{"id":5110,"date":"2011-12-05T19:43:00","date_gmt":"2011-12-05T18:43:00","guid":{"rendered":""},"modified":"2020-09-06T19:00:36","modified_gmt":"2020-09-06T17:00:36","slug":"el-dol-una-asignatura-pendent","status":"publish","type":"post","link":"https:\/\/www.teiamoner.net\/en\/el-dol-una-asignatura-pendent\/","title":{"rendered":"Grief, a pending subject"},"content":{"rendered":"
\n1. GRIEF, AN OUTSTANDING SUBJECT<\/span><\/span><\/u><\/b><\/div>\n
\n<\/div>\n
\nPuppet Work Group of the ICE of the University of Barcelona:<\/span><\/div>\n
\nAnna Teixid\u00f3, Marta Torrico, Ruth Revaliente, Cristina Bertran, Mireia Ribalta, Teia Moner, Urgell Obiols.<\/span><\/i><\/div>\n
\n<\/div>\n
\nHem
\n to help children have tools to face the death of loved ones, and
\n sometimes, also to face their own. Many teachers meet
\nwith students who have suffered losses in the family or someone close to them. The
\nmost of them have no resources to regulate their emotions
\nof these children and cannot give strategies for them to accept the best
\n loss as possible and become more emotionally competent. <\/span><\/div>\n
\n<\/div>\n
\nWe agree with Conxita Larrull (teacher and writer) when she says:<\/span><\/div>\n
\n<\/div>\n
\n"Them
\n problems that our society has in the face of death, moving away from
\ncorpse of the house and the rituals that were done in the family, has made the
\nmost children who have experienced the death of grandparents or relatives have not
\nseen dead nor have they gone to the cemetery. <\/span><\/i><\/p>\n

Just a couple of generations ago
\n it was normal to die at home, and the children participated in this fact, they were
\npresent and it was customary to kiss goodbye to those who had died, what
\nit made you discover coldness and stiffness, as well as sorrow and the
\ncrying of adults, as natural manifestations. <\/span><\/i><\/p>\n

In the houses he watched
\nthe dead, with the continued visits of friends or relatives who were received
\nwith something to eat and drink, where people talked, cried and laughed,
\nremembering anecdotes or stories they had lived with the deceased. these
\n rituals helped to say a good farewell to those who were leaving and helped those who
\n they participated in closing the relationship with the deceased, in some way
\nthey facilitated a good grieving process. This was also true for children,
\n that they could participate and express emotions within a context
\nnatural <\/span><\/i>
\n
\nJust like we do today, that we try to prevent children from meeting
\ndirectly with death, it is difficult to see it as a natural occurrence, as one
\nessential step in life .. It is important for children to find spaces
\n and moments to freely express emotions and find an answer
\nclara, a support with adults. "<\/span><\/i><\/div>\n

\n<\/div>\n
\nWe are
\n talking about a very important part of emotional education. the capacity
\n to express emotions in a way that has a positive impact
\nabout oneself and others becomes a fundamental aspect for
\nto social development.<\/span><\/div>\n
\n
\nEmotions are intrinsically related to processes
\nof learning that take place at school and this plays an important role
\nin the healthy emotional development and well-being of students. <\/span>
\n
\nThe teacher must help to reflexively regulate the emotions involved
\n loss, help to understand, help to assimilate in thought,
\nhelp perceive and help express them. Ultimately work the
\nemotional intelligence
\nAs the psychopedagogue Rafael Bisquerra says:<\/span><\/div>\n
\n
\n\u201dThe traditional role of
\nteacher focused on the transmission of knowledge is changing,
\ngiven how quickly knowledge becomes obsolete. In that
\nsense, the dimension of emotional support from the teaching staff becomes
\nessential, because teaching must consist of giving tools for
\nimprove the emotional skills that allow you to face challenges
\nwith higher probabilities of success. In addition, many of the difficulties of
\nthe learning <\/i><\/span>
\n
\nhave their origin, precisely, in emotional problems,
\nconsequently an emotionally favorable environment will generate a better one
\nlearning.\u201d
\n<\/i>
\nPuppets as a resource and the story as a vehicle can help the
\nteachers to open windows that give way in a natural way, to the
\nemotions that these circumstances give rise to: pain, anger, fear, sorrow
\n... And in this way be able to channel them in a balanced way and
\nsensible In other words, a natural acceptance without traumas that mark
\nthe experience<\/span>
\n
<\/span>
\nWe performed with black light and puppets the story: "I CAN SEE YOU ASEVER AS I WANT" by Mariko Kikuta.<\/span>
\n
<\/span><\/div>\n
\nIs
\n the story of a little dog named Shiro who is happy with his
\nowner Miki, but one day, Miki suddenly disappears, and Shiro does not
\nunderstand why<\/i><\/span>
\n
<\/i><\/span>
\n
<\/i><\/span>
\n<\/p>\n
\n<\/div>\n


