Death and Dying Spring 2005 Syllabus

Course Description: Perhaps nothing is more profoundly human than the experience of and awareness of mortality and loss -- our own and those around us. Perhaps nothing is more unique and personal -- and yet informed by our community, our cullture, and our sense of history -- than the ways in which we experience, process, and express such awareness. And, finally, perhaps nothing is more paradoxical and remarkable than the ways in which such awareness can be brought to enrich our lives and enhance our creativity, caring, thoughtfulness, and joy. This course allows students to focus in on questions of Death and Dying and on Life and Living. The semester's work will emphasize the topics of grief, bereavement, aging, and the dying process as it relates to individuals and to caregivers. These topics will be considered with an awareness of history and of various cultures with the central stress being on the present and on American multiculture. We will consider too how such topics are complexified by issues of race, class, gender, cultural values, etc. Although the focus on various topics at different points in the semester (see Assignment Calendar below) allows us to consider many areas, there is much interweaving of the materials of this course. Thus topics such as aging or gief are not just treated separately in a strictly linear approach, but are woven togther in an "intellectual tapestry." As various texts and a/v materials "talk to" and "talk back to" other texts, so I encourage you to engage thoughtfully, critically, and imaginatively with the texts and the materials we encounter during the semester. I especially encourage you to bring the materials to bear on your own experiences and to bring those experiences to bear on the course materials.

Course Objectives:
The objectives that follow are not sequential or linear in any sense. They will be approached in various ways, at various times, and in various pieces throughout the semester's readings, discussions, and writings, etc.
1. Students will understand and recognize the impact on individuals and society of the universality of impermanence, death, and loss
2. Students will appreciate the various ways that people can live their own lives, and value their lives to address the inevitability of death and loss
3. Students will be broadly familiar with historical changes in the Western perception, experiences, and treatment of death and dying, bereavement and loss.
4. Students will have a clear recognition of the significant variability in the experience of death, dying, grief, and healing depending on culture, economics, race, religion, gender, nation and a number of other factors.
5. Students will understand the uniqueness of death, dying, and bereavement for each individual in terms of relationship, manner of death, complicating emotions, age, circumstances etc.
6. Students will have a basic familiarity with the field of thanatology, and with research techniques and appropriate resources for thanatology, bereavement counseling, care for the dying, etc.
7. Students will have sharpened critical thinking skills, research skills, and writing skills.
8. Students will know the primary formulations of the concepts of the "pool of grief," "stages of grief," "grief work", "the tasks of grief," "the processes of grief" etc. and the way that these models have challenged, refined, and built on one another to offer alternative ways of understanding grief
9. Students will have a special awareness and appreciation for the experiences and challenges of the caregiver and of strategies that can assist the caregiver
10. Students will be familiar with key legal, medical and health approaches to dying and death such as hospice, palliative care, living wills etc. and of ethical debates concerning death and dying such as euthanasia, availability of transplants, differential delivery of health care, lack of appropriate insurance, etc.
11. Students will appreciate the rich complexity of literature, humor, art, music, and other cultural and artistic media which address death, dying and loss and which help individuals and cultural groups heal, cope, come to terms with and transcend.
12. Students will appreciate the multiple ways that people seek to "make meaning" of loss, pain, illness, etc. through spiritual care and/or social activism and/or learning and/or creativity and/or relationship strengthening etc.

Required Texts : Get ALL SIX (6) of your books early from the bookstore. Do not wait until they are due because the bookstore returns leftover books to the distributors shortly into the semester. The remaining texts are available through WebCT or the Web. Texts: Simone De Beauvoir. A Very Easy Death; Cherie Bennet. Zink; **Audre Lorde. Cancer Journals; and Leo Tolstoy, Leo. The Death of Ivan Illych; **Last Dance = Lynne Ann deSpelder and Albert Lee Strickland. The Last Dance: Encountering Death and Dying . 7TH EDITION (YOU MUST USE THIS EDITION); DD&B = Dying, Death, and Bereavement Annual Editions 05/06 ed. George Dickinson and Michael Lerning. NOTE: You must have the 05/06 edition (pub. Nov. 2004) because the earlier editions do not have all of the assigned readings for the course.

