1 | Page
Division of Social Work
Carolyn Stewart, M.S.W. Spring 2010 – Social Work 245 / 01
Death, Grief and Growth
Tues 3:00 pm-5:50 pm
Office: 5012 Mariposa Hall Office Hours:
Tues: 11:00 a.m. – 1:00 p.m.
Wed: 5:00 p.m. – 6:00 p.m.
Tel: 916-421-5195 (Office) 1st
916-278-4090 (CSUS) 2nd e mail:
Course Description:
Social Work 245 is a course designed to provide opportunities for students to conduct an investigation of beliefs, attitudes, and behaviors associated with death, dying and the grieving process. Terminal illness and suicide and its impact on families, individuals and communities, euthanasia, last rites, legal aspects, death anxiety, cross-cultural beliefs and various theoretical and philosophical views on the phenomenon of death are explored. Philosophical, theoretical and practice perspectives will be explored.
Course Outcomes:
The students will, through written assignments/projects/exams/ and outside readings understand, integrate, and apply knowledge on the following:
1. Introduction to Thanatology
· background of the study of death and dying;
· methodological considerations;
· evaluate the usefulness of death education and thanatology;
2. Attitudes toward Death
· identify historical antecedents of current Western attitudes toward death;
· contrast cross cultural views of the relationship between life and death;
· discuss personal and social assumptions about loss and death;
· explain how attitudes concerning death are expressed in mass media, language, and the arts;
· discuss what factors have influenced emotional and physical distancing from death;
3. The Fear of Death
· discuss psychoanalytic theory perspectives;
· explain theories of trauma and separation;
· understand existential theories and give examples;
· describe learning theory explanations;
4. Learning about Death: Socio-cultural Influences
· describe the components of a mature concept about death;
· discuss the relationship of early experiences with death and understanding death;
· contrast societal response to death using functionalist, symbolic interactionism, conflict theory and social learning theory
· describe how varieties of subcultures develop diverse approaches to understanding death and contribute to death customs and mourning rituals;
5. Dying as a Process
· understand the Kubler-Ross stage model;
· discuss Weisman’s series of small deaths model;
· Explain Bluebond-Langer and dying children;
· Evaluate alternative models of dying process;
· Delineate between various death trajectories;
· Understand and be able to discuss what dying people want
6. Caring for the Terminally Ill
· describe the philosophies and programs of hospice as an approach to caring for the dying;
· assess the benefits and risks of alternative therapies;
· weigh the personal and social costs of terminal illnesses;
· provide examples of losses that occur through institutionalization of the dying process;
7. Death and the Family
· describe children’s perceptions of illness and death;
· identify factors influencing children’s experience of grief;
· contrast approaches of various grief support groups;
· illustrate ways to help children cope with death;
· distinguish the factors influencing the response to a death of a parent;
· discuss various types of bereavement (i.e. parental, spouse, child, relative);
· discuss individual and family adjustment and re-organization;
· contrast “normal” and “morbid” death reactions;
8. Volitional Deaths
· identify potential suicide victims and suicidal ideations;
· explain risk factors associated with suicide;
· discuss the history of suicide and theoretical typologies and compare causal theories;
· contrast diverse cultural beliefs about suicide;
· identify myths about suicide;
· describe suicide intervention techniques;
9. Technology and Death
· describe benefits and costs of truth-telling in terminal cases;
· explain issues regarding competencies;
· contrast four approaches to the definition of death;
· discuss euthanasia and ethical considerations of one’s “right-to-die”;
· define self-determination and informed consent;
· name at least five medical technologies that may prolong lifespan;
10. Last Rites, Interment and Death Rituals
· describe the psychosocial aspects and function of rituals;
· contrast costs of various funeral and interment rituals;
· discuss the historical changes in U.S. death rituals;
· compare diversity of cultural approaches to death rituals;
11. Morbidity and Mortality Risks
· describe risks of death for various age groups, genders, racial groups;
· evaluate the impact of AIDS and other emerging diseases;
· discuss the impact of disasters on those who survive;
· identify the effects of war and its aftermath on combatants and noncombatants;
12. Legalities of Death
· describe the role of the coroner and medical examiner;
· appraise one’s own death in terms of advance directives;
· identify the types, content, and purpose of wills and living wills;
· discuss the stipulations in the Uniform Anatomical Gift Act;
· describe the legal stages with respect to legal matters pertaining to a terminally ill person.
