Lost for Words: Loss and Bereavement Awareness Training

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

18
Death of a pupil or staff member

Introduction
The death of a member of the school community may have a significant impact on many. As with any death it should be sensitively approached. Other relevant chapters include Chapter 10 on children’s understanding of death and potential reactions and Chapter 19 on policies.
Aim
This is to help the trainees gain a greater awareness of the issues surrounding the death of a member of the school community.
Method of delivery
Ask pairs of trainees to consider the scenario on a handout copied from Transparency 43. Ask the trainees to write their responses to the following questions on a large sheet of paper and after ten minutes bring their ideas back to the group as a whole. These could be recorded on a flip chart or whiteboard. Then show the trainees Transparency 44, which gives some of the things to be considered generally when breaking the news of a death in the school community. The following should be given prior consideration:
1. It is important that clear factual information is provided as quickly as possible to avoid rumours developing. There may be a profound grief reaction by both pupils and staff, in particular at any large-scale gathering where the news is announced. The news may best be delivered in tutor or class groups, with awareness that some may become extremely distressed. Ideally individuals should receive help from those whom they know. The role of outside agencies may be to help teachers to support pupils rather than in direct work. Staff too may need support. Most individuals, given sensitive support from home and school, will not need specialist referral. In

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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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