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11/16/99 Page revised June 26, 2009
Moodle |Important
Phone Numbers |Locate
a Campus, NJ or National Helping Resource| Online
Resources for Death, Dying, and Grief |Online
Resources on Research and Education in Thanatology| D&D
Bibliography by Topic | D&D Poetry
| D&D
Reflections | Potter
Library Guide to D&D
|
Course Information |
Instructor Information: |
|
SSOC314 Death and Dying, Life and Living 4 cr. CRN41248 |
Kathleen Fowler, Ph.D.,M.A., CT Professor, Gerontology/Women’s Studies |
|
Prerequisites:
College English, Social Issues |
Office:
E-222, 1-201-684-7565 http://phobos.ramapo.edu/~kfowler |
|
Fall 2009 |
Office Hours:
Mon. 12:30-1:30; Tues. 12:30-1:30 |
|
Class hour and room: Tues. 6-9:15 E212 |
SSHS Office 1st flr, G-Building 201-684-7625 |
|
Satisfies Gen Ed Topics in Social Sciences Category;
required for Gerontology Minors |
|
Course Description: Perhaps nothing is more profoundly
human and universal than the experience of and awareness of mortality and loss.
Perhaps nothing is more unique and personal -- and yet informed by our
community, our culture, and our sense of history -- than the ways in which we
experience, process, and express our awareness. And, finally, perhaps nothing
is more paradoxical and remarkable than the ways in which such awareness can be
brought to enrich our lives to challenge us to live differently and to act
differently -- to enhance our creativity, social commitment, compassion,
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, illness, caregiving, aging, and the dying
process. 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) allows us
to consider many areas, there is much interweaving of the materials of this
course. Thus topics such as aging or grief 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.
Required
Texts:
Hooyman, N. & Kramer, B. (2008) Living through loss: Interventions across the life span .
NY: Columbia University Press.
Kastenbaum, R. (2009) Death, Society and Human Experience. 10th ed. Boston:
Allyn Bacon.
Lorde, A.
(1980) Cancer Journals . Argyle, NY: Spinsters, Ink .
Get 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 Moodle or the Web.
Writing
Tasks and Projects:
Grief/Illness/Caregiving Essay (Draft 1 Due Class 3; Draft
2 Due: Class 13) (See Grief/Illness/Caregiving
Essay Guide) (Worth 25%)
2 Experiential Projects (Class 7 and Class 12); (5%
each; 10%
total)
Group Presentation, Topic Overview and Annotated
Bibliography (See guidelines) (Group grade worth 15% of overall semester’s grade)
3 Abstracts (due date assigned for each group) (See
guidelines) (Collectively worth 10%)
Midterm (in-class Class 8) (Worth 10%)
Hope Assignment and Final Exam Project (Class 14 and the
day of the Final Exam). (Worth 15% of the semester’s grade).
Writing Guidelines are provided separately for each
of the tasks above: Note: In all written work footnotes and bibliography of any external
works used must be included. Page numbers from course materials (as well
as research materials must be included.)
Quizzes: There
may be a quiz periodically on the readings. These quizzes will
collectively factored into your class participation grade (which will also
reflect attendance and active participation in large class and small group
activities and discussion and on Moodle). Class participation is worth 15% 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.
Midterm
Exam: A midterm
exam (in-class) will be given Class 8 and will
cover all the readings for the class up to and including those
due for class 8. The midterm is worth 10% of the overall semester
grade. The exam will be an open book (no notes) essay exam and will be 2
hours in length.
Group
Panel Presentation: Group A: Living with Life-Altering Illness/Disability: Class
6; Group B: Family/Friend Caregiving; Class 9; Group C: Children and
Death: Class 10; Group D: Aging/The Elderly: Class 11; Group
E: Sudden Death and Traumatic
Loss: Class 12. Note: Instead 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 Topic Overview, a collective Annotated
Bibliography and
a group Panel
Presentation on
the date of the assigned topic. See Group Panel
Presentation guidelines for detials.
The Topic Overview, Annotated Bibliography, and Panel Presentation
together are worth 15%.
