circle with each participant holding his/her pieces of paper. Count to three, and have the participants toss the pieces of paper into the air in the center of the circle like confetti. Explain that all of the brightly colored paper with thoughts of guilt, blame and regret are now released, and when regrets are outside of a person, the colors (regrets) are beautiful, but when kept inside, the regrets are not helpful. Option 2: o Use a paper shredder or trash can. After each participant has shared his or her regrets, invite each participant to release the regrets by shredding them in the paper shredder or tearing and throwing them in the trash. What Helps? Worksheet Who: Kids, Teens, Families, Groups Materials: What Helps worksheet; pen or markers Why: Identifies ways to feel supported when experiencing big feelings. In a family or group setting, worksheet allows for participant(s) to learn ways to cope from each other. How to use: Ask participant(s) to think about what they can do for themselves when they are having a hard time. Hand out the What Helps? worksheet and have participant(s) mark the ideas from the list that might be helpful for them. They can add additional ideas at the bottom of the page. Invite participant(s) to share their ways of coping and discuss.
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subset: commoncrawl


text:
The FCC requires those who do amateur radio to pass a licensing exam. We have free, local, entry-level licensing classes on a regular basis to help you learn what you need to know for the test.
Available Seats: 27 (for each class)
Registration Contact: An email to the contact below with your phone # is your registration.
"Matt" Dillon W7ARD
439 Heywood Ave., Eugene, OR (Santa Clara area)
541-689-0640 email@example.com preferred
For more info about the VRC test sessions contact Riley at firstname.lastname@example.com or call 541-345-2407


text:
£60,000 Offers over
Home Connexions are delighted to present to the market this traditional sandstone fronted, one bedroom first floor flat set within the popular and sought after location of Bannatyne Avenue, Glasgow. Ideal for buy to let investors, or first time buyers. The property is well situated for local shopping which can be found on Alexandra Parade. Public transport includes both bus and rail links to the city centre and surrounding areas which has a host of bars, restaurants, universities and hospitals etc. Access to the M8 &M74 motorway networks is close by making it an ideal location for commuters.
Early viewing is strongly advised to avoid disappointment.
The accommodation comprises a shared entrance close with security door entry. The main reception hallway offers access to all rooms within to include a bright an airy lounge boasting a beautiful feature way window formation, overlooking the front of the property. There is a modern fitted kitchen offering a good choice of both wall and floor mounted units, with a complimentary worktop and a selection of integrated appliances. The property also boasts a light and airy double bedroom and fitted bathroom incorporating an overhead shower unit and glass screen. The property is further enhanced via a system of gas central heating and double glazed window units.
EPC Band C
Lounge (1) 5.16m (16'11') x 3.45m (11'4')
Lounge (3)
*** Showing Ceiling Rose &Detailed Coving
Kitchen 2.44m (8'0') x 1.83m (6'0')
Bedroom (1) 3.99m (13'1') x 3.53m (11'7')
Bathroom (1) 4.29m (14'1') x 1.22m (4'0')
This house description is based upon information supplied by the owner, or on behalf of the owner. These property particulars are produced in good faith and do not constitute or form part of any contract. s1homes do not take any responsibility for the accuracy of the information contained in this document.
If a property value displays '0', don't worry it just means no properties have been sold in that area during that time.
Sold house price data is supplied to us by the Registers of Scotland, a government department responsible for compiling and maintaining property registers, every month. There can be a delay of up to 3 months from when a property is sold to being recorded with Registers of Scotland. We provide house price data for your information only, we do not accept any liability for any errors. If you have noticed any incorrect information, please contact Registers of Scotland.


text:
~ I have been working on this a little bit for six months, so I hope you guys like it.
~ This is my second Klaroline Oneshot, so I hope you guys like it.
~General POV~
Caroline walked into the Mikelson mansion wearing the fanciest dress she could find. Her dress went to her ankles and was puffy at the bottom, similar to a princess's dress. The sapphire blue dress that she was wearing wasn't one that she bought. It was a gift. She stepped farther into the crowd, aware that almost everyone was staring at her.
One of the people staring at her was Klaus. Since the moment she stepped foot into his house, he couldn't take his eyes off of her. He thought that she looked absolutely stunning in the dress that he had bought for her. Klaus smiled at himself for picking out a dress that brought out the beauty of his sweet Caroline. He set down his, now empty glass of champagne, before making his way through the crowd.
