DEATH EDUCATION: KNOWLEDGE,ATTITUDES, AND PERSPECTIVES OF IRISH PARENTS AND TEACHERS

This article reports on a cross-sectional survey of the knowledge, attitudes and perspectives of Irish parents and school teachers concerning children's grief and the concept of death education. The sample comprised 119 parents and 142 teachers of Irish Primary-school children (5-12 years of age) who completed a self administered questionnaire. Both parents and teachers reported high levels of understanding of the nature of children's grief and strongly supported the view that death should be discussed with children before they encounter it. Although discussions of death were reported in the classroom and in the home, both teachers and parents, particularly men, reported being uncomfortable talking to children about death. There was general support for the inclusion of death education in the school curriculum, with both teachers and parents supporting the need for further teacher training to undertake its delivery. There were few significant differences between the expressed attitudes of parents and teachers. However, teachers were more likely than parents to agree that death education would take away from parental responsibility. The implications of the findings for further work in this area are considered.     

Parental attitudes toward death education for young children

An exploratory study was conducted to ascertain perceptions of parents toward the role of early childhood educators in teaching young children about aspects of death education. A secondary objective was to contrast perceptions of parents with those of teachers toward death education for young children utilizing data from a previous study. Although parents of young children generally agreed with statements depicting the need for early childhood educators' self-development, communication with children, interaction with children's parents, and curriculum planning, they expressed significantly less support than teachers for death education as a part of early childhood education. Moreover, although parents acknowledged the importance of children acquiring an ecumenical understanding of and respect for others' beliefs about death, they did not wish teachers to share their personal philosophical or religious beliefs about death with young children. Parents also exhibited a more protective attitude than teachers relative to children's questions and expressed concerns about death.     

Attitudes toward death education for young children

A state-wide study was conducted to determine early childhood educators' perspectives of death education for young children. The results of this study generally indicate that teachers are (a) convinced of the need for self-development, (b) willing to cooperate with parents of children who have experienced significant loss, (c) attempting to respond to children's concerns related to death, and (d) exploring the possibility of initiating a more systematic approach to death education as a component of the early childhood curriculum. There was no significant correlation between the respondents' attitudes and the variables of age, sex, race, teaching experience, income, religion, and education. Several experiences and concerns of early childhood educators are analyzed.     

Teacher intervention with elementary school children in death-related situations

Review of recent research in death education reveals a dearth of information in at least two areas: (1) what forms death education already is taking with elementary school children in actual death-related situations and (2) what influence the teacher's attitude toward death may have in such death education. This paper describes a study that deals with both issues and provides a basis for the future work of classroom teachers as therapeutic agents with children in grief.     

An exploratory study on attitudes toward inclusive education in Russia

This exploratory study examined the attitudes toward inclusive education among Russian teachers, administrators and parents of students with and without disabilities (n=176). The results indicated that while there were no significant differences among teachers, administrators and parents of students with and without disabilities on overall attitudes toward inclusive education, there were significant differences in perspectives about the possible time-frame for implementing inclusive education. Generally speaking, school administrators and teachers tended to express the belief that inclusive education could be a reality even today, though many of this group thought that it might be a question of the near future or undefined future. Both groups of parents tended to think that inclusive education could occur in an undefined future. There were significant differences among the three groups about perceptions of responsibility for implementing inclusive education. Administrators, teachers and parents of students with disabilities viewed it as a responsibility of the school, while parents of students without disabilities viewed it as the government's duty. Further, the majority of respondents reported the lack of necessary conditions in schools and the lack of government policies and finances as the main barriers to inclusive education. These findings suggest two areas of intervention to promote the implementation of inclusive education in Russia: physical accessibility of schools and government support.     

A family perspective: Helping children acknowledge and express grief following the death of a parent

Children grieve and experience a tremendous, devastating loss at the death of a parent; yet they often struggle with identifying and expressing their grief verbally. Thus, the surviving parent, as well as the adult helpers (teachers, therapists, nurses, and others) need to be aware of the unique developmental nature of children's understandings of and responses to death. An adult helper can encourage children to acknowledge, identify, and express their emotional reactions to grief by modeling, validating, and normalizing children's grief responses. Grieving children are helped not only through direct expression of grief but especially through symbolic expression of grief. Included in this article are specific examples of activities designed for grief expression in young children (preschool through grade six) and their families.     

