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Arising from increasing globalization, growing numbers of families may find themselves relocating internationally because of work, while children in these families, often referred to as Third Culture Kids, may find themselves grieving for family, friends or possessions left behind. Research suggests that what Doka (2002) describes as disenfranchised grief may influence how such students perceive their experience with school transition programs. This article is part of a larger, ongoing study on Third Culture Kids and their experience with transition programs. Schools are increasingly recognising that supporting Third Culture Kids is essential to ensuring student transitions are successful, while continuing to develop strategies to guarantee the positivity of the student transition experience. International schools also need to consider and include strategies for specifically addressing disenfranchised grief in the Third Culture Kid transition programs. Academic research, as opposed to anecdotal evidence, is needed to better understand how Third Culture Kids experience grief during their transition and how they can best be supported by the school. This article examines the current research around several existing grief models, and how they potentially relate to Third Culture Kids and transition programs. The article is a position paper that presents a call for further research relating to Third Culture Kids through the theoretical lens of grief and loss, in order to provide education professionals with resources that can best support Third Culture Kids on their educational journey.

Graduate teaching assistants (GTAs) are faced with managing how to respond to student disclosures of grief in the classroom but often lack grief training from their universities when these instances occur. Good and Mad grief, and Critical Grief Pedagogy (CGP) are the frameworks for which this study is positioned. Through interviews with GTAs in the United States, we explore their experiences when engaging with student grief disclosures and revealed three main themes: regulations and boundaries, transactional exchanges in institutions, and the classroom being a human space. We also discuss how GTAs use CGP to manage these interactions. We further suggest that GTA training should include CGP to help prepare future instructors for student grief and welcome grief into the classroom.

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

In 2005, a paper, previously considered lost, by the famous historical physician Galen was found. It is entitled "On the Avoidance of Sorrow" ("[Greek characters: see text]") and it is a philosophical treatise concerning the handling of sorrow. Despite mainly talking about personal experiences and loss of fortune, Galen also makes some recommendations. His medical writing gives us the opportunity to find, in a seemingly autobiographical text, health perspectives on how to cope with disaster and loss and confront grief and mourning. Even compared to modern literature, Galen's views seem remarkably up to date.

Educator leaders play a vital role in fostering educators' and students' mental health and wellbeing. Through qualitative research, this paper provides insights from eight education leaders working in State Schools in Malta on their perceptions of, and experiences in, the promotion and support of mental health and wellbeing among educators and students. The objective of the study is to examine how mental health and wellbeing are being promoted, addressed, and supported in schools. Eight semi-structured interviews were conducted with education leaders followed by a reflexive thematic analysis. Four themes emerged from the data, namely school philosophy, ethos, and leadership; mental health and wellbeing in schools; loss and grief; and COVID-19 and its impact on mental health and wellbeing in schools The findings suggest the need for more proactive and supportive considerations of mental health and wellbeing in schools in Malta, along with the implementation and evaluation of mental health and wellbeing whole-school projects in schools.

In this paper, I consider the ethics education potential of two documentary films set in the mountains. I first draw upon the work of Emily Brady in order to tease out some similarities and differences between environmental tragedy and sublime experiences in nature. I secondly argue that the screened sublime is qualitatively different but not necessarily inferior to sublime sensations in nature. I then discuss how the film Mountain showcases the allure of the mountains while also suggesting the search for the sublime there may not be morally justifiable unless it is sustainable. I thereafter unpack the tragic themes in, and moral issues raised by, The Last Mountain. I maintain the film invites viewers to consider the ethics of risky mountain adventures and whether the rewards of such adventures justify the very real risk of tragedy. I conclude by thinking through how the films explored in the paper can aid mountain adventure education in at least two ways: (1) by opening up questions about the moral and ethical frameworks that mountain adventurers have and should have and; (2) by providing viewers with safe and sustainable experiences of the tragic and sublime.

This paper revisits the well-known and often-taught novel "The Chrysalids" toward a reconsideration of the novel's place within curriculum and the pedagogies it may offer. Framed as a mourning ceremony, a way of revisioning what the novel could mean in the present by saying goodbye to what it has meant in the past, the paper progresses in two major moments. The first looks at the novel in the author's lived experience and discusses personal mourning. The second engages affect theory toward a (re)reading of the material resistances and erasures within one copy of the text. The author concludes by expressing the need for a (re)visioning of what curricular fixtures such as "The Chrysalids" could mean today.