Readings are indicated on the Readings Due Quickview in abbreviated form. Texts not included in the 6 main books are available through WebCt . Full citations for all readings are provided at D&D S05 Texts & Key . You can access WebCt directly from here or through your usual routes. You need your Ramapo email username and password and you need to be formally enrolled in the course. If you can't get into WebCt go immediately to the Tec trailer to find out how to get on. Many readings are also available on reserve in the library. Search Potter Library catalog under Course Reserve and then under course MMET314 Death and Dying for the call number. Paper materials are available at the circulation desk on the main floor of the library. Most are also available through electronic reserve and can be accessed from any computer with your Ramapo email username, password, and library bar code number.

You will be reading a number of books, essays, chapters, etc. during the semester. The reading is significant and important. I will quiz you each class to ensure that you are keeping up with the reading because the reading will inform our discussions, in-class activities, and your writings. I expect you to have the assigned reading completed before the class meets each week. The quizzes will count 10% of the overall grade of the course

a. Grief essay Guidelines: "An Experience I Have Had with Death and/or Grief." Use the Loss Assessment sheet completed the first class and the Loss History completed for the second class to help you in thinking about and drafting the Grief Essay the first draft of which is due in the third class. Describe in 3-4 pages drawn from your own personal experience (no research is necessary at this point) an encounter that you have had with death or loss or grief. Keep a copy for yourself.

You may describe any experience that you have had with loss or grief or death that has had a strong impact on you. It could be a death or the life-threatening illness of yourself or of someone you love, or the loss of an ability, or a relationship, the loss of a pet, etc. Grief takes many forms.

Note: When you receive this paper back with my comments make a xerox immediately to attach to the final revision which is due Class 13. The revised version will need to incorporate insights -- and be reshaped through the lens of the course and will need to demonstrate clearly and convincingly (with appropriate documentation) where reading, a/v, discussion, and experiential materials from the semester (including The Last Dance especially) have helped further your understanding and thinking about this experience -- or have led you to explore in detail an entirely different one. Let me know if you expect that your focus will change dramatically on the second version of the essay! The second draft of the essay must be appropriately documented with parenthetical citations and a bibliography page. Please follow MLA or APA style for your documentation. Attach a copy of your first version with my comments to the revised version. Your grade will in part depend on how well you address suggestions made at the earlier stage, Due Class 13. Worth 20% of the overall semester grade.

b. Quizzes and brief writings in class. There will be a quiz every class on the readings. These quizzes will collectively be worth 10% of the semester's grade. I will drop the lowest quiz grade from the final average. If you are absent your quiz grade will be a zero for that class. You may make up one missed quiz.

c. A take-home midterm exam between 5-10 pages in length (guide distributed Class 7, paper due Class 9). The midterm is worth 10% of the overall semesetser grade.

d. Group Panel research, Annotated Bibliography AND Presentation: Note: In lieu of a full-scale research paper for this class you will be asked to do a limited research task as a part of a group working on a common theme. The group will pursue a research project which will result in a collective annotated bibliography and a panel presentation on the date of the assigned topic. Group A: Elderly Due Class 5; Group B Children and Death Due Class 8; Group C Caregiving Due Class 9; Group D: Sudden Traumatic Bereavement (Individual - Heart Attack, Accident, Homicide, Suicide). Due Class 10; Group E Mass Public Tragedy (9/11; Hurricanes; Tsunami, War, etc.) Due Class 13.
The group will collectively develop an annotated bibliography including the sources identified by all members of the group. Annotations will be further condensed from the formal abstracts (see below for Individual Journal Article Abstracts). The collective annotated bibliography will be prepared by the group and copied for class members and presented to the class as part of a panel presentation on the overall topic. It will be accompanied by a Topic Overview, a 2-3 page handout of key points about the topic based on the groups' analysis of the research (See below for Research Resources and Tips) that was done and 3-4 concise recommendations for actions or changes or new policies regarding improving the situation for this topic. (Note: These recommendations can be framed for individuals, employers, communities, government, schools, etc.) Each individual will receive a group grade based on the panel presentation and the collective handout. (All members of the group will receive the same group grade so be sure that you are pulling your weight and expecting the same of the other members of your group. Note: the group grade is in addition to the individual grades awarded for the 3 abstracts).

e. Individual Journal Article Abstracts (3) Each member of the group will research one particular aspect of the group's topic and will identify 3 key juried journal articles on the topic (not the first 3 -- the best 3!) -- ideally from the perspective of the individual's particular professional field -- i.e. a social work major should be looking at social work articles on the selected aspect of the group topic e.g. "social work interventions in caregiver burnout." The individual member will prepare a full formal abstract of these three articles (see guidelines from LEO at http://leo.stcloudstate.edu/bizwrite/abstracts.html or the University of Toronto Abstract Guidelines). These abstracts will be submitted along with copies of the original articles and the abstracts provided by the databases -- for individual grades on the day that the Group presents. The abstracts are worth collectively 10% of the semester's grade.

