Activities

In a second grade elementary school class, some of the pupils have experienced prolonged bereavement and estrangement from some people in their household (grandparents, uncles, etc. ).

What kind of activities would you think about as teachers to reframe this pandemic period in school by intervening as a primary prevention?

• How would you build, based on the guidance provided, a stable and safe environment?
• How would you recall the period by enabling pupils to recognize and express their emotional experience?
• How would you make it possible for the various pupils to interact with each other so that they feel acknowledged in each other’s difficulties?

Giulia, is a 12-year-old girl, finished school last year with a decent score in all courses. No dysfunctional behavior was ever reported to the extent that her parents, who have only lived in Italy for a year, showed up at school only for parent-teacher meetings. The girl is very shy and only established a meaningful relationship at the beginning of the year with a classmate who is her cousin (born and raised in Italy).

Once went back to school, you notice that Giulia spends free time during breaks always alone; she also seems to have stopped talking with her cousin. She often appears tired, distracted and apathetic despite completing the proposed classroom activities. During some tests she bursts into tears and does not verbalize any discomfort except somatic symptoms to which she blames her difficulty (“I have a headache,” “My tummy hurts”). This situation continues until January, with an increase in the girl’s absences.

1. What are the warning signs you can notice in Giulia? Remember that observation should cover multiple levels and include the level of intensity, duration and pervasiveness of behaviors.
2. Why can Julia be defined «under observation»? What kind of vulnerabilities do you notice?