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Berger LS.Imepi.1-26 Death and Dying Contents Note: Worth Publishers provides online Instructor and Student Tool Kits, DVD Student Tool Kits, and Instructor and Student video resources in DevelopmentPortal for use with the text. See Part I: General Resources for information about these materials and the text Lecture Guides for a complete list by text chapter. Introducing Death and Dying “On Your Own” Activities: Developmental Fact or Myth?, p. 2 (Handout 1, p. 8) Portfolio Assignment (see General Resources regarding the Portfolio Assignment for each unit) Audiovisual Materials: Transitions Throughout the Life Span, Program 26: Death and Dying, p. 2 Death and Hope Audiovisual Materials: T he Biology of Death, p. 2 The Death Knell of Old Age: The Physical Aspects of Death p. 2 Teaching Tips: Feelings About Death, p. 2 Cultural Denial of Death, p. 3 Classroom Activity: The Day of the Dead, p. 3 “On Your Own” Activity: Death Anxiety Questionnaire, p. 2 (Handout 2, p. 9) Dying and Acceptance Audiovisual Materials: H ospice, p. 5 Letting Go: A Hospice Journey, p. 5 “Doctor Death”: Medical Ethics and Doctor-Assisted Suicide, p. 6 Living Wills, p. 6 Dying Wish, p. 6 Medicine and Mercy, p. 6 Classroom Activities: The High Cost of Dying, p. 4 The Chronosystem in Operation: Baby Boomers Avoid Talking About End-of-Life Issues, p. 4 Hospices and a “Good Death,” p. 5 Euthanasia, p. 6 Classroom Debate: “Resolved: Euthanasia and Physician-Assisted Suicide Should Be Legalized,” p. 6 1 2 Death and Dying Bereavement Audiovisual Materials: Death: Coping with Loss, p. 6 Grieving: Suddenly Alone, p. 7 Saying Goodbye, p. 7 Teaching Tip: Rituals of Death, p. 7 “On Your Own” Activity: Coping with Death and Dying, p. 7 (Handout 3, p. 10) Critical Thinking Activity: Grief, p. 7 (Handout 4, p. 12) SUGGESTED ACTIVITIES Death and Hope Introducing Death and Dying Teaching Tip: Feelings About Death To help students recognize and examine their own “On Your Own” Activity: Developmental Fact or Myth? feelings about death, discuss the ideas and images Before students read death and dying, have them they have of dying and of being dead. Ask students to respond to the true-false statements in Handout 1. list three regrets they would have if they should die The correct answers are shown below. Class dis - immediately. Then review the discussion presented in cussion can focus on the origins of any developmental the text and have students compare their regrets with misconceptions that are demon strated in the students’ those reported in the text (e.g., young adults are just incorrect answers. starting to live; mothers are responsible for small chil - dren; those who are unsure about their religious 1. F 6. F beliefs are more fearful of death). 2. F 7. T Ask students who have had a course in death edu - 3. F 8. T cation whether taking such a course has helped them 4. T 9. T and, if so, in what ways. 5. F 10. F AV: The Biology of Death (29 min., Films for the AV: Transitions Throughout the Life Span, Program Humanities and Sciences) 26: Death and Dying This program covers the current state of scientific Depending on an individual’s age, experience, beliefs, knowledge regarding the causes of death and the nor - and historical and cultural context, death can have mal aging process. It also explores cultural and legal many meanings. Death, like the rest of the life span, end-of-life issues and responses. reflects the vast complexity of human development in the way people grieve and accept or deny death due to AV: The Death Knell of Old Age: The Physical Aspects their social, religious, and cultural differences. of Death (25 min., Films for the Humanities and The program begins by exploring the dying per - Sciences) son’s emotions, noting that the reactions that death This poignant program introduces the viewer to Bob, prompts vary from individual to individual. Although who, at the age of 87, approaches the final stage of the the concept of an unvarying sequence of stages among life cycle. Tracking the final hours of Bob’s life as he the dying is not universally accepted, the pioneering quietly dies at home, the program uses 3 –D computer work of Elisabeth Kübler-Ross was instrumental in animations of cellular damage by free radicals, optic revealing the emotional gamut of terminally ill degeneration, spinal nerve damage, and brain failure; patients and the importance of honest communication. endoscopic imaging of degeneration of the heart, blood Next, the program deals with how dying patients vessels, bronchi, ears, and stomach lining; and ther - and their families plan for death and with the contro - mal imaging of bodily heat loss illustrate the aging versial issue of whether and when we should hasten body’s inability to mend itself. the death of a loved