Sociology of Death and Dying Syllabus for 2011-2012
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Instructor Information
Instructor
Jeffery Kee (Curriculum Vitae)Phone
8063715183Office Location
Dutton Hall 202NOffice Hours
Course Information
Recording Policy
Disability Statement
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.
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As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
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Administrative Drop Policy
N/A
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N/A
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Course
SOCI-1371-001 Sociology of Death and Dying
Prerequisites
Course Description
Course examines the customs, taboos and historical changes relating to American funeral rites. In addition, the following topics are covered: the role of family structure, social class, religion, ethnicity, health care and technological changes.
Student Resources Student Resources Website
Department Expectations
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Occupational License Disclaimer
Hours
(3 sem hrs; 3 lec)
Class Type
Online Course
Syllabus Information
Textbooks
\ Kastenbaum, R. J. (2012). Death, Society, and Human Experience (11th Ed.). Allyn and Bacon.
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\\ Klicker, R. (2007). Funeral Service Psychology and Counseling. Thaos Institue. ISBN 978-0-964796-73-7 Thanos Institute 800-742-8257
Supplies
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Student Performance
\ COURSE DESCRIPTION/PURPOSE AND GOALS OF COURSE:
\\ This course will explore the social, psychological, cultural, and personal experiences of death, grief, and loss. Current theories and research regarding the study of death and dying will also be introduced and discussed. Attention is also given to appropriate coping strategies for dealing with death and for aiding others in the coping process.
\\ LEARNING OBJECTIVES:
\\ 1. To analyze contemporary attitudes and beliefs about death.
\\ 2. To understand the practices of dying and subsequent coping skills.
\\ 3. To understand the process and rituals associated with bereavement.
\\ 4. To explore the impact of death, dying, and bereavement on the family.
\\ 5. To understand legal and ethical issues associated with death and dying.
Students Rights and Responsibilities
Student Rights and ResponsibilitiesLog in using the AC Connect Portal
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Expected Student Behavior
\ What are the ground rules for group discussion?
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The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
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• In order to create a climate for open and honest discussion and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
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• The purpose of class discussions is to generate greater understanding about different topics. The ex
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Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
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Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
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• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
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• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
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• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
Grading Criteria
HOW DO I PREPARE FOR THE EXAMS?
1. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.
2. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.
3. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.
4. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.
5. Study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.” This information will help you to develop effective study skills. These documents can be found under the Lessons Tab.
EXAMINATIONS:
1. There will be four multiple choice EXAMS. All exams will be taken online. Each exam is scored on a 100 point scale. The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. The lowest exam score is automatically dropped. Therefore, if you are happy with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam. The three exams that are not dropped will count for a total of 80% of your grade in the course. Each exam will be worth 26.67% of your grade in the course.
2. The lowest exam score will be dropped. Because the lowest exam score is dropped, there will be no make-up exams. If you miss a scheduled exam for any reason, that exam will be the exam score that will be dropped.
3. Each exam will have approximately 50 questions. The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam. Therefore, you will need to be sure to allow plenty of time to take the exam. You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes.
4. You will be able to see only one question at a time, and you will have one attempt for each question. You are not penalized for guessing. You will not be able to go back and review or answer questions. Remember to click the “submit” button at the end of your exam.
5. For test security reasons, you will not be able to see your exams after you take them. However, I recommend you study the Death & Dying Example Test Questions which can be found under the Lessons tab. These practice exam questions will simulate the types of questions you will have on your exams.
6. In order to check your grades, you can go to the Home Page and see "About This Section" and click on " Click here to check your grades."
When you look at your grades you may notice that the categories of "overall," and "exams overall," will appear low because as you take exams more points are added into these two categories. These two categories will be accurate at the very end of the semester after you have completed all of the exams.
Also, the "discussion participation overall" grade will not be totally calculated until the very end of the semester (after all three unit discussion assignments are complete). Each discussion assignment will be graded individually, so you will know how you are progressing across the course of the semester.