Caroline was nervous about this. She knew Klaus was here and wanted to dance with her. It wouldn't be the first time they danced together, yet she was still unsure about it. She took a deep breath before getting a glass of champagne to calm the nerves.
"Caroline." She heard her voice being called. She turned to see Klaus walking up behind her in a tux. 'Wow' Caroline thought as Klaus stopped in front of her. "I'm glad you came." She gave him a small smile. "Would you care for a dance?" He asked, holding out his hand. Caroline looked at it for a moment before finishing her glass.
"Sure." She gave him a smile, which was returned as she set down the empty glass. Caroline gently grabbed his hand, which was eventually turned into them linking arms together.
Klaus slowly guided Caroline into the ballroom, taking his time because he wanted Caroline to be by his side. When they got into the ballroom, Caroline noticed that they were the only ones in there. Klaus gave a nod to the orchestra, which immediately started to play some music. He stepped into the center of the room and placed a hand on Caroline's shoulder before they started to dance.
As they danced, Klaus never took his eyes off of Caroline. She tried to avoid his eyes.
"You look ravishing in this dress." He said, almost in a whisper. "I'm glad you came."
"It was either this or reruns of Jersey Shore." Caroline said.
"It has nothing to do with me then?" He asked with a small smirk, which Caroline saw out the corner of her eye.
"Why did you give me this dress?" Caroline asked after a few minutes.
"Because you're a princess Caroline." She looked into his eyes. "You should dress like one." A small smile appeared on Caroline's face, which was mimicked on Klaus's. Caroline never really thought of herself as a princess after she was turned. There was something in her that was glad and took it as a compliment.
The Orchestra slowed to an end after thirty minutes. Klaus took a small step away from Caroline, still not taking his eyes off of her.
"Thank you for the dance Caroline." He said before gently kissing the back of her hand. She found herself blushing at the action.
Caroline opened her eyes after having the dream. She had the same dream for a week, since she broke up with Tyler. They broke up because their relationship wasn't what they wanted. What they originally felt for each other started to disappear. Caroline still wanted to be with Tyler, but it was his choice to break it off. Then she found out a secret that he hid from her and she couldn't be with him after she found it out.
Caroline had stayed at home since the break up. She wasn't the type of person to dwell on a break up, but she couldn't really act like herself. The recurring dreams of Klaus didn't help her get back to her normal routine. She tried, but she didn't feel herself.
She slowly slid out of her bed and picked out clothes to wear for the day before going into the bathroom. Her mom had already left for work, so she didn't have to worry about her needing the bathroom.
The water was cool so she let it flow over her. It felt peaceful just standing there, but Caroline knew that the feeling wouldn't last forever. She held herself in the moment as long as possible, hoping that she could forget everything, if only for a few moments.
After spending close to an hour in the shower, Caroline finally got out. She walked into her room, with a towel around her waist and saw that her phone was ringing.
"Hey Bonnie." She asked, not masking how she felt.
"Hey Caroline." Bonnie said as Caroline put the phone on speaker and placed it on top of her dresser near her closet. "How are you doing?"
"I'm fine." Caroline said, even though she knew she was lying to herself.
"Okay." Bonnie knew Caroline was lying, but decided not to push on the subject. Caroline opened her closet and looked at what she could wear for the day. "Elena and I were wondering if you wanted to go hang out with us today." Caroline slightly smiled as she pulled out a pink top.
"I don't know Bonnie." She softly said.
"Come on Care. We've barely seen you all week. You can't stay in your house forever." Caroline slightly smiled at how much her friends cared for her.
"I know Bonnie, but..." Caroline took the phone off of speaker and held it to her ear "... I just don't feel like going out."
"That's what you said two days ago. If you don't come out of your house by yourself, then Elena and I will force you out."
"Okay, Okay." Caroline said in defeat. "How about I meet you guys at the Grill at noon? Will that make you happy?"
"Yes." Bonnie said with a slightly cheerful tone. "We'll see you there." Bonnie said before hanging up. Caroline let out a sigh before putting her phone on silent. She knew her friends cared for her and that they were worried about her, but she felt like their efforts wouldn't work.
