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SSOC 314 Death and Dying, Life and Living Syllabus  

Syllabus In PDF format for printing

Spring 2008  Kay Fowler. Ph. D., CT

URL: http://phobos.ramapo.edu/~kfowler/d&dsp08syllabus.html
(Satisfies General Education TOPICS IN SOCIAL SCIENCES Category; satisfies GERONTOLOGY requirement)
Sec. 1 CRN 20321 Mon. 6-9:15 G220; Sec. 2 CRN 21500 Tues. 2-5:15 Room E215

Assignment Quicklist

 WebCT6 | Obligations & Policies |    D&D Experiential Projects   | Group Presentation Guide |Service Learning Option | D&D Biblio Individual Sections Links |

Research Guide |Writing Assignments Guide | Preparing Abstracts|  D&D Poetry  |  D&D Reflections  |   D&D A/V List  |

Class hour and room: Mon. 6-9:15 G220; Tues. 2-5:15 p.m. E215  Office: School of Social and Human Services , Room E-222
Office Phone :  684-7565 (don't leave voicemail)   Email:  kfowler@ramapo.edu Website: http://phobos.ramapo.edu/~kfowler/
Office hours: Tues. 12-1 pm.; Thurs. 5-6 pm. Other times by appointment.

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 together 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.

By the end of the course students will:
1. Understand and recognize the impact on individuals and society of the universality of impermanence, death, and loss
2. Appreciate the various ways that people can live and value their own lives, and address the inevitability of death and loss
3. Understand the uniqueness of death, dying, and bereavement for each individual in terms of relationship, manner of death, complicating emotions, age, circumstances etc.
4. Recognize 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 and develop basic cultural competence in their professional areas.
5. Develop compassion for individuals, community, and the larger world and a commitment to activism, equity and social justice
6. Gain a basic familiarity with the field of thanatology and thanatology concepts, and with research techniques and appropriate resources for thanatology, bereavement counseling, care for the dying, etc.
7. 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
8. Be aware of and appreciate the experiences and challenges of the caregiver and of strategies that can assist the caregiver
9. Gain familiarity 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. and will develop ability to make critical and complex decisions around health care
10. 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.
11. 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. and identify and develop coping strategies.

12. Sharpen critical thinking skills, research skills, and writing skills.

Required Texts:

Didion, J. (2005) The Year of Magical Thinking. NY: Knopf;

Lorde, A. (1980)   Cancer Journals . Argyle, NY: Spinsters, Ink; 

Dickinson, G. & Leming, M. R., eds. (2006). Annual Editions: Dying, death, and bereavement 08/09.  NY: McGraw Dushkin.  (On syllabus asDD&B 08/09) NOTE: You must have the 08/09 edition because the earlier editions do not have all of the assigned readings for the course. 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 WebCT or the Web.  Full citations for all WebCT readings are provided at the end of this syllabus,.

Writing Tasks and Projects:  Grief/Illness/Caregiving Essay (Draft 1 Due Class 3; Draft 2 Due: Class 12); 2 Experiential Projects (Class 7 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 and Presentation (Due Class 13);Art Project Presentation (Due Class 13); Final Exam (Take home due May 6 for Section 1 and May 12 for Section 2).

a. Grief/Caregiving essay Guidelines:   You have three alternatives for this first paper: Grief; Illness or Caregiving.  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; with life-altering illness or disability; or with caregiving.

1. Grief: describe "An Experience I Have Had with Death and/or Grief."  to help you in thinking about and drafting the Grief Essay the first draft of which is due in Class 3.  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. 

OR 2. Illness: Describe "An Experience I Have Had with living with a life-altering illness or disability"

OR 3. Caregiving:  Describe "An Experience I Have Had with Caregiving for someone who is dying or living with a life-altering illness or disability." 