A main goal of this paper is to complicate "learning loss" as the only, or even the main, thing schools should be concerned about as they respond to the COVID-19 pandemic. While schools have a responsibility to make sure students who are enrolled in school are learning, this cannot come at the cost of ignoring the other substantial losses students are also contending with. Following the work of Jonathan Lear, I make the case that schools should engage students in a process of learning how to mourn for their individual and our collective losses, while also considering ways that school can move beyond narrow conceptions of the purposes of school and to a deeper appreciation for the ways that an education can promote human excellence. As this pandemic wears on, it becomes harder and harder to do anything but endure. One goal of this paper is to serve as a reminder that schools can do more than endure: they can envision new possibilities for schooling that promote conceptions of wellbeing that go beyond fear of learning loss.

Featuring the experiences of 14 LGBQ+ college students at U.S. institutions across the country, this paper centers on photographs participants took and reflected on as they described expressions of grief relative to their sexual identity development (SID). Drawn from an interview-based narrative inquiry study focused on how LGBQ+ students detail ambiguous loss in SID by considering stories and photos, we employed narrative analysis to examine their photos and data gathered through two individual interviews with each participant. Guided by a conceptual framework integrating literature on SID and scholarship on the social constructionist model of grief, we identified four thematic expressions of grief: "Navigating External and Internal Conflicts Shaped by Oppressive Structures, Articulating Varied Emotional Responses in SID, Processes Associated with Coming into Queerness," and "Engaging with the Future as Unknown, Yet Filled with Hope." We provide implications for research, as well as for practice targeted at educational and counseling professionals.

This study explored relational grieving in community by examining how community members grieve with bereaved parents after the death of a child. Three bereaved parent couples and their community members were interviewed together using the qualitative action-project method to examine their shared grieving actions. Data was analyzed through top-down and bottom-up processes to understand the shared intentions of their grieving actions together. The findings of this research elicited thick descriptions of relational grieving at a community level. Four main assertions of how communities grieve with bereaved parents emerged, and include: (a) selflessly offering emotional and practical support, (b) engaging in and honouring vulnerability, (c) holding the complexity of grieving, and (d) fostering remembrance of the deceased child together. The novel descriptions of relational grieving in community contributed to the growing area of relational bereavement research. The theoretical, empirical, and clinical implications of this study are discussed., (© 2023 The Authors. Journal of Community Psychology published by Wiley Periodicals LLC.)

Funeral and mourning rites capture so many aspects of the Iranian traditional and religious rituals and provide members of society with cultural tools of lamenting the dead. The study presents socio-cultural considerations in connection with social space and action, linguistic interactions, and semiotic resources of rituals used in mourning ceremonies for Shiite Muslims in the city of Nur, Iran. The paper relies on a mediated discourse analysis approach as a theoretical framework from which to develop a semiotic analysis of the linguistic practices and mediational means that appear in the mourning events. To this end, I shall draw upon video and audio recorded interactions of mourning rituals personally collected at funerals. The paper demonstrates that while mourning rituals are culturally and religiously framed in Shiite Muslims, one must also include the social space, the discourse cycle, the trajectories of the material resource of individual's historical bodies and of text.

There is a growing number of new digital technologies mediating the experiences of grief and the continuing bonds between the bereaved and their loved ones following death. One of the most recent technological developments is the "griefbot". Based on the digital footprint of the deceased, griefbots allow two-way communication between mourners and the digital version of the dead through a conversational interface or chat. This paper explores the mediational role that griefbots might have in the grieving process vis-à-vis that of other digital technologies, such as social media services or digital memorials on the Internet. After briefly reviewing the new possibilities offered by the Internet in the way people relate with the dead, we delve into the particularities of griefbots, focusing on the two-way communication afforded by this technology and the sense of simulation derived from the virtual interaction between the living and the dead. Discussion leads us to emphasize that, while both the Internet and griefbots bring about a significant spatial and temporal expansion to the grief experience -affording a more direct way to communicate with the dead anywhere and at any time- they differ in that, unlike the socially shared virtual space between mourners and loved ones in most digital memorials, griefbots imply a private conversational space between the mourner and the deceased person. The paper concludes by pointing to some ethical issues that griefbots, as a profit-oriented afterlife industry, might raise for both mourners and the dead in our increasingly digital societies., (© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Arising from increasing globalization, growing numbers of families may find themselves relocating internationally because of work, while children in these families, often referred to as Third Culture Kids, may find themselves grieving for family, friends or possessions left behind. Research suggests that what Doka (2002) describes as disenfranchised grief may influence how such students perceive their experience with school transition programs. This article is part of a larger, ongoing study on Third Culture Kids and their experience with transition programs. Schools are increasingly recognising that supporting Third Culture Kids is essential to ensuring student transitions are successful, while continuing to develop strategies to guarantee the positivity of the student transition experience. International schools also need to consider and include strategies for specifically addressing disenfranchised grief in the Third Culture Kid transition programs. Academic research, as opposed to anecdotal evidence, is needed to better understand how Third Culture Kids experience grief during their transition and how they can best be supported by the school. This article examines the current research around several existing grief models, and how they potentially relate to Third Culture Kids and transition programs. The article is a position paper that presents a call for further research relating to Third Culture Kids through the theoretical lens of grief and loss, in order to provide education professionals with resources that can best support Third Culture Kids on their educational journey. [ABSTRACT FROM AUTHOR]

