Lowton Karen, Higginson Irene J
Department of Palliative Care and Policy, King's College London, Denmark Hill, London, England.
Death Stud. 2003 Oct;27(8):717-41. doi: 10.1080/713842340.
The ways in which teachers in British schools manage bereaved children are underreported. This article reports the impact of students' bereavement and their subsequent management in primary and secondary school classrooms in Southeast London. Thirteen school staff working in inner-city schools took part in in-depth interviews that focused on the impact of bereaved children on the school and how teachers responded to these children.All respondents had previously had contact with a local child bereavement service that aims to provide support, advice, and consultancy to children, their parents, and teachers. Interviews were audiotaped, transcribed verbatim, and analyzed using ATLAS-ti. Three main themes were identified from analysis of interview data. Firstly, British society, culture, local communities, and the family were significant influences in these teachers' involvement with bereaved students. Secondly, school staff managed bereaved students through contact with other adults and using practical classroom measures such as "time out" cards and contact books. Lastly, teachers felt they had to be strong, even when they were distressed. Surprise was expressed at the mature reaction of secondary school students to deaths of others. The article recommends that future research needs to concentrate on finding the most effective way of supporting routinely bereaved children, their families, and teachers.
英国学校教师应对痛失亲人学生的方式鲜有报道。本文报告了伦敦东南部中小学学生痛失亲人的影响以及随后在课堂上的应对情况。13名在市中心学校工作的教职工参与了深入访谈，访谈聚焦于痛失亲人的学生对学校的影响以及教师如何应对这些学生。所有受访者此前都曾与当地一家儿童丧亲服务机构有过接触，该机构旨在为儿童、其父母和教师提供支持、建议和咨询。访谈进行了录音，逐字转录，并使用ATLAS-ti进行分析。从访谈数据分析中确定了三个主要主题。首先，英国社会、文化、当地社区和家庭对这些教师与痛失亲人学生的接触有重大影响。其次，学校工作人员通过与其他成年人联系并使用“暂停”卡和联系簿等实际课堂措施来应对痛失亲人的学生。最后，教师们觉得即使在痛苦的时候也必须坚强。人们对中学生对他人死亡的成熟反应表示惊讶。文章建议未来的研究需要集中在寻找支持日常痛失亲人的儿童、其家庭和教师的最有效方式上。
