Disenfranchised Grief: The Death of a Student With Special Needs and the Coping of the School Staff - A Qualitative Study.

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, MULTIDISCIPLINARY
Omega-Journal of Death and Dying Pub Date : 2024-11-01 Epub Date: 2022-05-12 DOI:10.1177/00302228221097297
Ronit Shalev, Roni Zamir, Orit Barak
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引用次数: 0

Abstract

The educational staff that meets the children at school struggles to cope with the death of a child, and often avoids talking with them about the death and their sense of loss. This way of coping is complicated in the case of grief among children with special needs, called "disenfranchised grief ". The aim of this qualitative study was to examine the experience and the perceptions of the educational staff in schools for special education and to assess their way of coping, support and care they employ following the death of a student. 15 staff members from different schools in Israel, interviewed. The findings reveal that schools are a significant source of support for students, staff and parents, alike, in the processing of the loss. The special education frameworks generally maintained a special and close connection with students and families. procedures and guidelines are required following death of a student.

被剥夺权利的悲伤:一个有特殊需要的学生的死亡和学校工作人员的应对——一项定性研究。
在学校与孩子们见面的教育人员很难应对孩子的死亡,经常避免与他们谈论死亡和他们的失落感。这种应对方式在有特殊需求的儿童悲伤的情况下很复杂,被称为“被剥夺权利的悲伤”。这项定性研究的目的是调查特殊教育学校教育人员的经历和看法,并评估他们在学生死亡后的应对、支持和护理方式。来自以色列不同学校的15名工作人员接受了采访。调查结果显示,在处理损失过程中,学校是学生、教职员工和家长的重要支持来源。特殊教育框架通常与学生和家庭保持着特殊而密切的联系。学生死亡后需要遵循相关程序和指南。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.10
自引率
20.00%
发文量
259
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