f. Experiential Projects (2 of these) EP1 due Class 6; EP2 Class 11. Click here for options. Each EP2 is worth 10% of the overall semesetser grade.

g. A final exam -- details will be announced later. The final is worth 10% of the overall semesetser grade.

h. Please read the "Reflections" entries which will be used in microlabs during the semester and which you may also want to draw from in your various work.

3) Research Resources and Tips: General Guidelines: Click here for various sources on writing and research in general: Writing/Research Links | and for the D&D bibliography which I have compiled to assist you in your research. We will be visiting the library early in the semester for special help from a librarian in beginning and focusing the research process. Note: You are being asked to do a llimited focused research project rather than a full-scale research paper but the same principles, techniques, and strategies apply.

Library Research: The very best way to do your non-experienced research is by using journal articles. Many are available through our electronic databases (go to library homepage http://www.ramapo.edu/content/campus.resources/potter/ and click on electronic resources. Enter your campus email username and password. (In some cases you will also see your library barcode.) This gives you access to any of our many databases a number of which provide full-text versions of the articles you are seeking. You can search for various topics using keyword searches. Particularly relevant databes include CINAHL (nursing and allied health); Encyclopedia of Life Scieces; LexisNexis Academic; ProQuest, PsycInfo(Ebsco), Social Sciences Abstract. Some journals you might consult (some in paper, others electronically) are: Death Studies (This is an especially important journal and it is available in two full text electronic databases available through Ramapo: EbscoHost/Academic Search and ProQuest.) Omega: An International Journal for the Study of Dying, Death, Bereavement, Suicide, and Other Lethal Behaviors (available in Ramapo's periodicals section). Other useful journals include Loss, Grief and Care: A Journal of Professional Practice; Bereavement Magazine; Illness, Crisis and Loss; Thanatos. Gerontology Journals include: The Journal of Gerontology; The Gerontologist; Research on Aging; The Journal of Gerontological Nursing; and The Journal of Gerontological Social Work. You may need to consult these via interlibrary loan or at another library (your Ramapo card entitles you to use any state college or university library in New Jersey). In addition, Ramapo has a substantial collection of books and other resources on death and dying.

Specialized books on thanatology can be obtained (purchase only) from: Compassion Books, 477 Hannah Branch Road, Burnsville, NC 28170 ((828) 675-5909. The ADEC Catalogue of books is on reserve and is an excellent resource for an overview of available materials. You can write to them directly to have a free catalogue sent to you. You can also consult the website www.compassionbooks.com Excellent pamphlets for distribution are available from Media Publishing, PO Box 89, Redmond, VA 90073 (206) 881-2883.

Internet Research: Web resources and links related to Last Dance can be found at http://highered.mcgraw-hill.com/sites/0072920963/student_view0/ and for D, D, & B can be found at http://www.dushkin.com/ for selected weblinks regarding death, dying, bereavement and loss. Choose Annual Editions and click on Dying, Death, and Bereavement 8e 05/06. I have also collected additional links at http://phobos.ramapo.edu/~kfowler/d&dlinks.html .
Do be wary about internet research. Anyone can put anything out on the net. Evaluate your site for usefulness and credibility. In most cases you will want to corroborate internet materials with journal materials that have gone through a peer review (i.e. other professionals in the appropriate area have reviewed the article and judged it worthy of publication). Ramapo's library has an excellent guide to evaluating websites at http://potter.ramapo.edu/homepage/evaluating.html and to citing websites and print resources at http://potter.ramapo.edu/homepage/citing.html

Organizations and Agencies:
Association of Death Educators and Counselors (ADEC). This is a key organization sponsoring conferences and workshops. It also has an accreditation process. For information contact the ADEC Central Office at 638 Prospect Avenue, Hartford Ct. 06105. There are student rates and Ramapo students have attended. The 2005 conference will be in Albuqurque, NM from March 30- April 3. The theme this year is: Death, Dying and Bereavement Rituals: Something Old, Something New, Something Borrowed, Something True. There are Student Initiative Scholarships that pay for conference attendance and ADEC membership for a year. See http://www.adec.org/awards/studinit.htm For more info about the organization and/or about the conference consult their home page: http://www.adec.org/