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 12.  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 at least 6 of the scholarly articles assigned for the class (i.e. from DD & B or on WebCT.  The brief handouts I pass out during the semester are not appropriate as source materials for your revised essay. To help you distinguish note that the articles you select must be at least 5 pages in length.  Where appropriate you may also cite one or more of the videos we have viewed as a class but only as additional sources besides the 6 required articles. Lorde's The Cancer Journals may be used instead of 2 articles.  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. I don't care which as long as you are consistent in following one or the other.  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 12.   Worth 20% of the overall semester grade.

b.  Quizzes and Exams:  There may be a quiz every class on the readings.  These quizzes will factored into the class participation 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.  A midterm exam  (in-class) will be given Class 8.  The midterm is worth 10% of the overall semester grade.  The final exam (worth 10%) will be a take home due May 6 (Sec. 1); May 12 (Sec. 2). 

c.  Individual Journal Article Abstracts (3)     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.  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 family/friend caregiver burnout."  The individual group member will also 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.

d.  Group Wiki and Powerpoint Panel Presentation: Group A: Life Altering Illness/Disability: Class 5; Group B: Caregiving: Class 7;  Group C: Children: Illness and Death: Class 9; Group D:  Aging/The Elderly: Class 10; Group E: Traumatic Loss: Class 11.The group will share with each other the information gathered in your research on the individual journal articles on your assigned group theme and decide together what of this information should be shared with the whole class in your presentation and how the information should be organized. The group will create a Wiki (go to www.pbwiki.com and follow the instructions for creating a Wiki) and post to that Wiki a collective annotated bibliography (including bibliographic entries and brief annotations (1-2 sentences -- not the whole abstract) on all the journal articles found by the group) and a PowerPoint presentation on the topic. You will be presenting as a group the Powerpoint presentation to the entire class on the date of your assigned topic. Guidelines for Research and Resources:  http://phobos.ramapo.edu/~kfowler/d&dresearch.html. You will receive a grade as a group-- based on your annotated bibliography, your PowerPoint, your Wiki, and your oral presentation --which will be worth 10% of your overall grade. Note: The individual abstracts are considered separately for an individual grade -- see c. above.

e.  Experiential Projects (2 of these) EP1 due Class 7; EP2 Class 11.    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 11.   Each EP is worth 5% of the overall semester grade.   For options and guidelines see: D&D Experiential Projects 

f. Hope Assignment and Presentation: See Class 13 for details. Worth 5% of your overall grade.

g. Art Project and Presentation. See Class 13 for details. Worth 10% of your overall grade.

Student Obligations and Course Policies: Attendance; Class Participation (Attendance and Class Participation worth 10% of your overall grade); Class Decorum; The "Ouch" Rule, Academic Integrity; Collaborative Learning; Service Learning Option; Honors Option: Students with Special Needs. TURN OFF AND PUT AWAY CELL PHONES/PAGERS DURING CLASS AND BE HERE. For full guidelines on policies see: http://phobos.ramapo.edu/~kfowler/d&dpolicies.html

Writing Guidelines: 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.)

Grading: Grief/Illness/Caregiving Essay - 20%; Experiential Projects 5% each (10% total); Individual Journal Abstracts = 10%; Group Wiki/PowerPoint Presentation = 10%; Midterm = 10%; Hope Project = 5%; Art Project/Presentation = 10%; Final Take Home Exam = 10%; Class Participation (factors in attendance; demonstrated regular and thoughtful reading of the course assigned material; quizzes; participation in class; observance of course policies) = 15%

SOSC 314: Death and Dying; Spring 2008 Class Assignments Calendar

FOR READINGS NOTED ON THE ASSIGNMENTS CALENDAR REFER TO THE LIST OF REFERENCES AT THE BACK FOR FULL CITATIONS.
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. Jan. 22/Mon. Jan. 28:    Focus on Beginnings: 

Syllabus and introduction. Discussion of options for Experiential Projects.  See D&D Experiential Project Guide.  Group A: Life Altering Illness/Disability: Class 5; Group B: Caregiving: Class 7;  Group C: Children: Illness and Death: Class 9; Group D:  Aging/The Elderly: Class 10; Group E: Traumatic Loss: Class 11. Note:  we will talk in class about the ways that these groups should be constructed. In the meantime note on the syllabus each week where your Group has particular assignments -- see for instance, next week under Groups Read. 