one. This segment also discusses hospice and other forms of care designed to help the terminally ill patient to die “a good death.” “On Your Own” Activity: Death Anxiety Questionnaire The final segment explores the social context of The Death Anxiety Questionnaire (DAQ) developed by dying, noting that perceptions of death vary markedly Hope R. Conte, M. B. Weiner, and Robert Plutchik according to their historical and cultural context. This (1982) is a good way both to introduce the material on segment also deals with changing expressions of be - death and dying and to stimulate classroom discussion reavement and how people can be aided in the process of attitudes toward death. After students have com - of recovery. pleted Handout 2, discuss their scores. Death and Dying 3 After administering the DAQ to a variety of Until fairly recently, many Mexicans who immi - groups—including nursing-home residents, senior citi - grated to the United States abandoned the tradition of zens, and young adults—the authors found no signifi - El Dia de los Muertos . They did so for at least two rea - cant differences in mean scores (mean = 8.50), despite sons. First, their ancestors were buried in Mexico the fact that those tested ranged in age from 30 to 80. rather than in local American cemeteries. Second, In a separate study, however, the researchers found most American cemeteries prohibited public gather - that adolescents often had higher DAQ scores than did ings like those typical of Day of the Dead celebrations. older subjects. This may reflect several factors— In the 1970s, however, Hispanic artists reawak - including the emotional stresses of adolescence and ened the tradition of the Day of the Dead and the sig - cognitive maturation, which gives death a new mean - nificance of the altar to the grieving process. The ear - ing to adolescents. DAQ scores were not significantly liest revivals of the tradition were followed by larger correlated with sex, level of education, or any of a community events that combined the remembrance of variety of other demographic characteristics tested. the dead with other traditions of Latino culture. The DAQ identifies four specific aspects of death Roberto Vargas, a California educator and thera - anxiety: fear of the unknown (items 1, 2, 12, 14, 15), pist, has promoted Day of the Dead ceremonies as a fear of suffering (items 3, 4, 5), fear of loneliness means of empowerment in the family and community. (items 6, 7), and fear of personal extinction (items 10, “The holiday brings family and friends together to 11, 13). Factor analysis demonstrated that items 8 and share quality time, prayers, and memories. The cere - 9 did not fit into one of these dimensions. mony of introducing the persons represented on the altar teaches children about their ancestors and cul - Conte, H. R., Weiner, M. B., & Plutchik, R. (1982). Mea - suring death anxiety: Conceptual, psychometric, and factor- ture and models the practice of honoring elders and analytic aspects. Journal of Personality and Social respecting life. Youth and adults are re-inspired as Psychology , 43 , 775–785. they remind each other of the hopes of our abuelitos — to create a better life for their children. People who Teaching Tip: Cultural Denial of Death have recently lost a loved one are healed by sharing To illustrate the ways in which Western culture memories and tears.” (For an excellent illustrative “denies” death, have students list five ways in which overview of how the community of Oakland, Califor - they deny death—for example, by avoiding funerals nia, celebrates the Day of the Dead tradition at the they do not have to attend, by not talking to a Oakland Museum of California, refer to the book El bereaved person about a relative or friend who has Corazón de la Muerte: Altars & Offerings for Days of died, by driving recklessly or taking chances, and by the Dead. You can find information at www.heyday - refusing to write a will or buy life insurance. Discuss books.com or www.museumca.org. Vargas is one of the how the outcome of each of these acts of denial might principal founders and ceremony leaders for this be harmful to themselves or others. What reasons do annual exhibit and celebration, which has received students give for their tendency to deny death? (It national acclaim.) should, of course, be pointed out that it is likely that A case in point is Rosa, a schoolteacher who everyone in the class is doing some denying, so that in remembers Day of the Dead celebrations from her asking these questions no negative judgments are childhood. As an adult she holds the tradition sacred implied.) because it provides her with affirmations of who she is If your students are a culturally diverse group, today—“a Chicana with Mexican cultural roots.
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