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SECONDARY SCHOOL CHILDREN’S EXPERIENCES OF BEREAVEMENT: IMPLICATIONS FOR SCHOOL COUNSELLING IN HARARE METROPOLITAN PROVINCE BY Jenny Shumba A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy In the Faculty of Education at the UNIVERSITY OF FORT HARE Promoter: Prof. George Moyo 2011 DECLARATION This thesis is my original work. The work contained in it has not been previously submitted to meet requirements for an award at this or any other higher education institution. To the best of my knowledge and belief, this thesis contains no material previously published or written by another person except where due reference is made. Jenny Shumba ……………………………………………………. Date: ……………………………………………………… i ABSTRACT Death and bereavement are prevalent in Zimbabwe due to HIV/AIDS and other illnesses. It is estimated that a large population of school going learners have lost one or both parents and have become orphans. The aim of the study was two-fold: to understand the bereavement experiences of orphaned learners and to examine how such experiences can inform school counselling services. A multiple case study involving 13 school children and four school counsellors from two secondary schools in Harare Metropolitan Region was conducted. Each of the 17 participants was viewed as a bounded case due to his or her individual unique experiences. An interpretive phenomenological approach was employed to collect and analyse the data. All the cases were purposively selected as they were bearers of crucial information on bereavement experiences and bereavement counselling. The study established nine (9) key findings. First, it was found that the type of attachments and support systems the child had were contributory to the way the child experienced bereavement. Second, it was established that although learners manifested emotional pain, they found it difficult to verbalise it. Third, the study found that cultural practices either exacerbate or work for the better for bereaved children as some were seen to enhance their livelihood whilst some were detrimental and oppressive. Fourth, it was established that bereavement triggered philosophical and reflexive reactions on the part of bereaved children. The deaths of the parents resulted in them reflecting on the three phases of their life trajectories: life before death; at the time of death; and after death. Fifth, it was also established in the study that there was a mismatch in what children and counsellors claimed to be happening in secondary schools pertaining bereavement counselling provisioning. Sixth, the study found that most children did not receive any bereavement counselling in schools. Only three out of the 13 learner cases interviewed in this study had a teacher in the school talk to them about loss of their parents. In some instances, a child’s bereavement was only discovered through the grapevine or when this researcher got to the school. Seventh, it was established that although counsellors were qualified as both teachers and counsellors, they lacked confidence in dealing with sensitive issues such as bereavement. Eighth, the study also found that although there is a lot of death in Zimbabwe the counselling syllabi lacked focus on bereavement counselling. Ninth, it was also ii discovered that teachers who were not assigned to counselling duties had negative attitudes towards counselling, a matter which has serious consequences for the bereaved learners. Based on the above findings, the study concludes that bereaved children experienced a variety of circumstances that impacted both positively and negatively on their schooling and rendered them in need of bereavement counselling. It also concludes that bereaved learners in selected Harare schools were not receiving adequate bereavement counselling; schools neither had policies nor laid down procedures on bereavement counselling. For further research, the study recommends that there should be research focusing on methodologies designed to access children’s innermost feelings of emotional pain. There should be further research on the nature of the relationship between a child’s bereavement and educational experiences. Studies involving other bereaved populations, such as, children from rural areas and primary school children should be carried out in order to gain insights on how the phenomenon is experienced by different age groups in different contexts. To improve counselling practice in schools, the study recommends that there should be capacity building programmes aimed at assisting teachers to deal with bereavement counselling. School bereavement counselling should explore collaboration with other stakeholders such as peers, care givers and government as well as non-governmental organisations. Above all, the study recommends that schools should be proactive and have school bereavement policies and procedures on bereavement counselling. Key words: Bereavement, counselling, school bereavement counselling, secondary school children. iii ACKNOWLEDGEMENTS I extend my profound gratitude to my promoter cum mentor Prof. George Moyo whose guidance, conscientiousness and meticulous attention to detail was instrumental in the production of this thesis report. His words of encouragement were a constant driving force that helped me to delve deeper into the theory of phenomenology despite the plethora of challenges I was encountering. Thank you Prof., for helping me to “walk the walk” and “talk the esteemed language of research.” May the Almighty continue to richly bless you. This acknowledgement would not be complete without mention of Prof. S. Rembe whose immense support to me and my fellow “aspiring doctors” cannot be quantified. She was and shall remain a mother, sister, mentor and counsellor to all of us. She turned away none of us and listened to our stories patiently and proffered the kindest advice she could offer. Thank you Prof., and may our dear Lord bless you abundantly. In the same vein, profound gratitude also goes to Lucie Cluver who encouraged me to persevere in bereavement research that is generally shunned by many. Profound gratitude is also extended to the Dean and staff in the Faculty of Education for giving me “special beach front treatment”. The contributions of “our monitor” Dr Makura, Dr Chabaya, all those that travelled through the “Drs’ Lane” with me; Prof. Gwirayi, Mutopa, Muzenda, Mathwasa, Tlou, Patricia, Taukeni, Meke, Toyin, Besman, Dr R.Tshuma, Dr M. Mpofu, Dr N. Moyo, Mashologu, Ntshuntshe, Latsha and Dr W. Samkange, can never be ignored. Thank you for being part of my big family. My sincere gratitude also goes to my husband Sibangani Shumba, our children, Mufaro, Nyaradzo, Sunungurai and Nyasha and our granddaughter Anashe who had to contend with my long absence in their lives. The resigned, yet brave faces I always watched and waved goodbye to through the bus window each time I sojourned to Forte, will forever remain emblazoned in my brain. This kept me focused. Prof and Mrs Shumba thank you for the encouragement. Finally, this study would not have been possible without the assistance of the GMRDC, the MoESAC, heads, counsellors and learners of the participating schools. iv DEDICATION This study is dedicated to my husband Sibangani Shumba, our children Mufaro, Nyaradzo and Nyasha, our granddaughter Anashe, my siblings (present and departed) Nomusa, Shelter, Douglas, Miriam and Joseph and to my dear mother Rachel Mavurayi. This is for you, Blood and Next Doors!!! v ACRONYMS ACRWC African Charter on the Rights and Welfare of the Child C1M Counsellor 1 of school M C1LM Counsellor 1 of school LM CABA Children Affected by AIDS CDU Curriculum Development Unit DEO District Education Officer G & C Guidance and Counselling GMRDC Govan Mbeki Research Development Committee HOD Head of Department LM School LM M School M MoESAC Ministry of Education, Sport, Arts and Culture MoESC Ministry of Education, Sport and Culture NGO Non Governmental Organisation NOCP National Orphan Care Policy NPA National Plan of Action PGD Prolonged Grief Disorder PPL1M Pupil 1 of school M PPL1LM Pupil 1 of school LM PTSD Post Traumatic Stress Disorder OVC Orphaned and Vulnerable Children SGC School Guidance and Counselling UN United Nations UNCRC United Nations Convention on the Rights of Children vi TABLE OF CONTENTS DECLARATION ................................................................................................................... i ABSTRACT ......................................................................................................................... ii ACKNOWLEDGEMENTS .................................................................................................. iv DEDICATION ...................................................................................................................... v ACRONYMS ....................................................................................................................... vi LIST OF FIGURES ............................................................................................................ xv LIST OF TABLES ............................................................................................................ xvi 1 INTRODUCTION AND CONCEPTUALISATION OF THE PROBLEM .................. 1 1.0 INTRODUCTION ........................................................................................................................................... 1 1.1 BACKGROUND TO THE STUDY ........................................................................................................

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