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SSOC 320: Illness and Loss: Children, Adolescents, and Youth CRN 41254

Kay Fowler, Ph.D., FT, Professor of Gerontology/Women’s Studies

Moodle |Important Phone Numbers |Locate a Campus, NJ or National Helping Resource| Online Resources on Illness, Crisis, and Loss |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 Objectives | Course Policies | Guide to Assignments | Grant Proposal and Resource Project Guidelines |

Online Version of Syllabus: http://phobos.ramapo.edu/~kfowler/illnesslosscayf09syllabus.html

PDF version of syllabus for printing: http://phobos.ramapo.edu/~kfowler/illnesslosscayf09syllabus.pdf

Course Information	Instructor Information:
SSOC320 Illness and Loss: Children, adolescents & youth, 4 cr.	Kathleen Fowler, Ph.D.,M.A., CT Professor, Gerontology/Women’s Studies
Recommended prior course (not required but suggested): SOSC314 Death and dying, life and living	Office: E-222, 1-201-684-7565 kfowler@ramapo.edu http://phobos.ramapo.edu/~kfowler
Fall 2009	Office Hours: Mon. 12:30-1:30; Tues. 12:30-1:30
Class hour and room: Mon. 2-5:15 G301	SSHS Office 1^st flr, G-Building 201-684-7625
Satisfies Gen Ed Topics in Social Sciences Category	Note: Course Objectives, Policies, and Guidelines for Assignments posted on Moodle

College Catalog Course Description: Illness and Loss: Children, Adolescents, and Youth will examine the complex topic of the impact of illness, crisis, and bereavement in the lives of children, adolescents, and young adults. The course is interdisciplinary drawing on the lenses of developmental psychology, social sciences, health care professions, and the humanities to address both how children, adolescents and youth understand, experience, and cope with life-altering illness and loss and how professionals and families can support and provide care for young people as they undergo physical, mental, emotional, and spiritual challenges. Students will explore the class theme through readings in key texts, articles and a/v material, experiential activities, field trips, guest speakers, and group work. The course will be web-enhanced. Students will process and share their learning through a multi-draft “Grant Proposal” and Resource Project, a Resource Project Demonstration, and regularly maintained refective answers to reading questions which will culminate in a Reflective Essay. The course is open to all interested students and is particularly recommended for students in health fields, psychology, social work, teacher education and other helping professions. It satisfies the Gen Ed Topics in Social Sciences Category.

Required Texts: (Available from the bookstore. Buy immediately since the bookstore returns unsold texts fairly early in the semester).

Doka, K. J. & Tucci, A. S. (Eds.). (2008). Living with grief: Children and adolescents. Washington, DC: Hospice Foundation of America. ISBN: 978-1-893349-09-4. (Listed throughout as DOKA&TUCCI)

Servaty-Seib, H. L. & Taub, D. J., (Eds.). (2008, Spring). Assisting bereaved college students: New directions for student services. No. 121. San Francisco: Jossey-Bass. ISBN: 978-04702A-95397. (Listed throughout as SERVATY-SEIB&TAUB)

Other readings for the semester are posted on Moodle where you are responsible to access and read them. Make sure that your Moodle account is active. Go to http://moodle.ramapo.edu/ . For training in using moodle enter first as username visitor password visitor

Class Assignments Calendar

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. Sep. 14 Focus on Beginnings: 
Syllabus and introduction. Discussion of options for Experiential Projects and Service Learning Option.  Discussion of Moodle. Overview of death and dying for children, adolescents and youth.

IMPORTANT: READ THE STATEMENT ON SELF-CARE AND COPING IN THIS COURSE AND LOOK OVER THE RESOURCES POSTED.

Submit at end of class (Everyone): Completed Student Information Card, Student Course Goals Sheet, and a signed copy of the Course Understanding Sheet (read both sides carefully before signing).

Experiential Project Option: Jeffrey Zaslow (co-author with Randy Pausch) of The Last Lecture will be the Convocation speaker Sep. 16 1-2:30 Bradley Center. You may attend this (and write a 1-2 page response) for one of your experiential projects.

CLASS 2:  Mon. Sep. 21 Patterns of death and loss in children and adolescents:

Group A is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

Total reading = 89 pages. Plan well! Read before class meets.

Readings from Doka & Tucci

Corr, C. (2008). Children’s awareness of death. (pp. 5-17).

Balk, D. (2008). The adolescent’s encounter with death. (pp. 25-42).

