Death dying epilogue lecture notes f16 PDF

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Epilogue

Death and Dying

I . The Teacher’s Role a. Appreciate the different ways different families might celebrate and affirm death and be open to sharing and explaining these differences to students b. Understand how death may be perceived across the lifespan- recognize typical reactions of children at different ages and their families c. Employ specific strategies that may help individual and/or groups of children work through the grieving process d. Be proactive in providing experiences related to death as part of Death Education e. Be knowledgeable about community resources available to the family and issues revolving around death that might be of interest and be a source of referral or information to families as needed f. Be a role model. II. Aspects of Death Thanatology_________________________________________________________________ a. Biological- cessation of bodily processes- final and irreversible b. Social- rituals and meaning given by families and cultures c. Psychological- effects on well being- grieving process, relationships Many of today’s professionals including physicians and TEACHERS still feel unprepared to deal with issue- families can perceive as cold and detached- family values and physician/teacher values might be different. What would the constructivists say we should be doing? Why? Historical Impact: How has death changed over past 100 years? Death occurs later Dying takes longer Death occurs in hospitals Causes have changed III. Understanding of Death at Different Stages of the Lifespan- (based on Piaget) All children effected by the attitudes of other family members. Key point: At every age, questions should be answered honestly in words the child can understand. Knowledge has been shown to reduce anxiety Young preschool children-take explanations literally; lack understanding; may not show sadness because do not understand finality of death; may believe they caused death“egocentric’ according to Piaget School-age- seek specific facts; want to do something specific to help; concrete thinkers Adolescents-may romanticize- abstract reasoners- risk takers terror management- accidents greatest cause of death; may want to defy death and adults-i.e. smoke/use drugs Adults-death anxiety increases from teens to twenties- why? Have difficulty accepting death of others or themselves. 25-60- unfinished business- may become irrational- most feared deaths are random ones- i.e. Flying rather than pollution, drugs, junk food, etc.

Later adulthood-anxiety decreases; hope rises- family members become more important as death nears; a sign of adult mental health is acceptance of one’s mortality; IV. Contemporary Religions and Terminal illness/Death Christian Views- the very sick should be taken to hospital; if they die, mourners gather to eat, and drink often with music and dancing Jewish Views – dying person not left alone, day after death body buried unembalmed in plain wooden coffin; social activities curtailed for a year Islamic Views-death affirms religious faith- achievement, problems and pleasures of this life are transitory- everyone should be ready for death at any time. Transition to a better place; the dead often bathed by next of kin Native American Views-death an affirmation of nature and community values as compared to individualism and science; often oppose autopsies- oppose digging up gravesJapanese Views- family rather than individual is the focus of decision making- value of hope V. Facing Death and Loss a. Stages of Dying and Grief (Elisabeth Kubler Ross- see www.elisabethkublerross.com) 1. denial, shock and disbelief- not me2. anger- why me 3. bargaining- yes me, but 4. depression, preoccupation with the memory of a loved one- yes me 5. acceptance-its ok What has current research said about these stages? Not all people have the stages, not in same order or at all b. Dying in relation to Maslow’s Theory 1. 2. 3. 4. 5.

Physiological needs- freedom from pain Safety-no abandonment Love and acceptance-from close family and friends Respect- from caregivers Self-actualization-spiritual transcendence

c. Patterns of Grieving1. high to low distress 2. no intense distress 3. distress indefinitely d. Other types of grief- complicated, absent, disenfranchised, incomplete

Two main points 1. There is not ONE way to grieve- there are different patterns and different stages- do not assume everyone (child or adult) should be behaving in a way you might expect! Grief is NOT rational or predictable. Differentiate support- would say Vygotsky!! 2. Grief can interfere with a student’s ability to pay attention- provide support that will allow them to refocus- Information processing. VI. Specific Classroom Strategies For Children (see articles and handouts) Listen and sympathize Do not single out a grieving child for too many special privileges or compensations- try to maintain high expectations- but be flexible with assignments and school work early on. Help students find a support group if they need one Make books and other reading materials available Maintain routines and expectations but be flexible- hold students accountable-death can contribute to disorganization and insecurity- maintaining routines and expectations (within reason) contributes to stability and security- Maslow’s need for safety Journal writing Poetry Story telling Scrap books, cards, letters, and memorials Facebook pages and other social media memorials Art Projects, yearbooks Share memories of child with parents Important point- What you do or don’t do can make a lasting impact on a student VII. Death Education- Examples across grade levels and disciplines (see SERVE video) Preschool- pets School-age- Plants and Animals- life cycles SecondaryWars High School Literature- Romeo and Juliet- A Lesson Before Dying Biology- Drug Education; Cancer Health Education- Drivers Ed Speech and Debates- legal issues revolving death to debate Economics class- Death Care Business- Share article Service Learning-

When teachers incorporate opportunities for students to help others who may be seriously ill, students often feel good about themselves for helping- also creates a community both of which support Maslow and teacher a respected role model (Bandura) VIII. Community Resources 1. Hospice- Started by Cecily Saunders- 1950’s in London- see handout Place where terminally ill could spend final days- dying person AND family unit of care- doctors, nurses, religious counselors : less common in the south Palliative care- relief of pain and suffering- control of symptoms- quality of lifedie with dignity. Pain medication relieves pain- hastens death- slows respiration Hospice barriers and limitations- must be terminally ill, almost no hospice serves children, costly, availability; acceptance of diagnosis 2. Compassionate Friends- support group for parents who have lost a child IX. Medical, Legal, and Ethical Issues a. Passive Euthanasia- withholding life saving treatment- feeding and breathing tubes DNR- do not resuscitate on patients chart b. Active Euthanasia- someone takes action to bring upon a death- illegal in most places Legal in some European countries (pg. 586) Studies show acceptance can vary by age groups- Australian study- most people 45-59 approve c. Physician Assisted Suicide- physician assists a person to take one’s own life- legal in Netherlands, Belgium, Switzerland, and the states of Oregon, Washington, Vermont, and California where it is called “death with dignity”. d. Advance directives- Living will and health care proxy (Terri Schiavo case) (pg. 590591 ) X. Green Burials- (see handouts and video) a. Why important today

b. Examples of what is available today

c.Website for more information

https://greenburialcouncil.org

https://www.washingtonpost.com/lifestyle/style/green-burials-are-on-the-rise-as-babyboomers-plan-for-their-future-and-funerals/2014/10/06/d269cfbc-3eae-11e4-b03fde718edeb92f_story.html...