Orphaned learners’ experiences with regard to bereavement support

Implications for school guidance and counselling

Bibliographic Data

ID20159424
AuthorsSimon Taukeni, Simon George Taukeni (0000-0003-0170-7238, University of Namibia, corresponding author)
Year2012
Volume31
Issue3
Pages114-119
Publication date2012-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBereavement Care (JOURNAL)
Journal identifiersISSN: 0268-2621 • E-ISSN: 1944-8279
PublisherCruse Bereavement Care (PUBLISHER • GB)
DOI10.1080/02682621.2012.740289
OpenAlexW2004647711
LanguageEN
References cited15

This study adopted phenomenological design to investigate the orphaned learners’ experiences with regard to the provision of bereavement support in six selected primary schools in the Endola circuit, Namibia. The sample consisted of six orphaned learners (two boys and four girls) aged between 11 and 14 years. The sample was selected using purposive sampling. The data was coded, categorised and formed themes of the study. This study revealed that the types of support provided by the primary schools to orphaned learners during and after bereavement include: informing learners about bereavement, consoling orphaned learners, giving them a week off school during bereavement, registration of orphaned learners, provision of group guidance, and peer support. The study recommends that each school should have a Bereavement Plan of Action (BPA) in place that outlines step by step the types of bereavement support the school should provide to the bereaved learners during and after bereavement

Emotional support · Grief · Medical education · Nonprobability sampling · Peer support · Population · Psychotherapist · Social support · Child Nutrition and Water Access · Homelessness and Social Issues · Medicine · Poverty, Education, and Child Welfare · Psychology · Social Psychology

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