Comparisons of parent cardiovascular knowledge, attitudes, and behaviors based on screening and perceived child risks

Questionnaire reports and universal screening procedures from 244 children (kindergarten, 5th grade, and 9th grade) were used to explore differences in parent health knowledge and attitudes of cardiovascular risks among children and parental involvement in promoting healthy lifestyles relative to whether their children were identified as being overweight or at risk of being overweight. The knowledge, attitudes, and behaviors of the parents of children who were identified as being at risk or overweight were further examined based on their perceptions of their children's level of risk. Parents' reports demonstrated significantly greater parent encouragement and knowledge of issues related to eating healthier foods and ways to cut calories among parents of children who were identified as being at risk or already overweight. A significant portion of parents underestimated their children's weight risks. Differences in parents' appraisals of their children's overweight risks were associated with differences in their knowledge, attitudes, and behaviors. These findings illustrate the need to address inaccuracies in parents' assessments of their children's overweight risks to improve parent investment and involvement in children's health modification programs.     

School-based asthma: a study in an African American elementary school.

ISSUES AND PURPOSE: Chronic illnesses, such as asthma experienced by children, are difficult for families and school professionals to manage. This study explored beliefs about asthma and asthma management among schoolchildren, parents, and teachers in an African American school. DESIGN AND METHODS: Focus groups were conducted with schoolchildren, parents, and teachers. Data were analyzed by content analysis; segments of information were categorized into groups that were later abstracted into themes illustrating beliefs and behaviors about asthma. RESULTS: The children reported fear of not being able to breathe and the limitations of living with asthma. The teachers were concerned that they did not have a sufficient understanding of asthma to manage children's asthma during the school day. Parents described complex lifestyles and the challenges of asthma management.     

Cancer in childhood: children's and parents' aspects for quality of life.

INTRODUCTION: The aim of the present study is to (a) describe the level of agreement between reports of health-related quality of life (HRQL) obtained from parents and young patients both on- and off-treatment and (b) explore the factors that may affect the level of agreement in the quality of life (QoL) between young patients and parental proxies. PATIENTS AND METHODS: The study group consisted of 149 young patients (77 children and 72 adolescents) with cancer followed up by an oncology in-patient clinic of a Greek children's hospital with one of their parents (n=298). After parental consent was obtained, data were collected using the Pediatric Quality of Life Inventory (PedsQL) and a sociodemographic data form. RESULTS: The data collection showed that the best agreement was for the physical (ICC=0.82) and the school domains (ICC=0.68), whereas the worst was for the emotional (ICC=0.48) and the social domains (ICC=0.52). In the off-treatment group, the mother's age was a significant predictor of the child-proxy difference on the physical sub-scale (F=9.804, P=0.003). There was a negative relationship between the mother's age and patient proxy difference on the physical sub-scale. In the on-treatment group, the educational level of the father was found to be a significant predictor for the physical (F=4.30, P=0.041), school (F=5.51, P=0.022) and total sub-scales (F=10.41, P=0.002). Parents with basic education tended to have worse agreement with their children's reports on the physical and school sub-scales, while parents with higher education had worse agreement with their children's reports on the total sub-scale. CONCLUSIONS: Our findings suggest that the children and adolescents with cancer reported better QoL than their parents. The predictors found to be significant need to be examined extensively by further studies.     

Effects of a child bereavement training program for teachers

A quasi-experimental design was used to evaluate a child bereavement training program for elementary and preschool teachers. The treatment group (n - 10) received a four-hour workshop based on a model by Corr (1). When compared to a control group (n = 10), the treatment group gained significantly more knowledge of children's grief children's conceptions of death, and an awareness of teaching resources. No significant differences in comfort in discussing death with children was found between the two groups. Workshops that include skills training as well as knowledge were proposed as a way to increase teacher's comfort in discussing death with children.     