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 WebCT under "D&D Questionnaires & HOs"

CLASS 2:  Tues. Jan. 29/Mon. Feb. 4:   Encountering Death and Mourning: 

Everyone Read before (!) class:    Rinpoche, S. (2002b) on WebCT; McGoldrick, M., M., Schlesinger, J. M., Lele, E., Hines, P. M., Chan, J., Almeida, R. et al. (2004) on WebCT; Whalen, W. J. (1990) InDD&B 08/09. (To prepare for class discussion keep in mind the reading/study questions on Rinpoche. )

Groups Read:   Group A: Divakaruni, C. B. (1995) on WebCT;  Group B: Braun, K. L. & Nichols, R.  (1997) on WebCT;  Group C:  Grollman, E. (1998) on WebCT; Group D: Song, J., Bartels, D. M., Ratner, E. R., Hudons, B. & Ahluwalia, J. S. (2007) In DD&B 08/09;  Group E:  Watanabe, S.  (1992) on WebCT.

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.

CLASS 3:  Tues. Feb. 5; Mon. Feb. 11:  Focus on Sudden Death

All Read: Didion, J. (2005) The Year of Magical Thinking; Doka, K. J.  (1996) on WebCT; Lord, J.H. (1996)  on WebCT. (To prepare for class discussion keep in mind the reading/study questions on Didion)

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 and introduction to PBWiki (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:  Tues. Feb. 12; Mon. Feb. 18:  Focus on Grief: 

All Read:  Leming, M. &  Dickinson, G. (2006b) InDD&B 08/09; Kingston, M. H.  (1975) on WebCT; Rosenblatt, P. C. (2007) on WebCT.

Groups Read:    Group A: Mora, P. (1994) on WebCT AND Ziezula, F. R. (1998) on WebCT; Group B: Raad, S. A. (1998) on WebCT; Group C: Bent, K. N. & Magilvy, J. K.  (2005)  on WebC;AND Wilder, R. (1998)  on WebCT; Group D:  Hogan, L.  (1994) on WebCT; Group E:Corr, C. A. & Corr, D. M.  (2007) on WebCT.

CLASS 5:  Tues. Feb. 19; Mon. Feb. 25:  Focus on Living with Life-Altering Illness/Disability  

All Read:   Lorde, A. (1980) The Cancer Journals; Carey, B. (2005)  on WebCT;    Kolata, G. (2005) on WebCT. (To prepare for class discussion keep in mind the reading/study questions on Lorde. )

Group A Panel Present Powerpoint and oral presentations: Life Altering Illness/ Disability
Group 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. The Group collectively is to post to WEBCT -- by the beginning of this class --the link (URL) for the Wiki you created on www.pbwiki.com including your collective annotated bibliography and the PowerPoint presentation so that other class members can visit and download your contribution.

CLASS 6:  Tues. Feb. 26; Mon. Mar. 3:    Focus on The Dying Process 

All Read:    Kubler-Ross. E. (1971) on WebCT;  Doka, K. J. (2007) on WebCT; Albom, M. (1997) on WebCT;  Schwartz, M. (1999) on WebCT; Thomas, J. (1995) on WebCT.

Groups Read:  Group A: Giger, J. N., Davidshizar, R. E., Fordham, P.  (2006) on WebCT;  Group B: McGirt, E. (2005) in D,D,& B 08/09;  Group C:  Cleage, P. (1989). on WebCT;  Group D: Morrison, R. S. & Meier, D. E. (2004) In D,D,& B 08/09; Group E: Dwinnell, J. (2004). on WebCT.

CLASS 7:  Tues. Mar. 4; Mon. Mar. 17: (NOTE SPRING BREAK IS MAR. 10-MAR. 16) Focus on Caregiving: 


All Read:  Lattanzi-Licht, M.  (2000) on WebCT;   Shapiro. E. R. (2007) on WebCT; Gonzalez, L. (1993) on WebCT, Read  Jenko, M. & Moffitt, S. R. (2006) on WebCT; Levine, C. (2001) on WebCT; Rinpoche, S. (2002a) on WebCT.   

Groups Read:  Group A:  Read Ramondetta, L. M. & Sills, D.  (2003).In D,D,& B 08/09; Group B: Vachon, M. L. S. (2007). on WebCT;  Group C:  Sofka, C. J. (2007). on WebCT;Group D:Alexander, B. (2001). on WebCT; Group E:   Read Bull, M. A. (1997). on WebCT.