Caroline took her time driving to the Grill. She was actually nervous, not because it's the first time she's been out the house since the break-up, but because she really didn't want to run into Tyler. 'Just ignore him' She thought to herself. Although she did care for Tyler, she just couldn't be with him anymore. As she parked her car in a parking spot, she caught a glimpse of Jeremy and Bonnie. She found herself slightly smiling at the sight of the two of them together. Caroline liked it when they were together before and she was glad that they found a way to get back together. She let out a sigh, accidently reminding herself that her and Tyler were broken up. It was affecting her more than it should have.
"Caroline." She heard Bonnie say as her and Jeremy approached Caroline's car. "You're here."
"Yeah." Caroline said while giving a small nod.
"Bonnie didn't think you'd come." Jeremy said, which made Bonnie hit him in the stomach with her elbow. "Ow." He said before rubbing where she hit.
"Come on Care." Bonnie said to Caroline. "Elena's waiting inside." Caroline looked at Jeremy for a second before putting her keys in her pocket and getting out of her car.
Caroline walked into the Grill with Bonnie and Jeremy. They could tell that she was in a rut and they hoped that this one day with her friends would start to get her out of it. When Caroline entered the Grill, she immediately noticed Tyler playing pool with a girl that she met, once. The girl's name was Haley. From the first moment the two of them met, Caroline didn't like her and Haley eventually gave her a reason not to like her. Jeremy had gone over by Matt, who was cleaning up a table, which left Bonnie alone with Caroline. Bonnie noticed that Caroline's eyes were on Tyler and Haley, so she grabbed Caroline by the arm.
"None of that." She said before dragging Caroline towards a booth were Elena was sitting with Stefan.
"Hey Care." Elena said with a small smile.
"I'll see you later." Stefan said before kissing Elena and walking away.
"Are you hungry?" Elena asked Caroline as her and Bonnie slid into the booth.
"Yeah." Caroline said. "I could go for a cheeseburger." Bonnie slightly smiled, knowing that Caroline still had her appetite.
Elena and Bonnie tried to get Caroline to talk, which worked, but they avoided the subject of boyfriends. Caroline knew that her friends weren't going to be satisfied until she was as talkative as she normally was, so she gave into them. She made sure that she didn't even bother to think about Tyler or even glance towards Tyler, because he had stayed at the Grill since she entered.
"We have to have a girl's night." Bonnie said, which brought Caroline out of her thought. "We haven't had one in forever."
"Sure, sounds good." Caroline said distractedly when she noticed that Klaus had walked into the Grill. Klaus had noticed Caroline looking at him and saw the hurt in her eyes. He heard that her and Tyler were no longer together. As he walked towards the bar, his eyes glanced towards Tyler, who was still playing pool with Haley. Klaus had met Haley only once and put two and two together on why she was in Mystic Falls. With how Caroline was acting, he knew that his guess was right. Inside his mind he wanted Caroline to forget Tyler, not by compulsion, but by the two of them getting together, like he's wanted for months.
"Care..." Bonnie said, trying to get Caroline's attention.
"Caroline." Elena said, gently nudging Caroline.
"I was spacing out, wasn't I?" Caroline asked, even though she knew the answer. Elena and Bonnie just nodded their heads. "Sorry." Caroline apologized. "I haven't been myself lately."
"Which is all the more reason for a girl's night." Elena said, which made Caroline slightly nod.
"Let's make it Thursday night." Elena suggested. "The sooner the better." Caroline slightly smiled, which made Elena and Bonnie feel better. They gotten her to smile, even if it was small.
"I'm going to the bathroom." Caroline said before sliding out of the booth.
When Caroline got into the bathroom, she let out a sigh. A part of her was glad that she got out of her house, but at the same time she just wanted to go back. 'You can get through this Care' she told herself before slowly making her way towards the door. She bumped into someone and when she saw who it was, she rolled her eyes.
"Hello Caroline." Haley said, slightly pushing Caroline back into the bathroom.
"Bye Haley." Caroline said before taking a step to the side, which Haley blocked. "Move."
"And why would I do that?" Haley asked Caroline as she crossed her arms on her chest.
"Just move." Caroline moved to the side, which Haley blocked again. "Are you serious?"
"You can't be with Tyler." Hayle said, which made Caroline roll her eyes.
"And why would I want to be with him?"
"I saw the way you were looking at him earlier."
