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Academic literature on the topic 'Grief in children Study and teaching'

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Published: 10 December 2022
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Journal articles on the topic "Grief in children Study and teaching"

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Lysecki, David, Daryl Bainbridge, Tracy Akitt, Georgia Georgiou, Ralph M. Meyer, and Jonathan Sussman. "Feasibility of a child life specialist program for oncology patients with minor children at home: Demand and implementation." Journal of Clinical Oncology 39, no. 28_suppl (October 1, 2021): 28. http://dx.doi.org/10.1200/jco.2020.39.28_suppl.28.

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28 Background: Up to 24% of adult oncology patients have minor children at home. Children may experience emotional problems, somatic complaints, social isolation, depression, and post-traumatic stress as a result. Typical support networks often fail to meet the needs of these families. To address this gap, an innovative Child Life Specialist (CLS) program for patients with minor children at home was offered at a tertiary oncology center. Methods: To understand the feasibility of this program, we examined the demand for and implementation of the CLS program over its initial 10 months. Demand was characterized using administrative data (referred patient/family demographics, referral details, and disease/treatment characteristics). Implementation was described through encounter data (audience, type of visit, interventions provided, time for preparation, and time of direct interaction for each encounter). Results: The program received 100 referrals, 93 of whom accessed the program. Patients were most often female (66%) with a median age of 45 years (range: 19 to 72). 81% were parents of minor children, 10% grandparents, and 9% other. Families predominantly had multiple children (98%), most commonly school-aged (ages 5-9, 39%; 10-14, 37%). 53% of families had two birth parents co-parenting in the same household; the remainder had alternate parent/living scenarios. Most referrals came from social work (57%). Median time from diagnosis to referral was 79 days (range: 9d-6.5y). Breast cancer (26%) was the most common diagnosis, followed by gastrointestinal (19%) and hematologic (16%). Cancer phase at referral was defined as at new diagnosis (within 30d, 18%), undergoing treatment with curative intent (20%), undergoing treatment with palliative intent (39%), at end of life (within 30d, 16%) and after death/bereavement (5%). 1 patient (1%) did not have cancer. The CLS recorded 257 unique encounters. 55% of encounters included patients, 40% non-patient parents, 21% children, and 21% others. 75% were individual encounters, while 25% were group encounters. 95% of encounters that included children also included an adult. Phone calls were the most frequent encounter type (43%), but hospital visits consumed the largest proportion of recorded CLS time (38%). Mean encounter time (all visit types) included 20min for preparation and 51min of direct interaction. CLS interventions included: guidance on talking with children (67% of encounters), providing resources (37%), diagnostic teaching (21%), end-of-life support (18%), discussing change in status (10%), grief (8%), and emotional expression (4%). Conclusions: This study characterized the demand for this program and described its implementation over the pilot period. This period occurred during the Covid-19 pandemic, which dramatically altered healthcare and family visitation, likely influencing the results of this study.
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Harrison, Julianne, Elana Evan, Amy Hughes, Shahram Yazdani, Myke Federman, and Rick Harrison. "Understanding communication among health care professionals regarding death and dying in pediatrics." Palliative and Supportive Care 12, no. 5 (August 6, 2013): 387–92. http://dx.doi.org/10.1017/s1478951513000229.