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

Group B Panel Present Powerpoint and oral presentations: Caregiving. Group 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. The Group collectively is to post to WEBCT -- by the beginning of this class --the link (URL) for the Wiki you created on www.pbwiki.com including your collective annotated bibliography and the PowerPoint presentation so that other class members can visit and download your contribution.

Note:  Additional information is available at the National Caregivers Alliance website:   http://www.caregiving.org/

CLASS 8:  Tues. Mar. 18; Mon. Mar. 24: MIDTERM (60 min. in-class); Class will resume at 3:10 p.m. for Tues. sec.; 7:10 for Mon. sec. Focus on Children and Grief

All Read: Goldman, L. (2004) In D,D,& B 08/09; Oltjenbruns, R. A. (2007) on WebCT.

Groups Read: Group A: Veciana-Suarez, A. (2000) on WebCT; Group B: Sanchez, S. (1989) on WebCT;  Group C:  Graham, A. (2004) In D,D,& B 08/09;  Group D:  Barrett, R.  (1997) on WebCT; Group E:  Kaufman, K. R. & Kaufman, N. D. (2006) In D,D,& B 08/09.

CLASS 9:  Tues. Mar. 25; Mon. Mar. 31: Focus on Children: Illness, Death

Groups Read:  Group A: Fadiman, A. (1997) on WebCt.; Group B: Ledlie, S.W. (2001) on WebCT; Group C: Bradshaw, G., Hinds, P. S., Lensing, S., Gattuso, J. S., & Razzouk, B. I. (2005) on WebCT;    Group D: Jalongo, M. R. (2005) In D,D,& B 08/09;  Group E: Stillion, J. & Papadatou, D.  (2003) on WebCT.

Group C Panel Present Powerpoint and oral presentations: Children: Illness and Death. Group 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. The Group collectively is to post to WEBCT -- by the beginning of this class --the link (URL) for the Wiki you created on www.pbwiki.com including your collective annotated bibliography and the PowerPoint presentation so that other class members can visit and download your contribution.

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

CLASS 10:  Tues Apr. 1; Mon. Apr. 7:  Focus on Aging/Elderly   

All Read: Sahyoun, N. R. et. al.  (2001). In D,D,& B 08/09; Cohen, E. & Kass, L. R. (2006) In D,D,& B 08/09.

Groups Read: Group A: Gilbert, R. (2004) on WebCT; Group B: Saxton, M. (2005) on WebCT;  Group C:  Snyder, B. A. (2005) on WebCT; Group D: Froggart, K. & Payne, S. (2006) In D,D,& B 08/09;  Group E: Walters, A. L. (1992) on WebCT.

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/Elderly. Group 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. The Group collectively is to post to WEBCT -- by the beginning of this class --the link (URL) for the Wiki you created on www.pbwiki.com including your collective annotated bibliography and the PowerPoint presentation so that other class members can visit and download your contribution.

CLASS 11:  Tues. Apr. 8; Mon. Apr. 14  Focus on Traumatic Loss

All Read: Pinderhughes, E.  (2004) on WebCT; Johnson B. (2005.) on WebCT; Brink, S. (2004) In D,D,& B 08/09.

Groups Read:  Group A: Filipovic, Z.  (1993). on WebCT;  Group B: Ung, L. (2000).on WebCT; Group C:  Allende, I.  (1989).on WebCT; Group D:  Mukherjee, B.  (1988). on WebCT;  Group E:  Brenner, C. (1992). on WebCT.

Group E Panel Present Powerpoint and oral presentations: Traumatic Loss. Group 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. The Group collectively is to post to WEBCT -- by the beginning of this class --the link (URL) for the Wiki you created on www.pbwiki.com including your collective annotated bibliography and the PowerPoint presentation so that other class members can visit and download your contribution.

