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Coping Strategies: Techniques to promote resilience after the death of a student using the TEAR Model LINDA HART, MS, CSC, LPC-S, NCC.

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Presentation on theme: "Coping Strategies: Techniques to promote resilience after the death of a student using the TEAR Model LINDA HART, MS, CSC, LPC-S, NCC."— Presentation transcript:

1 Coping Strategies: Techniques to promote resilience after the death of a student using the TEAR Model LINDA HART, MS, CSC, LPC-S, NCC

2 Learning Objectives To recognize the needs of students and teachers in the event of the death of a classmate/student. To explore the stages of grief and common grief responses. To gain an understanding of the TEAR Model used to facilitate resilience in students and teachers after the death of a student.

3 Why This Evolved In the past ten years, one south Texas school district experienced the death of more than 12 students. Based on the research, students, staff, and faculty shared feelings of helplessness and confusion. The research indicated a need/desire for counselor and teacher training in the area of crisis response. As a result, the TEAR Model was developed.

4 Principles of Grief Grief is a natural reaction to loss. Each student’s grief experience is unique. Difference between constructive/destructive Every death is unique and therefore will be experienced by students in various ways. Death from Chronic or Long term Illness Accidental Death Suicide Homicide or Violent Death

5 Stabbing death at Spring High School: Witnesses traumatized Stabbing death at Spring High School: Witnesses traumatized Hit by truck on Halloween Hit by truck on Halloween Homicide Accident Suicide 12 yr old commits suicide after continuous cyberbullying 12 yr old commits suicide after continuous cyberbullying Chronic Illness: Died in the hallway at school Recent student deaths

6 Principles of Grief Continued The process is influenced by a multitude of factors: The nature of the death. The interpretation of the death. The status of the relationship between the student and person who died. The emotional and developmental stages of students. The community's view of the death. The support systems available to students (family, church, school, friends, counseling services, etc…). Grieving is a process; not something someone can immediately “get over.”

7 Stages of Grief Shock/Denial “ It’ not real, I can’t believe it, I don’t care” Anger Anger directed at everyone, Anger inward Bargaining “ If we could just have one more day…” Depression/Sadness Overwhelming feelings Reconciliation/Acceptance Understanding, Healing, Returning to activities Stages of grief clip

8 Common Grief Responses Emotions shock, anger, guilt, helplessness, confusion, fear, anxiousness, sadness, denial, agitation, stressed Physical heart palpitations, tightness in chest, sleep disturbances, appetite disturbances, restless activity Thoughts confusion, disbelief, inability to concentrate, preoccupation with events, concern about personal vulnerability and safety, forgetfulness Relational clingy behaviors, isolation, aggressive behaviors, fighting/verbal outbursts

9 Resilience “…can be defined as the capacity to spring back, rebound, successfully adapt in the face of adversity, and develop social and academic competence despite exposure to severe stress.” ~ Nan Henderson and Mike Milstein

10 Experiential Activities TEAR MODEL

11 T alk TALK ABOUT THE PERSON Tell me about him/her. What’s your favorite memory? What did he/she like? Dislike? What activities was he/she involved in? What was your relationship with the individual? Your presence and communication are the most important factors in communicating safety and validating fears and emotions.

12 E xpress EXPRESS FEELINGS ASSOCIATED WITH THE LOSS, SITUATION, EVENT Creative modalities: Journaling Notes Message in the bottle Drawings Music Prompts: How did you feel when your learned of the news? What would you like to tell him/her? What message would you like to hear from him/her? Note to family, sharing a positive memory or detail about him/her.

13 A ctualize CREATE YOUR STORY IN SAND To frame a picture or story in your mind and creatively take a hands on approach to construct or actualize your intention. Create a positive scene portraying one of your favorite memories What is happening in your story? What would be the name of your story? Develop an inquiring mind. Be careful not to assume you understand their structure. Allow the student time enough time to create and narrate their story.

14 Pictures of Sandtray Stories

15 R eflect REFLECTIVE PRACTICES CAN CONTRIBUTE TO RESILIENCE How do you feel at this point? What are you needing? What are you expecting to happen now? How will things change? Is there anything your teachers, parents, or friends should know? What do you think about our time together?

16 Fostering Resilience In Students TEAR addresses loss and pain using creative modalities. TEAR supports the exploration of emotion and the readjustment to the learning environment. TEAR can help students discover ways to find new meanings after a traumatic experience.

17 closing video Hart, L. & Garza, Y. (2012). Teachers perceptions of effects of a student’s death: A phenomenological study. Journal of Death and Dying, 66(4), doi: http//dx.doi.org/ /OM.66.4b Homeyer,L., & Sweeney, D. (2010). Sandtray therapy: A practical manual (2nd ed). New York, London. Routledge. Smith, S. D. (1998). Sandtray play and story making. A hands-on approach to build academic, social, and emotional skills in mainstream and special education. Philadelphia, PA: Jessica Kingsley Publishers. The Dougy Center for Grieving Children. (2003). A guide for school administrators. Portland, OR. Retrieved from www. dougy.org. U.S. Department of Education. (2005). Tips for helping students recovering from traumatic events. Jessup, MD: Education Publications Center. References

18 Contact Information Linda M. Hart, CSC, LPC-S, NCC Cell


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