Gerontology 599
Special Topics: Death & Dying Department of Family and Consumer Sciences
GERN 499/599: California State University, Long Beach
Spring 2010
SECTION 1 (#10451 or #10063): Thursday 6-8:45pm/FCS 126
Instructor: Dr. Maria Claver FCS FA 11 562-985-4495 [email protected]
Office Hours: T 12:30-1:30pm; Th 3:30-5:30pm and by appointment
Course Description
This course introduces students to the multidisciplinary approaches to death, dying and bereavement in the context of the biopsychosocial model. We will explore cross-cultural perspectives of death, the funeral industry, advanced planning for death and dying, medical ethics, hospice, suicide, euthanasia, and grief. We will also explore our own perceptions and beliefs about death and dying. In addition to course content, this class will aim to allow students to improve their written, oral speaking and analytical skills.
Goals
Upon completion of this course, students will:
1) Apply the biopsychosocial framework to understand the processes of dying and bereavement and identify opportunities for practitioner/client learning and growth;
2) Demonstrate an ability to critically evaluate theories and their relevance to personal experiences with grief and bereavement and to case study/possible future client situations;
3) Employ gerontological values and ethics as a standard of evaluating various death/bereavement theories to evaluate the applicability of existing theories to real-life situations
4) Explore cross-cultural perspectives of death and understand issues of diversity (i.e., socioeconomic status, gender, ethnic group, sexual orientation) and death, dying, and bereavement to enhance engagement with clients addressing these issues
5) Identify and analyze the manner in which macro structures in social environments such as communities and organizations (e.g., funeral industry) address death and dying and become comfortable in the role of action in affecting meaningful change in these macro environments when necessary;
6) Utilize research as a tool for evaluating knowledge and creating new knowledge about this area of study, and;
7) Critically reflect on life-experiences, attitudes and values in a manner that integrates personal and professional use of self as a gerontologist and life-long learner.
Required Reading
Corr, C. A., Nabe, C. M., & Corr, D. M. (2009). Death & Dying, Life & Living. (6th ed.). Belmont, CA: Wadsworth Cengage Learning.
Additional articles may be distributed in class, by email, or available on the Internet.
Course Requirements/Grading:
Possible Points:
Group presentation about cultural perspectives on death (100 points)
Your group will present traditions of death & dying of their assigned cultural group
Reflection Journal (100 points)
Reflection journals allow you to process material we discuss in class and apply it to your personal life. Journal topics for each week are listed in the syllabus. The reflection journal is due during finals week by email.
Randy Pausch Lecture Assignment (200 points)
During week 4, you will watch “The Last Lecture” (length: 1 hour, 16 minutes). Answer the reflection questions listed below. The paper should be in question/answer format rather than essay format.
Participation (200 points)
Participation in a course such as this is paramount to establishing group trust and cohesion. Thus, participation is valued highly and reflects in your course grade.
THE FOLLOWING ASSIGNMENT ONLY FOR GRADUATE-LEVEL STUDENTS
Position paper (3 pages max.) (200 points)
Choose one of the following topics:
1) Organ Donation Among Death Row Inmates
2) Euthanasia
3) Capital Punishment
Letter grades will be assigned according to the following scale:
For Undergraduates/Post-Bacs:
A (90%+) 540-600 - B (80%+) 560-629 - C (70%+) 490-559 - D (60%+) 420-489 - F (50%+) 419 & below
For Graduate Level Students:
A (90%+) 720-800 – B (80%) 640-719 – C (70%) 560-639 – D (60%) 480-559 – F (50%) 479 & below
Written Assignments/Presentations: Written assignments must include: first and last name, date, and course name/section number. They must be typed using 12-point font, Times Roman or Courier, double-spaced, with page numbers centered at the bottom of each page. Each paragraph must start with a 5-space indent. If outside sources are used, APA rules for citation and referencing must be applied. College level mastery is expected. For further assistance, contact the Writer’s Resource Lab at 562-985-4329. Students who receive a C- or below on any written assignment will have the option to revise their paper. See the instructor for further information. It is recommended that students make additional, back-up copies of all papers turned in. Late papers will be deducted up to 10% per each day late (beginning on the due date if submitted later than the beginning of class and including weekends). Papers are considered late if not turned in to the instructor on the assigned day and at the start of class. After that, papers must be submitted to the main office, FCS 001, to get stamped and dated. The instructor WILL NOT accept emailed or faxed assignments. See below for assignments.