7. Each online exam will consist of about 50 questions.Each online exam will have a time limit. You will be notified of the amount of time when you start your exam. You will have approximately 1.5 minutes per test item. After you answer a test item, you may not go back to that test item at a later time during the exam. The questions for each exam will be presented to you one at a time. The questions must be answered in the order given. Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing. For test security reasons, the exams are not released for review.
8. All exams will be taken online. You are allowed to use your notes on the exams. The exams are timed (approximately 1.5 minutes per test item) so you will not have much time to look up the answers. In other words, you will need to know the information well before you take the online exams.
You may not have another person with you at the time that you are taking one of the online exams. If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from Amarillo College.
9. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
10. An example of how to calculate your grade: if you, for example, made an 82 on exam 1, 79 on exam 2, a 93 on exam 3, and 100 on participation, you would do the following calculations. First take the average of the exam grades: 82 + 79 + 93 + 245/3 = 84.67 Calculate the score for your exams: 84.67 x .80 = 67.73. Calculate the score for participation: 100 x .2 = 20. Add 67.73 + 20 = 87.73; your grade in the class would be a "B." (The exams are worth 80% of the grade and participation is worth 20% of the grade.)
A second way to calculate your grade is as follows. Remember, each exam is worth 26.67% of the course grade and participation is worth 20% of the course grade. You would not include the final exam if you were happy with your scores on exams 1, 2, and 3. Here are the calculations: 82 x .266 + 79 x .266 + 93 x .266 + 100 x .2 = 21.8 + 21.0 + 24.7 + 20 = 87.5; your grade in the class would be a "B."
11. Final Grades Scale
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59
13. You will primarily be tested on the assigned readings. You will not be tested heavily on the video lectures / lessons. The video lessons provide additional clarification and real-life examples of many of the concepts in the reading.
DISCUSSIONS / PARTICIPATION:
How do we participate in this online class?
Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assigned chapter before you post your response.
Where do we go to post our response in the class?
Participation occurs in this class by clicking on the Lessons Tab, then go to Discussion Forums, and then click on the specific unit for the discussion question you are working on. You will then post your discussion response into the appropriate unit.
Where do we find the homework assignments?
The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the type of homework assignment.
What types of homework assignments will we have?
Homework assignments consist of reading and outlining the assigned reading material, watching video lectures, and completing discussion assignments.
Are we required to respond to other students posts?
Yes. After you post your discussion assignment, you are required to respond to at least one of your classmate’s discussion posts. I do believe that the class will be more interesting if you do make some genuine responses to other people's responses. When you respond to another person's connection response, please do not just say "I agree." or "I couldn't have said it better." These responses are not really contributing to the discussion. Instead, provide some details about the other person’s response. For example, how do you feel and think about what the other person has stated in their response. Reading your classmate’s discussions will help you learn the material by seeing how others are connecting to the main ideas of the reading.
Do we need to save a copy of our responses?
Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course.
How much will participation / discussions count in terms of the overall grade in thecourse?
Participation will count as 20% of your final grade. The maximum score for participation at the end of the semester is 100. Your course schedule indicates that you are to complete one discussion for each Unit, and at least one response to a classmate’s discussion for each Unit. You will have a total of three discussion responses and at least three responses to your classmates.
Each of these responses is worth 16.7 points out of a total of 100 points. (16.7 x 6 = 100) You will receive a grade for participation at the end of the semester. You will notice that the overall grade for the course will not be accurate until the very end of the semester because your participation grade will not be included in the formula until after the final exam.
You can assume that you are on track with your responses unless you hear from me. If the quality of your response is low, I will e-mail you with feedback to help get you back on track.
The quality of your participation is based on what you bring to the course with regard to your responses and your responses to other persons responses. You will be able to determine the student who puts his or her heart into the response and discussion in contrast to the student who provides very little to the group. In addition, you will be able to see other students' connection responses which will help you to improve your own responses.
