By Nuclear Energy Agency. Committee on the Safety of Nuclear Installations
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Extra resources for CSNI specialist meeting on operator training and qualifications. Volume 2
Record these findings on a flip chart. Show the group Transparency 11, summarising some of the losses which individuals may have experienced within either activity. This could form the basis of a group discussion. Materials · Flip chart or whiteboard and pens · OHP · Transparency 11 · A large sheet of paper for each group · Handout 2. 34 ü My life line 10 + – 0 On a scale of 1 to 10, 1 has the least impact and 10 has the most. Positive event Score Negative event © John Holland, Ruth Dance, Nic MacManus and Carole Stitt 2005 Score TRANSPARENCY 10 ü Handout 2: Our own changes We all face changes throughout life.
E. that the person is not coming back. At around the age of 2, children do not understand the permanence of separation and tend to think in literal terms. Therefore, the type of language used should be clear rather than euphemistic. It is not uncommon for children to ask about the physical well-being of the dead person and they may seem to take things in their stride, frequently asking for their toys and possessions. Children may build up fantasies far worse than the reality if they are not given the facts from adults who are trying to protect them.
Transparency 24, which gives some examples of common euphemisms, can be shown to the trainees. Materials · Flip chart or whiteboard and pens · OHP · Transparencies 23 and 24 · Handout 5.
CSNI specialist meeting on operator training and qualifications. Volume 2 by Nuclear Energy Agency. Committee on the Safety of Nuclear Installations