Individual
Journal Article Abstracts (3) Each member of the group will research one
particular specific aspect of the group's larger topic and prepare a
separate abstract for each of those articles. (In other words if there are 6
students in the group there will be six specific elements of the group’s
theme. For example: If your group were researching “The
Dying Process” – elements might be:
physical/medical dimensions of dying; spiritual and philosophical
aspects of dying; living and coping as you die; ethical/problem-solving issues
for the dying; emotional/psychological needs of the dying; social/cultural
relationships around the dying person.) See separate
Abstract
guidelines. The three
abstracts together are collectively worth 10%.
Experiential
Projects (2 of
these) EP1 due Class 7; EP2 Class 12. Under the Curriculum
Enhancement Program (CEP) students are expected to do a minimum of 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 7; Experiential Project #2
is due Class 12. Each EP2 is worth 5% of the overall semester
grade. For
options and guidelines see separate D&D
Experiential Projects Guide
Hope
Project and Final Creative Project: The form of
our final examination is a creative exploration of death and dying which we
present to one another over two classes (the day of the last class and the day
on which the final exam would be scheduled). You will receive more details on the Final Creative Project
later in the semester but you can begin working on your Hope project right
away. For that assignment you will be collecting 12 photos (they can be photos
you took yourself or found on the internet or found in your attic ...) that
represent HOPE to you. Start looking out for those photos. You will ultimately 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. You will present both your Hope Project
and your Final Creative Project on the same day but the two projects have no
necessary connection with one another.
You will not be leaving with me your Hope Project or your Final Creative
Project but will be submitting to me a 2-3 page description of the Final Creative
Project (more details on that later) on that day. (Your Hope Project and Final
Creative Project together are worth 15%).
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. Sep. 7: Beginnings:
Syllabus and
introduction. Discussion of options for Experiential Projects.
Introduction to Moodle. Discussion
of Final Exam Scheduling.
Read first: IMPORTANT: Read First Self-Care and
Coping During the Class
Creation of Groups: Group
A: Living with Life-altering Illness/Disability
(Presentation Class 6); Group B: Family/Friend Caregiving
(Presentation Class 9); Group C: Children and Death
(Presentation Class 10); Group D: Aging
and Loss (Presentation Class 11); Group E: Sudden Death and Traumatic Loss.
Submit at
end of class (Everyone): Completed Student Information Card, Student Course Goals
Sheet, 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
Moodle under "D&D Questionnaires & HOs")
CLASS
2: Tues. Sep. 14: Learning
about & working with Death and Loss
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.
All Read
before class
Texts: Kastenbaum (2009). Ch. 14: How can we help?: Caregiving and death education. pp.
481-501;
Hooyman
& Kramer (2006). Ch. 14: Professional Self-Awareness and Self-Care. pp. 347-360.
Moodle
Rinpoche,
S. (2002). Impermanence. In P. Gaffney & A. Harvey (Eds.)
Tibetan
book of living and dying. Rev.ed. (pp. 15-27).
SanFrancisco, CA: HarperSanFrancisco.
Slave
burial ground is identified at Monticello. (2001). Monticello Newsletter, 12(2) (4 pages).
Optional
supplemental reading: Kastenbaum (2009): Ch. 2 What is death? Pp. 35-69; Ch. 3 The death
system, pp. 71-107.
Special
Note: Before today's class complete for yourself (not to submit!)
the Shneidman Questionnaire: "You and Death" on
Moodle.
Use this questionnaire to help yourself decide if this is the right time
for you to take this class.
CLASS
3: Tues. Sep. 21: Grief and Healing:
“Discovery, Reconciliation & Growth” (Cable, 2009)
Texts:
Kastenbaum (2009):
Ch. 11. Bereavement, grief, and mourning pp. 351-391.
Moodle
Cable,
D. (2009).
Clinical issues in thanatology:
Discovery, recognition, and growth: A new model for understanding aging, dying, and grief. The Forum 35(3), pp. 18-19.