How long should each response be?
Each discussion response should be at least 600 words single-space and in 12 point character size.
Attendance
\ DISABILITY STATEMENT:
\\ Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
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\\ ATTENDANCE POLICY:
\\ Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
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\\ MAKEUP POLICY:
\\ Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
Calendar
Top of Form
Dr. Alan Kee
Professor of Psychology
Amarillo College
Sociology of Death and Dying(Online)
Course Schedule
Summer, 2012
Welcome to Sociology of Death and DyingSchedule Online!
Please read and review carefully all of the policies in the syllabus. Then, read and review carefully this course schedule. These two documents are your roadmap to the entire course. Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency, such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
Under the Lessons tab I provide information on how to prepare for exams. Please read and study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.” This information will help you to develop effective study skills. It is critical that you learn how to outline a chapter as a way to study for an exam. The skills in this document are what I recommend that you learn so that you are not dependent on a study guide. Many college-level courses do not provide study guides, and I want to prepare you for any college-level course. The skills in these documents will serve you well in college and throughout your life by giving you a method for effectively studying.
You will not be tested heavily on the video lectures. The purpose of the video lectures is to provide additional clarification and examples of the material in the reading assignments. The video lectures for this class can be seen more clearly if you have access to broadband Internet. It is recommended that you go to a facility where you can access broadband Internet for this part of the course.
Death, Society, and Human Experience
By Dr. Robert Kastenbaum
This landmark text in death education draws on contributions from the social and behavioral sciences as well as the humanities, such as history, religion, philosophy, literature, and the arts, to provide thorough coverage of understanding death and the dying process. The text focuses on both individual and societal attitudes and how they influence both how and when we die and how we live and deal with the knowledge of death and loss. Robert Kastenbaum is a renowned scholar in the field who developed one of the world's first death education courses and introduced the first text for this market.
Funeral Service Psychology and Counseling
By Dr. Ralph Klicker
This book is designed to help funeral directors care more effectively for grieving family members. However, this book also applies to you if you are taking this course and you are not in the funeral service track. This book provides basic and informative information on understanding the grieving process and how to more effectively communicate with people experiencing profound loss. This book does not prepare you to do professional psychotherapy or counseling. Professional griefcounseling refers to a specific form of therapy, or a focus in general counseling with the goal of helping the individual grieve and address personal loss in a healthy manner. Grief counseling is offered individually by licensed psychologists, counselors or social workers.
The most critical actionfor you to take is to carefully read and outline the assigned reading. Please read the information provided on how to prepare for exams (go to Lessons Tab to find this paper). The outlines of the chapters are a study technique I suggest you use. You do not turn in or post your outlines.
Unit One
Assignments 1 and 2 are to be completed between June 4 – June 20.
Assignment One
Read/Outline:
Chapter 1 - As We Think About Death (Kastenbaum)
Chapter 2 - What Is Death? (Kastenbaum)
Chapter 3 - The Death System (Kastenbaum)
Video Program #1: Go to the Lessons tab. Then click on the Videos folder and view "What is Death?" video.
Assignment Two
Read/Outline:
Chapter 4 - Dying (Kastenbaum)
Chapter 5 - Hospice And Palliative Care (Kastenbaum)
Video Program #2: Go to the Lessons tab. Then click on the Videos folder and view "The Dying Person" video.
Video Program #4: Go to the Lessons tab. Then click on the Videos folder and view "The Deathbed" video.
Unit One Discussion Assignment:
This structured discussion question is based on the chapters assigned in Unit One.
Your Unit One Discussion Assignmentisdue between June 19 and June 20. We will discuss this question at this time. Remember that part of the assignment is for you to respond (discuss) to at least one of your classmate’s posting.
To post your discussion response, go to the Lessons Tab, then go to Discussion Forums, and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be 600 words in 12 point type size.
