Death and Dying Spring 2007 Syllabus Teach

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©All the material in this website is copyrighted to Kathleen L. Fowler unless explicitly indicated otherwise. Permission is granted to use and distribute this material freely but please attribute properly by retaining the full header information. 11/16/99 Page revised July 24, 2006

Required Texts : Virginia Morris. Talking About Death: Comforting Advice About Uncomfortable Issues. 2004; Maria Housden. Hannah's Gift: Lessons from a Life Fully Lived; Audre Lorde. Cancer Journals; Barbara Roberts. Death Without Denial; Grief Without Apology; and DD&B = Dying, Death, and Bereavement Annual Editions 9e 06/07 ed. George Dickinson and Michael Leming. NOTE: You must have the 9e 06/07 edition because the earlier editions do not have all of the assigned readings for the course. Get ALL Five (5) 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 on WebCT or the Web. Full citations for all WebCT readings are provided at D&D Sp07 Texts & Key .

Writing Tasks and Projects: Loss History (Due Class 2); Grief/Illness/Caregiving Essay (Draft 1 Due Class 3; Draft 2 Due: Class 13); 2 Experiential Projects (Class 6 and Class 11); Group Presentation, Topic Overvew with Annotated Bibliography and 3 Abstracts (due date assigned for each group); Midterm (in-class Class 7); Hope Assignment (Due Class 14); Final Exam (Class 14 and Final Exam night)

a. Grief/Caregiving essay Guidelines: You have three alternatives for this first paper: Grief; Illness or Caregiving.
1. Grief: describe "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 Class 3. 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. 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.
2. Illness: Describe "An Experience I Have Had with living with a life-altering illness."
3. Caregiving: Illness is to describe "An Experience I Have Had with Caregiving for someone who is dying or living with a life-altering illness."

Note: Keep a copy for yourself. 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 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!) You must use Virginia Morris. Talking About Death Plus at least one of the following: either Robert's Death Without Denial; Grief Without Apology or Housden's Hannah's Gift or Lorde's Cancer Journals among your sources. You must also use another 2-4 sources which can include one of the other books, some of the scholarly articles assigned for the class (i.e. from Dying, Death and Bereavement or from scholarly journals. The brief handouts I pass out during the semester are not appropriate as source materials for your revised essay. Where appropriate you may also cite one or more of the videos we have viewed as a class but only as additional sources. 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.

c. Group Panel 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: End of Life Issues Due Class 5; Group B Caregiving; Due Class 6; Group C: Elderly; Due Class 9; Group D: Children: Illness and Death; Due Class 10; Group E Sudden Grief/Traumatic Loss Due Class 12. See D&Dsp07PanelGuide
Guidelines for Research and Resources: http://phobos.ramapo.edu/~kfowler/d&dresearch.html

d. 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 Preparing Abstracts ) 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.

e. Experiential Projects (2 of these) EP1 due Class 6; EP2 Class 11. Under the new Curriculum Enhancement Program (CEP) students are expected to do approximately 5 hours of experiential work outside the class. This requirement will be satisfied for this class by completing (and submitting a write-up of the experience) two Experiential Projects from the linked list of Experiential Projects options. Experiential Project #1 is due Class 6; Experiential Project #2 is due Class 11. Each EP2 is worth 10% of the overall semester grade. For options and guidelines see: D&D Experiential Projects

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: Mon. Jan. 22: Focus on Beginnings:
Syllabus and introduction. Creation of Groups: Group A: End-Of-Life Issues; Group B: Caregiving ; Group C: Elderly; Group D: Children and Illness/Dying; Group E: Sudden Death/Traumatic Loss: (Note: we will talk in class about the ways that these groups should be constructed and see the guidelines above. 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.
Submit (Everyone): Completed Loss Assessment Sheet, and Bugen Coping Scale (HO only) Plus a signed copy of the Course Understanding Sheet (read both sides carefully before signing) (another copy for your own use is available on WebCt under "D&D Questionnaires & HOs"

NOTE: SPECIAL EVENT: Diversity Perspectives Convocation, Wed. Jan. 24 3-4:30 Friends Hall (SC219). Allen Feldman: "The Othering Gaze: Images, Language, and Spaces of Violence"

CLASS 2: Mon. Jan. 29: Envisioning Death: Everyone Read before (!) class: Morris: Talking About Death, 1-22. AND Rinpoche 2/3: from Tibetan Book of Living and Dying 14-40 (Ch. 2 "Impermanence" and Ch. 3 "Reflection and Change") on WebCt

Group Readings: Group A: Aries "The Hour of Our Death" on WebCt; Group B: Leming and Dickinson "The Contemporary American Funeral" DD&B 9e article 27. Group C: Colman "Where Corpses End Up: Cemeteries and other Burial Sites" on WebCT; Group D: Kubler-Ross. "What is it Like to be Dying?" on WebCt; Group D: Dwinell. "7 Final Chapters" on WebCt Group E: Welford "American Death and Burial Customs" on WebCt

Submit (Everyone): Completed Loss History (on WebCt under "D&D Questionnaires & HOs"); SPECIAL NOTE: Keep a copy of this -- and everything!! -- for yourself. Special Note: Before today's class complete for yourself (not to submit!) the Shneidman Questionnaire: "You and Death" on 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.