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 Bibliographies http://phobos.ramapo.edu/~kfowler/d&dbibsectionslist.html
(divided up by topics) for a starting place on your research for your
Group/Individual Projects. Also refer to my D&D
Research Guide and the Online
Resources for Death, Dying, and Grief
as well as the Potter Library research guide for Death and Dying
at Potter
Library Guide to D&D
Submit:
Grief/Illness/Caregiving essay (Draft 1): "An Experience I Have Had
with Grief or Illness or Caregiving."
Class 4: Tues. Sep. 28:
Memorializing the Deceased
Text: Kastenbaum (2009)
Ch. 12: The funeral process pp.
393-436.
Moodle
Mack, S. M. & Waring, S. J., III. (2009). Cultural diversity:
Implications for funeral traditions. In Doka, K. J. & Tucci, A. S. (Eds.). Living with grief: Diversity and end-of-life care. (pp.
67-76). Washington, DC: Hospice Foundation of America.
Optional supplemental readings: Kastenbaum (2009)
Ch. 13: Do we survive
death? pp. 439-478
CLASS 5: Tues. Oct. 6: Diversity in Death and Loss
Moodle
(Read in the order below).
Bordere, T. (2009). Culturally conscientious
thanatology. The Forum, 35(2), pp. 1, 3-4.
Hayslip, B., Jr. & Han, G.
(2009). Cultural influences on
death, dying, and bereavement: An
overview. In Doka, K. J. & Tucci, A. S. (Eds.). Living with grief:
Diversity and end-of-life care. (pp. 5-20). Washington, DC:
Hospice Foundation of America.
McGoldrick, M. (2004). Gender and mourning. In Walsh, F. & McGoldrick, M. Living
beyond loss: Death in the family. 2nd ed.
(pp. 99-118). NY: W. W. Norton.
DeVries, B.
(2009). Aspects of death, grief,
and loss in lesbian, gay, bisexual, and transgender communities. In Doka, K. J. & Tucci, A. S. (Eds.). Living with grief: Diversity and end-of-life care. (pp.
243-258). Washington, DC: Hospice Foundation of America.
Rosenblatt, P. C. (2009). The culturally competent practitioner.
In Doka, K. J. & Tucci, A. S. (Eds.).
Living with grief:
Diversity and end-of-life care. (pp. 21-32). Washington, DC:
Hospice Foundation of America.
Doka, K. J. (2009). Characteristics of culturally effective
counselors. In Doka, K. J. & Tucci, A. S. (Eds.). Living with grief:
Diversity and end-of-life care. (pp. 33-34). Washington, DC:
Hospice Foundation of America.
CLASS
6: Tues. Oct. 13: Living with Life-Altering Illness/Disability
Text: Lorde, A. (1980). The Cancer
Journals. Argyle, NY: Spinsters, Ink.
Moodle
Doka, K. J. (2009).
Responses to life threatening illness. In Counseling individuals with life-threatening illness. (pp. 81-108). NY: Springer Publishing.
Doka, K. J. (2009).
Counseling clients in recovery.
In Counseling individuals with life-threatening illness. (pp. 195-203). NY: Springer Publishing.
Group
A Panel Presentation: Living with life-altering illness/disability (see D&D Panel Guide PDF for guidelines). Post the group’s Annotated
Bibliography and Topic Overview on Moodle in advance of the oral
presentation in class.
Group
A individual members submit their 3 abstracts of juried journal articles along
with copies of the original articles and abstracts provided in the databases
CLASS
7: Tues. Oct. 20: The Dying Process and end-of-life issues
Text: Kastenbaum (2009). Ch. 4.
Dying. pp. 109-145 AND Ch. 6.
End-of-life Issues & Decisions, pp. 175-195.
Optional
supplemental reading: Doka, K. J. (2009). Counseling clients in the terminal
phase. In Counseling
individuals with life-threatening illness. (pp. 205-238).
NY: Springer Publishing; Kastenbaum (2009). Ch. 9. Euthanasia, assisted living,
abortion, and the Right to Die, pp. 271-307.
Submit:
Experiential Project Report #1 (See Experiential
project guidelines)
CLASS 8: Tues. Oct. 27: Focus on Professional Caregiving and End of
life issues:
MIDTERM (open book, no notes, 2 hours)
Text:
Kastenbaum (2009). Ch. 5
Hospice and palliative care, pp. 147-173
Moodle
Fife, R. B.