United Hospice of Rockland, 5 Parkview Plaza, Thiells Mt., Ivy Road, Pomona, NY 10970 (845) 354-5100; Center for Help, 326 Hillsdale Ave., Hillsdale, NJ 07642 (201-666-0009

As this course proceeds throughout the semester, the written materials, lectures, class discussions and contributions of guest lecturers build upon each other and integrate into a cohesive whole. Thus attendance is a "must" and it is expected that no more than one class will be missed. Attendance will be gathered via quiz papers at the beginning of each class and may be taken again at the end of the class. In case of difficulty, see me. Tardiness over ten minutes or leaving the class early counts as 1/2 absence.

In class we will be approaching the material through a number of techniques including large group discussion, small group exploration, sharing of experiences, brief in-class writings, and reading aloud. We are a community of learners approaching the subject of death and dying together to understand, to celebrate, to commemorate and to share. I expect all of you to participate actively in all of these forms of engagement with the texts and the minds behind the texts. And -- to encourage you to take an active role -- the more you talk, the less I talk! Participation is important and will count as 10% of your grade.

Class decorum is essential. Please be on time and orderly about your arrival. Late arrivals and early departures not only damage your learning but disrupt the concentration of others in the class. If you must be late, for some reason, please enter quietly and take a seat near the door. Be respectful of the opinions and contributions of your classmates. On occasion this class will raise difficult feelings in members of the class. Please treat yourselves and each other with compassion and patience. I will not hesitate to ask anyone to leave who chooses not to behave in a responsible and respectful manner. Your conduct will enter into your participation grade.

All students are expected to adhere to rules of conduct that contribute to an atmosphere conducive to the discussion of perspectives which spring from differences in age, race, gender, physical and mental abilities, ethnicity, sexual orientation, class background, and personal experiences. Because we are reading, writing about, and discussing very sensitive material -- and because we have all been acculturated in a society which remains racist/sexist/heterosexist/classist etc. at the most profound linguistic level -- we need to be aware when we make comments which are hurtful or offensive to others. Hence -- "the Ouch Rule." If someone makes a remark which causes you pain or offense, say "Ouch." It is not necessary to explain why you have said "ouch," although you may if you wish. The word itself will cause us to pause and rethink what has just been said.

8) Academic Integrity: Academic Integrity is essential. Do Not Violate! Plagiarism and cheating are the theft of another's words or ideas and can result in penalties as serious as expulsion from the college. See the Student Handbook for guidelines on plagiarism and cheating. If you have any doubts about how to present material from other sources, please come see me for help. If I find a paper which I believe has been plagiarized I will forward it to the Vice President's Office for action. Don't do this to me or to yourself!

The following is an All College Statement: Academic Integrity (College Guidelines):

All students at Ramapo College are expected to maintain academic integrity. There are four broad forms of academic dishonesty.

1. Cheating: An act of deception by which a student misrepresents his or her mastery of material on a test or other academic exercise.
2. Plagiarism (including internet) Representing someone else's words, ideas, phrases, sentences, or data as one's own work without citing the source.
3. Academic misconduct: Alteration of grades, involvement in the acquisition or distributions of unadministered tests and the unauthorized submission of student work in more than one class.
4. Fabrication: The deliberate use of invented information or the falsification of research or other findings with the intent to deceive.

Violation of any of these may result in an "F", and students may be subjected to disciplinary proceedings.

Note on Reserve Materials: Some of the readings on WebCt are also on reserve in the library if you prefer this form of access. In that case go to the library homepage http://www.ramapo.edu/content/campus.resources/potter/ , click on Course Reserve, for instructor choose Kay Fowler, for course, choose MMET314 Death and Dying. The library has put many of the shorter reserve pieces on electronic format which will allow you to access them remotely from any computer using your Ramapo email address and password and your library barcode. Where the electronic form is not available you will need to go directly to the library and ask for the item by its call number at the circulation desk. You will need your student I.D. Among the reserved material is Sogyal Rinpoche's Tibetan Book of Living and Dead (on the syllabus as TBLD). This book is a paperback and is fairly readily available. (The bookstore should have a few copies). We will be reading about 65 pages of it. You may wish to own your own copy. If not several hard copies of the material have been placed on reserve along with the electronic extracts on WebCT.

