Death and Dying Syllabus for 2019-2020
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Dr. Alan Kee

Professor of Psychology

Amarillo College

 

Death and Dying (WEB)

Course Schedule / Assignments

 

Spring 2020 (16 Week)

 

Welcome to Sociology of Death and Dying Schedule Online!

I want you to use the more user friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab.  Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.

Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document.  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. 

This document, the Course Schedule / Assignments document, may appear intimidating when you first read it.  However, in reality it is not all that complicated. It is lengthy because I’m going to great length to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.

I also recommend that you take notes (outline) on the assigned reading. These notes (outlines) that you develop are for your own study purposes – you do not turn them in to me. 

In addition, I strongly recommend that you write the due date for all of the assignments and exams in your daily planner / calendar.  This way you can see the big picture of how much time you have to complete all of the assignments. Please take the time to look at all of the assignments ahead of time and plan your time so that you can complete them on time. 

This Course Schedule / Assignments document is detailed in an attempt to minimize confusion.  This document should answer most of the questions that would typically come up.  Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have.  The papers that you write are NOT as difficult as all of the instructions appear at first glance. 

Critical Information on How To Use Email in This Course!

At times I will email you very important information about the course, such as an exam retake option.  In order to receive email from the instructor you must use your AC Connect Google Email account.  If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor. 

There is one way to email your instructor.  You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking.  Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course.  Next, you will click on “All Instructor Users,” and make sure your email is being sent to Jeffery Kee (your instructor for this course). 

Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis.  The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account.  These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.  

If you do not follow these instructions, you email is at risk of getting lost.  I teach six courses per semester, and I have to create folders in my Outlook e-mail for each class.  If you follow these instructions, your email will automatically go into the proper folder for your course, and I will then be able to respond to you in a timely manner. 

You will need to learn how to use email in this course by viewing two tutorial videos on how to access email as a student in the portal and on how to send email from Blackboard.

http://www.youtube.com/watch?feature=player_embedded&v=Bb857-WJX9w

http://screencast.com/t/0jlcsuLrdj

Introduce Yourself

If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending.  This Introduction Assignment also allows me and your classmates to get to know you.  Please briefly tell the class your name, major, and your career plan.  You will post your response by clicking on Discussions.  Post your brief introduction in the “First Assignment: Your Introduction” discussion. 

You must make this post by Tuesday January 28. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course.  And, your financial aid can be terminated.** 

Do not stop reading here!  You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below!  Keep reading!

*The course is divided into 6 units. 

*Review the two handouts on studying: 1) How to Study by Summarizing and Marking the Text, and 2) How to Prepare for Exams.  These handouts are found by going to Lessons.

*In the Lecture notes for the Kastenbaum text, I provide Learning Objectives for each chapter as well as reflections and additional commentary to help explain the chapter and provide context for many of the primary concepts in the chapter.  Lecture notes are found by going to Lessons tab on the home page and then click on Lecture Notes for Kastenbaum.

*The Power Point Study Guides for the Kastenbaum text provide a study guide of the primary concepts for each chapter.  The Power Point Study Guides are also found under Lessons.

I recommend that you refer to the Lecture notes for the Kastenbaum text and the Power Point Study Guides for the Kastenbaum text as you read and outline (take notes) the Kastenbaum text.  The most important way to prepare for the exams is to take detailed notes on the assigned chapters. 

*You will primarily be tested on the assigned readings from the textbook. You will not be tested heavily on the video lessons.  The video lessons provide additional clarification and real-life examples of many of the concepts in the reading.

*Practice Test Questions: 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.  They are found under Lessons.

Unit One 

The assignments for Unit One are to be completed between January 21 and February 7.

Read/Outline:

Chapter 1 - As We Think About Death (Kastenbaum)

Chapter 2 - What Is Death? (Kastenbaum)

Chapter 3 - The Death System (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: As We Think About Death

Lecture Notes and Power Point Study Guide: What Is Death?

Lecture Notes and Power Point Study Guide: The Death System

View:

Video Program #1: Go to the Lessons tab. Then click on the Videos folder and view "What is Death?" video.  

