Storytelling and narratives of imagined futures: Making sense of lived bereavement experiences in special educational needs teaching and support staff.
AbstractDespite a range of empirical research focused on sensemaking in primary relationships, in the emerging field of bereavement experiences of educational professionals, there is a lack of literature that explores sensemaking in special educational need (SEN) teaching staff following a student’s...
| Publicado en: | Death Studies pp. 1 - 15 |
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| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188977510&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188977510 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07481187 DEA jtl: Death Studies issn: 07481187 maglogo: N pubinfo: dt: Oct2025 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 188977510 10.1080/07481187.2025.2580255 188977510 ppf: 1 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Storytelling and narratives of imagined futures: Making sense of lived bereavement experiences in special educational needs teaching and support staff. aug: au: Partridge, Benjamin John Abbott, Rachel L. Furness, Penny J. affil: Institute of Social Sciences, Sheffield Hallam University sug: ab: AbstractDespite a range of empirical research focused on sensemaking in primary relationships, in the emerging field of bereavement experiences of educational professionals, there is a lack of literature that explores sensemaking in special educational need (SEN) teaching staff following a student’s death. 13 SEN teaching staff clustered around 3 students’ deaths were interviewed, with data analyzed using Interpretive Phenomenological Analysis. Results demonstrated that with clear progressive narratives of children’s development and a positive imagined future prior to the student’s death, participants struggled to make sense of the loss. In contrast, where narratives were more degenerative and imagined futures were darker or less well-established sensemaking was easier. Storytelling is a tool that participants used to make sense of bereavement experiences and communicate these experiences to others. In turn SEN schools may facilitate opportunities for story sharing as a tool to help staff manage their experiences. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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