On Moodle:

Field, M. J. & Behrman, R. E. (Eds.). (2003). Patterns of childhood death in America. InWhen children die: Improving palliative and end-of-life care for children and their families. (pp. 41-71). Washington, DC: The National Academies Press.

Goldman, L. (2009). The assumptive world of children. In Kauffman, J. (Ed.). Loss of the assumptive world. (pp. 193-202). NY: Brunner-Routledge.

Noppe, I. C. & Noppe, L. D. (2004). Adolescent experience with death: Letting go of immortality. Journal of Mental Health Counseling, 2, 146-167.

Assignment: Before class meets today edit and upload your profile on Moodle for this course (including a picture if you are willing and the email that you would like to receive mail at). Then post a quick introduction to yourself on the Introductions Forum in Week 1. Take a look at the intros from your classmates.

On your own take the Shneidman Questionnaire (posted on Moodle) (Just for yourself! Do not submit!).

Class 3: Mon. Sep. 28: Diversity issues in death and loss for children and adolescents:

Group B is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

In-class:  Information Literacy session 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)

Total reading = 75 pages

On Moodle:

Holloway, K. (2003). “And I said that this is my son, this is Bobo”. In Passed on: African American mourning stories: A memorial. (pp. 129-149). Duke University Press.

Koenig, B. A. & Davies, E. (2003). From Appendix D: Cultural dimensions of care at life’s end for children and their families. In M. J. Field & R. E. Behrman, (Eds.). When children die: Improving palliative and end-of-life care for children and their families. (pp. 509-536 + 546-547). Washington, DC: The National Academies Press.

Stevenson, R. (2009). Children and death around the world. In Morgan, J. D. & Laungani, P., & Palmer, S. (Eds.). Death and bereavement around the world. (pp. 31-53). NY: Baywood.

Stillion, J. M. (1995). Gender differences in children’s understanding of death. In D. W. Adams & E. J. Deveau, (Eds.). (1995). Helping children and adolescents cope with death and bereavement. Vol. 1. Beyond the innocence of childhood. (pp. 29-44). Amityville, NY: Baywood.

CLASS 4:  Mon. Oct. 5 Children and adolescents living with life-altering illness:

Group C is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

Total reading = 68 pages

On Moodle:

Cincotta, N. (2004). The end of life at the beginning of life: Working with dying children and their families. In Berzoff, J. & Silverman, P. R. (Eds.). Living with dying. (pp. 318-347). NY: Columbia University Press.

Klugman, C. (2005). A life cut short: When children die. In K. J. Doka, B. Jennings & C. Corr, (Eds.). Living with grief: Ethical dilemmas at the end of life. (pp. 223-234). Washington, DC: Hospice Foundation of America.

Stevens, M. M., Dunsmore, J. C., Bennett, D. L., & Young, A. J. (2009). Adolescents living with life-threatening illness. In Balk, D. E. & Corr, C. A. (Eds.). Adolescent Encounters with Death, Bereavement and Coping. (pp. 115-140). New York: Springer, 2009.

Optional Readings:

Demmer, C. (2009). Adolescents & HIV/AIDS. In Balk, D. E. & Corr, C. A. (Eds.). Adolescent Encounters with Death, Bereavement and Coping. (pp. 99-114). New York: Springer, 2009.

Stillion, J. M. & 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.

Class 5: Mon. Oct. 12 Families and friends of children and adolescents living with life-altering illness

Group D is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

Total reading = 56 pages

On Moodle:

Davies, B. F. (2009). After a child dies: Helping the siblings. In Armstrong-Dailey, A. & Zarbock, S. (Eds.). Hospice care for children. 3^rd ed. (pp. 201-218). NY: Oxford University Press.

Goodman, R. F. (2007). Living beyond the crisis of childhood cancer. In N. B. Webb, (Ed.). Play therapy with children in crisis: Individual, group, and family treatment. 3^rd ed. (pp. 228-250). New York: The Guilford Press.

Hilden, J. & Tobin, D. R. (2003). Coming to terms. In Shelter from the storm: Caring for a child with a life threatening condition. (77-125). Cambridge, MA: Perseus.

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.

Class 6: Mon. Oct. 19 Professional care and ethical dilemmas of children and adolescents living with life-altering illness.

Group E is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

Total readings = 90 pages

Readings from Doka & Tucci

(2008). Section 2: The dying child. (pp. 57-119).