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AbstractObjective:Effective communication regarding death and dying in pediatrics is a vital component of any quality palliative care service. The goal of the current study is to understand communication among health care professionals regarding death and dying in children. The three hypotheses tested were: (1) hospital staff (physicians of all disciplines, nurses, and psychosocial clinicians) that utilize consultation services are more comfortable communicating about death and dying than those who do not use such services, (2) different disciplines of health care providers demonstrate varying levels of comfort communicating about a range of areas pertaining to death and dying, and (3) health care staff that have had some type of formal training in death and dying are more comfortable communicating about these issues.Methods:A primary analysis of a survey conducted in a tertiary care teaching children's hospital.Results:Health care professionals who felt comfortable discussing options for end of life care with colleagues also felt more comfortable: initiating a discussion regarding a child's impending death with his/her family (r = 0.42), discussing options for terminal care with a family (r = 0.58), discussing death with families from a variety of ethnic/cultural backgrounds (r = 0.51), guiding parents in developmentally age-appropriate discussions of death with their children (r = 0.43), identifying and seeking advice from a professional role model regarding management concerns (r = 0.40), or interacting with a family following the death of a child (r = 0.51). Among all three disciplines, physicians were more likely to initiate discussions with regards to a child's impending death (F = 13.07; p = 0.007). Health care professionals that received formal grief and bereavement training were more comfortable discussing death.Significance of the results:The results demonstrated that consultation practices are associated with a higher level of comfort in discussing death and dying in pediatrics.
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Lysecki, David, Daryl Bainbridge, Tracy Akitt, Georgia Georgiou, Ralph M. Meyer, and Jonathan Sussman. "Feasibility of a child life specialist program for oncology patients with minor children at home: Qualitative analysis." Journal of Clinical Oncology 39, no. 28_suppl (October 1, 2021): 30. http://dx.doi.org/10.1200/jco.2020.39.28_suppl.30.

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30 Background: Up to 24% of adult oncology patients have minor children at home, who may experience negative short- and long-term health outcomes as a result. Typical support networks often fail to meet the needs of these families. To address this, an innovative Child Life Specialist (CLS) program was embedded within the psychosocial support team at a tertiary oncology center. The program provided direct consultation to families (adults and children) including guidance on talking with children, provision of resources, diagnostic teaching, end-of-life support, grief support, and emotional expression. Methods: To understand the feasibility of this program (including acceptability, demand, implementation, practicality, adaptation, integration, expansion, and preliminary measures of impact), we collected 360-degree feedback from impacted stakeholders. At least two months following an encounter with the CLS, families were offered participation in a semi-structured interview (via purposive selection to capture multiple perspectives, including patients, non-patient parents/family members, and children aged 10-17). At the end of the pilot, two focus groups were held consisting of clinicians who engaged with the program. A thematic analysis was completed from the interview/focus group discussion transcripts. Results: 15 interviews were completed with adults (ten with patients, five with non-patient parents/other family members). Emergent themes were: Establishing comfort, Allaying parent apprehension, Coaching and reassurance, Value added, Integration, Impact of Covid-19, and Areas for development. In three interviews with children, the emergent themes were: Building rapport, Developmentally appropriate approaches, Understanding and managing emotions, Improving communication, and Areas for development. The first focus group included the CLS and two clinical leads of the psychosocial support team. Emergent themes from this discussion were: Promotion of the program, Accessibility, Role of social work, Impact of Covid-19, and Adopting a virtual approach. The second focus group consisted of three inpatient social workers, and the emergent themes were: Expertise, Accessibility, Allaying parent apprehension, Value added, Impact of Covid-19, and Areas for development. Synthesis of data identified five overall key themes: Awareness, Integration, Value added, Family-centered care, and Impact of Covid-19. Conclusions: This study conducted qualitative analysis of 360-degree feedback on the CLS pilot program. The analysis demonstrated that program was felt to add value, integrate well with current systems, and represent high-quality, family-centered care. This pilot occurred during the Covid-19 pandemic, the impacts of which were represented in this study.
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Healey, Gwen K. "Tradition and Culture: An Important Determinant of Inuit Women’s Health." International Journal of Indigenous Health 4, no. 1 (June 3, 2013): 25. http://dx.doi.org/10.18357/ijih41200812312.