Unit One Discussion Assignment: (Reflecting on significant Losses in Your Life)

For this discussion assignment, please read ch 17 in the Klicker text, Funeral Service Psychology and Counseling.  The goal is to reflect on the significant losses in your life.  For this assignment, we want to include the deaths that you have experienced, including pets.  We also want to consider other losses such as breakups, divorces and serious illnesses.  First, create a loss time-line.  Here is my time line to serve as an example:

1966 - birth

1971 - dog ran away

1973 – gradfather died

1975 - uncle died   

1986 – friend died of AIDS (Jack)

1998 – father died

2006 – friend died (Doug)

2008 – divorce

2014 – friend died (John)

2016 – friend died (Arthur)

2017 – friend died (Watt)

2018 – friend died (Andy)

2019

After you create your loss inventory (loss time-line), select one or more losses to write about.  For each loss, answer the following questions:

1. Did you have any anticipatory grief?  If yes, how did you feel and respond physically, emotionally, and spiritually?
2. When the death occurred how did you feel and respond physically, emotionally, and spiritually?
3. What do you remember most about the experience?
4. What helped you in coping with each loss?
5. What did you learn from these experiences that can help you in counseling others?

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. Then click on “Create Thread.” Next, give your discussion a subject such as “Unit One Discussion Assignment.” Then, copy and paste your discussion into the “Message” window.  Then click on “Submit.”

Your discussion response for this assignment needs to be a minimum of 400 words in 12 point type size.  Please divide your discussion paper into paragraphs! 

I will not accept a paper with less than the minimum of 400 words.  Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty.  I will accept a late Discussion with a 20 point penalty.

Your Unit One Discussion Assignment is due February 6.  Note, there is NOT a peer response for Unit One Discussion Assignment.

Rubric used to grade Unit One Discussion Assignment:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	60 Points Contains a clear and thorough responses to the assignment.  Provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied concepts from the assigned reading.	20 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.
Organization	20 Points Information is clearly organized.	10 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	20 Points Proper grammar and spelling used throughout written and oral work.	10 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.

Exam One: The testing date is February 7 – February 8.  To get into an exam, click on Lessons and then click on Exams.  Exam One covers Unit One. This exam is online. 

Unit Two 

The assignments for Unit Two are to be completed between February 8 and February 25.

Read/Outline:

Chapter 4 - Dying (Kastenbaum)

Chapter 5 - Hospice And Palliative Care (Kastenbaum)

Chapter 6 - End-of-Life Issues and Decisions (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: Dying

Lecture Notes and Power Point Study Guide: Hospice And Palliative Care

Lecture Notes and Power Point Study Guide: End-of-Life Issues and Decisions

View:

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 Two Discussion Assignment (Reaction and Peer Response):

This Discussion Assignment has two parts. 

Part 1:

Part 1 is based on chapters 4, 5, and 6 of the Kastenbaum text.  Your task is to choose one to three major themes from chapters 4, 5, and 6 of the text that you want to write about. 

I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters 4, 5, and 6 of the text.  Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter.  I am asking you to pick one to three themes from any aspects of chapters 4, 5, and 6 of the text.  (For example, in my case, I would talk about the theme of death anxiety. I was under a lot of stress during my freshman and sophomore years of college, and one of the ways it manifest was death anxiety.) 

You may want to ask yourself the following questions as a way to help you create a connection / reaction response:

1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?

2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?

5) How does the reading relate to your community, or your family?

6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?

7) How does the reading relate to other books, films, web sites, or articles you have read? You must provide the references of the sources you use. 

8) 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 textbooks used in this course or from another reputable source.  You must provide the references of the sources you use. 

Part 2:

Part 2 is your peer response.  There are two parts to your peer response. 

The first part involves you connecting at least one or more ideas (concepts) from either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number.  For example, let us say that your classmates provided a discussion response on the topic of children and death. In your peer response, you could describe what Dr. Klicker has to say about children’s understanding of death.  You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Klicker, p. 50).  (In this part you are providing a small summary of an aspect of the text.)

In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response.  There is no right or wrong to this second part.  You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.

Make these two parts of your peer response into two separate paragraphs.

Your Unit Two Assignment (Part 1) is due February 19.  Your peer response (Part 2) is due February 24.    