Choose one of the four options below for your Unit One Discussion Assignment:
Chapter 1
1. Inventory #2: My Attitudes and Feelings
Your task in this assignment is to interview two individuals and gather their responses to the Inventory #2: My Attitudes and Feelings in chapter 1. Then, write an analysis focusing on the following questions:
• What process did you use for identifying individuals that you might interview? Did
you experience any difficulties in finding individuals who might be willing to be
interviewed? If so, how did you deal with this?
• How did your interviewee’s responses compare with your own responses?
(similarities, differences)
• Were you surprised or uncomfortable about any responses? If so, which ones and
why? How did you handle this during the interview?
• Describe your thoughts and/or feelings about your own answers to the Inventory #2.
2. Death Anxiety
The role that “situational/transitional anxiety” situations can have in heightening one’s
sense of death anxiety is introduced in chapter 1. To assist you in developing a working understanding of this concept, complete your discussion by identifying an example of a situation in which you experienced a major transition of some sort that resulted in feelings of loss—such as leaving home to go to college, the ending of a significant relationship that you had been involved with (friendship, dating) or any other situation that fits the definition—and briefly describe the situation, what thoughts or feelings it evoked, and how it might, in retrospect, interrelate with the concept of death anxiety.
3. Caring for the Dying
Consider the following: Have any of you, your parents, your other relatives, or friends had the experience of having someone who had a life-threatening illness that became terminal and who needed to then also be cared for by outside professionals (such as a hospice or a palliative care program)? How did the person who was dying deal with this shift? How did family members handle having to involve outside caregivers? How did the outside professionals who were involved deal with this situation? How might this situation relate to the points made in the text? (This question relates to chapter 3, but you may connect to any of the chapters in Kastenbaum.)
4. Providing Support to a Friend
You have just received an email message from a close friend in which she shares with you the following: “I have recently learned that a friend that I have not seen in a while is dying. I should see her and I want to see her, but I guess I’m scared to,because I don’t know what to say or do. I sure wouldn’t want to say or do the wrong thing.” Your task is to address the following: Construct a response that offers this person what you consider to be sound and useful advice about what to do in this situation. Be clear, supportive, and realistic. You may draw from the guidelines presented in chapter 4 and also from other sources of information such as the Klickertext, other chapters Kastenbaum, and your own experiences. Make sure to carefully reference your sources. In addition, share your reflections to the following questions:
• What was the hardest aspect of completing this assignment?
• What thoughts or feelings did you experience when completing this assignment?
• What advice did you give? What factors did you take into consideration when
constructing this advice?
• If you were faced with this situation yourself in the future, how do you think you
might deal with/respond to it? Why?
Exam One: The testing dates are June 20 - 21. You may take the exam on any of these days. Exam One covers Unit One (Assignments 1 and 2). This exam is online.
Unit Two
Assignments 3 and 4are to be completed between June 22 – July 4.
Assignment Three
Read/Outline:
Chapter 6 - End-of-Life Issues and Decisions (Kastenbaum)
Chapter 7 - Suicide (Kastenbaum)
Chapter 8 - Violent Death: Murder, War, Terrorism, Disaster and Accident (Kastenbaum)
Video Program #6: Go to the Lessons tab. Then click on the Videos folder and view "Sudden Death" video.
Assignment Four
Read/Outline:
Chapter 9 - Euthanasia, Assisted Death, Abortion and The Right to Die (Kastenbaum)
Chapter 10 - Death In The World of Childhood (Kastenbaum)
Video Program #5: Go to the Lessons tab. Then click on the Videos folder and view "Fear of Death and Dying" video.
Unit Two Discussion Assignment:
The Discussion Assignment for Unit Two is based on
Your Unit Two Discussion Assignmentisdue between July 5 and July 6. We will discuss this question at this time. Remember that part of the assignment is to respond to at least one of your classmates.
To post your discussion response, go to the Lessons Tab, then go to Discussion Forums, and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be 600 words in 12 point type size.