(2009). Diversity and access to
hospice care. In Doka, K. J.
& Tucci, A. S. (Eds.). Living
with grief: Diversity and
end-of-life care. (pp. 49-62). Washington, DC:
Hospice Foundation of America.
Plus your choice of
the following two readings:
(If your focus is on health care): Jenko, M. & Moffitt, S. R. (2006).
Transcultural nursing principles: An application to hospice care. Journal of Hospice and Palliative Nursing 8(3),172-180;
OR (if your
focus is on counseling/social work) Shapiro. E. R. (2007). Culture and
socialization in assessment and intervention. In D. Balk, C. Wogrin, G.
Thornton, & D. Meagher, (Eds.). Handbook of thanatology. (pp.
189-202). Northbrook, IL: ADEC.
Optional supplemental reading: Periyakoil, V. S. (2009).
Assessment and management of post-traumatic stress disorder in palliative
care patients. In Doka, K. J. & Tucci, A. S. (Eds.). Living with grief: Diversity and end-of-life care. (pp.
223-238). Washington, DC: Hospice Foundation of America.
CLASS 9: Tues. Nov. 3: focus on family/friend caregiving
Moodle
Alexander,
B. (2001). Jitterbug. In K. J. Doka, & J. D.
Davidson (Eds.) Caregiving and loss: Family needs, professional responses. (pp.
79-108). Washington, DC: HFA;
Doka, K.
J. (2009).
Counseling families during life-threatening illness. In Counseling
individuals with life-threatening illness. (pp. 239-273). NY: Springer Publishing.
Rinpoche, S.
(2002). Heart advice on helping the dying. In Tibetan book of living and dying. Rev.
ed. (pp. 173-186). SanFrancisco, CA: HarperSanFrancisco.
Note:
Additional information is available at the National Caregivers Alliance
website: http://www.caregiving.org/
Group
B Panel Present Powerpoint and oral presentations: Family/Friend Caregiving (see D&D Panel Guide PDF for guidelines). Post
the group’s Annotated Bibliography and Topic Overview on Moodle
in advance of the oral presentation in class.
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.
CLASS
10: Tues Nov. 10: Developmental
Perspectives: Children and Death
Text: Kastenbaum (2009). Ch. 10. Death in the world of children,
pp. 309-349.
Hooyman
& Kramer (2006).
Interventions for grieving children. pp. 111-136.
Hooyman
& Kramer
(2006).Interventions for grieving adolescents. pp. 163-190).
Moodle
Optional
supplemental reading: Stevenson, R.
(2009). Children and death around
the world. In Morgan, J. D., Laungani, P., & Palmer, S. (Eds.). Death and bereavement around the
world: Vol. 5 Reflective essays. (31-53).
Amityville, NY: Baywood.
Group C Panel Present
Powerpoint and oral presentations: Children and Death (see D&D Panel Guide PDF for guidelines). Post the
group’s Annotated Bibliography and Topic Overview on Moodle in
advance of the oral presentation in class.
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
CLASS 11: Tues. Nov. 17: Developmental
Perspectives: Aging and Loss
Text: Hooyman & Kramer (2006). Grief and loss in old age. pp.
303-321.
Hooyman
& Kramer (2006). Interventions for grieving older
adults. pp. 322-346).
Moodle
Thompson,
S. & Thompson, N. (2004). Working with
dying and bereaved older people.
In Berzoff, J. & Silverman, P. R. (Eds.). Living with dying. (pp.
348-359). NY: Columbia University
Press.
Optional
supplemental reading: Meagher, J. M. (2007). Life review, paradox, and
self-esteem. In K. J. Doka, (Ed.) Living with grief: Before
and after the death. (pp. 27-43) Washington, DC: HFA.
Levine,
J. M. (2003). Elder neglect and abuse: A primer for
primary care physicians. Geriatrics 58(10), 37-44
Saxton,
M. (2005). Caring for Aunt Alice. Journal of Disability Studies, 16(1), 61-67.
Assignment:
Find a picture from a magazine or a website of an elderly person and bring to
class with you.