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window.  Then click on “Submit.”

Remember, your discussion response to the question needs to be a minimum of 400 words in 12 point type size, and your peer response needs to be a minimum of 100 words.  I will not grade a paper that does not meet these minimal requirements.  Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty.

Rubric used to grade Unit Two Discussion Assignment and Peer Response:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	50 Points Contains a clear and thorough responses to the assignment.  Provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied concepts from the assigned reading.	20 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.
Organization	10 Points Information is clearly organized.	7 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout written and oral work.	7 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.
Peer Response	30 Points Peer response meets the minimum 100 word requirement.  Part One: Demonstrates that the student gave their peer’s discussion some real thought.  The student relates at least one or more ideas (concepts) from either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number: for example, (Klicker, p. 50).  Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.	16 Points Peer response meets the minimum 100 word requirement.  The peer response does not provide both Part One and Part Two.	0 Points Does not meet the minimum 100 word requirement.  The response is off-track and does not relate to the classmate’s discussion response.

Exam Two: The testing date is February 25 – February 26.  To get into an exam, click on Lessons and then click on Exams.  Exam One covers Unit Two. This exam is online. 

Unit Three 

The assignments for Unit Three are to be completed between February 26 and March 14.

Read/Outline:

Chapter 7 - Suicide (Kastenbaum)

Chapter 8 - Violent Death: Murder, War, Terrorism, Disaster and Accident (Kastenbaum)

Chapter 9 - Euthanasia, Assisted Death, Abortion and The Right to Die (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: Suicide

Lecture Notes and Power Point Study Guide: Violent Death: Murder, War, Terrorism, Disaster and Accident

Lecture Notes and Power Point Study Guide: Euthanasia, Assisted Death, Abortion and The Right to Die

View:

Video Program #6: Go to the Lessons tab. Then click on the Videos folder and view "Sudden Death" video.

Unit Three Discussion Assignment (Reaction and Peer Response):

This Discussion Assignment has two parts. 

Part 1:

Part 1 is based on chapters 7, 8, and 9 of the Kastenbaum text.  Your task is to choose one to three major themes from chapters 7, 8, and 9 of the text that you want to write about. 

I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters 7, 8, and 9 of the text.  Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter.  I am asking you to pick one to three themes from any aspects of chapters 7, 8, and 9 of the text. 

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 or relate to your life?

2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?

5) How does the reading relate to your community, or your family?

6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?

7) How does the reading relate to other books, films, web sites, or articles you have read? You must provide the references of the sources you use. 

8) 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 textbooks used in this course or from another reputable source.  You must provide the references of the sources you use. 

Part 2:

Part 2 is your peer response.  There are two parts to your peer response. 

The first part involves you connecting at least one or more ideas (concepts) from the either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number.  For example, let us say that your classmates provided a discussion response on the topic of children and death. In your peer response, you could describe what Dr. Klicker has to say about children’s understanding of death.  You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Klicker, p. 50).  (In this part you are providing a small summary of an aspect of the text.)

In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response.  There is no right or wrong to this second part.  You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.

Make these two parts of your peer response into two separate paragraphs.

Your Unit Three Assignment (Part 1) is due March 6.  Your peer response (Part 2) is due March 12.    

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window.  Then click on “Submit.”

Remember, your discussion response to the question needs to be a minimum of 400 words in 12 point type size, and your peer response needs to be a minimum of 100 words.  I will not grade a paper that does not meet these minimal requirements.  Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty.

Rubric used to grade Unit Three Discussion Assignment and Peer Response:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	50 Points Contains a clear and thorough responses to the assignment.  Provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied concepts from the assigned reading.	20 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.
Organization	10 Points Information is clearly organized.	7 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout written and oral work.	7 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.
Peer Response	30 Points Peer response meets the minimum 100 word requirement.  Part One: Demonstrates that the student gave their peer’s discussion some real thought.  The student relates at least one or more ideas (concepts) from either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number: for example, (Klicker, p. 50).  Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.	16 Points Peer response meets the minimum 100 word requirement.  The peer response does not provide both Part One and Part Two.	0 Points Does not meet the minimum 100 word requirement.  The response is off-track and does not relate to the classmate’s discussion response.

