Lost for Words: Loss and Bereavement Awareness Training

By John Holland; Ruth Dance et al. | Go to book overview

16
Anticipated and sudden death

Introduction
It is not possible to predict how an individual will respond to any death, but people tend to respond differently depending on whether the death is anticipated or sudden.
Aim
To provide a greater insight into the potential differences between children’s responses to sudden and anticipated death.
Method of delivery
Ask the trainees in pairs to consider the two scenarios shown on Transparency 41. This should be photocopied for every trainee.Ask the trainees to discuss how the two experiences are likely to be different for Lee and for the school. Bring the trainees together in order to brainstorm and discuss their findings. The ideas could be recorded on a flip chart or whiteboard.
Anticipated death – for example, terminal illness
There is more opportunity for the family and school to prepare than with a sudden death.
The school can establish early links with the family. Communication can be developed to support the child in school.
Grieving may relate to the changes caused by the illness.
The sick person may slowly withdraw from family life as others gradually take on their role. Separation is gradual.
This is a chance to complete unfinished business and to say goodbye.

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Lost for Words: Loss and Bereavement Awareness Training
Table of contents

Table of contents

  • Title Page 3
  • Contents 7
  • 1 - Introduction 9
  • 2 - Introducing Trainees to the Package 11
  • 3 - Ice-Breakers 13
  • 4 - Ground Rules 15
  • 5 - Research 17
  • 6 - Loss Experience 25
  • 7 - Changes 33
  • 8 - Case Study 39
  • 9 - Models of Loss 43
  • 10 - Children’s Understanding of Death 57
  • 11 - Euphemisms 63
  • 12 - Death as Taboo 67
  • 13 - Changes in Learning and Behaviour 71
  • 14 - Helping Children 81
  • 15 - Loss in the Curriculum 93
  • 16 - Anticipated and Sudden Death 97
  • 17 - Cultural Aspects 101
  • 18 - Death of a Pupil or Staff Member 105
  • 19 - Loss Response Policies 111
  • 20 - Helping Agencies 115
  • 21 - Resources 119
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