Death education through literature: a preventive approach

Whether to introduce death education into the elementary school curriculum is still a controversial issue. The purpose of this article is to discuss the possible use of stories from children's readers to deal with death and related topics within the classroom and as a developmental-preventive approach. The impact of the literature experience, affective as well as cognitive, is discussed. Also described are some suggestions with regard to text selection, teaching strategies, and teacher training. It is argued that the use of texts from children's readers can help both teachers and children to deal with death topics indirectly and in a nonthreatening way.     

Facilitating children's grief.

A program of education and support is essential for children and their parent or adult caregivers when the children have experienced the death of a significant person. Children need guidance on how to deal with their profound feelings of grief. The purpose of this article is to give school nurses the ability to help children face the strange new world that follows the death experience. The review of literature defines commonly used terms, describes the mourning process experienced by children, and offers school nurses basic information about grief. The article presents the critical elements necessary for planning and implementing a 6-week grief education and support program that offers children and their parent or adult caregivers permission to grieve and the tools with which to process grief.     

Attitudes of parents,teachers, and health professionals toward child disabilities

Attitudes toward 20 different handicaps in children were investigated by requesting groups of psychologists, parents of children with handicaps, parents of children without handicaps, special education teachers, and regular classroom teachers to respond to three different attitudinal measures. The measures consisted of an Adoption Scale, calling for degree of acceptance of each condition for adoption; a version of the Semantic Differential Scale, involving ratings of each condition on seven bipolar scales; and a Social Distance scale, measuring the acceptability of children having these handicapping conditions within the community, school, social group, and home. The findings indicated major differences in attitudes attributable to disparate rating groups, handicapping conditions, and measures employed.     

Major stressors and their effects on the well-being of children with cancer

An in-depth exploratory study identified major stressors experienced by children diagnosed with cancer. Four themes were used to analyze data from a series of focus group discussions and individual interviews with children, parents, hospital professionals, and hospital teachers (N = 35). First, major stressful events were reported by the children, their parents, and hospital professionals. Second, the effects of major stressors on the well-being of the children, their families, school, and hospital personnel were determined. Third, the children reported the consequences of major stressors on their physical and emotional well-being. Fourth, the children's use of effective coping mechanisms was determined. The results revealed that the major stressors for children with cancer were treatment procedures (e.g., chemotherapy), loss of control, the hospital environment, relapses, and fear of dying. In addition, the children cited body image issues, ongoing lack of self-esteem, and issues relating to the preparation for transition back into real world situations (e.g., school).     

Attitudes toward death education for young children

Abstract

A state-wide study was conducted to determine early childhood educators' perspectives of death education for young children. The results of this study generally indicate that teachers are (a) convinced of the need for self-development, (b) willing to cooperate with parents of children who have experienced significant loss, (c) attempting to respond to children's concerns related to death, and (d) exploring the possibility of initiating a more systematic approach to death education as a component of the early childhood curriculum. There was no significant correlation between the respondents' attitudes and the variables of age, sex, race, teaching experience, income, religion, and education. Several experiences and concerns of early childhood educators are analyzed.     

Family environment, attitudes toward life and death, depression, and suicidality in elementary-school children

This study examines whether perception of family environment, attitudes toward life and death, and depression predict suicidality in elementary-school children. Seventy-eight participants ages 8 to 13 recruited through an elementary school and a university were assessed for attitudes toward life and death, depression, suicidality, and family environment. A regression equation indicated that depression and attraction to life were the only variables accounting for variance in suicidality (49%). Family environment variables were moderately correlated with depression, indicating that family environment may play a role in the development and maintenance of depression, of which suicidality is a symptom. Concurrent treatment of family issues may not only ameliorate children's symptoms, but also provide a critical sense of support that may decrease the likelihood that these children will become suicidal in the future.     

Struggling for inclusive education in the North and the South: educators' perceptions on inclusive education in Finland and Zambia

A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed "ordinary") Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent.