LEADER 04306nam 2200565 450 001 9910807724203321 005 20230808191552.0 010 $a1-78450-229-4 035 $a(CKB)3710000000595855 035 $a(EBL)4357393 035 $a(SSID)ssj0001609204 035 $a(PQKBManifestationID)16319206 035 $a(PQKBTitleCode)TC0001609204 035 $a(PQKBWorkID)14794854 035 $a(PQKB)11503030 035 $a(MiAaPQ)EBC4357393 035 $a(EXLCZ)993710000000595855 100 $a20160218h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aResponding to loss and bereavement in schools $ea training resrouce to assess, evaluate and improve the school response /$fJohn Holland 210 1$aLondon, [England] ;$aPhiladelphia, Pennsylvania :$cJessica Kingsley Publishers,$d2016. 210 4$dİ2016 215 $a1 online resource (154 p.) 300 $aDescription based upon print version of record. 311 $a1-84905-692-7 320 $aIncludes bibliographical references. 327 $aResponding to Loss and Bereavement in Schools by John Holland; Introduction; Problems that can arise after loss; Religious and cultural issues; How to use Responding to Loss and Bereavement in Schools: Menu of suggested action; Introduction; Chapter 1 - The Role of the School; The importance of planning and policy; Potential roles in schools; The importance of information gathering and communication; The Key or Golden Moments; Evaluation; When disaster strikes; Chapter 2 - The Audit; The pre-training quiz; Pre-training quiz answers; Evaluation of the questionnaires; Chapter 3 - The Exercises 327 $aTraining planTraining key; General loss-awareness exercises; Exercise 1 - What makes a subject taboo?; Exercise 2 - Why is death a difficult or taboo subject?; Exercise 3 - Where do children get their ideas about death?; Exercise 4 - What do children understand about death?; Exercise 5 - The goldfish test; Exercise 6 - Euphemisms; Exercise 7 - Technical and complex language; Exercise 8 - Experiences of death 1; Exercise 9 - Experiences of death 2; Exercise 10 - Engaging with children about death; Exercise 11 - Misleading children; Exercise 12 - Different losses that pupils could experience 327 $aThe Initial Responses to a DeathExercise 13 - Responding to the family after a death 1; Exercise 14 - Responding to the family: the caller's perspective; Exercise 15 - Responding to the family after a death 2; Exercise 16 - A letter of condolence ; Exercise 17 - A telephone call of condolence; Exercise 18 - The initial meeting with the family; Exercise 19 - When you need outside support; Exercise 20 - Children attending funerals; Exercise 21 - Parents, children and funerals; Exercise 22 - Children attending the chapel of rest; Exercise 23 - Informing the school community 327 $aThe Medium and Longer-Term Responses to a DeathExercise 24 - Barriers to interacting with bereaved pupils; Exercise 25 - The pupil's return to school; Exercise 26 - Support for bereaved pupils; Exercise 27 - The 'ripple effect' after a significant death or loss 1; Exercise 28 - The 'ripple effect' after a significant death or loss 2; Exercise 29 - Help in the medium to long term; Exercise 30 - Warning signs; Exercise 31 - Bereavement policy and procedure; Supporting Bereaved Pupils: A Summary; Useful Resources; Bibliography; Untitled; Blank Page 330 $aA complete resource to provide the best possible response to pupil and staff bereavement and loss in schools. Includes guidance on communication and the importance of considered whole-school support, audit and assessment tools, as well as a full set of photocopiable exercises for in-school training. 606 $aLoss (Psychology) in children 606 $aBereavement in children 606 $aCounseling 615 0$aLoss (Psychology) in children. 615 0$aBereavement in children. 615 0$aCounseling. 676 $a155.9/37083 700 $aHolland$b John$f1948-$0291671 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807724203321 996 $aResponding to loss and bereavement in schools$94100383 997 $aUNINA