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 12:  Tues Apr. 15; Mon. Apr. 21:  Focus on Complicated Mourning and Disenfranchised Grief 

All Read:   Doka, K. J. (1989) In D,D,& B 08/09.; Rando, T. (1992-1993) In D,D,& B 08/09.; Corr, C. A. (1998-1999).  In D,D,& B 08/09; Boss, P. ( 2004) on WebCT; Macomber , S. (1989) In D,D,& B 08/09.

Groups Read:  Group A:  Fielden, J. M.  (2003) on WebCT;  Group B:  Holst-Warhaft, G. (2000) on WebCT; Group C: Monk, G., Neylon, E. & Sinclair, S. L..  (2003) on WebCT; Group D: Dick, L. C. (1996) on WebCT; Group E: Carroll, B., Hudson, L. & Ruby, D. (1996) on WebCT.

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 13:  Tues. Apr, 22; Mon. Apr. 28  Focus on Meaning-Making, Healing, Resilience and Self-Care 

All Read:  Bertman, S. (1999) on WebCT; Neimeyer, R. (2004) on WebCT; excerpt from Gillies, J. & Neimeyer, R. A. (2006). Read pages 53-60 on WebCT; Imber-Black, E. (2004)  on WebCT.  (See also Grief Tips (James Miller) at http://www.willowgreen.com   for very concrete suggestions for coping with grief.)

Hope Pictures Presentation:  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 to the entire class what each photograph means to you and how it connects with the theme of hope.

Art Project Presentation: Create an art project (using any medium -- story, poem, sculpture, painting, music composition, performance, brief video, etc.) on some theme related to death, dying, or bereavement and be prepared to present it to the entire class (about 10 min.) in class today. Write a 1-2 page description of your project and why you created this particular project. You will be submitting the paper only to me at the end of class; you will take your art project back with you.

CLASS 14:  Tues. Apr. 29; Mon. May 5:  

Hope Pictures and Art Project Presentations: The remaining presentations will be made today followed by closing activities. 

FINAL EXAM:  TAKE HOME FINAL EXAM (DETAILS TO BE ANNOUNCED) Due by May 6 (Sec. 1); May 12 (Sec. 2). Be sure you include your name and section. Place in my SSHS mailbox, or under my office door at E222. If emailing please put Final Exam in the subject line.

Citations for D&D SP 08 Readings

Albom, M. (1997). Tuesdays with Morrie: An old man, a young man, and life's greatest lesson. NY: Doubleday: Excerpts on WebCt.
Alexander, B. (2001).  Jitterbug. In K. J. Doka, & J. D. Davidson (Eds.) Caregiving and loss:  Family needs, professional response.s  (pp. 79-108)  Washington, DC: HFA on WebCt.
Allende, I.  (1989). And of clay we are created.  In M. S. Peydon, (trans.) The stories of Eva Luna.  (pp. 319-330). New York: Scribner’s on WebCt. 
Barrett, R. (1997). Bereaved black children. In J. D. Morgan, (Ed.) Readings in Thanatology (pp. 403-419). Amityville, NY: Baywood on WebCt.

Bent.K. N. & Magilvy, J. K.  (2005).  When a partner dies:  Lesbian widows.  Issues in Mental Health Nursing  27(5), 447-459 on WebCT.
Bertman, S. (1999). Music:  A companion for the journey from mourning to morning.  In Grief and the healing arts: Creativity as therapy.  (pp.  ??-??). Amityville, NY: Baywood on WebCt.
Boss, P.  (2004). Ambiguous loss In F. Walsh, & M. McGoldrick, (Eds). Living beyond loss.  Death in the family.  2nd ed. (pp. 237-246). NY: Norton on WebCT.
Bradshaw, G., Hinds, P. S., Lensing, S., Gattuso, J. S., & Razzouk, B. I. (2005). Cancer-related deaths in children and adolescents. Journal of Palliative Medicine, 8(1), 86-95 on WebCt.