To prepare for class discussion read the Rinpoche keeping in mind the reading/study questions on Rinpoche.

CLASS 3: Mon. Feb. 5: Focus on Living with Life-Altering Illness/Disability Everyone Read: Lorde. The Cancer Journals. (ALL) PLUS: Carey "In the Hospital, A Degrading Shift from Person to Patient" on WebCt; Kolata1 "Sick and Scared, and Waiting, Waiting, Waiting" on WebCt

To prepare for class discussion read the Lorde keeping in mind the reading/study questions on The Cancer Journals.

Submit: Grief/Illness/Caregiving essay (Draft 1): "An Experience I Have Had with Grief or Illness or Caregiving." (See guidelines)

In-class: Bibliographic Instruction in library

(We will meet first in the regular classroom and move to the library later in the class. We will finish in the library so bring your things with you) .

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.

CLASS 4: Mon. Feb. 12 : Focus on The Dying Process
Read: Morris, Talking About Death 25-126; PLUS Lattanzi-Licht. "Hospice as a Model for Caregiving" on WebCt

CLASS 5: Feb. 19: Focus on End of Life Issues
Read: Morris Talking About Death 127-268

Group A Panel Present Powerpoint and oral presentations: End-of-Life Issues (see D&Dsp07PanelGuide for guidelines)
Group A individual members are to submit their 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases(see D&Dsp07PanelGuide for guidelines)

CLASS 6: Feb. 26: Focus on Caregiving Read before class: Roberts. Death without Denial; Grief Without Apology, 1-73

Group Readings: Group A: Bull: "Structure and Stresses: When a Family Member is Dying" (1997); Group B: Gross. "Alone in Illness, Seeking Steady Arm to Lean On." on WebCt ; Group C: Levine: "Introduction: Nature of Caregiving"; Group D: Rinpoche11 from Tibetan Book of Living and Dying 173-186 (Ch. 11 "Heart Advice on Helping the Dying" on WebCt; Group E: Ramondetta and Sills. "Spirituality and Religion in the 'Art of Dying'." DD&B 9e article 16

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.

Group B Panel Present Powerpoint and oral presentations: Caregiving (see D&Dsp07PanelGuide for guidelines)
Group B individual members are to submit their 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases(see D&Dsp07PanelGuide for guidelines)

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

CLASS 7: Mon. Mar. 5: Focus on Grief:
IN-CLASS Midterm FROM 2-3; REGULAR CLASS RESUMES AT 3 P.M.

Read: Roberts. Death Without Denial; Grief Without Apology. 75-end and Leming and Dickinson. "Grieving Process" DD&B 9e article 32

In-class: Group work on Poetry on death,dying, and grieving " (bring your poetry handout!) See D&D Poetry

NO CLASS MON MAR. 12 SPRING BREAK

CLASS 8: Mon. Mar. 19: Focus on Cultural/Social Context:

All Read: Whalen. "How Different Religions Pay Their Final Respects." DD&B 9e, article 28; Raad. "Grief: A Muslim Perspective" on WebCt; Ziezula "The World of the Deaf Community on WebCt;

Group Readings: Group A: Tully: "Lifting Our Voices: African American Cultural Responses to Trauma and Loss" 23-57 on WebCt ; AND Walker "A Sudden Trip Home in the Spring" on WebCt
Group B: Read Diaz-Cabello "The Hispanic Way of Dying: Three Families, Three Perspectives, Three Cultures." DD&B 9e article 12 AND Silvera. "Crossing the Border" on WebCt
Group C: Read Klass and Goss: "Asian Ways of Grief." on WebCt AND Gerber "Working with Southeast Asian People Who Have Migrated to the United States" 98-116 on WebCt AND Mukherjee. "The Management of Grief" on WebCt
Group D: Read Grollman. "What You Always Wanted to Know About Your Jewish Clients' Perspectives Concerning Death and Dying -- But were Afraid to Ask" on WebCt AND Mashburn. "Till Death Do Us Part" DD&B 9e article 38; AND Wilder "Sexual Orientation and Grief" on WebCt
Group E: Read Hogan. "Making Do" on WebCtAND Stamm: "Trauma and Loss in Native North America: An Ethnocultural Perspective" 49-69

NOTE: SPECIAL EVENT: Hospice Foundation of America Teleconference, Thurs. Mar 22 1-4:30 Location TBA. Living with Grief: Before and After the Death.

CLASS 9: Mon. Mar. 26: Focus on the Elderly Read before class: Alexander "Jitterbug" on WebCt; Cleage "Hospice" on WebCt Sahyoun, et. al. "Trends in Causes of Death Among the Elderly" (2001) DD&B 9e, article 10 ; Saxton "Caring for Aunt Alice." on WebCt; Walters "Buffalo Wallow Woman" on WebCt

Assignment: Find a picture from a magazine or a website of an elderly person and bring to class with you.

