ERIC EJ1099642: Applying a Grief Response Framework to Death/Loss in Schools

2015·0.16 MB·English

by  ERIC

Applying a Grief Response Framework to Death/Loss in Schools The framework guides school counselors have the role of activating the emotional
through responding to a traumatic event. response team- those professionals in the
Thomas M. Jarvis, Assistant Professor The framework is divided into three main school and community who have proactive-
Fort Valley State University components: Administrative Support, ly been solicited to assist with overwhelm-
1005 State University Drive Grief Support, and Evaluation. How school ing grief issues.
Fort Valley, Georgia 31030 counselors can respond in each of these
key areas is addressed. School counselors will also assist with
Dr. Thomas Jarvis is an Assistant Professor at Fort Valley State University in Fort Valley, GA. the administrative task of sending home
Correspondence concerning this manuscript should be addressed to Dr. Thomas Javis at Administrative Support a letter to parents/guardians, if warranted
[email protected] The first area of the response framework by the scope of the tragedy. Schools may
is Administrative Support. One of the first decide if the letter actually comes from the
administrative tasks is to make sure that principal or the counselor, yet either way,
areas are set up for students needing the counselor’s knowledge, sensitivity, and
counseling support. Counselors may identi- experience dealing with emotional issues
fy suitable areas such as the media center, will be invaluable in the crafting of the
an empty classroom, or whatever spaces letter (Kerr, 2009).
Abstract anxiety. A structured plan or guidebook is the school has available to accommodate
School counselors play a crucial role when needed to help deal with grief. Training is numbers of students. Set-up includes Grief Support
schools face any type of tragedy or loss, needed for teachers because they may feel having basics such as bottled water for The second area of the framework, Grief
many times learning from experience inadequate in responding appropriately to drinking and tissues available for students. Support, involves the critical role of school
because response plans are not in place. overwhelming grief. Attending to the basic needs of students counselors in responding to a tragic event.
School counselors are called upon to There are published response plan formats and providing physical supports help Counselors provide support to school per-
help shape and provide the response to available, such as from Kerr’s (2009) students cope with their emotions (Kerr, sonnel, their primary target population- stu-
students, staff, and parents. The demands comprehensive text on crisis intervention. 2009). dents, and to families. The goal is to create
of managing all of the aspects of school Most school districts have some type of a school climate which is sensitive to the
tragedy, in addition to the tragedy itself, crisis plan in place. Yet, many of these Another essential task is to identify numbers of children experiencing loss(es)
can be overwhelming. This article provides plans deal with a whole range of issues students most at risk. This may include and to the magnitude of the loss(es) and
a framework that will guide school counse- involving administrative duties such as students who suffered a loss, or who were to bring awareness to the students’ need
lors in providing a comprehensive response calling emergency personnel and arranging close to the situation or victim. This may to grieve (McGlauflin, 1998). Counselors
to death or loss in schools. for physical safety. Since school counselors also include students who have experi- can help provide a safe environment for
Keywords: grief, school counseling, are charged with providing personal and enced multiple losses or losses for which discussion, conduct support groups, assist
response, school tragedies social support to students and the school they are still grieving, or students who with transitions, and work with teachers
family, there is a need for school coun- already have mental health issues. (Kerr, to minimize grief triggers. Schools are the
Background selors to have a plan specifically to guide 2009; Lenhardt, 2000; O’Brien, Mills, ideal location to provide support for griev-
When responding to a school tragedy, a them through handling the emotional after- Fraser, & Andersson, 2011; Shaughnessy, ing students because of their relationships
response plan is needed ahead of time math of a tragedy, whether it be a disaster 2011). Students may also have secondary with teachers and staff and because teach-
(Haviland, 2007; McGlauflin, Massatt, that affects an entire school, such as the losses after tragedies, such as financial ers understand child development issues
Moses, & Ornstein, 2007) to guide the recent Sandy Hook tragedy, or a student or issues or a parent being less available (Shaughnessy, 2011). Teachers and other
school community in dealing with the after- teacher death that affects one classroom or (Shaughnessy, 2011). Counselors, who are school staff such as coaches and secre-
math of a traumatic event. Hart and Garza a grade level. in regular contact with students through taries, touch students on a personal level,
(2013) support the need to be proactive, various school activities and individual see them day to day, and students trust
noting that many times crisis plans are not Grief Response Framework and group counseling, possess valuable them (Hart & Garza, 2013; Massat, Moses,
developed until after a crisis has occurred, Provided here is a framework (Appendix A), information regarding students’ histories; & Ornstein, 2008). In fact, students are
which may create distrust; yet, a crisis plan congruent with recommendations from the thus, counselors will help identify at-risk reluctant to share feelings with strangers
helps build competency and may reduce literature regarding handling school crises. students and staff. School counselors also such as professionals outside the school
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coming in to assist (Haviland, 2007). addition to reduced social and emotional group counseling so that students may ex- Another school counselor role is to provide
functioning, academics and attendance press their feelings. Recovery or counseling support for victims’ families. Health of
School counselors can assist teachers in may also suffer (Raider, Steele, & Kuban, rooms can be set up so that traumatized family systems in dealing with tragedies
dealing with grief issues in several ways. 2012). There is a substantial body of students may receive additional support; may affect students’ ability to deal with
One way is to assist teachers in informing literature available regarding children’s some students may seek this support grief. Lack of coping can lead to parents’
students of the tragedy as sometimes and adolescents’ grieving processes, yet on their own while others may need to being less involved in schoolwork or school
teachers feel inadequately prepared to deal delving into that discussion is beyond the be encouraged by counselors or staff to activities (Andrews & Marotta, 2005).
with such issues. Some teachers may even scope of the focus of this article, which is participate. Counselors may also provide Another aspect of reaching out to families
be silent, not wanting to speak of the loss to provide a framework for dealing with classroom guidance sessions, as appropri- is to involve them in decisions about what
in the classroom (Hart & Garza, 2013). In grief issues in schools. ate, to deliver information about the tragedy should be told to students and in planning
the recent Sandy Hook tragedy, teachers to help monitor the grieving process, and to for memorials. Families may not want cer-
were concerned about how to answer School counselors may also assist teachers allow discussion to help students process tain details shared (Bennett & Dyehouse,