Building on an inductive, qualitative study of employees who experienced grief-inducing events such as bereavement or breakup, this paper explores how and with what consequences work becomes a refuge from grief-inducing experiences in people's lives. Using the results of 68 in-depth interviews, I develop an inductive model that shows that grieving employees not only find refuge in work but can also turn their work into a refuge for themselves. In particular, the model explicates how people turn work into a refuge by engaging in job crafting behavior. I also show perceived consequences of this process that occur in both work and life domains. Such consequences tend to be positive, yet those who work significantly harder also experience negative consequences. This paper advances theorizing on grief in organizations and job crafting. [ABSTRACT FROM AUTHOR]

In this paper I call for an emotional confrontation with our traumatic, racist, and often unacknowledged history. I share ideas, experiences, and pedagogical strategies with which to engage difficult dialogue about difficult knowledge, in such a way as to disarm defense and, potentially inspire anti-racist activism in education and beyond. The first strategy is to develop psychoanalytic sensibilities in education. I argue that this will help us begin to invite the "freedom to feel" into classrooms that customarily prioritize freedom of thought. The second strategy is to insist that a confrontation with traumatic elements of untold history, and unacknowledged racial (and other) injustices in our current reality, will be uncomfortable. I emphasize that we must work on our capacity to tolerate discomfort and develop our capacities to mourn (loss of cherished belief, loss of innocence, loss of privilege, among other forms of loss). Third, I argue that "knowing ignorance" can be a powerful antidote to the structural ignorance that has hindered our capacities to think critically and creatively in solidarity with different others. I conclude by suggesting that engagement with narrative fiction in film and literature, is a promising pedagogical approach that enables transformative dialogue to take place. I share a few of my favorite films and short stories that have yielded fruitful conversations in my own social justice-oriented classrooms.

Death of one's child is an unfathomable painful situation that a mother may feel. While literature reports different coping strategies across cultures, there has no research yet that explored the grieving process that Meranao mothers go through when they lost a child. Hence, this study explored the grieving process of the bereaved Meranao mothers from the Southern Philippines over the loss of their children and the strategies they used to cope with the feelings of grief. The study was conducted at different barangays located in Marawi City, Lanao del Sur, Philippines. The participants lost children with age range of 18-30 years old. It was discovered that these bereaved mothers ask several questions to themselves emerging after the death of their children. Nonetheless, it was found that after the mothers had worked through their grief brought by their child's death, they were able to restore their life and become stronger and resilient individuals. This paper concludes that bereaved mothers go through a tedious journey wherein the existence of pain, longing, sadness, guilt and anger were felt, but these emotions only strengthen them as mothers.

Death is inevitable and universal, and the corona virus disease has only further intensified a world of uncertainties as a result of frequent accidents, HIV/AIDS, cancer and natural disasters. Bereavement after any death is a potentially disruptive life event with consequences in physical and mental health, relationships and social functioning. Death is a rather odd, thought-provoking and challenging experience, particularly in the lives of children and adolescents. Death of parent/s, sibling, relative/s, teacher, classmate or friend is a relatively new and challenging phenomenon. Persons working with pupils and students, including teachers, counsellors, school chaplain and social workers, need to be prepared to offer help to those who experience bereavement. Death is unpredictable and may occur naturally, suddenly, or traumatically. In several instances, help is sometimes required in advance of bereavement in that the death may be anticipated such as instances of prolonged illness or following a fatal accident. In all cases, the role of the teacher and counsellor in the school is pivotal in supporting pupils and students who have been bereaved. This paper highlights the need to impart post-traumatic growth in bereft pupils and students in schools in order to cope with bereavement.

Purpose: This paper explored collective grief through the case of a Business Management College which suddenly and unexpectedly went into administration. The aim was to gain and apply insight to future crises in collective grief such as what occurred during COVID-19. Design/methodology/approach: 120 EVRE submissions with weekly reflective journal entries and 121 Capstone submissions including reflections were analysed as secondary textual data using content-thematic analysis and inferential statistics. Findings: This study confirms the theory that grief is not linear. However, even though no positive correlation was found between two different cohorts (EVRE and CAPP submissions), who did experience the same crisis in different ways, those people did all seem to share the stage of avoidance. Research limitations/implications: The textual data was limited in scope as not all students chose to express their grief through the written submission or the Kubler-Ross lens. Practical implications: This research does suggest that initially, institutional responses to collective grief should address initial stages of "avoidance". Social implications: In responding to collecting grief, such as COVID-19, institutions need to recognise the non-linear process of grief and not expect a "one-size-fits-all" approach to be a viable solution. Originality/value: There is not much research available looking at student experience and emotional pressures (if at all) collectively during a crisis.

