Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide

Wider networks of people are affected by a suicide death than originally thought, including those whose job-role brings them into contact with a death by suicide of another person. The impact of student suicide within United Kingdom (UK) Higher Education Institutions (HEIs) is unexplored and the experiences of staff members remain unknown. It is not known whether staff members have specific postvention needs following a student death by suicide. Any postvention support currently offered to staff members within UK HEIs lacks a context-specific evidence base. This study asked ‘How is a student suicide experienced by staff members within a UK HEI and what are the features of that experience?’ Staff members from diverse job-roles in two UK HEIs responded to a qualitative survey (n = 19) and participated in semi-structured interviews (n = 10). Data were transcribed and subjected to a constructivist grounded theory analysis. Participants’ experiences informed the development of a core category: ’Bearing witness’, which encompassed six further categories: ’Responding to a student suicide’; ’Experiencing a student suicide’; ’Needs and fears’; ’Experiences of support’; ’Human stories’; and ’Cultural stories’. The resulting grounded theory demonstrates how participants’ perceptions of impact are informed by their experiences of undertaking tasks following a student suicide within the community of their HEI. Processes of constructing perceptions of closeness to the student who died are evident amongst participants who did not know the student prior to their death. Tailored postvention support is required to respond to the range and complexity of HEI staff needs following a student death by suicide.

Honduran student's death raises anger over social ills

Headline HONDURAS: Student death raises anger over social ills

A National Survey of School Counselors’ Experiences With Student Death by Suicide

We examined school counselors’ experiences with student’s suicide. Our quantitative findings identified that encountering the death of a student by suicide is common for school counselors during their careers. School counselors reported a range of personal and professional reactions and relied on different sources of support following students’ deaths. School counselors who experienced student’s death by suicide had higher self-efficacy scores related to suicide interventions than those who had not experienced a student’s suicide.

The effects of occurrence and frequency of nursing students’ confrontation of death on their attitudes towards death

This study was conducted as a descriptive study aiming at determining the effects of the facing death situation and frequency of nursing students on their attitudes towards death.The research was carried out between October 10 and October 21, 2016 with the participation of 233 students who were currently studying in the nursing department of the Faculty of Health Sciences. The data were collected by the 25question questionnaire form prepared by the researchers and determined the demographic characteristics of the students and their attitudes towards death using the Death Attitude Profile-Revised (DAP-R) Scale. As the total scores obtained on the scale increased, it is considered that a more negative attitude is developed towards death. For the data assessment, percentile estimation, Levine test, One Way ANOVA, Tukey test, Mann Whitney U test, and Kruskall Wallis test were used. The present study demonstrated that of the students, 46.4% loved their profession, 59.7% preferred their profession willingly, 36.5% lost a first-degree relative previously, 65.7% faced death situation during clinical practices, 60.1% avoided from facing with the relatives of the deceased individual, and only 21.5% found herself/himself sufficient for understanding the patients’ relatives. The median score of DAP- -161.00), the median score the -72), the median score of the Escape Acceptance subdimension -32), and tha relationship was found amongthe DAP-R scores of the students and their sociodemographic and occupational characteristics and facing death situations (p <0.05). Considering that a negative attitude toward death was developed as the total score of the scale increased, this study revealed that the students did not develop any negative attitudes towards death. Keywords: Nursing, student, death, attitude, frequency of facing death.

“Mourning With the Morning Bell”: An Examination of Secondary Educators’ Attitudes and Experiences in Managing the Discourse of Death in the Classroom

A plethora of research exists about death and dying, particularly with regard to the prescriptive strategy on how teachers should address death in their classrooms. However, there is a gap in the literature about teachers’ perceived preparedness to discuss a student’s death in their classrooms. The following qualitative study used focus groups to explore teachers’ experiences with and beliefs about death, dying, coping, student death, and preparedness to address student death in the classroom. Data were transcribed and thematically analyzed. Themes and subthemes for all research questions are presented and explained; some themes explored include teachers’ views of death, death versus dying, initial and long-term coping, difficulties in addressing student death, the teachers’ role after a student’s death, feelings of being prepared versus unprepared to address student death in the classroom.

Teacher's knowledge and support systems regarding students with terminal illness

This study examined teachers’ knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnarionnaire that was distributed nationally. Results indicated that teachers have greater knowledge and support in this area than 21 years ago, although there continues to be deficits. For teachers receiving support, the school nurse was identified as their primary source of support, as well as the primary source to answer questions, and discuss the teachers’ role. School counselors were identified as the primary support for classmates (in addition to receiving support from their teacher). Teachers identified several areas in which they wanted assistance and support which have implications for future research and training.

Forensic Engineering Analysis Of Reliance On Standards In A Multi-Defendant Cross Claim Case

A Personnel Lift Was Rented By A Film School Student For Use In Filming A Student Movie. The Hired Operator Caused The Lift To Contact Powerlines, Resulting In A Student Death And A Civil Suit. One Defendant, The Lift Rental Agency, Lodged A Cross-Claim Against Another Defendant, The Renter. This Forensic Analysis Examines The Ansi/Sia A92 Safety Standard For These Lifts, The Rental Agency Varied Levels Of Reliance On (And Compliance With) That Standard, And The General Topic Of Providing Reasonable Notice Of Both Responsibilities And Potential Hazards.