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Emotional and Behavioural Difficulties Volume 18, 2013 - Issue 2
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Articles

Teachers’ perceptions of their role facing children in grief

Atle Dyregrov Center for Crisis Psychology, Bergen, NorwayCorrespondence[email protected]
,
Kari Dyregrov Center for Crisis Psychology, Bergen, Norway; Norwegian Institute of Public Health, Oslo, Norway
&
Thormod Idsoe Center for Crisis Psychology, Bergen, Norway; Norwegian Institute of Public Health, Oslo, Norway; University of Stavanger, Stavanger, Norway
Pages 125-134 | Published online: 14 Mar 2013

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Pablo Rodríguez Herrero, Agustín de la Herrán Gascón & Belén Poveda García-Noblejas. (2023) How Do School Principals Perceive Education that Includes Death? A Phenomenological Study. Leadership and Policy in Schools 22:4, pages 1052-1065.
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Martin Lytje, Atle Dyregrov, Minna Devatier Bergstrøm, Anita Fjærestad & Linda Fisher-Hoyrem. (2023) Same origin, different implementations: a document analysis of Norwegian and Danish bereavement response plans. International Journal of Early Years Education 31:4, pages 1071-1085.
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Pablo Rodríguez Herrero, Agustín de la Herrán Gascón & Pablo García Sempere. (2023) Impact of a teacher-training MOOC on the Pedagogy of Death during the pandemic. Death Studies 47:7, pages 804-813.
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Pablo Rodríguez Herrero, Bianca Fiorella Serrano Manzano & Agustín de la Herrán Gascón. (2023) ‘Death livens you up’: death education through the eyes of adolescents. Pedagogy, Culture & Society 0:0, pages 1-14.
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Bianca Fiorella Serrano Manzano, Pablo Rodríguez Herrero & Agustín de la Herrán Gascón. (2023) “Mum, when we die, what do you think happens?” A qualitative study of views on death education among Spanish families. Death Studies 0:0, pages 1-11.
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Guillermo Zamora Poblete, Mario Inzulza González, Catalina Lecaros Besa, Helena Montenegro Maggio & Maili Ow González. (2022) How do Catholic religion teachers approach death education in Chile?. International Studies in Catholic Education 0:0, pages 1-20.
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Juan Carlos Sánchez-Huete, Agustín de la Herrán Gascón, Pablo Rodríguez Herrero & Gregorio Pérez-Bonet. (2022) The presence of death in Spanish education law (1812–2006). Death Studies 46:10, pages 2354-2365.
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Agustín de la Herrán Gascón, Pablo Rodríguez Herrero & Bianca Fiorella Serrano Manzano. (2022) Do parents want death to be included in their children’s education?. Journal of Family Studies 28:4, pages 1320-1337.
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Martin Lytje & Atle Dyregrov. (2022) When Young Children Grieve: Supporting Bereaved Children from the Perspective of Daycare Staff. Scandinavian Journal of Educational Research 66:5, pages 879-892.
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Pablo Rodríguez Herrero, Agustín de la Herrán Gascón, Gregorio Pérez-Bonet & Juan Carlos Sánchez-Huete. (2022) What do teachers think of death education?. Death Studies 46:6, pages 1518-1528.
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Kipton D. Smilie. (2022) Death education’s “period of popularity”: Lessons for contemporary P-12 schools in the United States during the COVID-19 pandemic. Death Studies 46:1, pages 65-77.
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Pablo Rodríguez Herrero, Agustín de la Herrán Gascón & Victoria de Miguel Yubero. (2022) The inclusion of death in the curriculum of the Spanish Regions. Compare: A Journal of Comparative and International Education 52:1, pages 37-55.
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Rebecca Dunne, Kevin Woods, Tee McCaldin, Emma Atkiss, Bernice George, Heidi McDermott, Sarah Prall & Rona Taylor. (2022) Working collaboratively to create a legacy: the development of The Critical Incident Resource. Educational Psychology in Practice 38:1, pages 20-36.
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Polyxeni Stylianou & Michalinos Zembylas. (2021) Engaging with issues of death, loss, and grief in elementary school: Teachers’ perceptions and affective experiences of an in-service training program on death education in Cyprus. Theory & Research in Social Education 49:1, pages 54-77.
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Lucia Martinčeková, Matthew J. Jiang, Jamal D. Adams, David Menendez, Iseli G. Hernandez, Gregory Barber & Karl S. Rosengren. (2020) Do you remember being told what happened to grandma? The role of early socialization on later coping with death. Death Studies 44:2, pages 78-88.
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Sally Robinson, Alison Ekins, Ian Durrant & Kathryn Summers. (2018) Teachers communicating about life-limiting conditions, death and bereavement. Pastoral Care in Education 36:1, pages 57-69.
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Martin Lytje. (2018) The Danish Bereavement Response in 2015—Historic Development and Evaluation of Success. Scandinavian Journal of Educational Research 62:1, pages 140-149.
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Eline Grelland Røkholt, Jon-Håkon Schultz & Åse Langballe. (2016) Negotiating a new day: parents’ contributions to supporting students’ school functioning after exposure to trauma. Psychology Research and Behavior Management 9, pages 81-93.
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Atle Dyregrov, Kari Dyregrov, Mathilde Endsjø & Thormod Idsoe. (2015) Teachers' perception of bereaved children's academic performance. Advances in School Mental Health Promotion 8:3, pages 187-198.
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Kari Dyregrov, Mathilde Endsjø, Thormod Idsøe & Atle Dyregrov. (2015) Suggestions for the ideal follow-up for bereaved students as seen by school personnel. Emotional and Behavioural Difficulties 20:3, pages 289-301.
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Articles from other publishers (23)

