Learning institutions, just like any other place, members lose their loved ones. Disclosing information to the affected requires mastery of specific life skills for the good of the institution and the recipient.
Occasions have been witnessed when the recipient collapses upon receipt of such information. Some schools lack professional counsellors who can simplify information and make it palatable.
It’s believed in the village that a teacher knows everything. Even if the driver of a local passenger vehicle falls ill and the journey is discontinued, people turn to the teacher for possible answers.
In all learning institutions, learners, teachers and workers lose parents, loved ones and other close relatives; little do they know that there is an art of talking to such people even in the absence of members of the counselling department.
The first therapy for a bereaved learner/teacher or worker has to come from the learning institution, and as such, all members of staff have to master the art of counselling
In some instances, learners, teachers and even workers collapse in school as they are exposed to the death of a relative or even a friend.
Mastering the art of counselling can save a life, and as such, all staff members must master the art of counselling someone bereaved.
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Counselling a bereaved person requires sensitivity, compassion, and a child-centred approach. Many times, teachers, learners and even workers come before the teachers to report cases of bereavement.
It’s therefore advisable to create a safe and non-judgmental space where the child/counselee feels comfortable expressing their emotions with ease.
Secondly, the teacher has to acknowledge and validate the child’s emotions, letting them know it’s okay to feel sad, angry, cry or even confused.
The counsellor must listen carefully to the counselees’/child’s thoughts, feelings, and memories, and respond with empathy and great concern.
The next step is for the counsellor to explain the situation in a way that the child can understand, avoiding euphemisms and complicated concepts.
Another critical step is to help the child or counselee express their emotions through various means, such as drawing, writing, or talking.
The counsellor must be prepared to offer physical comfort and reassurance, such as hugs or holding hands, while respecting the counselee’s/ child’s boundaries.
All counsellors must encourage the child to maintain their daily routine, providing a sense of stability and normalcy. It should not depict a sense of something extraordinary
There are instances when professional assistance is needed; this is where one has to consider seeking help from a mental health professional or a bereavement counsellor.
Teachers have to understand that grief is a process that takes time, and counselees/children may need more time to process their emotions before coming to terms with reality.
Counsellors must refrain from saying things like “it’s okay” or “time heals all wounds,” which can minimise the child’s feelings.
The counsellor has to prioritise the child’s emotional and psychological needs, providing support and guidance as needed.
By following these steps and being mindful of the counselees/ child’s unique needs, you can provide adequate support and help them navigate their grief.
By Hillary Muhalya
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