Some Student Comment on Friendship Patterns and Ethnic Minority Groupings in Post-16 Education

In this paper, Jean Wright and Ann Beynon discuss their past and present experience of counselling in schools and colleges. They reflect on the way counselling in schools has declined whilst at the same time growing significantly in sixth forms and colleges of further education. Drawing on these experiences and one of the writers' recent experience of the approach to counselling in the USA, they argue that a reconsideration is needed of the value of counselling approaches in schools.     

Chapter 8: Saying Goodbye Ten Years Later

Summary

A male graduate student attended seven sessions of inte-grative counseling to resolve problematic emotions associated with delayed bereavement ten years after the suicide of a childhood friend. First, a cognitive approach tested and modified beliefs about healing. Second, the client experientially explored and resolved unexpressed emotions. Third, a narrative approach reconstructed new meaning about the death of the client's friend.     

Responding to the death of a pupil – reflections on one school's experience

This article written by Peter Lloyd Bennett, educational psychologist, and Carole Dyehouse, headteacher, provides a personal account of how one primary school responded to the death of a pupil. The authors describe the process by which bereavement within the school community became a valued learning opportunity within the school curriculum. Involving the parents as soon as possible was considered important and the responses of the parents of the bereaved child influenced the arrangements made by the school. Staff were available to children to help them come to terms with their bereavement and the tragic nature of the child's death. Decisions about the arrangements involved the school management team, the governors, the teaching staff, the non-teaching staff and the pupils represented by the school council consisting of elected members of each class. Staff were sensitive to children who were enabled to contribute in their own way and all parents were encouraged to involve themselves at the level at which they felt comfortable. At the end of this honest and moving article, the authors provide reflective and analytical comments about their shared experiences and offer a list of resources that will be of great relevance to practitioners.     

'Do You Know Harry Potter? Well, He is an Orphan': Every Bereaved Child Matters

The needs of children who are experiencing loss in all its many guises including separation through divorce, death, war, to name but a few, are many and varied. Presenting issues may include emotional disturbance. In addition, many bereaved children have to cope with a vulnerability to physical illness. In some schools, children are offered counselling or specialist emotional and therapeutic support at times of bereavement. In this article, the author uses case-study examples and autobiographical material, to suggest that child-chosen play, art and children's literature can provide a vehicle for bereavement management and eventual resolution. The author argues that professionals involved in the care and education of children can work together to benefit grieving children.     

'Lost for Words' in Hull

This paper reports on a research based project 'Lost for Words', which is a loss-awareness training pack developed by the City Psychological Service, Hull Learning and Cultural Services, in a multi-agency and multiprofessional context. 'Lost for Words' responded to identified needs in both schools and bereaved children and was based on research in schools and with adults bereaved of a parent when they were at school. Several local initiatives were put into place in concert with the local hospice, including 'help' leaflets for local schools and library and resource centres. The paper also reports the evaluation of the project in Hull, which showed an increase in the number of schools training staff in the area of loss, and of schools having a procedure or policy for loss. Schools rated the area of bereavement highly, although loss through parental separation was rated even higher. The majority of schools thought that more loss training was needed, and the tracking of the book Wise Before the Event showed how input can 'wash-out', as the percentage of schools aware of the publication has declined over time.     

李鸿章“夺情”复出与“清流”的幕后筹划——张佩纶李鸿章通信研究

借助首次披露的史料,我们可以追觅"清流"代表人物张佩纶与李鸿章的秘密往来,他们彼此之间的支持和争执,从而展现光绪前期政治舞台错综复杂的关系,揭示军机大臣李鸿藻与北洋大臣李鸿章之间的沟通,李鸿章丁忧后"夺情"复出中,张佩纶、李鸿藻为其所作设计的内幕,以及清政府内部在处理朝鲜壬午事变中不为人知的预案和策略,"清流"谋划的对日策略和李鸿章的态度,显示出晚清不同政治集团纵横捭阖、相互渗透、利益消长的多样性和复杂性,远比后人想像的更为丰富。     

The success of a planned bereavement response – a survey on teacher use of bereavement response plans when supporting grieving children in Danish schools

This article investigates the strengths and weaknesses of the Danish Bereavement response plans. These are used by teachers to support grieving students and have been implemented in 96% of all Danish schools. The study is based on an Internet survey conducted with 967 teachers. Issues investigated are: ‘generalisation of grief’, ‘forgetting long-term grief’, ‘teacher distress’ and ‘renewal of plans’. Participating teachers believe that the current system works well and that the bereavement response plans have made them feel more confident when confronted with loss. However, this comes at a potential cost of generalising children’s experiences of grief, so that they fit into the school support system. While the response plans are effective at ensuring initial support for bereaved children, their influence seems to diminish with time. The study found that many plans were around a decade old and that this could mean some had been forgotten or become outdated. The article concludes that while teachers find the current response plans effective, the bereavement response system could benefit from being updated. Such an update needs to focus on dealing with the issues highlighted in this article. Future response plans should also have greater emphasis on the needs voiced by bereaved students who have experienced the system.     

A Guide to Setting Up a College Bereavement Group: Using Monologue,Soliloquy, and Dialogue

Childhood grief disrupts and reshapes a developing child’s primary attachments, emotional regulation system, and identity formation. Bereft college students have to build their grief identity simultaneously with their social, academic, vocational, and sexual identities. This article describes a bereavement group to help students work on these developmental tasks. Providing long-term conversationally structured grief groups in a college counseling center provides support for college students’ adjustment and identity development.