Textbooks
Required:The Last Dance: Encountering Death and Dying, 8th Edition
/ / Lynne AnnDeSpelder, CABRILLO COLLEGE
Albert LeeStrickland,
Hardcover, 672 pages
©2009, ISBN-13 9780073405469
Recommended:
Handbook for Mortals
Guidance for People Facing Serious Illness
Joanne Lynn, Joan Harrold, The Center to Improve Care of the Dying
$21.95
Paperback,Aug 2001 ISBN13: 9780195146011ISBN10: 0195146018 A comprehensive handbook on how to approach the final years of life from the distinguished doctors of the Center to Improve Care for the Dying
______
At the first class session, each student will join a reading / discussion group (this will be the same as your presentation group). Each group will develop a system to interact with each other over the course of each week to discuss reading assignments.
Prior to each class session, each group will prepare a brief written summary of a selected reading. Each group will be required to present their summary to the class.
If any group selects the same readings, we will group those for presentation.
This is how we will start each class and will contribute to your participation points.
Questions to guide all readings:
· What are the main concepts / themes emerging throughout specific readings?
· How do I relate to content / themes?
· If appropriate, do I agree or disagree with the content?
· Does the content challenge or support my values and belief system?
· Is the content practical?
· Does the content provide concrete strategies for social work practice or for my particular discipline?
Course Outline / Schedule of Readings / Assignments
01/26/10 / Introductions / Overview of Coursework and Assignments
Formation of Presentation / Reading Groups
Week 2 / Attitudes Towards Death; Learning About Death
02/02/10 / Last Dance - Chapters 1 and 2
Complete Formation of Presentation Groups and Topic Selection
Week 3 / Perspectives on Death; Death Systems
02/09/10 / Last Dance – Chapters 3 and 4
Week 4 / Health Care; End-of-Life Issues and Decisions
02/16/10 / Last Dance – Chapters 5 and 6
Week 5 / Facing Death; Last Rites
02/23/10 / Last Dance – Chapters 7 and 8
Week 6 / Group Preparation Session (Mandatory)
03/02/10 / No in Class Session
Furlough Day – Instructor not available
Week 7 / Eulogy Exercise
03/09/10
Mid-term Writing Assignment Due
Week 8 / Survivors
03/16/10 / Last Dance – Chapter 9
Understanding the Concept of Loss (class discussion)
*Discuss Lossographies
Week 9 / Death in the Lives of Children and Adolescents
03/23/10 / Death in the Lives of Adults
Last Dance – Chapters 10 and 11
Week 10 / Spring Recess
03/30/10 / No Classes
Week 11 / Suicide; Threats of Horrendous
04/06/10 / Last Dance – Chapters 12 and 13
Week 12 / Beyond Death – After Life
04/13/10 / The path Ahead: Personal and Social Choices
Last Dance – Chapters 14 and 15
Week 13 / Presentation #1
04/20/10 / Presentation #2
Week 14 / Presentation #3
04/27/10 / Presentation #4
Week 15
05/04/10 / Student Evaluation of Instructor
Attendance/Assignment Grid Due in Class
Exam
Week 16 / Presentation #5
05/11/10 / Presentation #6
Final Paper Due in Class
Week 17 / Finals’ Week
No Class – Happy Summer!
TEACHING METHODS:
Learning activities will include readings, writing, discussion, interactive lectures, speakers, audiovisual resources, and experiential exercises. The class will be organized as a learning laboratory, utilizing the small group context for developmental application of skills in the area of human behavior and the social environment.
Cooperative and collaborative learning are dependent upon student preparation and participation. Students are expected to have read all assigned readings prior to class sessions. Students are expected to participate in cooperative and collaborative learning exercises in class.
COURSE EXPECTATIONS
Ø Students should turn off cell phones during class.
Ø Lap top use in the class is limited to note taking only.
Ø Written work must conform to APA format. Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lower grades. Students are encouraged to use the writing lab—or other available writing programs-- if writing problems emerge.
Ø Plagiarism (claiming the work of someone else as your own) will result in a grade of FAIL for the course.