Choose one of the nine options below for your Unit Two Discussion Assignment:
1. Advance Directives for Health Care
Have you/will you make an advance directive? Describe your thought processes in
thinking about this question and explain your decision. Give attention to any barriers or
resistances you may be encountering in thinking about making an advance directive.
2. Suicide
“Suicide is sinful” is one of several cultural meanings that have been given to suicide.
Which of these meanings do you consider to be the most acceptable or useful? Support
your answer. Which of these meanings do you consider to be the least acceptable or useful? Support your answer. Also, some people kill themselves with the thought in mind of having a reunion with a loved one who is dead, which is considered a common individual meaning of suicide. Which of all these individual meanings of suicide do you consider to be the most dangerous, problematic or unacceptable? Support your answer. Finally, your text identifies at least seven of the ten popular myths about suicide. Which of these myths do you consider to have the greatest potential for misleading people and interfering with suicide prevention efforts? Support your answer.
3. Domestic Violence
Your task for this assignment is to research statistics on domestic violence. Describe this cycle of violence and the factors that promote it. What does research indicate that can be done to decrease domestic violence? Also incorporate any personal experience you may have on this topic into your answer.
4. People Who Kill Children
What changes, if any, have been taking place in the number of children who are abused
and neglected in the U.S.? Be specific. What main factors have been identified as contributing to the murder of children in the U.S.? Offer a realistic plan based on research for preventing this form of homicide, explaining why you think this approach might work. Also incorporate any personal experience you may have on this topic into your answer.
5. Children (Adolescents) Who Kill A Parent
What are the usual characteristics of the child, the parent, and the home situation? Offer a realistic plan based on research for preventing this form of homicide, explaining why you think this approach might work. Also incorporate any personal experience you may have on this topic into your answer.
6. The Slippery Slope
How much weight should be given to the slippery slope argument in deciding whether or
not to approve of physician-assisted death? Offer cogent reasoning and useful examples in supporting your opinion. Also incorporate any personal experience you may have on this topic into your answer.
7. Right to Die: Public Attitudes
Identify three major survey findings regarding public attitudes toward euthanasia,
assisted death, and right-to-die issues. What are your own views on these issues and how did you develop them? Respond to this statement in a useful and reasonable manner, drawing upon the knowledge base from the text, and your experience. Be specific. Offer instructive examples.
8. Talking with Children about Death
“Children do not understand death; they are much too young. As adults, it’s our
responsibility to protect kids against death and dying and all that stuff. And the best way
to protect them is not to talk about it and keep them away from situations where it comes up, like funerals.” Respond to this statement in a useful and reasonable manner, drawing upon the knowledge base from the text, and your experience. Be specific. Offer instructive examples. Also incorporate any personal experience you may have on this topic into your answer.
9. Helping Children Cope with Bereavement
What do you consider to be the most useful thing that the surviving parent and other adults can do to help the bereaved child? Support your answer based on research from the text and your experience. Furthermore, suggestions have been made in your text for helping children to cope with bereavement. Which of these suggestions do you consider to be the most difficult to carry out? Why? Support your answer based on research from the text and your experience.
Exam Two: The testing dates are July 6 - 7. You may take the exam on any of these days. Exam Two covers Unit Two (Assignments 3 and 4). This exam is online.
Unit Three
Assignments 5 - 10 are to be completed between July 8 – July 22.
Assignment Five
Read/Outline:
Chapter 11 - Bereavement, Grief, and Mourning (Kastenbaum)
Chapter 12 - The Funeral Process (Kastenbaum)
Video Program #9: Go to the Lessons tab. Then click on the Videos folder and view "Death Rituals" video.
Assignment Six
Read/Outline:
Chapter 13 - Do We Survive Death? (Kastenbaum)
Chapter 14 - How Can We Help? (Kastenbaum)
Chapter 15 - Good Life, Good Death? (Kastenbaum)
Video Program #10: Go to the Lessons tab. Then click on the Videos folder and view "The Good Death" video.