Braun, K. L. & Nichols, R.  (1997).  Death and dying in four Asian American cultures:  A descriptive study.  Death Studies 21, 327-359 on WebCT.
Brenner, C. (1992).  Survivor's story #1: Eight bullets In G. M. Herek, & K. T. Berrill, (Eds.) Hate crimes:  Confronting violence against lesbians and gay men.  (pp. ??-??) NY: Sage Publications on WebCT.
Brink, S. (2004). Those left behind: War widows find ways to cope, but there's really no cure for the pain. In G. Dickinson & M. R. Leming, (Eds.). (2006). Annual Editions: Dying, death, and bereavement. 9e 06/07. (pp. 185-186).
NY: McGraw Dushkin. 
Bull, M. A. (1997). Structure and stresses:  When a family member is dying. In J. D. Morgan, (Ed.) Readings in thanatology. (pp. 167-180). Amityville, NY: Baywood on WebCT.
Carey, B. (2005, Aug. 16).  In the hospital, a degrading shift from person to patient.  Being a patient series.  New York Times on WebCt.   
Carroll, B., Hudson, L. & Ruby, D. (1996).  Complicated grief in the military. In K. J. Doka, (Ed.) Living with grief after sudden loss;  Suicide, homicide. accident, heart attack, stroke. (pp. 73-87). Washington, DC: HFA  on WebCt.
Cleage, P. (1989). Hospice In S. Madison, (Ed.). The woman that I am: The literature and culture of contemporary women of color. (pp. 310-330). NY: St. Martin's Griffin on WebCt.
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Corr, C. A. & Corr, D. M. (2007).  Historical and contemporary perspectives on loss and mourning.  In D. Balk, C. Wogrin, G. Thornton, & D. Meagher, (Eds.).  Handbook of thanatology. (pp. 131-142).  Northbrook, IL: ADEC on WebCT.
Cohen, E. & Kass. L. R. (2006). 'Cast me not off in old age." In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 61-65). NY: McGraw Dushkin.
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Dickinson, G. & Leming, M. R., eds. (2008). Annual Editions: Dying, death, and bereavement. 08/09.  NY: McGraw Dushkin. Required text.
Didion, J. (2005).The Year of Magical Thinking. NY: Knopf. Required text.
Divakaruni, C. B. (1995). Clothes.  In Arranged marriage: Stories. (pp. 17-22). NY: Anchor  on  WebCt..
Doka, K. J. (1989).  Disenfranchised grief:  Recognizing hidden sorrow. In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 166-168). NY: McGraw Dushkin.
Doka, K. J. (2007). Historical and contemporary perspectives on dying.  In D. Balk, C. Wogrin, G. Thornton, & D. Meagher, (Eds.).  Handbook of thanatology.  (pp. 19-25).  Northbrook, IL: ADEC on WebCT.
Doka, K. J.  (1996). Sudden loss: The experiences of bereavement. In K. J. Doka, (Ed.) Living with grief after sudden loss;  Suicide, homicide. accident, heart attack, stroke. (pp. 11-15). Washington, DC: HFA on WebCt..
Dwinnell, J. (2004). 7 final chapters.  In G. Dickinson, & M. R. Leming, (Eds.) Annual edition:  Dying, death, and bereavement. 04/05 7th ed. (pp. 2-5). NY: McGraw Dushkin on WebCt.
Fadiman, A. (1997).  The eight questions.  The spirit catches you and you fall down:  A Hmong child, her American doctors, and the collision of two cultures.  (pp. 250-261).  NY: Farrar, Strauss,  & Giroux on WebCt.
Fielden, J. M.  (2003). Grief as a transformative experience:  Weaving through different lifeworlds after a loved one has completed suicide.  International Journal of Mental Health Nursing 12, 74-85 on WebCt.
Filipovic, Z.  (1993). Zlata's diary: A child's life in Sarajevo.  In DeSpelder, L. A. & Strickland, A. L. (eds.) (1995). The path ahead:  Readings in death and dying.  (pp. 175-178). Mountainview, CA: Mayfield on WebCt.
Froggart, K. & Payne, S. (2004). A survey of end-of-life care in care homes. In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 26-33). NY: McGraw Dushkin.
Giger, J. N., Davidshizar, R. E., Fordham, P.  (2006).   Multi-cultural and multi-ethnic considerations and advanced directives:  Developing cultural competency. Journal of Cultural Diversity 13(1), 3-9 on WebCT.

Gilbert, R. B. (2004). Aging & loss. Illness, Crisis and Loss 12 (2): 199-211.