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This exploratory qualitative study used a case study method to explore Inuit women’s perspectives on their health and well-being. Data were gathered using face-to-face interviews from a purposive sample of women in one Nunavut community who self-identified as Inuit. Data analysis and interpretation were guided by an established approach in qualitative research called “immersion/crystallization.” Various strategies, including methods of verification and validition, were employed to ensure the scientific rigour and reliability of the study’s findings. The mechanisms through which culture and tradition affected women’s perceptions of health and well-being were clearly illustrated and clearly significant to the interview subjects. Women used examples of teenage pregnancy and parenting issues to illustrate traditional practices in Nunavut communities and their significance in an increasingly non-traditional society. Women stressed the importance of speaking Inuktitut and teaching it to their children. Many associated their ability to speak Inuktitut with their ties to Inuit traditions. Women described the grief experienced from loss of culture leading to problems related to identity, social inclusion and wellness. Culture and traditional knowledge were identified as key determinants of health for Canadian Inuit women. This study provides important information to inform and guide health promotion and illness prevention planning. The study will also help decision-makers and health professionals address some of the health issues affecting Inuit women by providing them with some insight into Inuit women’s local and contemporary circumstances. The results of this work can support local efforts to identify priorities for policy and program development relevant to Inuit women’s specific needs. Finally, the relevance of insight gained through the health perspectives of Inuit women in Nunavut deserves further investigation in relation to other Arctic regions, both in Canada and in the larger circumpolar community.
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Godress, Julia, Salih Ozgul, Cathy Owen, and Leanne Foley-Evans. "Grief Experiences of Parents Whose Children Suffer from Mental Illness." Australian & New Zealand Journal of Psychiatry 39, no. 1-2 (January 2005): 88–94. http://dx.doi.org/10.1080/j.1440-1614.2005.01518.x.

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Objective: To examine the grief experience of parents of adult children with a mental illness and its relationship to parental health and well-being and parent child attachment and affective relationship. Methods: Participants were recruited from a variety of organizations throughout Australia that provide support services for sufferers of mental illness and/or for their families. Seventyone participants (62 mothers and nine fathers) all of whom had a child diagnosed with mental illness volunteered to take part in the study. All completed measures of grief, health status and parent-child relationship. Results: Parents reported experiencing grief in relation to their child's illness as evidenced by intrusive thoughts and feelings and avoidance of behaviour as well as difficulties adapting to and distress associated with reminders of the illness. Parental grief appears to reduce over time, but only in some aspects of grief and after an extended period. Increased parental grief was related to lowered psychological well-being and health status and associated with an anxious/ambivalent and a negative affective parent-child relationship. Conclusion: The study provides important insights into the grief experiences of parents following their child's diagnosis with mental illness. The significant relationship between parental grief and parental psychological well-being and health status as well as to parentchild relationship has important implications for health professionals. Foremost amongst these are the need to validate the distress and grief of parents and to better understand how to provide interventions that promote grief work and family bonds while reducing emotional distress and life disruption.
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Lin, Xiuyun, Xiaoyi Fang, Peilian Chi, Xiaoming Li, Wenrui Chen, and Melissa Allen Heath. "Grief-processing-based psychological intervention for children orphaned by AIDS in central China: A pilot study." School Psychology International 35, no. 6 (May 26, 2014): 609–26. http://dx.doi.org/10.1177/0143034314535617.

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A group of 124 children orphaned by AIDS (COA), who resided in two orphanages funded by the Chinese government, participated in a study investigating the efficacy of a grief-processing-based psychological group intervention. This psychological intervention program was designed to specifically help COA process their grief and reduce their psychological distress. Six sessions of group intervention focused on processing grief, reducing traumatic symptoms and psychological distress, and fostering hope about the future. At the three-month post-test, children in both groups (intervention group and control group) reported significant reduction in trauma symptoms and demonstrated similar levels of hope. However, the intervention group reported significantly increased levels of grief processing and decreased levels of trauma symptoms, depression, and threat appraisal. The intervention group also reported subjective improvements in mood, relationships, individual growth, self-confidence, and perceived social support. These outcomes supported the potential efficacy of grief-processing-based psychological intervention to reduce the psychological distress among COA.
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NABORS, LAURA, MARSHAE OHMS, NATASHA BUCHANAN, KENNETH L. KIRSH, TIFFANY NASH, STEVEN D. PASSIK, JONI L. JOHNSON, JANET SNAPP, and GRETCHEN BROWN. "A pilot study of the impact of a grief camp for children." Palliative and Supportive Care 2, no. 4 (December 2004): 403–8. http://dx.doi.org/10.1017/s1478951504040532.

