I always reread it before the beginning of each school year. I must have in implementing Reader's Workshop. Debbie uses narrative text to take you through her own classroom. She provides examples of student work and provides a recommended book list.
In this model, personal meaning functions as the hub of a wheel which provides forward movement, stability, and coordination to the seven processes of coping with grief.
This model is based on the convergence of three threads of developments. Secondly, Wong has made a compelling case that both specific meaning and ultimate meaning are needed for successful aging. Later, I Wong, a, a revised the model, which involves four major processes, each of which follows a different path of recovery, but they can all interact with each other.
The new feature of this model is the emphasis on the transformation through meaning. This involves primarily the affective process, which begins with numbness and shock, moving through the roller-coaster ride of intense emotions, and finally settling into a subdued and serene sense of sadness.
This process is not linear; however, the cycles may become less frequent and less intense. Recalling and reliving the positive moments may mitigate against the feelings of loss. Clarifying emotions is part of the process.
Sorting out and reconciling conflicting feelings contribute to recovery. This is the most basic and most complex task. To accept the finality of the loss, the process occurs not just at the cognitive level, but also at the social, behavioral, existential, spiritual, and emotional levels.
Cognitive acceptance involves more than an intellectual understanding that death is final; it also requires some level of cognitive resolution to reduce instances of intrusive thoughts and ruminations.
Spiritual acceptance may involve establishing a spiritual connection with the deceased and experiencing an inner vision of a spiritual union. Emotional acceptance may be most difficult to achieve when the initial emotional attachment is very strong, even when there is a replacement for the attachment.
One can truly let go, only when one has achieved acceptance at the emotional level.
Adjusting to the loss: This involves the process of making a series of mental and behavioral changes to adapt to the new dynamics within the family and in the larger social network. It also involves working through personal and interpersonal issues, such as forgiveness of self and others, resolving interpersonal conflicts, and re-establishing some relationships.
This process is fundamental to recovery. Basically, it involves the discovery of new meanings and the reconstruction of existing meaning structures.
I consider this transformation necessary for grief resolution, restoration, and personal growth. Bereaved elderly individuals engage in meaning-seeking as early as two months into the grieving process Gallagher, et al. Wheeler reported that most parents initiated a search for meaning after the death of their child; the great majority of parents believed that their lives since the death of the child had meaning, which came from connections with people, activities, beliefs and values, personal growth, and connections with the lost child.
Research also shows that it is helpful to make finer distinctions in meaning-based processes in coping with bereavement.
For example, Davis et al. Attig differentiated between making meaning and finding meaning. Meaning-Management Theory and Grieving In view of the above review, it makes perfect sense that meaning-management theory Wong, in this book should contribute to our understanding of grieving.
Originating from existential-humanistic psychology Wong, a, bMMT also encompasses constructivist, narrative perspective, cognitive, and behavioral processes.
While the dual-process model emphasizes cognitive meaning, meaning-reconstruction model focuses on narrative meanings.Strategies for Constructing Meaning Strategic readers use a variety of strategies to construct meaning. Extensive research over the past two decades has shown that some of these strategies seem to be more significant than others (Dole, Duffy, Roehler, & Pearson, ).
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
This webpage is for Dr. Wheeler's literature students, and it offers introductory survey information concerning the literature of classical China, classical Rome, classical Greece, the Bible as Literature, medieval literature, Renaissance literature, and genre studies. MindChamps Writing is an experiential programme that complements and enhances the MOE English curriculum.
Designed to work hand in hand with what the child is learning at school, the MindChamps Writing programme focuses on the understanding and creative aspects of writing, rather than attempting to force a mechanical approach, before the child has internalised the all-important desire to write.
In the traditional classroom where language is privileged over other ways of knowing, opportunities to construct meaning through art diminish as learners progress to higher grades and reading and writing therefore shift to the more common curricular resources of the classroom. Constructing Meaning through Reading and Writing There is the aspect of evoking new images whereby students after reading the text, the students can construct the images and therefore it is a memory representation of the passage.