"Like I would even want him back. He slept with you, you slut." The words fell out of Caroline's mouth before she could even tell that she said them. Haley brought her hand to Caroline's throat and held her against a stall.
"Do you really think that you can call me a slut?"
"Do you think you can take on a vampire without the full moon?" Caroline asked before she broke Haley's wrist and was released from the grip. "You two deserve each other." Caroline said to Haley, who was kneeling down on the ground, gently holding her broken wrist. Haley looked up at Caroline with pain on her face as Caroline walked out of the bathroom.
When Caroline got back to Bonnie and Elena, she slid back into the booth.
"Are you okay?" Elena asked after looking at Bonnie.
"I'm fine." Caroline said with a fake small smile before seeing Haley walk out the bathroom holding her wrist. "I'm just gonna go."
"We'll see you Thursday?" Bonnie asked and Caroline gave her a nod before walking out of the Grill. Klaus had watched Caroline from his seat and decided to go after her after she left the Grill.
When Caroline got outside, she leaned back against her car and let out a sigh. She never really acted like she did when she was in the bathroom with Haley.
"What's wrong love?" Caroline looked up and saw Klaus standing in front of her, with a slightly worried expression.
"Nothing." Caroline quickly lied before turning towards her car and opening the door.
"I would have done more than just break her wrist." Klaus said, which made Caroline stop for a second before going into her car and driving away. Klaus stood there and watched her drive away. He made a mental note to check up on her to make sure she was okay.
After the incident at the Grill, Caroline had gone back home. For the rest of the day she worked on some homework while watch reruns of Dancing with the Stars. Her mom was working late, so Caroline was home alone. She was putting a bowl in the sink when she heard a knock at the door.
"Klaus." She said when she saw him standing on the outside as she opened the door. "What are you doing here?"
"I wanted to make sure you were okay." He said, which slightly surprised her. She was used to him being the evil person and she wasn't used to his softer side yet. Caroline gave him a small smile before stepping to the side.
"Would you like to come in?" She found herself asking. Klaus gave her a nod and stepped into her house. He had already been invited in, but he wasn't going to go into her house unless she asked him to. Caroline closed the door behind Klaus and they both faced each other.
There was an unusual silence between them. It was the only time that Caroline was voluntarily talking to him and not just as a distraction. Klaus slowly brought his hand up and carefully brushed a strand of Caroline's hair behind her ear. She looked up when she could feel the brush of his fingers on her skin. Their eyes connected and before either of them knew it, they were locked in a kiss.
~ I hope that you will like this Oneshot after how long I've been working on it.
~ I had the idea for this before season four started, but as I wrote it... I decided to put Haley in it instead of one of my OC's. Hopefully you will like what I did with this. If you don't like this Oneshot, hopefully you'll like one of my other Oneshots... or one of my actual stories on here :)


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Waltham Priest Faces AllegationOct 15, 2002 | The Boston Globe
Church officials for the Archdiocese of Boston yesterday announced that they have placed the pastor of a Waltham church on administrative leave while they investigate a 20-year-old allegation of sexual misconduct with a minor that surfaced recently.
The Rev. Roger N. Jacques, pastor of St. Joseph Parish on Main Street, was removed ''from all assignments'' pending the results of an investigation by the archdiocese, spokeswoman Donna M. Morrissey said in a written statement last night.
Church officials said they will turn details of the allegation over to the state attorney general's office within 48 hours, in accordance with an agreement reached between the archdiocese and law enforcement officials earlier this year.
''Our obligation as representatives of the Church and as a community, legally and morally, is to fully investigate all allegations of abuse of a minor,'' Morrissey said.
''Until the resolution by representatives of the Church and by the proper authorities is complete, Father Jacques will receive a salary and medical benefits, but he will not have permission to perform any public ministry in the church,'' Morrissey said. ''As in all cases, efforts are made to respect the rights of all parties and, to the best of our ability, to maintain their reputations. Should the allegation be proven groundless, we will do all we can to restore the priest's reputation.''
Church officials did not release details of the allegations against Jacques; they did say that it involved sexual misconduct with a minor that would have occurred ''approximately 20 years ago.''
Jacques was ordained in 1978, according to the archdiocese. His 106-year-old parish, St. Joseph, is part of the archdiocese's French apostolate, offering Masses in French.