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Objective: Research indicates that children benefit from supportive interventions to help them cope with the loss of a loved one. The aim of this pilot study was to evaluate children's perceptions of the effectiveness of a grief camp.Methods: Semistructured interviews were performed with 18 children who attended a weekend-long grief camp. Children also responded to follow-up interviews via telephone. Their parents also completed surveys before camp began and either after camp ended or at a follow-up evaluation. Data were analyzed using descriptive statistics and content coding to uncover key themes in the interviews.Results: Children reported that art activities helped them to express feelings about their grief and release feelings of sadness and worry related to the death. Parents and children felt that the camp was a positive experience and that the children benefited from being in groups with peers who had also lost family members.Significance of results: Evaluating the impact of grief camps, using practical methods such as the ones for this study, is important, as these camps are becoming more popular interventions. Children and parents may benefit from contact at specified follow-up periods after camp to determine if they would benefit from further therapy. Results also provide evidence of the success of this program, which supports the need for funding these types of interventions.
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Jarolmen, Joann. "A Comparison of the Grief Reaction of Children and Adults: Focusing on Pet Loss and Bereavement." OMEGA - Journal of Death and Dying 37, no. 2 (January 1, 1998): 133–50. http://dx.doi.org/10.2190/h937-u230-x7d9-cvkh.

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Based on the fact that the human-animal bond has existed through recorded history and researchers are now beginning to explore humans' reactions to its loss, this study attempts to answer the following questions: Does human attachment to a pet vary with age/stage of development? Does grief vary by age/stage of development? Does the length and intensity of grief change if the loss was anticipated or sudden? The purpose of this study is to understand attachment and bereavement/loss in children and adolescents as compared to adults. The “Pet Attachment Survey,” the “Grief Experience Inventory,” and “Questions for Each Person in the Study” were the instruments used in this study. The participants included 106 children, 57 adolescents, and 270 adults who had lost their pets within a twelve-month interval. The findings suggest that children and adolescents have similar attachments to their pets. Children grieved more than adults in this study. Anticipated grief partially helped participants to allay the grief response.
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Morgos, Dorothy, J. William Worden, and Leila Gupta. "Psychosocial Effects of War Experiences among Displaced Children in Southern Darfur." OMEGA - Journal of Death and Dying 56, no. 3 (May 2008): 229–53. http://dx.doi.org/10.2190/om.56.3.b.

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This study focused on assessing the psychosocial effects of the long standing, high intensity, and guerrilla-style of warfare among displaced children in Southern Darfur. The goal was to better understand the etiology, prognosis, and treatment implications for traumatic reactions, depression, and grief symptoms in this population. Three hundred thirty-one children aged 6–17 from three IDP Camps were selected using a quota sampling approach and were administered a Demographic Questionnaire, Child Post Traumatic Stress Reaction Index, Child Depression Inventory, and the Expanded Grief Inventory. Forty-three percent were girls and 57% were boys. The mean age of the children was 12 years. Results found that children were exposed to a very large number of war experiences with no significant differences between genders for types of exposure, including rape, but with older children (13–17 years) facing a larger number of exposures than younger children (6–12 years). Out of the 16 possible war experiences, the mean number was 8.94 ( SD = 3.27). Seventy-five percent of the children met the DSM-IV criteria for PTSD, and 38% exhibited clinical symptoms of depression. The percentage of children endorsing significant levels of grief symptoms was 20%. Increased exposure to war experiences led to higher levels of: 1) traumatic reactions; 2) depression; and 3) grief symptoms. Of the 16 war experiences, abduction, hiding to protect oneself, being raped, and being forced to kill or hurt family members were most predictive of traumatic reactions. Being raped, seeing others raped, the death of a parent/s, being forced to fight, and having to hide to protect oneself were the strongest predictors of depressive symptoms. War experiences such as abduction, death of one's parent/s, being forced to fight, and having to hide to protect oneself were the most associated with the child's experience of grief. In addition to Total Grief, Traumatic Grief, Existential Grief, and Continuing Bonds were measured in these children. Although trauma, depression, and grief often exist as co-morbid disorders, the mechanisms and pathways of these is less understood. In this study we used Structural Equation Modeling to better understand the complex interaction and trajectories of these three symptoms evolving from war exposure and loss. This study is the first of its kind to assess the psychosocial effects of war experiences among children currently living in war zone areas within Sudan. It identifies some of the most prevalent war-related atrocities and their varying impact on the children's psychological well-being and overall adjustment. Implications for planning mental health interventions are discussed.
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Stylianou, Polyxeni, and Michalinos Zembylas. "Dealing With the Concepts of “Grief” and “Grieving” in the Classroom: Children’s Perceptions, Emotions, and Behavior." OMEGA - Journal of Death and Dying 77, no. 3 (January 11, 2016): 240–66. http://dx.doi.org/10.1177/0030222815626717.