The Queen Elizabeth II recently made her fifth public speech on COVID-19 since taking office. Through the use of systemic functional linguistics to analyze her speech text, this article mainly analyzes the text from the perspective of the concept of function and finds this speech text involves only four processes: material process, metal process, relational process and verbal process. This article discusses the political, economic and cultural characteristics of the UK's response to COVID-19. In addition, this paper compares China and the UK, and discusses the different measures taken in the face of the epidemic and the underlying cultural background. This study found out that the Queen's speech is mainly aimed at expressing gratitude to those working on the front lines of the fight against the epidemic and encouraging people to respond to the call of the British government and face the epidemic positively. The analysis of speech with the transitivity can enrich and update the study contents of transitivity.

This paper explores education as a context for facing what Susie Orbach has termed 'climate sorrow' and asks: what 'relations to the world' are we imagining might help youth stay with difficult feelings about the future by enabling them to develop a living relationship to the more-than-human world in the present? By way of response, the paper offers a conceptual shift from "relations to the world" to "encounters 'of' the world." I draw on the work of David Abram to reframe our relations as sensory encounters and on the work of Bruno Latour to reframe the world as a living multiplicity. What both authors enable is a complex understanding of the temporality of our living in and with our environment. To explore this further, I offer a reading of Olafur Eliasson's climate artwork, "Ice Watch." Consisting of 24 blocks of melting glacial ice outside the Tate Modern in London, the installation holds two temporal dimensions together through the kinds of encounters it makes possible: chronological time ("chronos") and living time ("kairos"). In the final section , I locate the time of environmental teaching at the juncture of "chronos" and "kairos" as a way of creating encounters of the world that educate about the climate emergency while also giving time for climate sorrow.

Purpose: This study aimed to analyze interventions for bereaved families and evaluate their effectiveness, with the ultimate goal of supporting evidence-based nursing for bereaved families. Methods: Research trends were identified based on a search of domestic databases from January 2000 to December 2022, and a meta-analysis was conducted on interventions for bereaved families. Forty-five papers were selected, and information was extracted on participants, research design, and interventions. A meta-analysis of seven papers was performed, and the effect size was calculated. Results: Fourteen papers dealt with interventions for middle-aged women who had lost their spouses, 20 used qualitative research methods, and 20 were on art therapy programs. Thirty studies had fewer than 10 participants, and most interventions had 60~120 minutes per session and 9~16 sessions in total. There were seven randomized controlled trials, and all studies included in the quality evaluation showed a low risk of bias. Four papers measured grief as an outcome, and the effect size was -1.9577 (95% CI: -2.9206 to -0.9947), indicating that the treatment significantly decreased grief (P＜0.001). Six papers measured depression as an outcome, and the effect size was -1.6775 (95% CI: -2.1835 to -1.1716), showing that the treatment significantly decreased depression (P＜0.001). Conclusion: Intervention programs for bereaved families were shown to be effective in relieving grief and depression. However, programs should be developed that target middle-aged men who have lost their spouses and children who have lost their parents. Randomized controlled trials should also be conducted on interventions to reduce grief and depression. [ABSTRACT FROM AUTHOR]

The novel coronavirus (COVID-19) has had far reaching implications on every aspect of human life -- from where we work, to where we feel safe to grocery shop, to how we greet friends. At the same time, the pandemic has exposed long-standing issues of structural racism, xenophobia, social and economic inequities, precipitating multiple large-scale social justice movements and demonstrations in the United States, culminating in "dual public health emergencies." As Kindergarten through Grade 12 (K-12) students slowly return to school, educators are grappling with how to support their students amid these overlapping crises. In this paper, we discuss the relevance of trauma-informed pedagogy, with a specific focus on 3Rs -- relational connectedness, restored trust, and contextualized resilience. We urge educators to keep the whole child at the center of their curriculum, and to make healing -- not performance -- the priority for K-12 schools amid and following the global pandemic.

Students in foster care frequently experience barriers that influence their personal, social, and academic success. These challenges may include trauma, abuse, neglect, and loss--all of which influence a student's ability to be successful in school. Combined with these experiences, students in foster care lack the same access to resources and support as their peers. To this end, school counselors have the opportunity to utilize their unique position within the school community to effectively serve and address the complex needs of students in foster care. This paper addresses the current research, presenting problems, implications, and interventions school counselors can utilize when working with this population.