Efforts to reach Jacques yesterday were unsuccessful.
The archdiocese's statement said that church officials have met with staff at the parish and that counselors, support personnel, and Bishop Richard G. Lennon would be present at Masses this weekend to discuss the situation.


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Join AF3IRM for International Women's Day and Women's Month!
We invite you to join AF3IRM for our events for International Women's Day and for the rest of Women's Month! We are proud to be able to present the International Women's Day March in Los Angeles for the third year in a row and to participate in the International Women's Strike. We will also have a noise demo in solidarity with all immigrants in the San Francisco Bay Area. See our calendar below for more information.


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St. Lawrence Seaway Vacation Packages
Explore the spectacular scenery of rivers, lakes and mountains around the St. Lawrence Seaway on the Canadian border near Ottawa. Hike through forests, cruise along waterways and dive in to see spooky shipwrecks.
The St. Lawrence Seaway is a 2,342-mile (3,768-kilometer) channel from the Atlantic Ocean to the Great Lakes of North America. The seaway opened in 1959 and is an important shipping route for several industries. It is also a popular recreation destination.
The St. Lawrence Seaway offers many water-based activities. Relax on a cruise and canoe on picturesque ponds, lakes and rivers. If you want something faster, try whitewater rafting on the Hudson River Gorge. Skilled divers can book a tour to explore the numerous fascinating shipwrecks in the seaway.
Tour the Thousand Islands region and stop at Wellesley Island where you'll find several state parks. Go to Heart Island to see Boldt Castle.
Enjoy year-round outdoor fun at the Adirondacks region, a vast wilderness in northern New York. Hike through forests to the summit of Mount Macy, the tallest peak in New York State. The Adirondacks region features more than 2,000 miles (3, 219 kilometers) of hiking trails and some are wheelchair accessible. Ski through snow blanketed forests during the winter or swoop down the slopes of one of the ski resorts.
Also in the Adirondacks region, you can embark on a road trip along scenic highways and stop at villages and fun attractions. The Olympic Trail is a popular 170-mile (273.6-kilometer) route from the Great Lake Ontario to Lake Champlain. Drive south to the village of Lake Placid for wintersports.
Make your way over to Watertown on the Black River where you can visit the animals of New York State Zoo inside Thompson Park. Quench your thirst at Burrville Cider Mill, and if you are on this route during February, venture into the ice palace on the shore of Lake Flower.
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7×7 Chili
- 1 1/2 lbs Elk roast cut into cubes
- About 6 Elk Sausages chopped
- About a C of Chopped summer sausage
- 6 Garlic Cloves minced
- 1 Medium Onion chopped
- 2 T Dried Onion Flakes
- 1 can (15 oz) Black Beans and juice
- 3 cans Kidney Beans
- 6 cans Pinto Beans
- 1 small can Tomato Paste
- 1 Can Diced tomatoes
- 5 T Chili Powder
- 4 T Paprika
- 1/2 t Cayenne
- 1 t Pepper
- 3 T Seasoning Salt
- 5 T Cumin
- 1 Normal size bar of dark chocolate
- 4 C Water
- 2 T Corn Flour
First step is to cut the roast into bite sized cubes. Sear the meat in a hot pan with a tablespoon of butter. Add the salt and pepper to the meat. Once the meat is seared, take it out and add the sausage. Brown the meats and add the roast back into the pot. The next step is simple; add all other ingredients and let simmer for 3 hours. Make sure to stir the chili every 15 min to half an hour. You just don't want the bottom to burn. If you cook the chili in a crock pot, you dont have to worry about stirring.
Once you have about a half an hour of cook time left, stir in the corn flour and allow the chili to boil and thicken.
Chili can be served so many ways!!!
- Sour cream
- Cheese
- Saltines
- Green onions
- White onions
- Over a hot dog
- Over a hamburger
- etc… y0u name it!!!!


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Klopp comments on the AFCON rescheduling
Embed from Getty Images Liverpool manager, Jürgen Klopp, spoke to the media...
Alexander Jakobsen – a.k.a Amir Adel – scored a screamer in his side's crucial home win against Atvidaberg in the Swedish top tier.
The Danish-Egyptian attacking midfielder scored Falkenberg's second goal with a powerful long range effort that found the top left corner in the 13th minute, as his side led 3-0 at half time.