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This article presents an action research study that explores how a fifth-grade classroom of 10- to 11-year-old children in Cyprus perceive the concepts of grief and grieving, after an educational intervention provided space for discussing such issues. It also explores the impact that the intervention program had on children’s emotions while exploring these concepts and illustrates how it affected their behavior. The findings suggest that the intervention had a constructive impact on children’s understandings of grief and grieving along two important dimensions. First, the intervention helped children better define emotional responses to loss (grief). Second, children seemed to overcome their anxiety while talking about grief and grieving and were able to share relevant personal experiences. The study has important implications for curriculum development, pedagogical practice, and teacher training on death education.
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Dissertations / Theses on the topic "Grief in children Study and teaching"

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Hardy, Nicola Elizabeth. "The effectiveness of doing grief work with children : an exploratory study." Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/2034.

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This study aimed to evaluate the efficacy of a group intervention with 12 bereaved children, aged 8-12. All of the children had been bereaved of a parent within the past 2 years. Due to the small number of children available for inclusion in the study, 6 of the children had previously received individual professional help for grief related issued. The design was a repeated measure pre and post intervention between group design. The study compared the two sub-groups of bereaved children with a group of non-bereaved children who were matched in terms of age and sex.
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Standard, Marion E. "The use of puppets in children's grief groups an exploratory study /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999standard.pdf.

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Goliath, Chantal Debra. "A child's journey through traumatic grief: a case study." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018646.

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The death of a parent is one of the most serious stressors that can occur in a child’s life. The aim of this study was to describe an 11-year-old child’s journey through traumatic grief after the violent death of her mother. The conceptual framework utilised was Trauma-Focused Cognitive Behavioural Therapy (TF-CBT). The case study approach was applied as it provided a suitable research design in which to give an account of the subject in a therapeutic situation. A purposive sampling technique was utilised to select the research subject in the study. The following three principles of data collection were adhered to: a) using multiple sources of information, b) creating a case study database, and c) maintaining a chain of evidence. Irving Alexander’s content-analysis technique in conjunction with Guba’s model of trustworthiness was employed for data analysis. The finding that emerged from the study was the resilience shown by Linda in relation to her adaptive functioning following the trauma of witnessing the violent death of her mother. Conclusions and recommendations were made following the findings based on the information obtained during the therapy sessions.
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Haag, Marcy J. "A study of continuing bonds and their impact on life attitudes in parents of murdered children." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5225/.