Note on Collaborative Learning : I encourage you to work together in study groups to enhance your engagement with these materials. This course should be collaborative rather than competitive. Student Presentations and writings should, of course, be your individual product but understanding should be our collective achievement.

Note on Service Learning Option: Service Learning allows you to work in an agency or other organization (often nonprofit). By keeping a reflective journal incorporative course materials you are able to combine your academic course material with "hands on" experience. Specifics will be available in class and in individual consultation with me. Contact person: Karen Booth, Office of Experiential Learning C209, X7447. See the Service Learning Web page at http://www.ramapo.edu/studentlife/cahill/servicel/info.htm

Note for Honors Students : If you wish to take this class as an Honors option, you must notify me right away. We will develop together a plan of additional readings and assignments.

Note for Students with Special Needs: Please let me know as soon as possible if you will have special needs or challenges in taking this course. If you are a student with a documented disability seeking academic accomodations that are disability related, you need to be registered with the Office of Specialized Services (OSS). This is a college policy. After you have registered with OSS, please make an appointment with me during the first three weeks of the semester to discuss any requests or accomodations that you may need. See the Office of Specialized Services website at: http://www.ramapo.edu/studentlife/studentServices/oss/home.html

Spring 2005 Class Assignments Calendar

(See Readings Due Quickview and Writing Assignments Quickview for the same information in abbreviated form)

Note: THERE MAY BE CERTAIN SPECIAL EVENTS SUCH AS GUEST SPEAKERS AND FIELD TRIPS WHICH WILL BE ANNOUNCED NEARER THE TIME AS OPPORTUNITIES ARISE.

CLASS 1: Tues. Feb.1: Focus on Introductions and Beginnings:
Inclass: Introduction. Syllabi. Discussion of course requirements and major project guidelines. Discussion of themes and questions for the course. Completion of student information cards; index card questions, fears, goals and Loss Assessment (from D101 p. 82). Completion of Bugen Coping Scale (we will repeat this on the final day of the class).

Creation of Groups: Group A: Aging/Elderly; Group B: Children and Death; Group C: Caregiving; Group D: Sudden/Traumatic Bereavement (Individual - Heart Attack, Accident, Homicide, Suicide): Group E: Mass/Public Tragedy/Disaster (9/11; Hurricanes; Tsunami, War, etc.) (Note: we will talk in class about the ways that these groups should be constructed and the guidelines for the group projects and panel presentations). In the meantime note on the syllabus where the Group you are in has particular assignments -- see for instance, next week.

Experiential Projects: Discussion of options. See D&D Experiential Project Guide.

Language of death, dying, and grieving. "About Thanatology" (Handout ) Poetry (Read in Class) : John Donne, "Death Be Not Proud"; Emily Dickinson, "Because I Could Not Stop for Death, Dylan Thomas , "Do Not Go Gentle" Roberta Hill, "A Nation Wrapped in Stone"; Gerard Manley Hopkins "Spring and Fall: To a Young Child"; Lucille Clifton "For deLawd"; Li Ch'ing Chao "P'u-Shen Sheng Man" Mary Oliver, "Blossom" Wilfred Owen "Anthem for Doomed Youth" William Carlos Williams "To Waken an Old Woman" (Handout ) See D&D Poetry

Submit (Everyone): Completed Loss Assessment Sheet, and Bugen Coping Scale (HO only) Plus a signed copy of the Course Understanding Sheet (another copy for your own use is available through WebCt under "D&D Questionnaires & HOs"

CLASS 2: Tues Feb. 8: Focus on Attitudes:
Read before class: Last Dance: Chap. 1: "Attitudes Toward Death: A Climate of Change." 5-39 AND **Sogyal Rinpoche Tibetan Book of Living and Dying 7-40 and 173-186 (excerpts from Ch. 2 "Impermanence" and Ch. 3 "Reflection and Change" and Ch. 11 "Heart Advice on Helping the Dying" available on WebCt as Rinpoche Tibetan Ch. 2/3 and Rinpoche Tibetan ch. 11 on the "D&D Required Readings Page." To prepare for class discussion read the Rinpoche keeping in mind the reading/study questions on Rinpoche. We will be working together in class on these questions.

Submit (Everyone): Completed Loss History (available through WebCt under "D&D Questionnaires & HOs"); SPECIAL NOTE: Keep a copy of this -- and everything!! -- for yourself.