Preparedness and Class Participation: Throughout the semester, several in-class group activities will be offered and will count toward your participation grade. You must be present to earn this participation credit. Students may make-up one activity, AND ONLY with documentation of legitimate absence, such as a medical illness. This is non-negotiable. It is the student’s responsibility to find out if an activity was offered.
Attendance: You are a valuable member of this class! Thus, attendance is expected! In the event of an unavoidable absence, students are responsible for obtaining class notes and logistical updates from their classmates. The instructor will NOT give out notes or reminders. Please note that the syllabus is tentative and changes to class meetings and reading assignments may occur.
Discussion of Course Scores or Grades: Class members have the right to discuss their scores on individual assignments and course grade with the instructor. Grade challenges, however, are limited to the course grade as a whole per university policy, as follows: Students have the right to appeal only their final grade on the basis that the grade was prejudicial, capricious, or arbitrarily assigned. The student must initiate the appeal to you, orally or in writing, within the first regular semester after the assignment of the disputed grade. If further action is necessary, the student may direct the appeal to your department's grade representative, usually the department chair. If the issue remains unresolved, the student may direct the appeal to the grade appeals committee of the college involved.
Academic Honesty: Students are expected to value their intellectual integrity as their greatest asset in this class. Students found cheating, plagiarizing, fabricating information, or having unauthorized possession of instructor materials will receive an F and/or expulsion from the University. Please refer to the “General Regulations and Procedures” in the CSULB Catalog.
Academic Etiquette: It is expected that all students will turn off cell phones, pagers and other electronics prior to lecture. Students will be asked to leave if related problems persist.
University Withdrawal Policy: The Department of FCS drop policy corresponds to the university drop policy. Students can drop a course in weeks 1-2 without signatures; faculty and department chair signatures are needed in weeks 3-12; students can not drop the course without serious and compelling reasons beginning week 13 (2005-2006 CSULB Catalog, p.67). For further information on the University withdrawal policy, please refer to the CSULB catalog, or visit http://www.csulb.edu/depts/enrollment/financial_aid/withdrawing.html for more information.
Additional Accommodations: Please let the instructor know within the first 2 weeks if you require special services. Use standard forms from the Disabled Student Services.
Week 1, 1/28
Education regarding death, dying & bereavement (Obj. 1, 6)
Reflection Journals Due with final question
REFLECTION JOURNAL TOPICS
1. Questionnaire: Go to: www.pbs.org/wnet/onourownterms/tools/index.html and complete the self assessment of your beliefs about death and dying to get interpretations of your answers. To save the interpretation, press the “Prnt Scrn” key on you computer and then go to your reflection journal document. Press Ctrl + V to paste the screen image into your document.
2. Reflections about “A Family Undertaking” film: What was most surprising about the film? What did you learn? How did this change your point of view about the way we prepare bodies for funerals?
3. More than 70 percent of people die in an institutional setting (hospital or nursing home). If you were to die of a terminal illness, what would you like your last days to be like? Specifically,
· Who would you want there?
· Would you be hooked to a machine?
· What would you want done for you?
· What would you like to have read to you?
· What music would you like?
· What religious or spiritual needs would you like to have met?
· How would you like to have people show that they care?
4. Your Life as a Movie: Who would play you? How would the movie end? Be specific and give details.
5. What are your own personal cultural influences on how you think about and recognize death?
6. What would you want to share with the world if you only had a short time to live? What would you talk about in your “last lecture?”
7. Reflect on Dianne McNinch’s presentation (hospice & laughter yoga)
8. To examine the concept of unfinished business, think of an important person in your life and imagine that that person were to die tomorrow. Respond to the following:
· What was the happiest moment you recall sharing?
· What was the saddest moment the two of you shared?
· What would you miss most?
· What do you wish you would have said to that person?
· What do you wish that person would have said to you?
· What would you have wanted to change in the relationship?
· What circumstances (time, place, event) do you expect will elicit the most painful memories?
9. Have you known someone who attempted or died from suicide? If not, have you been aware of a public figure that died from suicide? What feelings did news of the event evoke in you? How did your religious and cultural background affect your reaction?
10. Reflections about Helen Rahder, guest speaker. Identify examples of the stages of grief she experienced.
11. Plan your own funeral. Be as specific as you can be and include songs you want played, readings, etc. AND write your own obituary (1/2 page to 1 page). What would you like people to know about your life? You can write your obituary as if you died at any age (your choice).