Goldman, L. (2004). Counseling children in contemporary society. In G. Dickinson & M. R. Leming (Eds.) (2006). Annual Editions: Dying, death, and bereavement. 9e 06/07.  (pp. 188-190).  NY: McGraw Dushkin. 
Gonzalez, L. (1993). Doņa Toņa of Nineteenth Street. In T. A. Lopez (Ed.). Growing up Chicana/o: An anthology.  (pp.  59-68). NY: William Morrow on WebCt.

Graham, A. (2004). Life is like the seasons: Responding to change, loss and grief through a peer-based education program. In G. Dickinson & M. R. Leming, (Eds.). (2008). Annual Editions: Dying, death, and bereavement. 08/09. (pp. ).
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Grollman, E. (1998).  What you always wanted to know about your Jewish clients' perspectives concerning death and dying -- but were afraid to ask. In  K. J. Doka & J. D. Davidson (Eds.). Living with grief: Who we are; How we grieve. (pp. 27-38).
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Gross, J.  (2005, Aug. 26). Alone in illness, seeking steady arm to lean on. Being a patient series.  New York Times on  WebCt.
Hogan, L.  (1994). Making do. In S. Madison, (Ed.). The woman that I am: The literature and culture of contemporary women of color. (pp. 200-206). NY: St. Martin's Griffin on WebCt.
Holst-Warhaft, G. (2000). Disappearances. The cue for passion:  Grief and its political uses.  (pp. 104-123). Cambridge, MA: Harvard UP on WebCT.
Imber-Black, E.  (2004). Rituals and the healing process.  In  F. Walsh, & M. McGoldrick, (Eds.). Living beyond loss.  Death in the family.  2nd ed. (pp. 340-357). NY: Norton on WebCT. 
Jalongo, M. R. (2005). Editorial on behalf of children. In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 46-47). NY: McGraw Dushkin.

Jenko, M. & Moffitt, S. R. (2006).  Transcultural nursing principles: An application to hospice care.  Journal of Hospice and Palliative Nursing 8(3),172-180 on WebCT.

Johnson B. (2005, Dec.).  Hurricane Katrina and that vexing What If? Question.  Human and Ecological Risk Assessment 11(6), 1081-82 on WebCT.

Kauffman, K. R. & Kauffman, N. D. (2006). And then the dog died. In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 52-58). NY: McGraw Dushkin.

Kingston, M. H.  (1975).  No name woman. In M. Kallet, & P. Clark, (Eds.) (1997). Worlds in our words:  Contemporary American women writers. (pp. 118-127).  USR, NJ: Prentice Hall on WebCT.
Kolata, G. (2005, Aug. 20). Sick and scared, and waiting, waiting, waiting. Being a patient series.  New York Times on WebCt.
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Lattanzi-Licht, M.  (2000). Hospice as a model for caregiving. In K. J. Doka, & J. D. Davidson, (Eds.). Caregiving and loss:  Family needs, professional responses.  (pp. 19-31).  Washington, DC: HFA on WebCt.
Ledlie, S.W. (2001). The psychosocial issues of children with perinatally acquired HIV disease becoming adolescents: A growing challenge for providers. AIDS Patient Care and STDS 15(5), 231-236.on WebCT.
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Lorde, A. (1980)   Cancer Journals. Argyle, NY: Spinsters, Ink. Required text.
Macomber , S. (1989). The Arlington ladies: American volunteerism at its most moving. In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 155-157). NY: McGraw Dushkin.
McGirt, E. (2005). Who will speak for you when you can't. In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 145). NY: McGraw Dushkin.

McGoldrick, M., M., Schlesinger, J. M., Lele, E., Hines, P. M., Chan, J., Almeida, R. et al.    (2004). Mourning in different cultures. In F. Walsh & M. McGoldrick, (Eds.).  Living beyond loss.  Death in the family.  2nd ed. (pp. 119-160).
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Mora, P. (1994). A walk with my father. In M. Kallet & P. Clark, (Eds.). (1997).  Worlds in our words:  Contemporary American women writers. (pp. 128-132). USR, NJ: Prentice Hall on WebCT.
Morrison, R. S. & Meier, D. E. (2004). Palliative Care. In G. Dickinson & M. R. Leming (Eds.) (2008). Annual Editions: Dying, Death and Bereavement 08/09. (pp. 74-81). NY: McGraw Dushkin.

