Bereavement: Emotion and Loss Essay

Bereaved children need remain firm within school to deal with the vent of a loved one. This whitethorn be by being given opportunity to talk slightly their feelings or through practical activities. Naturally, each individual deals with bereavement in a different modality, some may feel sad or angry, some may feel guilty around the death and others may withdraw and show signs of depression. The age of the child as well as their previous experiences, or lack of, can affect what they understand ab turn forbidden death therefore it must be dealt with and prep ard for accordingly. For instance, for those who have not dealt with loss originally, starting with other kinds of loss is a good way in. With very young children this could be done effectively in batch time, using story, discussion and activities. You can talk about loss much(prenominal) as of toys or personal belongings and later develop this into a discussion about pets which may get lost or die, before finally talking about losing people who move on, move out or die.As a teacher we are more than credibly able to empathise with children who are experiencing bereavement as this is probably something we, as adults, have experience. Consequently, it could be difficult to separate our own feelings and thoughts from the situation we are dealing with in suppose to console a child and see to it them that things will get better. It is cardinal then to consider your own mad response to the death and loss and reflect upon you feelings and how you deal with these situations in order to stop this from inhibiting your ability to succor children in this situation. The parent/carers go out and what they would like their child to understand about death is in any case important to consider as a teacher and it is important to make legitimate that you act on their wishes so that the message that you deliver reflects these views.However, whilst this is important, I also feel it is part of a teachers duty to help families understand the importance of children being appropriately involved in what is disaster rather than being excluded and sheltered and how this can affect them in a negative way later in life also. Furthermore, this raises the importance of functional and communicating effectively with parent/carers throughout these situations to find out behaviours the child is exhibiting when dealing with the loss and then develop a computer programme to help the child through this period. Most importantly, as a teacher, it is lively that a secure and closed environment which allows everyone to talk about the kinds of feelings that loss and bereavement bring is developed within the classroom and an appropriate take of confidentiality and trust is maintained.