Exam Three: The testing date is March 13 – March 14.  To get into an exam, click on Lessons and then click on Exams.  Exam One covers Unit Three. This exam is online. 

Unit Four

The assignments for Unit Three are to be completed between March 15 and April 6.

Read/Outline:

Chapter 10 - Death In The World of Childhood (Kastenbaum)

Chapter 11 - Bereavement, Grief, and Mourning (Kastenbaum)

Chapter 12 - The Funeral Process (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: Death In The World of Childhood

Lecture Notes and Power Point Study Guide: Bereavement, Grief, and Mourning

Lecture Notes and Power Point Study Guide: The Funeral Process

View:

Video Program #9: Go to the Lessons tab. Then click on the Videos folder and view "Death Rituals" video.

Video Program #5: Go to the Lessons tab. Then click on the Videos folder and view "Fear of Death and Dying" video.

Unit Four Discussion Assignment (Reaction and Peer Response):

This Discussion Assignment has two parts. 

Part 1:

Part 1 is based on chapters 10, 11, and 12 of the Kastenbaum text.  Your task is to choose one to three major themes from chapters 10, 11, and 12 of the text that you want to write about. 

I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters 10, 11, and 12 of the text.  Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter.  I am asking you to pick one to three themes from any aspects of chapters 10, 11, and 12 of the text. 

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 or relate to your life?

2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?

5) How does the reading relate to your community, or your family?

6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?

7) How does the reading relate to other books, films, web sites, or articles you have read? You must provide the references of the sources you use. 

8) 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 textbooks used in this course or from another reputable source.  You must provide the references of the sources you use. 

Part 2:

Part 2 is your peer response.  There are two parts to your peer response. 

The first part involves you connecting at least one or more ideas (concepts) from the either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number.  For example, let us say that your classmates provided a discussion response on the topic of children and death. In your peer response, you could describe what Dr. Klicker has to say about children’s understanding of death.  You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Klicker, p. 50).  (In this part you are providing a small summary of an aspect of the text.)

In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response.  There is no right or wrong to this second part.  You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.

Make these two parts of your peer response into two separate paragraphs.

Your Unit Four Assignment (Part 1) is due March 30.  Your peer response (Part 2) is due April 3.    

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window.  Then click on “Submit.”

Remember, your discussion response to the question needs to be a minimum of 400 words in 12 point type size, and your peer response needs to be a minimum of 100 words.  I will not grade a paper that does not meet these minimal requirements.  Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty.

Rubric used to grade Unit Four Discussion Assignment and Peer Response:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	50 Points Contains a clear and thorough responses to the assignment.  Provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied concepts from the assigned reading.	20 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.
Organization	10 Points Information is clearly organized.	7 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout written and oral work.	7 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.
Peer Response	30 Points Peer response meets the minimum 100 word requirement.  Part One: Demonstrates that the student gave their peer’s discussion some real thought.  The student relates at least one or more ideas (concepts) from either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number: for example, (Klicker, p. 50).  Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.	16 Points Peer response meets the minimum 100 word requirement.  The peer response does not provide both Part One and Part Two.	0 Points Does not meet the minimum 100 word requirement.  The response is off-track and does not relate to the classmate’s discussion response.

Exam Four: The testing date is April 5 – April 6.  To get into an exam, click on Lessons and then click on Exams.  Exam Four covers Unit Four. This exam is online. 

Unit Five

The assignments for Unit Five are to be completed between April 7 and April 25.

Read/Outline:

Chapter 13 - Do We Survive Death? (Kastenbaum)

Chapter 14 - How Can We Help? (Kastenbaum)

Chapter 15 - Good Life, Good Death? (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: Do We Survive Death?

Lecture Notes and Power Point Study Guide: How Can We Help?

Lecture Notes and Power Point Study Guide: Good Life, Good Death?

View:

Video Program #10: Go to the Lessons tab. Then click on the Videos folder and view "The Good Death" video.

Unit Five Discussion Assignment (Reaction and Peer Response):

This Discussion Assignment has two parts. 

