Lost for Words is an innovative "loss awareness" training package designed for teachers and carers supporting children who are experiencing bereavement, be it through death or any other kind of loss.
Developed from collaborative multi-agency and multi-professional work with psychologists, educationalists, social workers and nurses, this package is designed for use by trainers over the course of a day, or over several days. It offers trainers and course delegates crucial guidance, soundly underpinned by research carried out with bereaved children and their parents, in schools, and by the "Iceberg" project at the University of York. Divided into fundamental "stand-alone" topics, from children's understanding of death and death as taboo to changes in learning and behaviour, these topic areas can be taught separately or together as required. The training is intended to be interactive and includes many group activities.
All the required resources are included with the pack, including templates for OHP transparencies, handouts for trainees and a bibliography for further reading. This much-needed training package is an essential resource for teachers, social workers, psychologists and all those caring for and working with children.
John Holland is a chartered educational psychologist with a senior practitioner role in parenting with North Yorkshire County Council. John also has an independent private practice, including being a trainer and consultant in the area of children, bereavement and loss, this after previous roles in education as a special educational needs peripatetic teacher and as an infant teacher and special needs coordinator in schools. Ruth Dance and Carole Stitt work together at Hull City Psychological Service, and, Nic MacManus of the Hull-based Dove House Hospice, they regularly deliver Lost for Words loss awareness training in the area.
It is a welcome, clearly expressed and practical toll for teachers and those supporting children through loss and bereavement. Lost for Words is an intelligent and adaptable resource, thoughtfully presented. The guidance that it offers to teachers, social workers, psychologists and nurses is invaluable.
Pastoral Care, March 2006
Lost for Words is a loss awareness package designed for trainers to guide those working, particularly in schools, in supporting children who have suffered bereavement or other major losses. The flexible modular structure of this resource means that a variety of sessions can be planned around trainees' needs. Group activities, including case studies, excellent templates for OHP transparencies, and handouts are clearly set out. Both anticipated and sudden death, cultural aspects, and loss response policies for schools are well covered. Of particular interest was the data on school responses to a bereaved child, whether teachers were approachable, and to whom children spoke about their feelings. Guidance is given on setting up a training session, making ground rules, and introducing useful icebreakers. There is a good section on children's learning behaviour, and main points for the trainer to emphasise in helping children. This is a valuable book for anyone who wishes to run courses on childhood loss and bereavement. There is a wealth of information to draw on, and this book could be useful aid in developing and running courses for those at the sharp end.
This book is a model of excellent practice both in theory and in its application to experience. This training package set out information in a clear and comprehensive way. Developed from collaborative multi-agency and multi-professional work with a range of professionals, the book is designed for use by trainers over the course of a day or several days. It is well organised into 21 sections providing trainers with a range of tools for awareness training. While focused upon children, their parents and schools, material is of direct relevance to all of us who wish to think about and reflect upon death and its meanings and practices in life.
I think that much of this material could be adapted for use for training in care homes - it is stimulating, insightful, and wise but above all, practical. I was grateful for it during [a] particular crisis. What better commendation can a reviewer offer?
An excellent source of information regarding loss and bereavement.
It is a "loss awareness" training package designed for teachers and carers supporting children who are experiencing bereavement and loss. It is designed for use by trainers over the course of a day or several days. It offers crucial guidance backed by research. Resources include templates, handouts and a bibliography. I covers how to use ice breakers, engagement, ground rules, confidentiality and materials needed.
Feelings on the return to school, the school response. Feelings to do with loss i.e. anger, sadness, guilt, shock, disbelief, unhappiness, worry, fear and abandonment. How to write a life line, active models of loss using diagrams, death as taboo and covering death in the school community.
This is so good, anyone dealing with young bereavement issues should read this. It is set out very simply, without jargon and should definitely be kept as a school resource.
Table of Contents
|Figures, tables, and boxes|
|About the editors|
|Acronyms and abbreviations|
|1. Going beyond open defecation free|
|Naomi Vernon and Petra Bongartz|
|Mapping the territory|
|2. Sanitation in Bangladesh: revolution, evolution, and new challenges|
|3. Building environments to support sustainability of improved sanitation behaviours at scale: levers of change in East Asia|
|4. Strengthening post-ODF programming: reviewing lessons from sub-Saharan Africa|
|5. CLTS and sanitation marketing: aspects to consider for a better integrated approach|
|Twitty Munkhondia, Warren Mukelabai Simangolwa and Alfonso Zapico Maceda|
|6. User-centred latrine guidelines – integrating CLTS with sanitation marketing: a case study from Kenya to promote informed choice|
|7. Sanitation infrastructure sustainability challenges case study: Ethiopia|
|8. The long-term safe management of rural shit|
|Post-ODF engagement and monitoring|
|9. Beyond ODF: a phased approach to rural sanitation development|
|Andrew Robinson and Michael Gnilo|
|10. Roles and responsibilities for post-ODF engagement: building an enabling institutional environment for CLTS sustainability|
|Samuel Musembi Musyoki|
|11. Who is managing the post-ODF process in the community? A case study of Nambale sub-county in Western Kenya|
|12. Tools for embedding post-ODF sustainability: experiences from SNV Nepal|
|Anup Kumar Regmi|
|13. Certification of open defecation-free status: emerging lessons from Kenya|
|How to ensure equity and inclusion|
|14. Promoting choice: smart finance for rural sanitation development|
|Andrew Robinson and Michael Gnilo|
|15. Putting the hardest to reach at the heart of the Sustainable Development Goals|
|Sue Cavill, Sharon Roose, Cathy Stephen and Jane Wilbur|
|16. Leave no one behind: equality and non-discrimination in sanitation and hygiene|
|How to transform social norms|
|17. Purity, pollution, and untouchability: challenges affecting the adoption, use, and sustainability of sanitation programmes in rural India|
|Aashish Gupta, Diane Coffey, and Dean Spears|
|18. Using social norms theory to strengthen CATS impact and sustainability|
|Therese Dooley, Louise Maule and Michael Gnilo|
|19. Conclusion: gaps in knowledge and further research needed|
|Naomi Vernon and Petra Bongartz|