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For most of the past century, the positive outcome of grief in the West was characterized as the relinquishment of the bond to the deceased. Phrases such as "let go", "move on", and "get over it" were, and continue to be, common to the language of this pursuit. This 'breaking bonds' perspective does not take into account other means of grief resolution, nor does it consider historical or cultural findings. Consequently, reports of bereaved parents who indicate resolution of grief yet maintain a continued relationship with their deceased child were not given much attention until the 1990s. This research employed a Durkheimian approach, taking the social bond as the starting point of inquiry and examined continuing bonds of parents to their murdered children. How these bonds were related to the parents' attitudes of re-investing in life and their level of grief was measured. The relationship between the parents' level of grief and their life attitudes was also assessed. The sample consisted of 46 parents living in North Texas whose child had been murdered three or more years ago. A triangulated methodology was utilized and the data were collected by means of participant observation, unstructured interviews, and a mailed questionnaire which obtained information on continuing bonds, level of grief, life attitudes and demographic variables. Multiple regression techniques were utilized to analyze the quantitative data. Parents on the Continuing Bonds Scale reported high levels of bonds with their deceased child. Contrary to expectation, the level of continuing bonds parents maintained with their children was found to be independent of other variables in the study. The relationship between parents' level of grief and their life attitudes was inverse in that higher levels of grief were associated with lower levels of re-investing in life. The finding of the independence of the Continuing Bonds Scale indicates the parent's level of grief and life attitudes are not related to continuing bonds; the bonds exist regardless. The relationship between level of grief and life attitudes points to a crisis of meaning.
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Woodrow, Eleferia. "The experience of the loss of a sibling : A phenomenological study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04252007-134513.

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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).
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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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Anderson, Ruth. "Identifying grief in parents who have had children removed from their care within Addictions Services : a pilot study." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8434/.

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Background: Grief is an emotional reaction to a loss with negative grief cognitions making grief more complicated to process. Qualitative research has identified factors that may make the removal of a child challenging for birthparents including; blame of self or others, challenges to identity and perception of support from others. Aims: This study piloted the use of a grief questionnaire with an addictions population. It aimed to identify if birthparents experience grief following the removal of their child. The study aimed to identify the differences and similarities in grief between birthparents and bereaved individuals. Design: A cross-sectional design compared three groups from an addictions service; group one birthparents who have had a child removed from their care, group two a bereavement group with on-going distress and group three an addictions population control group who are no longer distressed by a past bereavement. Setting: Participants were 29 community addiction team patients. Measurements: A negative grief cognitions questionnaire (Grief Cognitions Questionnaire), a measure of anxiety and depression (Hospital Anxiety and Depression Scale) and substance use were conducted. Findings: A three-group nonparametric analysis identified that the birthparents and bereaved groups had significantly more negative grief cognitions compared to the control group with large effect sizes. Birthparents reported slightly more negative grief cognitions that the bereaved group with a small effect size. Further nonparametric statistical testing identified that birthparents experience significantly more grief cognitions about self-blame than bereaved individuals with a large effect size. Birthparents reported slightly more negative grief cognitions about self and others with medium effect sizes. Conclusions: Birthparents and bereaved individuals both experience grief as measured by the grief questionnaire, with birthparents experiencing more negative cognitions around self-blame, self and others. Suggestions are made about improving accessibility and feasibility of recruitment and design for future studies.
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Melis, Miriam J. "A formative study to develop and test a health promotion strategy for adolescents who experience grief." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/354.

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The purpose of this research was to develop and test a health promotion intervention designed to minimise unhealthy adolescent grief reactions. A sample of Western Australian adolescents were consulted to identify their perceptions regarding the causes of grief for adolescents, the means by which they manage grief, their perceptions of what constitutes healthy and unhealthy grieving, and the risks associated with unhealthy grieving and the type of grief-management intervention they preferred.
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Shangyan, Li, and Yuan Tingjun. "mainstreaming teaching methods for disabled children in china : a quantitative study." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18387.

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Books on the topic "Grief in children Study and teaching"

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Bruce, Lindsay, and Elsegood John, eds. Working with children in grief and loss. London: Baillière Tindall, 1996.

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R, Jimerson Shane, and Gaasch Ann, eds. Grief support group curriculum: Facilitator's handbook. Philadelphia, PA: Brunner-Routledge/Taylor & Francis Group, 2000.