<\/i><\/span>
\n
<\/i><\/span>
\n
<\/i><\/span>
\n
<\/i><\/span>
\n<\/p>\n

\n<\/div>\n


<\/i><\/span>
\n
<\/i><\/span><\/div>\n

\nJune 2010<\/span><\/div>\n
\n<\/div>\n
\n <\/span>REINFORCEMENT MATERIAL FOR WORKING WITH GRIEF<\/span><\/u><\/b><\/div>\n
\n<\/div>\n
\n1. STUDY LICENSES:<\/span><\/span><\/u><\/div>\n
\n<\/div>\n
\n"Anthropology of death and grief"<\/span><\/i><\/div>\n
\nConxita Larrull and Bertran School Year: 2004\/2005 <\/span>\u2013 License Mode B3<\/span><\/div>\n
\n<\/div>\n
\n"Pedagogy of life and death: tools for action <\/span><\/i>tutorial and didactic proposals for primary education"<\/span><\/i><\/div>\n
\nAnna Nolla and Casals<\/span><\/span> \u2013 academic year 1999\/2000<\/span><\/div>\n
\n<\/div>\n
\n2. <\/span><\/u>PEDAGOGICAL SUITCASE<\/span><\/u>:<\/span><\/div>\n
\n<\/div>\n
\n"Death and grief". <\/span><\/b>Available in the CRP's<\/span><\/div>\n
\nThere are stories, books, writings, films and articles about grief.<\/span><\/div>\n
\n<\/div>\n
\n2. TALES:<\/span><\/u><\/div>\n
\n<\/div>\n
\nWHERE IS GRANDFATHER? <\/span><\/b><\/div>\n
\n Cortina, Mar.<\/i> Publisher: Tandem Editions<\/span><\/div>\n
\n This is the question asked by a little girl who hasn't seen her grandfather for a few days, isn't he. Ask your mother, your father, your grandmother... and get different answers <\/span><\/div>\n
\n<\/div>\n
\n THE CHILD OF THE STARS<\/b>
\n Grinning, Katrien van der.<\/i> ING Editions
\n This story tells us about Clara, a 6-year-old girl, who saw her little brother die during the summer. When he returns to school he tells his teacher and his friends. This generates questions and comments and a discussion among the children. <\/span><\/div>\n
\n <\/span><\/div>\n
\nWHEN I AM SAD BEFORE THE LOSS OF A LOVED ONE
\n<\/span><\/b> Mundy, Michaelene.<\/i> Editorial Sant Llu\u00eds
\n 'When I'm sad' offers children of all ages, no matter how old they are
\n take care of them, a realistic book that provides positive suggestions and
\nvital to help them in the most painful trances. <\/span>In its pages they can learn to live the pain with this realistic and healthy spirit that helps to grow.<\/span>
\n <\/span> <\/span><\/div>\n
\n <\/span><\/div>\n
\nWHEN THE GRANDPARENTS LEAVE US. HOW TO OVERCOME THE PAIN<\/span><\/b> <\/span>
\n<\/span> Ryan, Victoria.<\/i> San Pau Publishing
\n The protagonist goblins, describes the days before and after the
\ngrandfather's death, gives ideas for action and questions for discussion. <\/span>A guide to help your grieving child have comforting memories and find relief.<\/span>
\n <\/span> <\/span><\/div>\n
\n <\/span><\/div>\n
\nTHE TALE OF THUMPY<\/span><\/b>
\n Dodge, Nancy C.<\/i> Publisher: Share pregnancy & Infant Loss Support, Inc.
\n <\/span>Thumpy the bunny shares the pain and worries he feels when his sister dies suddenly.<\/span> <\/span> <\/span>The family comes together and helps each other to heal the loss and grow in a healing experience.<\/span> <\/span> <\/span>This
\n book, read in the company of an adult, raises questions in the child that
\n they will guide us in the map of their emotional state.<\/span>
\n <\/span> <\/span><\/div>\n
\n <\/span><\/div>\n
\nTHE THREAD OF LIFE<\/span><\/b> <\/span>
\n<\/span> <\/span>Bloch, Serge.<\/span><\/i> <\/span> Cali, Davide.<\/span><\/i> Editions B
\n This illustrated book goes through life for those moments
\nemotional: childhood, love, the birth of a child, the death of a woman