Part 1:

Part 1 is based on chapters 13, 14, and 15 of the Kastenbaum text.  Your task is to choose one to three major themes from chapters 13, 14, and 15 of the text that you want to write about. 

I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters 13, 14, and 15 of the text.  Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter.  I am asking you to pick one to three themes from any aspects of chapters 13, 14, and 15 of the text. 

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 or relate to your life?

2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?

5) How does the reading relate to your community, or your family?

6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?

7) How does the reading relate to other books, films, web sites, or articles you have read? You must provide the references of the sources you use. 

8) 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 textbooks used in this course or from another reputable source.  You must provide the references of the sources you use. 

Part 2:

Part 2 is your peer response.  There are two parts to your peer response. 

The first part involves you connecting at least one or more ideas (concepts) from the either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number.  For example, let us say that your classmates provided a discussion response on the topic of children and death. In your peer response, you could describe what Dr. Klicker has to say about children’s understanding of death.  You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Klicker, p. 50).  (In this part you are providing a small summary of an aspect of the text.)

In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response.  There is no right or wrong to this second part.  You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.

Make these two parts of your peer response into two separate paragraphs.

Your Unit Five Assignment (Part 1) is due April 17.  Your peer response (Part 2) is due April 23.    

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window.  Then click on “Submit.”

Remember, your discussion response to the question needs to be a minimum of 400 words in 12 point type size, and your peer response needs to be a minimum of 100 words.  I will not grade a paper that does not meet these minimal requirements.  Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty.

Rubric used to grade Unit Five Discussion Assignment and Peer Response:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	50 Points Contains a clear and thorough responses to the assignment.  Provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied concepts from the assigned reading.	20 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.
Organization	10 Points Information is clearly organized.	7 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	10 Points Proper grammar and spelling used throughout written and oral work.	7 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.
Peer Response	30 Points Peer response meets the minimum 100 word requirement.  Part One: Demonstrates that the student gave their peer’s discussion some real thought.  The student relates at least one or more ideas (concepts) from either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response.  In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number: for example, (Klicker, p. 50).  Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.	16 Points Peer response meets the minimum 100 word requirement.  The peer response does not provide both Part One and Part Two.	0 Points Does not meet the minimum 100 word requirement.  The response is off-track and does not relate to the classmate’s discussion response.

Exam Five: The testing date is April 24 – April 25.  To get into an exam, click on Lessons and then click on Exams.  Exam Five covers Unit Five. This exam is online. 

Unit Six

The assignments for Unit Six are to be completed between April 26 and May 11.

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)

View:

Video Program #3: Go to the Lessons tab. Then click on the Videos folder and view "Facing Mortality" video.

Read/Outline:

Chapter 8 - Children and Death (Klicker) 

Chapter 9 - Explaining Death to Children (Klicker)

Chapter 10 - Grief and Family Systems (Klicker)

View:

Video Program #7: Go to the Lessons tab. Then click on the Videos folder and view "A Child's View of Death" video.

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)

View:

Video Program #8: Go to the Lessons tab. Then click on the Videos folder and view "Grief and Bereavement" video.

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 Six Discussion Assignment: Reaction Paper to Funeral Service Psychology and Counseling by Ralph L. Klicker

View:

Video Program: Bereavement and Loss Counselling

Go to the Lessons tab. Then click on the Videos folder and view the following chapters of the Bereavement and Loss Counselling video.

1. Bereavement and Loss Counselling: Introduction

2. Bereavement and Loss Counselling: Counselling Session

3. Bereavement and Loss Counselling: Session Commentary

4. Bereavement and Loss Counselling: Review of Session with Commentary

5. Bereavement and Loss Counselling: Factors that Contribute to Therapeutic Change

Loss is at the very heart of our lives and it can be profoundly painful. The way in which we react or respond to the pain of our losses can have important implications for ourselves and our lives.

This video is a case study of Kate who is trying to cope with four major experiences of bereavement and loss. One of the objectives is for you to “sit in” on a real counseling session with a real patient struggling with loss. This video will help you to see many of the concepts in the Funeral Service Psychology and Counseling text by Dr. Klicker come to life.