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Barbara, Ward. Good grief [1]: Talking and learning about loss and death. London: Good Grief Associates, 1988.

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Good grief: Exploring feelings, loss, and death with over elevens and adults : a holistic approach. 2nd ed. London: Bristol, Pa., 1996.

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Dawson, Steve. Adventure in the land of grief: A 9-week curriculum for children's bereavement groups : introducing Griefdramatics. Wilmore, KY: Words on the Wind Pub., 1997.

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Barbara, Ward. Good grief: Talking and learning about loss and death. London: Good Grief Associates, 1987.

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Barbara, Ward. Good grief [2]: Exploring feelings, loss, and death with under 11's : a holistic approach. Uxbridge, Middlesex: Good Grief, 1989.

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Making it better: Activities for children living in a stressful world. St. Paul, MN: Redleaf Press, 1996.

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Rowling, Louise. Grief in school communities: Effective support strategies. Phildelphia, Pa: Open University, 2003.

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Good grief: Exploring feelings, loss, and death with under elevens : a holistic approach. London: Philadelphia, 1992.

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Book chapters on the topic "Grief in children Study and teaching"

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Netherwood, Kathryn, Jenny Buchanan, David Palmer, Laura Stocker, and Barry Down. "Valuing Diversity in Children’s Voice: A Case Study of Children, Stewardship and Mapping the Care of Special Places in the Western Australian Cluster." In Values Education and Quality Teaching, 83–103. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_6.

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Carvalho, Diana, Tânia Rocha, Paulo Martins, and João Barroso. "Developing an Application for Teaching Mathematics to Children with Dyscalculia: A Pilot Case Study." In Lecture Notes in Computer Science, 377–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91540-7_39.

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Liu, Zaixing, Lijun Jiang, Xiu Wang, and Zhelin Li. "A Study of Teaching Aids Design for Autistic Children with Focus on Hand-Eye Coordination." In Design, User Experience, and Usability: Design for Diversity, Well-being, and Social Development, 270–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78224-5_19.

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Chapa-Pazos, Gisela, Estrella Cotillo-Galindo, and Ivan Iraola-Real. "Can Primary School Children Be Digital Learners? A Peruvian Case Study on Teaching with Digital Tool." In Trends in Artificial Intelligence and Computer Engineering, 119–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96147-3_10.

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English, Brittney A., Alexis Coates, and Ayanna Howard. "Recognition of Gestural Behaviors Expressed by Humanoid Robotic Platforms for Teaching Affect Recognition to Children with Autism - A Healthy Subjects Pilot Study." In Social Robotics, 567–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70022-9_56.

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Passy, Rowena, and Ian Blackwell. "Natural Connections: Learning About Outdoor-Based Learning." In High-Quality Outdoor Learning, 321–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_18.

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AbstractThis chapter reports on the findings of the Natural Connections Demonstration project (2012–2016), the largest outdoor-based learning project in the UK. Pupil feedback showed that children felt ‘happy and healthy’ when they were learning outside and, drawing largely on our case-study research, we explore the imaginative and often innovative curriculum-based approaches and lessons initiated in project schools. We discuss how these approaches highlight both the opportunities and limitations of outdoor-based learning, arguing that teacher continuing professional development is the key to high-quality teaching and learning. We conclude with recommendations to school leaders and teaching staff.
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Palladino, Paola, Robert Muzzì, Elena Niccolai, Milvia Cottini, Guendalina Peconio, Federica Doronzo, Giusi Antonia Toto, and Pierpaolo Limone. "A Project to Promote English Learning in Primary School: “An English Island®” E-learning Platform." In Psychology, Learning, Technology, 83–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_5.