Mukherjee, B.  (1988). The management of grief. In The middleman and other stories. (pp. 161-174) NY:Grove Press on WebCt.
Neimeyer, R. (2004). Fostering posttraumatic growth: A narrative elaboration. excerpted from Gillies, J. & Neimeyer, R. A. (2006). Loss, grief, and the search for significance:  Toward a model of meaning reconstruction in bereavement.  Journal of Constructivist Psychology 19, 31-65. Read pages 53-60 on WebCt.
Oltjenbruns, R. A. (2007).  Lifespan issues and loss, grief and mourning.  Part 1: The importance of a developmental context: Childhood and adolescence as an example D. Balk, C. Wogrin, G. Thornton, & D. Meagher, (Eds.).  Handbook of
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Pinderhughes, E.  (2004). The multigenerational transmission of loss and trauma: The African-American experience.  In F. Walsh, & M. McGoldrick, (Eds.).  Living beyond loss.  Death in the family.  2nd ed. (pp. 161-181.) NY: Norton on WebCT.
Raad, S. A. (1998). Grief: A Muslim perspective. In K. J. Doka & J. D. Davidson. (Eds.). Living with grief: Who we are; How we grieve. (pp. 47-56). Washington, D. C.: HFA  on WebCt.
Ramondetta, L. M. & Sills, D.  (2003). Spirituality and religion in the "art of dying" In G. Dickinson & M. R. Leming, (Eds.). (2007). Annual Editions: Dying, death, and bereavement. 08/09  (pp. 88-90).  NY: McGraw Dushkin.
Rando, T. (1992-1993).  Increasing prevalence of complicated mourning. In G. Dickinson & M. R. Leming, (Eds.). (2006). Annual Editions: Dying, death, and bereavement. 9e 06/07. (pp. 164-166). NY: McGraw Dushkin. 
Rinpoche, S. (2002a). Heart advice on helping the dying.  In Tibetan book of living and dying.  Rev. ed. (pp. 173-186). SanFrancisco, CA: HarperSanFrancisco on WebCt.
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Rosenblatt, P. C. (2007).  Grief:  What we have learned from cross-cultural studies. In K. Doka, (Ed.) (2007). Living with grief:  Before and after the death. (pp. 132-136). Washington, D. C.: HFA on WebCT.
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Sanchez, S. (1989).  Dear mama.  In Kallet, M. & Clark, P. (1997). Worlds in our words:  Contemporary American women writers. (pp. 132-133).  USR, NJ: Prentice Hall on WebCT.
Saxton, M. (2005).  Caring for Aunt Alice. Journal of Disability Studies, 16(1), 61-67  on WebCt.
Schwartz, M. (1999).  Morrie in his own words. NY: Walker Excerpts on WebCt.
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 on WebCT.
Snyder, B. A. (2005).  Aging and spirituality: Reclaiming the connection through storytelling. Adultspan Journal 4(1), 149-55 on WebCT.
Sofka, C. J. (2007).  Supporting families during the process of death.  In K. J. Doka, (Ed.).  Living with grief:  Before and after the death. (pp. 46-64). Washington, D. C.: HFA on WebCT.
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Stillion, J. & Papadatou, D.  (2003).  Suffer the children:  An examination of psychosocial issues in children and adolescents with terminal illness.  American Behavioral Scientist 46(2), 299-316. on WebCT.
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Walters, A. L. (1992). Buffalo Wallow Woman.  In J. Harjo, G. Bird, P. Blanco, B. Cuthand, & V. Martinez, (Eds.). Reinventing the enemy’s language:  Contemporary women’s writings of North America. (pp. 533-548). NY: W. W. Norton on WebCt.
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Wilder, R. (1998).  Sexual orientation and grief.  In K. J. Doka & J. D. Davidson, (Eds.). Living with grief: Who we are; How we grieve. (pp. 199-206). Washington, D. C.: HFA on WebCt.
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