students’ questions (District Administration, in learning to have a genuine dialogue the event(s). Students need the opportunity 2005; Massat, Moses, and Ornstein,
2013). School counselors may go into about loss issues including the need to to share their feelings and to be comforted 2008). Opportunities should be given for
classrooms and be the ones to deliver the discuss that death is part of life; the loss (O’Brien, Mills, Fraser, & Andersson, 2011). families to give input regarding what type
sad news, or school counselors may help experience can be used as a learning As mentioned for teachers, counselors also of memorial, if any, should be constructed
prepare a reference sheet of talking points experience (Bennett & Dyehouse, 2005). need to consider the manner in which chil- at the school. Memorials can help students,
which teachers can follow in providing Students and adults should become knowl- dren grieve. Counselors should acknowl- staff, and the victim’s family gain closure
accurate and sensitive information. edgeable about the grieving process. Most edge how severe and overwhelming a loss and move on (Bennett & Dyehouse, 2005).
students appreciate the opportunity to talk can be, and be prepared for resistance, Schools do need to have policies in place
Another way counselors may assist teach- about their grief experiences. Teachers can especially from adolescents. Counselors regarding memorials so that they are
ers and other staff is by educating them allow opportunities for students to express may use such interventions as bibliother- appropriate and because they establish a
regarding grief discussions with students their grief (McGlauflin, 1998). apy, journaling, memory books, relaxation precedent for memorials for future losses
and how students grieve. Teachers and techniques (Lenhardt, 2000), role-playing, (Kerr, 2009). Some examples of appropriate
staff may not know how to support a School counselors also need to remember listening to music (O’Brien, Mills, Fraser, & memorials are planting a tree, constructing
student who has experienced a loss (Hag- that teachers may be experiencing their Anderson, 2011), art, puppets, and games a memory book, writing letters, having an
gard, 2005), or may not understand how own grief (Black, 2005; Massat, Moses, (Andrews & Marotta, 2005) in providing online blog, and releasing balloons (Hart &
students view death differently at different & Ornstein, 2008). School personnel need support to grieving students. Other guide- Garza, 2013).
age levels. For example, younger elementa- time to grieve and cope and time for rest lines are to provide honest information,
ry students may believe death is avoidable and renewal (Massat, Moses, & Ornstein, speak from compassion, not pity, and to Evaluation
or reversible, feel abandoned, and have 2008). Sharing vital information with faculty show appropriate emotion (McGlauflin, The third major area of the framework is
difficulty expressing their feelings, not hav- promotes a sense of unity and provides op- 1998). Counselors also need to recognize Evaluation. It is essential to meet with
ing the vocabulary to adequately describe portunities for faculty and staff to check on that students may express their grief by faculty and staff just after responding to
their feelings. Adolescents understand the each other. They want to be informed about creating impromptu memorials of items a tragedy to obtain feedback on how all
concept of death better and will have more what is going on; they want to be kept up such as cards, flowers, and stuffed animals affected are doing and to determine the
philosophical type questions about the to date from school officials, not learning around desks, lockers, or vehicles (Fast, effectiveness of the response effort. This
meaning of life. Some teens will engage information as students walk in the door 2003; Richard, 2001). Additionally, counse- allows for tweaking of continued response
in high-risk behaviors believing death (Haviland, 2007). lors in realizing that mourning takes place and possible revisions to the response
will not happen to them (Massat, Moses, over time (Fast, 2003), and that grief does plan. Debriefing allows for continued sup-
& Ornstein, 2008). Teachers need to be In addition to providing grief support and not end with funerals (Massat, Moses, & port to responders. In addition to obtaining
aware that grieving students may exhibit education to faculty and staff, school coun- Ornstein), need to be prepared to provide verbal feedback, surveys can be distributed
such behaviors as lack of concentration, selors must focus on the emotional needs ongoing support and even to recognize shortly after the tragedy to gain further
not completing assignments, fatigue, with- of all students affected by a tragedy. After tragedies on important dates, including input from responders (Kerr, 2009). In fact
drawal or excessive emotional reactions, affected students have been identified, anniversary dates of the tragic events (Ben- the need for teacher training regarding re-
and aggressiveness (McGlauflin, 1998). In counselors can provide individual and small nett & Dyehouse, 2005; McGlauflin, 1998). sponse to loss and the need for structured
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plans have been learned from follow-up sure all essential areas are covered, but Adolescent unresolved grief in response to Raider, M.C., Steele, W., & Kuban, C.
surveys (Hart & Garza, 2013). also in building confidence and lessening the death of a mother. Professional School (2012). A School-based traums program
anxieties. Counseling, 3(3), 189-196. for elementary school children. National
Another aspect of the Evaluation phase is Social Science Journal, 30(1), 71-81.
to use feedback information in determining McGlauflin, H. (1998). Helping children
which students and staff need follow-up grieve at school. Professional School Coun- Richard, A. (2001). Grief descends on
services outside the school system. Appro- seling, 1(5), 46-49. school after terror hits home. Education
priate referrals may be made to community References Week, 21(4), 17-20.
resources for physical and emotional needs Massat, C.R., Moses, H., & Ornstein, E.
(Lenhardt, 2000). After experiencing a Andrews, C.R. & Marotta, S.A. (2005). (2008). Grief and loss in schools: A Per- Shaughnessy, M.F. (2011). An interview
tragedy, a school may see the need in Spirituality and coping among grieving spective for school social workers. School with David Schonfeld: The Educator’s role
retrospect to follow the recommendation children: A Preliminary study. Counseling Social Work Journal, 33(1), 80-96. in helping children with grief. North Ameri-
of some professionals to incorporate and Values, 50(1), 38-50. can Journal of Psychology, 13(2), 275-280.
death and change education in the school O’Brien, P., Mills, K., Fraser, A., & An-
curriculum; training and educational Bennett, P.L. & Dyehouse, C. (2005). Re- dersson, J. (2011. An Invitation to grieve:
materials may also be provided to teachers sponding to the death of a pupil – Reflec- Reconsidering critical incident responses
and school staff. Students and adults can tions on one school’s experience. British by support teams in the school setting.
be taught that grief is natural and healthy, Journal of Special Education, 32(1), 21-28. Australian Journal of Guidance and Coun-
results in unique responses in individuals, selling, 21(1), 60-73.
is a life-long process, and that everyone is Black, S. (2005). When children grieve.
capable of healing in a safe, supportive en- American School Board Journal, 192(8), 13
vironment. Children’s losses, regardless of 28-30.
severity, can be grieved so that they learn District Administration, (2013). 9(6), 50-53
that grief is a normal reaction (McGlauflin, AAppppeennddixix A A
1998). Fast, J.D. (2003). After Columbine: How