The video contains an emotionally powerful counselling session in which the counselling psychologist, Dr. Anthony Crouch, helps Kate to begin to tolerate her pain, develop a spark of hope for the future and identify key therapeutic goals.

Dr. Crouch also provides four commentaries that are informed by the very latest research: commentaries on both the session and the subsequent review together with an introduction to both loss and bereavement and the factors that contribute to therapeutic change. In this latter commentary Dr. Crouch examines how the latest research on therapeutic factors challenges the traditional medical model of treatment-focused change.

This case study goes to the very heart of the counselling experience and demonstrates how research-informed counselling can support a client to bear the pain of loss and achieve profound therapeutic change.

Part 1:

Your assignment is to reflect on the entirety of the Bereavement and Loss Counselling video (all five chapters).  Please select from the following questions as a way to help you create a connection / reaction response:

1. After viewing the video, in what way (ways) do you connect or relate to Kate’s experience?

2. In what ways did this video help to enrich your life or relate to your life?

3. In what ways can you apply concepts from the video to your own experiences of bereavement in the present?  In what ways could you have applied concepts from the video to your own experiences of bereavement in the past? 

4. After viewing the video, what did you learn about bereavement that you found helpful?

5. After viewing the video, how has it influenced your understanding of bereavement counseling?  How has it influenced your understanding of counseling in general? 

6. What were your preconceived notions of counseling before you watched the video, and how have they changed as a result of your viewing the video?

Part 1 must have a minimum of 300 words. 

Part 2:

In this part of the assignment, the goal is for you to write about two themes (major concepts) from the Funeral Service Psychology and Counseling text by Dr. Klicker that you see demonstrated in the video, Bereavement and Loss Counselling. 

After you read and take notes on the Klicker text, you will view all five chapters of the Bereavement and Loss Counselling video.  As you view the video, make a note as to concepts you see in the video that relate to the primary concepts in the Klicker text. 

Divide your answer to this part of the assignment into two separate paragraphs.  You may bullet or number your answer to this part of the assignment.  The basic idea is to describe at least two separate concepts that you see in the Klicker text that apply to a theme (or themes) in the Bereavement and Loss Counselling video.  In each case, describe the concept you chose from Klicker and then describe how that concept relates to a theme in the video. 

For example, for your first connection, you may want to talk about how the psychologist in the film embodied examples from Chapter 12 - Essential Interpersonal Skills for the Counselor and Chapter 13 - Characteristics of a Good Counselor.  You would also want to describe the parts of the video that illustrate these concepts from the Klicker text.

And, for example, in your second connection, you may want to talk about how Kate, the patient in the film, embodied examples from Chapter 6 - Determinants of Grief and Chapter 7 - Compicated Grief.  Again, you would also want to describe the parts of the video that illustrate these concepts from the Klicker text.

For each connection you make, you must specify the chapter of the video and the time in the video you are referring to (for example Bereavement and Loss Counselling: Counselling Session, 13:45).  This way, I can go and check the part of the video you are referring to in your paper.

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window.  Then click on “Submit.”

For this discussion response, part 1 must be at least 300 words and part 2 must be at least 200 words. Please check the word count.  I will not accept a discussion that does not meet the minimum word count. 

Your Unit Six Discussion Assignment, both (Part 1) and (Part 2) is due May 8 .    

*Note, there is not a peer response for Unit Six Discussion.

Rubric used to grade Unit Six Discussion Assignment:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	60 Points Contains a clear and thorough responses to the assignment.  Provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought.  There is only minimal indication that the student applied concepts from the assigned reading.	20 Points Minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.
Organization	20 Points Information is clearly organized.	10 Points Information is loosely organized.	5 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	20 Points Proper grammar and spelling used throughout written and oral work.	10 Points Proper grammar and spelling used throughout written and oral work with major errors.	5 Points Very poor grammar and spelling used through written and oral work.

Exam Six: The testing date is May 10 – May 11.  To get into an exam, click on Lessons and then click on Exams.  Exam Five covers Unit Six. This exam is online. 

Comprehensive Final Exam: To get into an exam, click on Lessons and then click on Exams. This exam covers all of the material assigned in the course. The testing date is May 13. This exam is online.