Ø Where appropriate, the following criteria are used to evaluate assignments:
Effective use of knowledge: the integration of concepts, theories, models, and information from readings, lectures, and class discussions is used in a way that demonstrates integration and understanding.
The inclusion of personal points of view along with rationale, logic, and examples. Generalization of ideas, observations, concepts, and experiences are carefully supported with empirical data, conceptual work generated by authors, practitioners, or researchers.
Organization: thesis in introduction, smooth relationship between ideas and between paragraphs, and overall structure, integrative concluding section. Careful planning is evident in the organization.
Clarity: understandability, good style and form. Central ideas are concrete and clear.
Correct syntax, grammar, punctuation, and spelling. Sentences and paragraphs are clear, unified, and coherent.
Ø Students are reminded to retain a duplicate copy of all their written assignments prior to submitting them for grading in the event of accidental loss or destruction.
Ø Students’ interest, time, commitment to the course, as well as personal/professional development is highly valued. There is no substitute or make-up for attendance and participation. Missing more than three (3) scheduled class sessions will result in failing the course
Ø Students are expected to have completed assignments for the course by the scheduled due date. If special circumstances arise, the instructor may grant an extension on the due date. This must be arranged with the instructor prior to the date the assignment is due. If students need help or have questions, they are encouraged to contact the instructor during office hours or by email.
It is expected that developing social workers become familiar with and adhere to the NASW Code of Ethics. This code should guide you both in field and in the classroom.
COURSE REQUIREMENTS:
A. Attendance and Participation
1. You are expected to be in class on time and to remain for the entire class session.
2. Attendance sign-in sheets will be circulated during each class session. It is your responsibility to sign-in.
3. Active and prepared class discussion is expected and required.
- Class participation is assessed by the observation and experience of:
1. Content Mastery: Understanding of the facts, concepts, and theories in the assigned readings.
2. Communication Skills: Ability to inform others in an intelligent manner, communicating ideas clearly and persuasively. Ability to listen to others and understand what they have said.
3. Synthesis and Integration: Ability to articulate connections between various readings and ideas.
4. Value: Ability of identify value content in class readings and discussions, and to articulate your own position in relationship to your own value base and to explain that position on some hierarchy of value.
5. Relevance: When participating in class: Is my question and or comment enhancing my or someone else’s learning? Does my question or comment further the discussion and or illustrate a critical point?
B. Grading
1. / Mid-term Assignment / 100 points2. / Eulogy Assignment / 100 points
3. / Oral Classroom Presentation / 150 points
4. / Final Paper / 100 points
5. / Attendance/Assignment Grid / 50 points
6. / Attendance / 150 points (10 points x 15 weeks)
7. / Participation / 150 points (10 points x 15 weeks)
Total possible points / 800 points
Grading Scale
A / = / 800 points / - / 760 points / 95%A- / = / 759 points / - / 720 points / 92%
B+ / = / 719 points / - / 680 points / 85%
B / = / 679 points / - / 656 points / 82%
B- / = / 655 points / - / 640 points / 80%
C+ / = / 639 points / - / 600 points / 75%
C / = / 599 points / - / 560 points / 70%
D / = / 559 points / - / 480 points / 60%
F / = / 479 points / - / - / -
Late papers will lose 10 points for each day after due date. Due dates are identified in the Course Schedule. No late final papers will be accepted.
Electronic submission of assignments is not permitted unless approval has been granted by the instructor.
On days of student presentations, you will have 20 points deducted if you are absent.
An “I” (incomplete) will be given only when the student attends all classes and requests an “I” grade due to a legitimate reason for a delay in completing assignments. All appropriate paperwork must be completed to authorize the incomplete grade.
The instructor reserves the right to change the syllabus, reading assignments and requirements during the semester, if needed. Ample notice of requirements will be given.
Students with special learning needs should discuss their needs with the instructor as soon as possible. Students with documented special learning needs, can obtain accommodations for course materials, testing facilities, and equipment by contacting the Office of Disability Services (916) 278-6955. The instructor should be advised of these accommodations as soon as possible.
Assignments
Mid-term Assignment: Writing Your Lossography - due Week 7
A. A Lossography is an essay that details the death and loss events in your life, along with your present understanding of how each experience has influenced your attitudes and beliefs. Begin by recalling your past experiences with death and dying. Note who in your life has influenced your attitudes toward death.