12. Now that you have completed your paper on “The Last Lecture” and have reflected on the film, “Tuesdays with Morrie,” how were Randy’s and Morrie’s messages different? Similar? Discuss factors that might influence the way in which each man’s message was received by others (e.g., age, method of delivering message, duration of terminal illness before death, anything else you can think of…).
13. Completion of an Advance Directive form (you are not required to obtain signatures listed). Find an advance directive you feel comfortable with (you might want to check out “Five Wishes” at www.fivewishes.org) AND Reflect on Advance Directive assignment: What decisions were most/least difficult to make? Who would you provide copies of the AD to? What were your overall reactions to the assignment?
FINAL REFLECTION QUESTION: How will what you learned from this course help you serve clients dealing with death, dying, and bereavement?
WRITTEN ASSIGNMENTS
NOTE: All papers are to be typed and double spaced with one-inch margins. You can save some space by putting your name and date in the header of the paper and center spacing the page number in the footer (in Word documents, go to “View” and click on “Header and Footer”). All papers will be submitted via email to [email protected].
Group Presentation about Cultural Traditions and Death
Students will be assigned to a cultural group during class one (3-5 students per group) including: Native American, African/African American, Mexican/Mexican American, Judaism, Asian/Asian American/Pacific Islander. Each group will have 20 minutes total for presentation and Q & A. Group presentations should describe the beliefs, rituals and traditions surrounding death of their assigned cultural group. Successful presentations will provide handouts, audio/visual examples, role plays and overall creativity!
EACH GROUP will submit one 2-page paper summarizing their presentation. Please attach a cover sheet listing the names of all group members. All members of the group will receive the same grade on this paper and presentation, so be sure everyone contributes equally! Papers and presentations will be graded as follows (maximum possible points = 100)
Oral presentation: 25 points; Creativity and use of audio/visual aides, 25 points; Content: 40 points; Question/answer session: 10 points
Position Paper – FOR GRADUATE-LEVEL STUDENTS ONLY
A 3-page position paper will be submitted on April 15th. The paper should clearly state your position (avoid using the first person or “I”) and provide material to support that position, both from the textbook and from outside sources (journal articles, other books, quality websites). This paper will be graded as follows (250 points maximum):
25 points: grammar/writing, 100 points: clear statement of position with supporting information, 50 points: use of course materials, 25 points, use of outside materials
Randy Pausch Last Lecture
You will view Randy Pausch’s “Last Lecture” and answer the following reflection questions:
1. Why has this lecture struck a chord with so many people?
2. Where is Randy Pausch “coming from”?
3. What are your childhood dreams? How might you achieve them?
4. What wisdom would you choose to impart to the world if it were your last chance? What are the lessons of your own life?
5. Randy decided to begin his talk in a specific way – showing his CT scan, introducing “the elephant in the room,” assuring everyone he’s not in denial, and doing push-ups. What made this effective? What were you thinking watching this for the first time via video?
6. Randy is an advocate for his own medical care. We also get a sense of how he decided to adopt a positive attitude. Have there been people in your own life who have faced the challenge of serious illness? What did you learn from them? How has Randy’s journey made you consider how you’ll approach your own mortality?
7. Now go to www.thelastlecture.com and post a comment on the message board. Cut and paste it for question #7
Each question worth 25 points: evaluated on completeness and depth of answer, 25 points: grammar/writing
Reflection Journal
The Reflection Journal is an ongoing assignment throughout the term. Each day of class, you will be asked to make an entry in your journal, which may consist of the completion of a survey, a written reflection on a film we viewed in class, a guest speaker we hosted, or a response to a question (listed each week in the syllabus). The journal will be submitted during finals week via email.
Please use your reflection journal as a place to be honest about feelings, emotions and thoughts that may arise during this course. The entries will not necessarily be academically demanding (although I always expect quality writing), but may be emotionally demanding, as I will ask you to think about topics that may be new or uncomfortable. I will not expect students to individually share information from their journals with the class.
Participation
Round robin questions at the beginning of each class will help our brains wake up and get us prepared to dive into the class material. Questions will consist of study questions about the reading, although there will be no penalty for incorrect or unknown answers) as well as reflection-type questions.
Students should come to class with a quality, discussion-provoking question about the readings and/or class topic to share with the class. Introduction of current events from newspapers and magazines is welcomed and will be reflected positively on participation grades.
