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Psychology of Endings

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Psychology of Endings www.DISabroad.org Psychology of Endings Spring 2017 DIS Copenhagen Credits: 3 Major Disciplines: Human Development, Psychology, Sociology Days: Monday and Thursday Time: 10:05-11:25 Classroom: N7-C23 Course Information and Purpose 1. Instructor: Lars Rossen Cand. Psychology (2007, University of Copenhagen). BA. Psychology (2005, University of Copenhagen). Psychologist and consultant at Copenhagen Municipality in various positions (2007-2010). Consultant for Bornholm and Odense Municipalities, as well as for the closed youth facility Soenderbro in Copenhagen Municipality (2011 – 2014). Psychological supervisor, Den sikrede institution Stevnsfortet, Region Sjælland (2012-2014). With DIS since 2011. Consultation: Should you need additional individual/group advising, please email me or speak to me before/after class Psychology Program Director: Carla Caetano, Ph.D. DIS Contact: Psychology Program Assistant: Collin Shampine Email: [email protected] Phone: +45 33 76 54 14 Guest Lecturers: Nanna Forced out of one form of life and beginning a new one: Nanna, a political science major, a mother and wife, as well as a person who suffers from bipolar disorder. Peter Hyldekjaer, former DIS Head Librarian Ending a Career: Challenges and Opportunities 2. Course Description: The endings of important life events and relationships are often difficult to enact and troubling to experience. This course visits theory, research, and real world settings that address when and why individuals are tested by endings, how we and health professionals respond to common life endings, and what an ending might tell us about the nature of what has ended. We will study endings such as those of key life’s stages, personal relationships, social roles (e.g., role changes such as becoming a parent or retiring after a long career) and interactions (e.g., saying good bye at a party), psychotherapy, and life itself. We will therefore look at the psychological forces (e.g., personal skills, personality traits, social-situational constraints, and emotional concerns) that influence the quality or character of endings. How do we experience endings and things ended after their endings have occurred? Why do persons frequently find it so difficult to consider, accomplish, or manage endings? What makes an ending a good or poor one? What characteristics of endings make particular 1 Psychology of Endings l DIS – Study Abroad in Scandinavia www.DISabroad.org endings more or less similar? What do the psychological dynamics of endings tell us about the general psychological character of that which is being ended? In other words, what can we learn about the general psychological features of relationships, social interaction, psychotherapy, and the living of lives from a study of their endings? Furthermore, we will consider how we can use what we learn to help ourselves and others meet the challenges of ending. We will consider cultural differences and similarities in how endings are experienced and addressed from US/Danish/European perspectives, and integrate art in the form of paintings, music and poetry in the class room. Prerequisites: A course in psychology at the university level. 3. Objectives: Students in this class will: Recognize how common and significant endings are in our lives and learn what counseling and clinical literatures as well as social psychology can teach us about those endings. Read psychological theory and research on the study of social interaction, romantic relationship, role, therapy, and other endings and on adaptation to loss, responses to mortality, and the challenges of finding meaning in life. Understand a common structural psychological framework for endings as well as develop a sensitivity to how endings fundamentally differ. Apply their understanding to help address the difficulties often associated with endings in life. Consider important cultural differences and similarities in how endings are experienced and addressed. Appreciate how psychological science can contribute to professional practice and social services and how professional practice, in turn, can inform science. Leave with a deeper and more nuanced conceptual understanding of the endings they have already encountered and a greater preparation for the endings they will encounter in their near future. Course Components 1. Required Texts: Ebaugh, H. R. F. (1988). Becoming an Ex: The process of role exit. Chicago: University of Chicago Press. Lawrence-Lightfoot, S. (2012). Exit: The endings that set us free. New York: Macmillan. Articles, videos, poems, music and pictures posted on Canvas 2. Preludes (preparation for class): For many of our classes you will be asked to Watch, Read and Listen. You are required to read the poem, play or article, listen to the sound bite or watch the video, and think about how this relates to the topic of the day. We will begin our classes with a short discussion of the pieces in order get us all in the right mindset to engage in the psychology of endings and the many exporessions and situations that relate to endings. Please also think about related poems, pieces of music, paintings or other cultural expressions that might helps ud understand the meaning of endings in our lives. 2. Approach to teaching: The style of this course will be collaborative. While lectures will be given, the format of this course relies primarily on class discussion. We will utilize the course readings, case studies, field interviews, media analyses, student journals, and formal presentations. A good portion of the course will involve team projects. Interactive learning presupposes active participation from the students. You will be required to to critically reflect on the theory, research and practice presented in class. Sometimes such a critical examination uncovers inconsistencies or lack of elaboration. However, being critical of basic assumptions in a theory does not negate the theory altogether. Therefore, we will try to integrate, rather than dismiss, the different approaches presented in the course 2 Psychology of Endings l DIS – Study Abroad in Scandinavia www.DISabroad.org The schedule will list reading materials for each class meeting. Please be prepared by having read and thought about the material before coming to class. By reading the material beforehand, you will better understand the points I make, you will be better prepared for discussion, and you will be able to ask thoughtful and productive questions. Classes will consider a few specific topics in depth and will typically not repeat the assigned readings, but will serve as a foundation for the lectures and it will be expected that they are included in class discussions. Thus, most of the materials in the text you will learn on your own outside of class. It is imperative that you keep up with the readings, because you can 1) ask questions about reading material you find confusing or unclear, and 2) continuously prepare for the exam. 3. Field studies: The Psychology of Endings is about real life events and experiences as well as cultural and artistic expressions. Thus, in our field studies we will meet with people the critical issue of having to end their stay in their home country and having migrated to Denmark. We will also engage ourselves in recognizing and translating endings in golden age art. The golden age deals with the ending of Denmark as a grand kingdom and the beginning of a new identity as a little county, as well as it demarking the beginning of a new national identity that to this day is reflected in politics and media debates. This leads us to the discussion of whether periods and era really ends or rather develop and transform, carrying reminiscences of the past forever into the future? Wednesday, February 1st This day we will participate in an interactive experiential workshop given by Hakon Ask Jensen and Forvandlende Fortællinger on the key global concerns with difference and community to better understand the experience of leaving one’s country and coming to another. Wednesday, March 15th Visit the Hierschsprungske Collection of art for a tour of the Golden Age paintings as well as a student guided work shop, where you will identify and account for why a painting of your choice expresses or signals as certain form of ending. 4. Expectations of the students: I expect students to have done the reading for each class and to come with notes and questions for me and for the other students. I want to encourage each and every student to participate in every class session even though I recognize that students vary in how comfortable they are speaking in class. When speaking in class, I expect students to make frequent references to the textual readings as well as their own experiences and previous course material. Class participation is important because we will all work together to understand the material, to develop insights using the concepts and stories we are encountering, to share experiences and information, and to explore questions associated with our topics. I also expect students to be punctual, respectful, and present in all class activities. 5. Class Representatives: Each semester DIS looks for class representatives to become an official spokesperson for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments, and teaching styles, and as such perform an invaluable
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