On Moodle:

Brown, M. R. & Sourkes, D. (2009) Psychotherapeutic approaches for adolescents with life-threatening illness. In Balk, D. E. & Corr, C. A. (Eds.). Adolescent Encounters with Death, Bereavement and Coping. (pp. 309-325). New York: Springer.

Note: Resource Project statement (2 paragraphs) plus bibliography of sources due (Read the Grant Proposal and Resource Project guidelines with care).

CLASS 7: Mon. Oct. 26 Grief and bereavement in children and adolescents

Field trip to Hearts and Crafts in Ramsey, NJ

Group A is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

Total readings = 118 pages

Readings from Doka & Tucci

(2008) Section III: Children, adolescents, grief, and loss. (pp. 121-212).

Note: Experiential report #1 due.

CLASS 8:  Mon. Nov. 2: Traumatic death and sudden loss for children and adolescents

MIDTERM 1^ST HOUR OF THE CLASS; CLASS DISCUSSION WILL RESUME AFTER A 10 MIN. BREAK FOLLOWING THE MIDTERM

No reading questions for class 8. Prepare for the Midterm.

Total reading = 72 pages.

On Moodle:

Adams, D. W. (2002). The consequences of sudden traumatic death: The vulnerability of bereaved children and adolescents and ways professionals can help. In G. R. Cox, R. A. Bendikson & R. G. Stevenson, (Eds.). Complicated grieving and bereavement: Understanding and treating people experiencing loss. Death Value and Meaning Series. (pp. 23-40). Amityville, NY: Baywood Publishing Company.

Gordon, N. S., Farberow, N. & Maida, C. A. (1999). Caregiving in the early stages of a disaster. In Children and disaster. The series in trauma and loss. (pp. 56-59). Philadelphia, Pa: Brunner Mazel/Taylor & Francis.

Green, E. J. (2007). The crisis of family separation following traumatic mass destruction: Jungian analytical play therapy in the aftermath of Hurricane Katrina. In N. B. Webb, (Ed.). Play therapy with children in crisis: Individual, group, and family treatment. 3^rd ed. (pp. 368-388). NY: The Guilford Press.

Griffith, T. (2002). The 3 R’s ... rage, regret, and revenge – Uncovering and assisting with the “dark side” feelings of children’s grief. In G. R. Cox, R. A. Bendikson, & R. G. Stevenson, (Eds.). Complicated grieving and bereavement: Understanding and treating people experiencing loss. Death Value and Meaning Series. (pp. 53-67). Amityville, NY: Baywood Publshing Company.

Walker, C. (2009). Adolescent bereavement and traumatic deaths. In Balk, D. E. & Corr, C. A. (Eds.). Adolescent Encounters with Death, Bereavement and Coping. (pp. 253-270). New York: Springer, 2009.

CLASS 9: Mon. Nov. 9 Traumatic Loss and Complicated Bereavement with children and adolescents

Resource Project Demonstrations Begin

Group B is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

Total reading = 63 pages

On Moodle:

Clements, P. T., Jr. (2002). Homicide bereavement: Scary-tales for children. In G. R. Cox, R. A. Bendikson & R. G. Stevenson, (Eds.). Complicated grieving and bereavement: Understanding and treating people experiencing loss. Death Value and Meaning Series. (pp. 41-52). Amityville, NY: Baywood Publshing Company.

Filipovic, Z.  (1993). Zlata's diary: A child's life in Sarajevo.  In L. A. DeSpelder & A. L. Strickland, (Eds.) (1995). The path ahead:  Readings in death and dying.  (pp. 175-178). Mountainview, CA: Mayfield.

Noppe, I. & Noppe, L. (2009). Adolescents, accidents and homicide. In Balk, D. E. & Corr, C. A. (Eds.). Adolescent Encounters with Death, Bereavement and Coping. (pp. 61-80). New York: Springer.

Noppe, I. C. & Noppe, L. D., & Bartell, D. (2006). Terrorism and resilience: Adolescents’ and teachers’ responses to September 11, 2001. Death Studies, 30, 41-60.

Ung, L. (2000).  Pa. In First they killed my father: A daughter of Cambodia remembers. (pp. 101-112). NY: Harper.

Class 10: Mon. Nov. 16 Focus on Suicide and Children, Adolescents, and Youth

Resource Project Demonstrations Continue

Group C is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins.

Total readings = 50 pages.