Rivi Frei-Landau. (2023) Who should support grieving children in school? Applying Winnicott's viewpoint to conceptualize the dyadic roles of teachers and school mental-health professionals in the context of pediatric grief. Frontiers in Psychiatry 14.
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Ernesto Colomo-Magaña, Andrea Cívico-Ariza, Lauren Basgall & Francisco D. Guillén-Gámez. (2023) The Influence of Cultural Snapshots on Pre-service Teachers’ Attitudes Towards Death Education. OMEGA - Journal of Death and Dying.
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Julia Muehlhausen, Daniel Spurk, Andreas Hirschi & Anita Sandmeier. (2023) Called to stay? The moderating roles of feedback from others and role clarity in the relationship between experiencing a calling and organizational embeddedness. Career Development International 28:2, pages 160-179.
Crossref
Martin Lytje & Atle Dyregrov. (2023) When Young Children Grieve: Perspectives from Day Care Staff on Supporting Parents and Children through Illness and Loss. OMEGA - Journal of Death and Dying, pages 003022282311668.
Crossref
Inbar Levkovich & Zohar Elyoseph. (2021) “I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent. OMEGA - Journal of Death and Dying 86:3, pages 945-965.
Crossref
Cong Fu, Stinne Glasdam, Sigrid Stjernswärd & Hongxuan Xu. (2023) A Qualitative Systematic Review About Children’s Everyday Lives when a Parent Is Seriously Ill with the Prospect of Imminent Death - Perspectives of Children and Parents. OMEGA - Journal of Death and Dying, pages 003022282211497.
Crossref
Agnieszka Zamarian, Maciej Karwowski & Elżbieta Strutyńska. (2022) The Death Education at School Questionnaire: Theoretical Assumptions and Psychometric Properties. Studia z Teorii Wychowania XIII:4 (41), pages 305-322.
Crossref
Helle Holmgren. 2022. Facing Death: Familial Responses to Illness and Death. Facing Death: Familial Responses to Illness and Death 121 147 .
Helle Holmgren. (2021) Navigating the Gap: Children’s Experiences of Home and School Life Following Maternal Death. Journal of Family Issues 43:5, pages 1139-1161.
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Csilla M. Greiner, Jeanie Park & Sara E. Goldstein. (2022) Teacher trainees' experiences with and beliefs about responding to students' challenging life events. Teaching and Teacher Education 111, pages 103603.
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Iraklis Grigoropoulos. (2022) Can We Talk About Life Without Taking Death Into Account? Early Childhood Educators’ Self-Perceived Ability to Approach the Topic of Death With Children. OMEGA - Journal of Death and Dying, pages 003022282110577.
Crossref
Doris Veronika & Lidija Arambašić. (2021) Teaching students about death and other losses. Croatian Regional Development Journal 2:2, pages 17-31.
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Inbar Levkovich & Ronny Duvshan. (2020) “I Keep it Together at Work but Fall Apart at Home”: The Experience of Israeli Homeroom Teachers Coping With the Death of a Student in their Class. OMEGA - Journal of Death and Dying 84:2, pages 474-490.
Crossref
Agustín de la Herrán Gascón, Pablo Rodríguez Herrero, José Javier Callejo González & Ricardo Jiménez Aboitiz. (2021) Do adolescents want death to be included in their education?. Social Psychology of Education 24:3, pages 857-876.
Crossref
Natalie Conrad Barnyak, Mary Renck Jalongo & Patricia A. Crawford. 2021. Intergenerational Bonds. Intergenerational Bonds 95 115 .
Hannah Friesen, Jennifer Harrison, Melissa Peters, Donna Epp & Nancy McPherson. (2020) Death education for children and young people in public schools. International Journal of Palliative Nursing 26:7, pages 332-335.
Crossref
Clara Morell-Velasco, Manuel Fernández-Alcántara, César Hueso-Montoro & Rafael Montoya-Juárez. (2020) Teachers' Perception of Grief in Primary and Secondary School Students in Spain: Children's Responses and Elements which Facilitate or Hinder the Grieving Process. Journal of Pediatric Nursing 51, pages e100-e107.
Crossref
David J. Schonfeld & Thomas Demaria. 2018. Clinical Handbook of Bereavement and Grief Reactions. Clinical Handbook of Bereavement and Grief Reactions 217 240 .
Thormod Idsoe, Atle Dyregrov & Kari Dyregrov. 2017. Evidence-Based Treatments for Trauma Related Disorders in Children and Adolescents. Evidence-Based Treatments for Trauma Related Disorders in Children and Adolescents 465 482 .
Atle Dyregrov & Kari Dyregrov. (2016) Barn som mister foreldre [Children who lose parents]. Scandinavian Psychologist 3.
Crossref
Iren Johnsen, Labert Jon Christian, Stig Berge Matthiesen, Atle Dyregrov & Kari Dyregrov. (2015) Psychosocial functioning after losing a close friend in an extreme terror incident. Scandinavian Psychologist 2.
Crossref
Kari Dyregrov, Pål Kristensen, Iren Johnsen & Atle Dyregrov. (2015) The psycho-social follow-up after the terror of July 22nd 2011 as experienced by the bereaved. Scandinavian Psychologist 2.
Crossref
Dyregrov Kari, Pål Kristensen, Iren Johnsen & Dyregrov Atle. (2014) The psycho-social follow-up after the terror of July 22nd 2011 as experienced by the bereaved. Scandinavian Psychologist 1.
Crossref

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