PLUS: Group A: Find a cartoon that relates to death and dying and bring it with you to Class 3. Group B: Find a joke or humorous story about death and dying and bring it with you to Class 3. Group C: Find a piece of music that relates to death and dying and bring it with you to class (you can bring a CD, an audiotape, or a computer disk or weblink for this). Group D: Find a poem that relates to death and dying and bring it with you to class. Group E: Find a work of visual art that relates to death and dying and bring it with you to class.

Special Note: Before today's class complete for yourself (not to submit!) the Shneidman Questionnaire: "You and Death" favailable through WebCt under "D&D Questionnaires & HOs" . Use this questionnaire to help yourself decide if this is the right time for you to take this class.

IN-CLASS: Discussion of Fieldwork Options: Karen Booth.

CLASS 3: Tues Feb. 15: Focus on History and Culture: Read before (!) class: Last Dance: Chap. 3: "Perspectives on Death: Cross-Cultural and Historical." 87-123 AND **Leo Tolstoy "The Death of Ivan Ilych" (1886) (Title story only); To prepare for class discussion read the Tolstoy keeping in mind the reading/study questions on Ivan Ilych. We will be working together in class on these questions. Also Read extract from Tibetan Book of Dead [click here on http://reluctant-messenger.com/Tibetan-Book-Dead_Evans-Wentz.htm] 9th and 10th C. CE; PLUS J. Mack Welford "American Death and Burial Customs" available through WebCt

**In addition: Each group will read a brief extract from an ancient work that deals with death. Be prepared to discuss in detail in class the values, beliefs, and assumptions about death that you found in this work. How is it different from modern Western attitudes to death? In what ways does it still resonate for us? Group A click here to read extract from the Epic of Gilgamesh (3000 BCE); Group B click here to read extract from Katha Upanishad 800-100 BCE; Group C click here to read extract from the Papyrus of Ani: The Egyptian Book of the Dead 240 BCE; Group D click here to read extract from the Death of Socrates (4th C. CE); Group E click here to read the extract from the Bible Book of Job extract; , etc.

In-class: Bibliographic Instruction in library 3:15-4:20 (We will meet first in the regular classroom) .

Note: Visit my D&D bibliography (divided up by topics) for a starting place on your research for your Group/Individual Projects. Also visit Compassion Books at http://www.compassionbooks.com/ for access to a wide variety of excellent print and a/v resources on death, dying, and bereavement for sale.

Submit (Everyone): Grief essay (initial draft): "An Experience I Have Had with Death and/or Grief." (See guidelines)

CLASS 4: Tues Feb. 22: Focus on The Dying Process Read before class: Last Dance: Chap. 6: "Facing Death" 183-217 AND Holcomb Noble. "Kubler-Ross, Who Changed Perspectives on Death, Dies at 78). DD&B 4.27, 146-149; ALSO READ through WebCt: Lee Atwater "Lee Atwater's Last Campaign"; Jane Dwinell. "7 Final Chapters" (2000) AND Elisabeth Kubler-Ross. "What is it Like to be Dying?"AND Oliver Sack's "Passage to India."

CLASS 5: Tues. Mar. 1: Focus on the Elderly Read before class: **Simone de Beauvoir A Very Easy Death (all). To prepare for class discussion read the DeBeauvoir keeping in mind the reading/study questions on A Very Easy Death. We will be working together in class on these questions AND Jerome Groopman. "Dying Words: how Should Doctors Deliver Bad News" DD&B 3:13, 65-70 AND Nadine R. Sahyoun, et. al. "Trends in Causes of Death Among the Elderly" (2001) DD&B 4/19, 100-105 ALSO READ through WebCt : Pearl Cleage "Hospice" and Anna Lee Walters "Buffalo Wallow Woman" (1992)

Group A Panel Present: Aged/Elderly.

