Legal Aspects of the Loss: Safety within the Classroom of Grieving Children as the Factor of their Socialization
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Abstract
This paper deals with safety within the classroom for grieving primary school children, and the link between those two categories, safety and socialization, is also shown. The significance of feeling safe while in the classes is highly marked in this research, and, picking the indicators of a safe classroom, the classroom environment of grieving primary school children is revealed in this work.
As C. Thornton conceptualizes, childhood is the time of learning from various experiences. This is the time, especially beginning with the school year, when a child develops cognitively, physically, and socially. Thus every single moment in childhood is useful, even though it were the loss of a loved one. The period from 7–11 years of age is mainly stressed as school life comes into a child’s social field. The school, in many ways, may compensate the grieving child’s socialization processes that are laden within non-full family.
The relation between a loss in the family and a child‘s socialization is stressed in many psychological and educational works. The loss experienced is a very difficult matter for a child, who tries to internalize his/her family‘s traditions, values and also to form his/her identity. After the loss a child loses the object of identification with whom. As research shows, the need for identification, which is not satisfied can burden the value internalization as well. Put in other words, boys, who have lost their fathers and girls, who have lost their mothers, partly lose self-identification as a man and as a woman.
The data show that grieving children do not feel as safe as their classmates who have not experienced a loss in the family. Thus these children show anxiety of being not welcomed by others in the classroom most of the time. They also experience much frequently than other kids bullying and mocking while at school. As a matter of fact, grieving children, who have participated in this survey, have fewer friends in the class than their mates, and also they have showed lower self-esteem when being among peers.
All that points to the educational discussion that children, who have experienced a loss in their family, do not feel as safe as their classmates from nuclear families do.
Therefore the strategies to shape safety within the classroom were set, i.e. the stimulation of sensitiveness and advertence, teaching to cope with negative emotions (anger, sadness, and jealousy), inducement of openness, fosterage of peacefulness and patience and also the stimulation of trust of others, especially while teaching kids to seek help from others.
These educational strategies might be helpful, creating the safe classroom environment and yet optimizing those children’s socialization.
As C. Thornton conceptualizes, childhood is the time of learning from various experiences. This is the time, especially beginning with the school year, when a child develops cognitively, physically, and socially. Thus every single moment in childhood is useful, even though it were the loss of a loved one. The period from 7–11 years of age is mainly stressed as school life comes into a child’s social field. The school, in many ways, may compensate the grieving child’s socialization processes that are laden within non-full family.
The relation between a loss in the family and a child‘s socialization is stressed in many psychological and educational works. The loss experienced is a very difficult matter for a child, who tries to internalize his/her family‘s traditions, values and also to form his/her identity. After the loss a child loses the object of identification with whom. As research shows, the need for identification, which is not satisfied can burden the value internalization as well. Put in other words, boys, who have lost their fathers and girls, who have lost their mothers, partly lose self-identification as a man and as a woman.
The data show that grieving children do not feel as safe as their classmates who have not experienced a loss in the family. Thus these children show anxiety of being not welcomed by others in the classroom most of the time. They also experience much frequently than other kids bullying and mocking while at school. As a matter of fact, grieving children, who have participated in this survey, have fewer friends in the class than their mates, and also they have showed lower self-esteem when being among peers.
All that points to the educational discussion that children, who have experienced a loss in their family, do not feel as safe as their classmates from nuclear families do.
Therefore the strategies to shape safety within the classroom were set, i.e. the stimulation of sensitiveness and advertence, teaching to cope with negative emotions (anger, sadness, and jealousy), inducement of openness, fosterage of peacefulness and patience and also the stimulation of trust of others, especially while teaching kids to seek help from others.
These educational strategies might be helpful, creating the safe classroom environment and yet optimizing those children’s socialization.
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Authors retain copyright of their work, with first publication rights granted to the Association for Learning Technology.
Please see Copyright and Licence Agreement for further details.