Assignment Seven
Read/Outline:
Chapter 1 - Funeral Service Psychology and Counseling (Klicker)
Chapter 2 - Needs of the Bereaved (Klicker)
Chapter 3- Purposes and Values of the Funeral (Klicker)
Chapter 4 - Theories of Grief (Klicker)
Chapter 5 - Normal Grief Reactions (Klicker)
Chapter 6 - Determinants of Grief (Klicker)
Chapter 7 - Compicated Grief (Klicker)
Video Program #3: Go to the Lessons tab. Then click on the Videos folder and view "Facing Mortality" video.
Assignment Eight
Read/Outline:
Chapter 8 - Children and Death (Klicker)
Chapter 9 - Explaining Death to Children (Klicker)
Chapter 10 - Grief and Family Systems (Klicker)
Video Program #7: Go to the Lessons tab. Then click on the Videos folder and view "A Child's View of Death" video.
Assignment Nine
Read/Outline:
Chapter 11 - Counseling (Klicker)
Chapter 12 - Essential Interpersonal Skills for the Counselor (Klicker)
Chapter 13 - Characteristics of a Good Counselor (Klicker)
Chapter 14 - Intervention Strategies for Grief Counselors (Klicker)
Chapter 15 - Crisis Intervention Counseling (Klicker)
Chapter 16 - Aftercare (Klicker)
Video Program #8: Go to the Lessons tab. Then click on the Videos folder and view "Grief and Bereavement" video.
Assignment Ten
Read/Outline:
Chapter 17 - Funeral Director's Own Grief (Klicker)
Chapter 18 - Stress and the Funeral Director (Klicker)
Chapter 19 - Taking Care of the Caregiver (Klicker)
Unit Three Discussion Assignment:
This Discussion Assignment is based on the text by Klicker. Your task is to first read and outline the text, and then choose a major theme from the text. This discussion assignment is more open ended in that I am not providing the question. Instead, I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to one or two major concepts or themes from the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. You may want to ask yourself the following questions as a way to help you create a connection response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life?
2) How does the reading relate to your community, or your family?
3) Is there something in the news (or online) or something a friend has experienced that directly relates to something in the reading?
4) How does the reading relate to other books, films, web sites, or articles you have read?
5) You may also take one side or another with an issue in the reading. If you choose to take one side or another, you must support your opinion or viewpoint with facts either from the textbook or from another reputable source.
Your Unit Three Discussion Assignmentisdue between July 23 and July 24. We will discuss this question at this time. Remember that part of the assignment is to respond to at least one of your classmates.
To post your discussion response, go to the Lessons Tab, then go to Discussion Forums, and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be 600 words in 12 point type size.
Exam Three: The testing dates are July 24 - 25. You may take the exam on any of these days. Exam Three covers Unit Three (Assignments 5 – 10). This exam is online.
Comprehensive Final Exam: This exam covers all of the material assigned in the course. The testing dates are July 26. You may take the exam on any of these days. This exam is online.
Additional Information
TECHNICAL PROBLEMS:If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.
DROPPING/AUDITING THE CLASS :
The last day to withdraw is July 16. You must officially drop a class in the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA. PLEASE BE AWARE OF THE WITHDRAW DATE! YOU DO NOT WANT AN “F” ON YOUR TRANSCRIPT BECAUSE IT WILL SERIOULSY HURT YOUR GPA. AND A LOW GPA WILL HURT YOUR CHANCES OF BEING ACCEPTED INTO ACADEMIC PROGRAMS THAT YOU MAY APPLY TO IN THE FUTURE.
Please feel free to discuss any concerns you may have with your progress in this course with the instructor. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule.
No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency (such as death in the family) or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
Syllabus Created on:
11/30/-1 12:00 AM
Last Edited on:
11/30/-1 12:00 AM