Readings from Doka & Tucci:

Range, L. M. (2008). The problem of child and adolescent suicide. (pp. 351-369).

Readings from Servaty-Seib and Traub:

Levine, H. (2008). Suicide and its impact on campus. (pp. 63-76).

On Moodle:

Elder, S. L. & Knowles, D. (2002). Suicide in the family. In Boyd Webb, N. (Ed.). Helping bereaved children. 2^nd ed. (pp. 128-148). NY: Guilford Press.

CLASS 11: Mon. Nov. 23 Interventions for grieving children and adolescents

Resource Project Demonstrations Continue

Group D is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

Total readings: 79 pp.

Readings from Doka & Tucci

Crenshaw, D. A. (2008). Grief therapy with children and adolescents: An overview. (pp. 217-232).

Schachter, S. R. & Georgopoulos. (2008). Camps for grieving children: Lessons from the field. (pp. 233-251).

Schuurman, D. (2008). Grief groups for grieving children and adolescents. (pp. 252-254).

Webb, N. B. (2008). Play therapy to help bereaved children. (pp. 269-287).

James, L., Oltjenbruns, K. A. & Whiting, P. (2008). Grieving adolescents: The paradox of using technology for support. (pp. 299-316).

On Moodle:

Kosminsky, P. & Lewin, D. (2009). Counseling approaches for bereaved adolescents. In Balk, D. E. & Corr, C. A. (Eds.). Adolescent Encounters with Death, Bereavement and Coping. (pp. 328-344). New York: Springer.

CLASS 12:  Mon. Nov. 30 Grief and Loss in Young Adults

Resource Project Demonstrations Continue

Group E is responsible for developing three reading questions in response to the readings due for this class. These discussion questions must be posted at least three (3) days before class. Students in all other groups are responsible to answer 2 of these questions in separate postings in response to the posted question on Moodle by the time the class begins..

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

Total readings = 46 pages

Readings from Servaty-Seib & Taub

Balk, D. E. (2008). Grieving: 22 to 30 percent of all college students. (pp. 5-14).

Taub, D. J., Servaty-Seib, H. L. (2008). Development and contextual perspectives on bereaved college students. In In H. L. Servaty-Seib & D. J. Taub, (Eds.). (pp. 15-26).

Neimeyer, R. A., Laurie, A., Mehta, T., Hardison, H., & Currier, J. M. (2008). Meaning-making in bereaved college students. (pp. 27-40).

On Moodle:

Hooyman, N. R. & Kramer, B. J. (2006). Grief and loss in young adulthood. In Living through loss: Interventions across the life span. (pp. 191-214). NY: Columbia University Press.

CLASS 13:  Mon. Dec. 7 Interventions for Youth/Young Adults

I will create the reading questions for today. Choose 2 to answer and post your answers on Moodle.

Total readings = 46 pages

On Moodle:

Hooyman, N. R. & Kramer, B. J. (2006). Interventions for grieving young adults. In Living through loss: Interventions across the life span. (pp. 215-238). NY: Columbia University Press.

Michael, S. T. & Snyder, C. R. (2005). Getting unstuck: The role of hope, finding meaning, and rumination in the adjustment to bereavement among college students. Death Studies 29, 435-458.

CLASS 14: Mon. Dec. 14

No readings or reading questions for today.

On Moodle:

Final draft of “Grant Proposal” and Resource Project due. Post the Grant Proposal on Moodle before class meets and bring your Resource Project to class. Be sure to read and follow Grant Proposal and Resource Project guidelines carefully and to document your sources throughout in parenthetical citations and include a Works Cited Page. Citations must be in either MLA or APA format (and consistently within whichever one you choose!).

In-class: Comfort Food Fest! Bring Your Favorite Comfort Food from your Childhood.

We will end the semester with a Comfort Food Fest. Food is intimately and profoundly linked with comfort in times of crisis, loss, and pain. We use food as reassurance, as healing, as our expression of comfort to another, as social bonding, as a mark of respect to the past, as a memory. For our final class please bring (you can make, purchase, or persuade someone to make for you!) the food that you most associate with bringing you comfort in your childhood. Bring enough to share. Be prepared to explain why this particular food is so meaningful to you. We will be sampling each other's comfort food and hearing each other's stories. Bring an appetite!

Mon. Dec. 21: FINAL EXAM – Take Home Due Dec. 21: Reflective Essay: See guidelines posted on Moodle under Week 15.