people mourn sudden death. Social Work,
Reflection 48(4), 484-491.
When tragedies occur in schools, school
counselors are at the forefront in providing Haggard, G. (2005). Providing school
an effective response. Because there are support for the grieving child. Delta Kappa
so many elements to address in respond- Gamma Bulletin, 72(1), 22-44.
ing to grief in schools, a comprehensive
plan is needed to guide the response. Hart, L. & Garza, Yvonne. (2013). Teachers
School counselors can help ensure that perceptions of effects of a student’s death:
all necessary steps in a response effort A Phenomenological study. OMEGA, 66(4),
are carried out- from managing the grief 301-311.
reactions of students, families, and staff,
to assisting in informing and supporting Haviland, J.E. (2008). Responding to
families, to helping plan memorials. The tragedy in school. The Education Digest,
framework provided here for responding to 73(7), 61-66.

grief could be particularly helpful to guide Kerr, M.M. (2009). School crisis interven-
those new to the profession, or those who tion and prevention. Upper Saddle River, Framework developed with assistance from Fort Valley State University School Counselor
Education students Jennifer Mathis and Dary Myrick, 2011.
have not yet experienced a school tragedy. New Jersey: Pearson. Frame work developed with assistance from Fort Valley State University School Counselor
The framework is also useful, not only in Education students Jennifer Mathis and Dary Myrick, 2011.
guiding all school counselors in making Lenhardt, A.M.C. & McCourt, B. (2000).
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