\ndear person, \u2026 Everything is explained in a very graphic, subtle and accurate way. The illustrations are the protagonists, as is the thread of red wool that must be followed throughout the story. <\/span><\/span><\/div>\n
\n <\/span><\/div>\n
\nTHE SAD BOOK<\/span><\/b>
\n<\/span><\/b> <\/span>Blake, Quentin.<\/span><\/i> <\/span> Rosen, Michael.<\/span><\/i> Publisher: Serres
\n This story is about the sadness of a father who has lost his son. <\/span><\/span><\/div>\n
\n <\/span><\/div>\n
\nTHE DUCK AND DEATH<\/span><\/b> <\/span>
\n<\/span> <\/span>Erlbruch, Wolf.<\/span><\/i> Publisher: Barbara Fiore editor<\/span> <\/span>
\n<\/span> <\/span>A
\n through the relationship that is established between a duck and the character of
\nin death they give answers to questions that the duck asks them in death,
\n about death and dying.<\/span> <\/span> <\/span>The coexistence between the two facilitates the acceptance of the duck's death. Does the duck lose its fear of death? ... Story with illustrations very in line with the meaning of the story. <\/span><\/div>\n
\n <\/span><\/div>\n
\nJULIA HAS A STAR<\/span><\/b><\/div>\n
\n <\/span>Jose, Edward<\/span><\/i> <\/span> Gubiana, Valentine; the<\/span><\/i> Publisher: La Galera<\/span><\/span><\/div>\n
\n Story about the death of the mother. Julia has a star. Julia's star is real, one of those in the sky that can be seen at night. <\/span>And it's very special: a long time ago his mother went to work there...<\/span> <\/span> <\/span>Recommended for children from 5 years<\/span>
\n <\/span> <\/span><\/div>\n
\n <\/span><\/div>\n
\nMOM <\/span><\/b>
\n<\/span><\/b> <\/span>Zubeldia, I\u00f1aki.<\/span><\/i> Publisher: Edeb\u00e9<\/span> <\/span><\/div>\n
\nBeatriz, an 8-year-old girl, tells us that when she was 7 her mother died.<\/span> <\/span> <\/span>time
\n back to Beatriz's mother was unwell, and it turned out that
\nshe had breast cancer, which thanks to an operation and chemotherapy
\nwas able to overcome Beatriz's mother explains to her what cancer is and
\nbecause his hair is falling out. When it seemed that they had already left the
\nillness back, Beatriz's mother found herself unwell again, and li
\n he explained to Beatriz that they had to fight against 'them again
\nbugs'<\/span> <\/span>
\n Mother, she also explained to her and her brother \u00c1lex what he was
\ncemetery, and that in the sky there is a very beautiful star illuminating a
\n his family. <\/span>Story recommended for children aged 6 and over.<\/span> <\/span><\/div>\n
\n<\/div>\n
\n OLD NANNY<\/b><\/span><\/div>\n
\n <\/span>Wild, Margaret. editions<\/span><\/i> I will<\/span> <\/span><\/div>\n
\n <\/span>Wonderful story that tells us the relationship between a grandmother and her granddaughter who live together.<\/span> <\/span> <\/span>And it shows us the feelings that the grandmother and the granddaughter feel when the grandmother sees her death close. <\/span><\/div>\n
\n<\/div>\n
\n IT'S NOT EASY, LITTLE SQUIRREL<\/b><\/span><\/div>\n
\n <\/span>Ramon, Elisa.<\/span><\/i> <\/span> <\/span>Osuna, Rosa<\/span><\/i> Publisher: KALANDRAKA<\/span><\/div>\n
\n <\/span>The little squirrel has lost his mother and is very sad..<\/span> <\/span> but in the end she understands that the mother is with her and will never leave her. <\/span><\/div>\n
\n<\/div>\n
\nSHE WILL NOT HAVE A NEW BABY. FOR BOYS AND GIRLS WHEN THE BROTHER DIED BEFORE BORN<\/span><\/b> <\/span>