Group C Panel Present Powerpoint and oral presentations: Elderly (see D&Dsp07PanelGuide for guidelines)
Group C individual members are to submit their 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases(see D&Dsp07PanelGuide for guidelines)

CLASS 10: Mon. Apr. 2: Focus on Children: Illness and Death Read before class: **Housman. Hannah's Gift (all) Bradshaw et al. "Cancer-Related Deaths in Children and Adolescents." on WebCt

Group D Panel Present Powerpoint and oral presentations: Children: Illness and Death (see D&Dsp07PanelGuide for guidelines)
Group D individual members are to submit their 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases(see D&Dsp07PanelGuide for guidelines)

CLASS 11: Mon. Apr. 9:   Focus on Children: Grief
All Read: Goldman. "Counseling Children in Contemporary Society" DD&B 9e article 39;

Group Readings: Group A: Barrett "Bereaved Black Children." on WebCt; Group B: Reeve. "Richness of Collaboration for Children's Response to Disaster." DD&B 9e, article 9 Group C: Graham. "Life is Like the Seasons: Responding to Change, Loss and Grief through a Peer-based Education Program." DD&B 9e article 7; Group D: Hughes. "Writing Through a Tragedy." DD&B 9e article 8; Group E: Reeve. "Discussing Tragedy with Your Child." DD&B 9e article 40.

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

NOTE: SPECIAL EVENT: National Conference of the Association of Death Educators and Counselors, Apr. 12-15 Indianapolis, Indiana. "Transformation and Creativity in Death, Dying and Bereavement" See http://www.adec.org for more information

CLASS 12: Mon. Apr. 16: Focus on Sudden Death/Traumatic Grief
All Read: Doka "Sudden Loss: The Experiences of Bereavement" onWebCt; Herbert "Black, Dead, Invisible" on WebCt; AND Monticello "Slave Burial Ground is Identified at Monticello"

Group Readings: Group A: Allende: "And Of Clay Are We Created"  on WebCt; Group B: Cummock, "Journey of a Young Widow" onWebCt; Group C: Dick. "Impact on Law Enforcement and EMS Personnel."(1994) on WebCt ; Group D: Filipovic Zlata's Diary: A Child's Life in Sarajevo" on WebCt ; Group E: Lord "America's Number One Killer: Vehicular Crashes (1996).

Group C Panel Present Powerpoint and oral presentations: Sudden Death/Traumatic Grief (see D&Dsp07PanelGuide for guidelines)
Group C individual members are to submit their 3 abstracts of juried journal articles along with copies of the original articles and abstracts provided in the databases(see D&Dsp07PanelGuide for guidelines)

Inclass:   FIELD TRIP: GRAVES BY RAMAPO RIVER. WE WILL MEET IN THE CLASSROOM AT THE BEGINNING OF CLASS DURING CLASS WE WILL WALK TOGETHER DOWN TO THE   SMALL BURIAL GROUND ACROSS RTE 202 NEAR THE RIVER.   Wear long sleeves and pants (light colored), high socks and good walking shoes. Someone will remain in the classroom with your belongings but do plan to bring along your wallets/purses. If you have difficulties in walking (the walk is about a half a mile) please let me know so that I can make alternative arrangments for you. In case of bad weather -- this may be rescheduled for next week.

CLASS 13: Mon. Apr. 23: Focus on Complicated Mourning and Disenfranchised Grief

All Read:   Doka ""Disenfranchised Grief: Recognizing Hidden Sorrow" (1989) DD&B 9e: article 33; Rando "Increasing Prevalence of Complicated Mourning" (1992-1993) DD&B 9e: article 35.
Group Readings: Group A: Brink ""Those Left Behind: War Widows Find Ways to Cope, But There's Really No Cure for the Pain" DD&B 9e: article 37; Group B: Carroll et al.: “Complicated Grief in the Military” on WebCt; ; Group C: Macomber ""The Arlington Ladies: American Volunteerism at its Most Moving" (1989) DD&B 9e: article 33 Group D: Fielden. "Grief as a Transformative Experience: Weaving through Different Lifeworlds after a Loved One Has Completed Suicide." International Journal of Mental Health Nursing. 12 (2003): 74-85 Group E: Corr "Enhancing the Concept of Disenfranchised Grief" (1998-1999) DD&B 9e: article 34

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

CLASS 14: Mon. Apr. 30 Focus on Grief Work and Healing
Read: Bertman2: "The Healing Power of Art" on WebCt Neimeyer et al. . "Mourning and Meaning." (2002); on WebCt; Jan Ziegler "How Corporations Cope When Death Intrudes." on WebCtAND Zinner "Group Survivorship: Effective Mourning Within the Organization." on WebCt (See also Grief Tips (James Miller) at http://www.willowgreen.com for very concrete suggestions for coping with grief.)

Hope Assignment: Bring in 12 photos (they can be photos you took yourself or found on the internet or found in your attic ...) that represent HOPE to you. Put them in a powerpoint or on a large collage and be prepared to explain orally what each photograph means to you and how it connects with the theme of hope.

FINAL EXAM: Mon. 12/18 Tues. 12/19: FINAL EXAM (DETAILS TO BE ANNOUNCED)