Falkenberg waited until the 89th minute before adding their fourth followed by two more goals in the dying moments.
With only two more rounds to go in the Swedish top flight, Falkenberg's win guaranteed them at least a 14th place finish (relegation play-off) as they destined both Halmstad and Atvidaberg to relegation.
Falkenberg are only two points behind Kalmar in 13th place and will now attempt to leapfrog them, and avoid a relegation play-off, in their final two fixtures against the teams lying 6th and 5th respectively.
The 21 year old joined the Swedish side last February, after playing for PSV Eindhoven, and now has two goals in the league.


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My Favorite Flirts is a feature that lets you reach your favorite Flirts easily from My Account or on 1-800-TO-FLIRT.Manage My Favorites
(12 Reviews)
I just love seeing my submissive's bottom red and freshly spanked!
Those beautiful pink welts crisscrossing over your thighs are my way of branding your body and those marks proudly display that you gifted me with your ultimate submission and surrender. Every time you sit down and you feel those little delightful shivers of pain you'll remember that you belong to me in every way.
~My Specialties~Spanking
Ball SlappingStrapon Training
Face Slapping
Tease & Denial
Small Penis Humiliation
Role Play
My Measurements~ 34E-27-36
My favorite Stores~ Claire's Boutique, Victoria's Secret, Target
Love Me? Spoil Me!


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Digital Color LCD Display LED Projection Alarm Clock with Weather Station / Temperature / Humidity(Black)
- #2 Best Seller in Table Clocks
- #3 Best Seller in Clocks
- #7 Best Seller in Decor
1) This LED projection clock featuring colorful LED backlit, displays the time, week, temperature, humidity and weather on its LCD screen. 2) This clock captures a host of features, including...> See more product detail
2) This clock captures a host of features, including LED projector, alarm clock, hygrometer and thermometer.
3) Measuring temperature range: 0?~50? (32?~122?)
4) Measuring humidity range: 20%~99%
5) Resolution: 1?
6) Display: max/min temperature and humidity record
7) Calendar: 2001-2099 year
8) Power: 2xAAA batteries(not included)
9) 12/24 hours format
10) Size: 138x90x52mm
How long will my order take to arrive?
|Product status
|Leaves Zasttra.com or Seller
|Overnight Shipping Transit time
|Economy Shipping Transit Time
|Post Office Transit Time
|AVAILABLE, dispatched immediately
|Leaves Same day
|1 Day
|1 to 3 Days
|AVAILABLE, dispatched immediately
|Leaves Next day
|1 Day
|1 to 3 Days
|AVAILABLE, dispatched within (specified) days
|Leaves In (specified) days
|1 Day
|1 to 3 Days
|AVAILABLE, dispatched within (specified) days
|Leaves In (specified) days
|1 Day
|1 to 3 Days
|AVAILABLE, from Overseas
|Leaves In 5 to 7 working days
|15 to 60 Days
Collections (Pietermaritzburg only):
Weekdays: 09h00 to 17h00
Home/Office delivery via courier between 9am - 5pm, Monday to Friday
Note: These delivery times are estimations; it is difficult to guarantee exact delivery times. To find out a more accurate delivery time on the specific items, please call us on 087 237 4746 or email us at email@example.com.
Goods may be returned only when defective, damaged or if the product supplied is not the same product as what was ordered. If the Goods are defective in any way this must be reported as soon as reasonably possible after the product having been delivered to you and must be returned to us within a period of 180 days after delivery. If the Goods are not the same as what was ordered this must be reported within 24 hours of delivery. Any damage must also be immediately reported, within 24 hours of delivery.
Unwanted Goods: To be eligible for a return, your item must be unused and in the same condition that you received it. It must also be in the original packaging.
Several types of goods are exempt from being returned. Perishable goods such as food, flowers, newspapers or magazines cannot be returned. We also do not accept products that are intimate or sanitary goods, hazardous materials, or flammable liquids or gases. Special order item* with future shipping days (*SHIPS IN OVER 7 DAYS) of over 7 working days; normal cancellations are not accepted; forced cancellations will incur a 15% restocking charge...
Customer Reviews
- Reviews (1)
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Projector alarm clock
Bit flimsy (much more so than the Oregon Scientific one I had before). And It REALLY should have come with a power cable. But it works fine ....