\nGryte, Marilyn.<\/i> McClendon, Kristi; the<\/i> Publisher: Centering Corporation <\/span>
\nStory to tell and talk to a child about the loss of a sibling or a sibling who died before birth. <\/span>The protagonist of the story is a little girl who explains what happens to her and what she thinks when her little brother dies before he is born.<\/span> <\/span> At the beginning of the story, he gives some advice to adults on how to deal with this situation with children <\/span><\/div>\n
\nFOREVER<\/span><\/b>
\nDurant, Alan.<\/i> Gliori, Debian.<\/i> Publisher: Timun Mas
\nThe otter, the mole, the fox and the hare formed a great family; but one day the fox got sick and died.
\n They were all very sad, but in their hearts, memories and his
\nsmile the fox was still there, next to him...definitely. <\/span><\/div>\n
\n <\/span><\/div>\n
\nI MISS YOU<\/span><\/b> <\/span>
\nVerrept, Paul.<\/i> <\/span>Publisher: Joventut<\/span> <\/span>
\nCarla was my best friend.<\/span> <\/span> <\/span>One day he moved in with his parents.<\/span> <\/span> <\/span>I felt strange.<\/span> <\/span>
\n<\/span> <\/span>- I think you miss Carla - said the mother.<\/span> <\/span>
\n<\/span> <\/span>\u2013 What does it mean to miss? \u2013 I was thinking about Carla and also about the grandmother. Grandma died.<\/span>
\n <\/span> <\/span><\/div>\n
\n <\/span><\/div>\n
\nHOW IS THAT POSSIBLE??! THE STORY OF ELVIS<\/span><\/b>
\nSch\u00f6ssow, Peter.<\/i> Publisher: LOGUEZ
\nHow is it possible that Elvis is dead? This story tells us that she, a little girl, is sad and doesn't understand why Elvis has died. <\/span>Not the hip Elvis\u2026<\/span> <\/span> <\/span>his Elvis, his little yellow bird.<\/span> <\/span><\/div>\n
\n<\/div>\n
\n3. BOOKS<\/span><\/u><\/div>\n
\n<\/div>\n
\nDEATH: A DAWN<\/span><\/b> of <\/span><\/span>K\u00dcBLER-ROSS, ELISABETH<\/span><\/div>\n
\nThis author has written several books on the subject<\/span><\/b>
\n
\n<\/span><\/div>\n
\n<\/div>\n
\n4. INTERNET<\/span><\/u><\/div>\n
\n<\/div>\n
\nhttp:\/\/www.xtec.cat\/crp-badalona\/recursos\/dol\/<\/a><\/span><\/i>
\n
\n<\/span><\/i><\/div>\n
\n<\/div>\n
\nhttp:\/\/www.xtec.es\/serveis\/crp\/a8903082\/lamort\/iaraones.html<\/a><\/span><\/i>
\n
\n<\/span><\/i><\/div>\n
\n<\/div>\n
\nhttp:\/\/www.xtec.cat\/crp-santcugat\/maletadidacticadolcontingut.htm<\/a><\/span><\/i><\/div>\n


\n<\/i>
\n
\n<\/i><\/p>","protected":false},"excerpt":{"rendered":"

1. GRIEF, A PENDING SUBJECT Working Group of... <\/p>\n

Keep readingGrief, a pending subject<\/span><\/a><\/p>","protected":false},"author":3,"featured_media":5111,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[133],"_links":{"self":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5110"}],"collection":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/comments?post=5110"}],"version-history":[{"count":1,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5110\/revisions"}],"predecessor-version":[{"id":5113,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5110\/revisions\/5113"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/media\/5111"}],"wp:attachment":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/media?parent=5110"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/categories?post=5110"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/tags?post=5110"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}