The Disenfranchised Grief of Teachers
Bibliographic Data
| ID | 13630411 |
|---|---|
| Authors | Louise Rowling (University of Sydney, New South Wales, Australia, corresponding author) |
| Year | 1995 |
| Volume | 31 |
| Issue | 4 |
| Pages | 317-329 |
| Publication date | 1995-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | OMEGA - Journal of Death and Dying (JOURNAL) |
| Journal identifiers | ISSN: 0030-2228 • E-ISSN: 1541-3764 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2190/3em7-71u5-me8v-54mp |
| OpenAlex | W1964009178 |
| Language | EN |
| Citations received | 17 |
| References cited | 6 |
Much attention has been paid to the need for support for grieving young people. Teachers have often been identified as supportive, emotionally detached adults who can perform this role. This expectation of them, in their professional role, creates tension with their beliefs, expectations and experiences in that role and their personal lives. The tension is often centered around the issue of control, control of personal grief reactions and orderliness and predictability in the school environment. Teachers' grief can be hidden—disenfranchised because their relationship with a student is not recognized by themselves or others. The loss experienced by their perceived professional failure of “duty of care” also may not be recognized. Additionally, teachers disenfranchise themselves by their “intrapsychic” beliefs about their professional role. The experiences of a number of teachers will be used to exemplify how traumatic incidents impact on them and how their view of themselves as teachers is influenced by their professional and personal grief experiences. For them, it is the school context that creates multiple affect-laden responses. This is of vital importance for employers, whose responsibility to employees involves provision for their welfare in the workplace
Context (archaeology · Disenfranchised grief · Duty · Grief · Pedagogy · Psychotherapist · Grief, Bereavement, and Mental Health · Migration, Health and Trauma · Posttraumatic Stress Disorder Research · Psychology · Social Psychology
“It's really hard to stand in front of the class when you're trying not to cry”
The association between school staff's coping strategies following a student's suicide, school climate, and previous experience with suicide
Linking spirituality, school communities, grief and well‐being
The impact of critical incidents on school counsellors
Experiências de perda e de luto em escolares de 13 a 18 anos
Unaccounted Intersectional Emotional Labor
Being in, being out, being with
Managing Bereavement in the Classroom
Grief and School Communities
Exploring How Models of Disenfranchised Grief Account for the Lived Experience of SEN Teaching and Support Staff Following a Student Death
College Faculty Member Grief Over Deaths of Current and Former Students
Disenfranchised Grief
The “Forgotten Grievers”
Exploring social workers’ spiritual meaning of their reconstruction processes after the unanticipated death of a client(s)
Supporting the bereaved child
Attitudes toward Dying and Death
The Role of Policy in Creating a Supportive Social Context for the Management of Loss Experiences and Critical Incidents in School Communities
| Citations per year | 0.63 |
|---|---|
| Citation span | 1999 - 2026 (28) |
| Highly cited | No |