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AbstractThe present study was aimed to investigate English learning as second language, in school, in first, second and third graders of twelve classes randomly assigned to a control or an experimental group. Children in the latter are exposed during English school teaching to the method “An English Island®” and to its platform activities. The method “An English Island®” offers a variety of strategies for teaching English in primary school, an innovative digital tool that promotes teaching/learning English language’s communicative approach, lead students to become familiar with the language in a sort of continuous, inclusive workout, in which everyone participates and talks.English skills as well as cognitive abilities are tested in both groups at the beginning and at the end of the school year with the aim to compare control and experimental classes in both a longitudinal and a cross-sectional design.
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"Case study 2: Industry links." In Teaching Mathematically Able Children, 69–72. Routledge, 2013. http://dx.doi.org/10.4324/9780203065549-14.

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"Case study 1: Working with able Year 9 pupils." In Teaching Mathematically Able Children, 61–68. Routledge, 2013. http://dx.doi.org/10.4324/9780203065549-13.

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"Case study 3: Working with able Year 6 pupils." In Teaching Mathematically Able Children, 73–82. Routledge, 2013. http://dx.doi.org/10.4324/9780203065549-15.

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Conference papers on the topic "Grief in children Study and teaching"

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Richardson, SC, OM Neylon, and E. Barrett. "P259 Interprofessional teaching on eating disorders in children: a qualitative feedback study." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.609.

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Ming Jian, Nicolas Lim, Chit Su Mon, and Kasthuri Subaramaniam. "Adoption of Mobile Technology in Teaching Moral Values to Children: A Study in Malaysia." In 2020 IEEE 10th Symposium on Computer Applications & Industrial Electronics (ISCAIE). IEEE, 2020. http://dx.doi.org/10.1109/iscaie47305.2020.9108827.

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Ren, Ke. "Toward Father/dad-friendly Early Intervention for Families of Children with Special Educational Needs: A Qualitative Study." In 3rd World Conference on Research in Teaching and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.worldte.2021.04.09.

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Balan, Valeria. "STUDY ON THE MEANS USED IN TEACHING CHILDREN WITH DOWN SYNDROME, THE CROWL FEET MOVEMENT." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.121.

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Bolzon, Francesca, Marta Bellio, Edoardo Pietropoli, Gianfranco Santovito, and Paola Irato. "STUDY OF PLANTS THROUGH LABORATORY TEACHING BASED ON THE SCIENTIFIC METHOD WITH PRIMARY SCHOOL CHILDREN." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1368.

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Ding, Mingxiu. "The Study of the Optimizing Strategy of Chinese Teaching of Literature for Children in Primary School." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.102.

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Gavrilova, Liliya, Valeri Petrov, Arina Kotik, Artur Sagitov, Liliya Khalitova, and Tatyana Tsoy. "Pilot Study of Teaching English Language for Preschool Children with a Small-Size Humanoid Robot Assistant." In 2019 12th International Conference on Developments in eSystems Engineering (DeSE). IEEE, 2019. http://dx.doi.org/10.1109/dese.2019.00055.

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Lucas Brigido da Cosa, Antonio, Bruno Araujo Bonifacio, Bruno Pedraca de Souza, and Priscila Silva Fernandes. "Applying Teaching Methods as Requirements to Develop Games to Assist Children with Learning Disabilities: A Case Study." In 2018 XLIV Latin American Computer Conference (CLEI). IEEE, 2018. http://dx.doi.org/10.1109/clei.2018.00050.

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Lee, Liza, and Hsiao-Fang Lin. "A Study on the Application of FigureNotes Teaching Method to Music Needs of Children with Special Needs." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0017.

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Youlanda, Wyke, Dian Veronika Sakti Kaloeti, and S. Ayu Kurnia. "The Role of Parents in Teaching Community Engagement to the Children: An Exploration Study Among Balinese Family." In International Conference on Psychological Studies (ICPSYCHE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.028.

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Reports on the topic "Grief in children Study and teaching"

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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.
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Wong, Debbie, and Elizabeth Cassity. . Teacher development multi-year studies. Emerging themes: Challenges and enablers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-675-8.

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The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Timor-Leste, Vanuatu and Lao People’s Democratic Republic (Laos). The overall aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.
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