Loss & Grief links to Respect

Understanding life changes result in loss and grief

Change - pages 22-23

Grief reactions - page 24

Grief stories (video) - page 24

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Reactions to loss and change

Grief reactions - pages 25-26

‘Normal’ grief reactions (handout) - page 28

Extension activity - page 27

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Reaching out, reaching in

How to help - pages 29-30

Helping yourself, helping a friend (handout) - pages 31-32

Helping a friend - page 30

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Helping friends

Types of support - pages 33–34

Giving advice - page 34

Dear Dr Wright letters (handout) - page 36

Seeking help - page 35

Newspaper article (handout) - page 37

What to say - page 35

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Feelings and fears

Different fears - page 38

Similarities & differences in our fears (worksheet) - page 40

Ranking fears - page 39

My fear (worksheet) - page 41

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

Grief in a zoo community: funerals and grief rituals

Exploring grief - page 42

Newspaper article (handout) - page 44

Funerals - page 43

Newspaper article (handout) - page 45

Research - page 43

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Loss: a universal experience

Change and loss - page 46

Feelings - page 47

Categories of loss (handout) - page 48

Holmes-Rahe survey of loss (worksheet) - page 49 

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Grief is normal

Change and stress - page 50

‘Normal’ grief reactions (handout) - page 52

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

Understanding loss in response to death 

Different deaths - pages 53-54

Determinants of grief - page 54

Determinants of grief (student handout) - page 55

Determinants of grief (teacher information) - page 56

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Supporting grieving friends and relatives
(2 lessons)

Grief reactions - page 57

Masculine and feminine grieving patterns - pages 58-59

Unhelpful strategies (handout) - page 60

Guidelines for being a supportive person (handout) - page 61

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Controversial issues: the way people die 

Defining euthanasia - page 62

Discussion and sample questions - page 63

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Responding to help seeking 

A friend in need - page 65

What can you do to help? - pages 66-67

Getting help - page 67

A friend might need help when… (OHT) - page 68

What can you do to help? (handout) - page 69

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution: 

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.