Group A Submit: Prepare handouts for full class of collective annotated bibliography and Topic Overview (see D&D S05 Panel Guide for guidelines)
Group A individual members are to submit 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases (see D&D S05 Panel Guide for guidelines)

CLASS 6: Tues Mar. 8: Focus on Experiencing a Life-Threatening Illness Read before class: **Audre Lorde. The Cancer Journals 7-79. To prepare for class discussion read the Lorde keeping in mind the reading/study questions on The Cancer Journals. We will be working together in class on these questions. Also Read: through WebCt   Kaytura Felix Aaron and Carolyn M. Clancy, "Improving Quality and Reducing Disparities" (2003 AND Mitch Albom: excerpts from Tuesdays with Morrie; AND Kevin A. Schulman et. al "The Effect of Race and Sex on Physician's Recommendations for Cardiac Catheretization." (1999); AND Morrie Schwartz excerpts from "Morrie in His Own Words" (1996); AND Jack Thomas "Facing a Fatal Disease, Morris Schwartz Teaches How to Live Until the Last Moment" (1995)

Submit (Everyone): Experiential Project Report #1 (See Experiential Project Guidelines)

Special Guest Speaker (Jose Vallejo)

CLASS 7: Tues. Mar. 15:   Focus on Understanding Grief Read before class:    Last Dance: Chap. 8: "Understanding the Experience of Loss" 267-308 AND  Michael R. Leming and George E. Dickinson. "Grieving Process" DD&B 6.36, 178-182 ALSO READ through WebCt Earl A. Grollman. "What You Always Wanted to Know About Your Jewish Clients' Perspectives Concerning Death and Dying -- But were Afraid to Ask" AND Shukria Allimmi Raad. "Grief: A Muslim Perspective" AND Janmarie Silvera. "Crossing the Border"

Handouts: Takehome Midterm guidelines

Tues. Mar. 22:   Spring Break -- NO CLASS. ENJOY!

CLASS 8: Tues. Mar. 29: Focus on Children: Illness and Death Read before class: **Cherie Bennet. Zink (all)    To prepare for class discussion read the Bennet keeping in mind the reading/study questions on Zink. We will be working together in class on these questions. Also Read: Last Dance: Chap. 10: "Death in the Lives of Children and Adolescents" 347-379.  AND Linda Goldman. "Counseling Children in Contemporary Society" DD&B 6.44, 209-219 AND Alan D. Wolfelt. "Helping Teenagers Cope with Grief" (2003) DD&B 2.10, 49-50. Optional additional readings in DD&B Fida 172-173 and Moore 174-176 on Pet Loss.

Group B Panel Present Children and Death.

Group B Submit: Prepare handouts for full class of collective annotated bibliography and Topic Overview (see D&D S05 Panel Guide for guidelines)
Group B individual members are to submit 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases (see D&D S05 Panel Guide for guidelines)

CLASS 9: Tues. Apr. 5: Focus on Caregiving Read before class: Last Dance: Chap. 4: "Health Care Systems" 124-150 AND through WebCt Caregivers Facts: Caregiving principles; AND Caregiver Recommendations. Note: Additional information is available at the National Caregivers Alliance website: http://www.caregiving.org/ The site includes special material on Caregivers for Alzheimers'; Long distance caregiving etc.

Submit: (Everyone): Take Home Midterms Plus List of Support Network Members

Group C Panel Present: Caregiving.

Group C Submit: Prepare handouts for full class of collective annotated bibliography and Topic Overview (see D&D S05 Panel Guide for guidelines)
Group C individual members are to submit 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases (see D&D S05 Panel Guide for guidelines)

Handouts: 5 Wishes; Caregiver Data

CLASS 10: Tues. Apr. 12 : Focus on Sudden/Traumatic Bereavement and Grieving Rituals Read before class: Last Dance: Chap. 11: "Death in the Lives of Adults" 381-440 AND Michael R. Leming and George E. Dickinson. "Contemporary American Funeral" (1998) DD&B 5.28, 152-154 AND Kristen Davis. "Six Feet Under: Thomas Lynch Has Buried 6,000..." (2002) DD&B 5.29, 155-160 AND William J. Whalen. "How Different Religions Pay Their Final Respects." DD&B 5.30, 160-162 AND through WebCt Donate Life: On Organ and Tissue Donation; AND Robert Frost "Home Burial" AND Linda Hogan. "Making Do" (1994) AND Janice H. Lord, "America's Number One Killer: Vehicular Crashes"

Inclass: FIELD TRIP: GRAVES BY RAMAPO RIVER. WE WILL END CLASS TODAY BY VISITING SEVERAL GRAVES THAT ARE ACROSS RTE 202 NEAR THE RIVER. In case of bad weather -- this may be rescheduled for next week.