Group D Panel Present
Powerpoint and oral presentations: Aging and Loss (see D&D Panel Guide PDF for guidelines). Post the
group’s Annotated Bibliography and Topic Overview on Moodle in
advance of the oral presentation in class.
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
Class
12: Tues. Nov. 28. Traumatic Loss AND posttraumatic growth
Text: Kastenbaum (2009). Ch. 8: Violent death:
Murder, terrorism, genocide, disaster, and accident. Pp. 238-268.
Moodle
Mukherjee,
B. (1988). The
management of grief. In The middleman and other stories. (pp. 161-174)
NY: Grove Press.
Williams, J. M. & Spruill, D. A. (2005).
Surviving and thriving after trauma and loss. In Duffey, T. (Ed.). Creative
Interventions in grief and loss therapy:
When the music stops, a dream dies. (pp. 57-70). NY: Haworth.
Optional Supplemental Reading: Kastenbaum (2009). Ch. 7 Suicide pp. 197-233.
Submit:
Experiential Project Report #2 (See Experiential
project guidelines)
Group E Panel Present
Powerpoint and oral presentations: Sudden Loss and Traumatic Death (see D&D Panel Guide PDF for guidelines). Post the
group’s Annotated Bibliography and Topic Overview on Moodle in
advance of the oral presentation in class.
Group E 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
CLASS
13: Tues. Dec. 1: Complicated Grieving and
Post-traumatic growth
Text:
Hooyman, N. R. & Kramer, B. T.
(2006f). Resilience and meaning
making. In Living through
loss: Interventions across the
life span. (63-86). NY:
Columbia University Press.
Moodle
Boss, P. (2004). Ambiguous loss In Walsh,
F. & McGoldrick, M. Living beyond loss: Death in the family. 2nd
ed. (pp. 237-246). NY: W. W. Norton.
Neimeyer,
R. (2004). Excerpt (pp. 53-60) from Fostering
posttraumatic growth: A narrative elaboration. Journal of Constructivist
Psychology 19, 31-65.
Parkes, C. M. (2007).
Complicated grief: The
debate ovr a new DSM-V diagnostic category. (pp. 139-151). In Doka, K. J. (Ed.). Living with grief: Before and after the death.
Washington, DC: Hospice
Foundation of America.
Werner-Lin, A. & Moro, T.
(2004). Unacknowledged and
stigmatized losses. In. Walsh, F. & McGoldrick, M. Living beyond
loss: Death in the family. 2nd
ed. (pp. 247-271). NY: W. W. Norton.
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: Tues. Dec. 8: Meaning-Making,
Healing, Resilience and Self-Care
Moodle
Buser, T. J., Buser, J. K. &
Gladding, S. T. (2004). Good grief: The part of arts in healing loss and grief. In Duffey, T.
(Ed.). Creative Interventions in grief and loss therapy: When the music stops, a dream dies. (pp.
173-184). NY: Haworth.
CLASS
PRESENTATIONS BEGIN ON HOPE ASSIGNMENTS AND FINAL EXAM PROJECTS.
HALF THE CLASS WILL PRESENT TODAY; HALF DURING THE FINAL EXAM MEETING. BE PREPARED TO PRESENT TODAY. ATTENDANCE AT BOTH CLASSES IS REQUIRED
TO GET CREDIT FOR THESE PROJECTS.
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
Creative Project: Presented to the class today (or on the
day of the final exam). Plan on a
ten-minute presentation. You will not
be leaving the project with me but will submit to me a 2-3 page written
description of the Creative Project and its significance. (More details on this will
follow).
Dec. 15: Reading Day – No Class
FINAL
EXAM: Tues. Dec. 22: Hope Assignment and Final
Creative Project Presentations Continue.
REMAINING
CLASS PRESENTATIONS ON HOPE ASSIGNMENTS AND FINAL EXAM PROJECTS. ATTENDANCE IS REQUIRED TODAY
(EVEN IF YOU PRESENTED LAST WEEK) IN ORDER TO GET CREDIT FOR THESE PROJECTS.
Closing
ceremony.