Group D Panel Present: Sudden/Traumatic Bereavement (Individual: Heart Attack, Accident, Homicide, Suicide)

Group D Submit: Prepare handouts for full class of collective annotated bibliography and Topic Overview (see D&D S05 Panel Guide for guidelines)
Group D individual members are to submit 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases (see D&D S05 Panel Guide for guidelines)

CLASS 11: Tues. Apr. 19: Focus on Medical Ethics and End of Life Issues Read before class: Last Dance: Chap. 7: "End-of-Life Issues and Decisions" 219-265 AND AND N. R. Kleinfield. "Patients Whose Final Wishes Go Unsaid Put Doctors in a Bind." (2003) DD&B 3.14, 71-73 AND AARP Modern Maturity . "Start the Conversation." (2000) DD&B 3.15, 74-80 AND John Broder, et. al. "In Science's Name: Lucrative Trade in Body Parts" (2004) DD&B 1.4, 16-19. AND George Dickinson and Davie. "Field Teaching End Of Life Issues" (2002) DD&B 2.6, 25-30 Plus through WebCt : Halley Forester-Miller and Thomas Davis. "A Practitioner's Guide to Ethical Decision Making."(1996) AND Sally Satel. "Doctors Behind Bars: Treatiang Pain is Now Risky Business" (2004)

Submit: Experiential Project Report #2 (See Experiential Project Guidelines)

SPECIAL EVENT: WED. APR. 20 HOSPICE FOUNDATION OF AMERICA TELECONFERENCE: LIVING WITH GRIEF: ETHICAL ISSUES. More details will follow on this.

CLASS 12: Tues. Apr. 26: Focus on Complicated Mourning and Disenfranchised Grief Read before class: Last Dance: Chap. 12: "Suicide" 409-446 AND Kenneth Doka ""Disenfranchised Grief: Recognizing Hidden Sorrow" (1989) DD&B 6.37: 182-184. AND Charles Corr "Enhancing the Concept of Disenfranchised Grief" (1998-1999) DD&B 6.38: 185-193 AND Mickie Mashburn. "Till Death Do Us Part" DD&B 6.39, 194-195 AND Theresa Rando "Increasing Prevalence of Complicated Mourning" (1992-1993) DD&B 6:40, 195-203; Plus through WebCt : Bonnie Carroll, Lisa Hudson, and Dianne Ruby. “Complicated Grief in the Military” (1996) AND Therese Rando: Outline for Bereavement Self-Help AND Oliver Sacks "Rebecca" AND Ron E. Wilder "Sexual Orientation and Grief" AND J. William. Worden and James R. Monahan. "Caring for Bereaved Parents: Interaction Goals" (1993)

CLASS 13: Tues. May 3: Focus on Public Tragedy/Disaster Read before class: Chap. 13: "Risks of Death in the Modern World" 439-493 AND AND Linda Goldman. "Terrorism, Trauma, and Children: What Can We Do?" DD&B 2.8, 45-48. Jay Reeve. "Discussing Tragedy with Your Child." (2002) DD&B 6.43, 208-209. Plus through WebCt : Victoria Cummock, "Journey of a Young Widow" (1996) AND Ken Doka "Sudden Loss: The Experiences of Bereavement" (1996) AND Zlata Filipovic "Zlata's Diary: A Child's Life in Sarajevo" AND Bharati Mukherjee. "The Management of Grief" (1988)

Submit (Everyone): Revised/Final Draft of Introductory Grief Essay This must be attached to a copy of the first draft with my comments and suggestions noted on it. Reminder: Revisit Guidelines for Grief Essay before you rework.
Group E Panel Present: Public Tragedy/Disaster.

Group E Submit: Prepare handouts for full class of collective annotated bibliography and Topic Overview (see D&D S05 Panel Guide for guidelines)
Group E individual members are to submit 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases (see D&D S05 Panel Guide for guidelines)

CLASS 14: Tues. May. Focus on Grief Work and Healing Read before class: Harvard Women's Health Watch. "Grief Takes No Holiday." (2002) DD&B 6.42: 205-208 Plus through WebCt : Sandra Bertman "The Healing Power of Art" AND Pick-Me-Ups AND Jan Ziegler "How Corporations Cope When Death Intrudes." (1996) AND Ellen S. Zinner "Group Survivorship: Effective Mourning Within the Organization." See also Grief Tips (James Miller) at http://www.willowgreen.com for very concrete suggestions for coping with grief.

Completion of Bugen Coping Scale (same instrument as completed day 1 of the course). Last Class Thoughts

FINAL EXAM: Tues. May 17: FINAL EXAM (DETAILS TO BE ANNOUNCED)