UNIVERSITY OF SOUTH FLORIDA SARASOTA- MANATEE
COLLEGE OF ARTS AND SCIENCES
Death and Dying (3 Credit Hours)
GEY 4641
SUMMER 2014
Instructor: Kathy Black, Ph.D.
Phone: (941) 359-4584
Office Hours: M 5:30- 9:20 PM
Office Location: SMC 248
Email: kblack@sar.usf.edu
Classroom: TBA
Class Hours: M 4:30- 5:30 PM
COURSE DESCRIPTION
This course is designed to introduce learners to basic concepts related to death and dying. In addition
learners are challenged to examine their own personal attitudes toward the issues discussed, including
but not limited to psychological, medical, legal, ethical, religious and cultural aspects of death, dying,
and bereavement. The course will incorporate both informational lectures and learner projects designed
to aid learners in personally relating to the material presented in these lectures.
COURSE OBJECTIVES
1. Ensure that learners engage in analytical, reflective, and critical thought regarding their own and
others’ attitudes toward death and dying.
2. Appreciate the historical context and racial/ethnic/cultural context of attitudes toward and
practice around the dying.
3. Ensure that learners understand the factors that influence the bereavement and grieving process
for both adults and children.
4. Identify the most common grief and loss reactions experienced by children and adults across the
life cycle.
5. Demonstrate an understanding of the complexities involved in planning funeral experiences and
death rituals.
6. Critically evaluate decisions, social policy issues, and ethical dilemmas frequently encountered
by end-of –life helping professionals.
7. Recognize the historical changes in the Western perception, experiences, and treatment of death
and dying, bereavement, and loss.
8. Recognize the significant variability in the experience and attitudes of death, dying, grief, and
mourning depending on culture, age, race, religion, gender, and social class.
9. Explore awareness of personal attitudes and beliefs about death, the dying process, and
bereavement.
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METHODS OF INSTRUCTION
The primary method of instruction will be class-based and online activities and discussions. This class
will use Canvas and learners are expected to be signed on and check for class up-dates. The instructor
reserves the right to add assignments, readings, or require email contact as the course progresses. The
instructor will use the Canvas email address to communicate with you. Tutorials on how to use Canvas
is available at: http://www.sarasota.usf.edu/Academics/DE/current_students.php. You can also contact
the toll-free helpline at : 866-974-1222 or live online help at:
http://usfsupport.custhelp.com/app/chat/chat_launch
TEACHING PHILOSOPHY
I see learning as a collaborative process between the instructor and the learners. I have structured this
course based on my experience and the experience of others who have taught it to enhance opportunities
for expanding awareness of oneself as an individual. I work from the strengths perspective and
understand that the talents and needs each learner and each class as a whole brings to this experience are
unique. The success of my teaching depends on all of us putting forth our best efforts and
communicating openly throughout this course.
COURSE EXPECTATIONS
Learner Responsibilities:
1. Participate in in-class exercises.
2. Come to each class session, come on time, and stay for the entire class period and return on time
from breaks. Failure to attend any class sessions will affect your ability to contribute to class
discussions and activities and thus will negatively affect your grade.
3. Participate in class discussions and individual or small group activities, which are vital to the
learning in this course.
4. Listen attentively when others are speaking and keep cell phones turned off.
5. Have read assigned course material and be prepared to discuss content in class.
6. Write papers that follow the guidelines provided in this syllabus, use correct grammar and APA
format, and demonstrate learner learning from the texts and class session lectures and activities.
7. Turn all assignments in on time (see Assignment-Due Policy below).
8. Keep the instructor informed of any issues that interfere with individual learning, attendance,
and/or turning in assignments on time.
Instructor responsibilities:
1. To prepare class session activities that enhances and augment learner learning from the text.
2. To share the instructor’s knowledge that relates to course content.
3. To start and end each class session on time.
4. To listen attentively to learner contributions and questions.
5. To facilitate class discussions to maximize learner participation and keep focus on course
content.
6. To respond to the extent possible to learner suggestions and questions.
7. To develop graded activities which evaluate learners’ learning from readings in the text and from
class activities.
8. To evaluate and grade learner learning based on the criterion provided in this syllabus.
9. To give learners feedback on their performance.
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WRITTEN ASSIGNMENTS
All written assignments MUST be turned in on time. If you must miss a class, you can turn in the
homework assignment electronically by the beginning of the class session. Papers are due at the
beginning of class. Late papers WILL receive reduced grading- 5% off per 24 hours late.
All written assignments must demonstrate acceptable writing style, American Psychological Association
(APA), including the use of standard English, acceptable grammar, and the use of the American
Psychological Association (APA) style of reference citation. All written assignments will be graded on
the basis of the following:
ATTENDANCE POLICY
Learners are expected to be on time and prepared to participate when class begins as well as be present
throughout the entire class meeting. Classroom exercises, discussions, role plays, guest speakers and
other in-class experiential exercises are essential for learning and continued development of self
awareness. This form of learning cannot be “made up” once missed. Accordingly, attendance is
required at all class meetings. There are no excused absences (except for military leave, jury duty, or
religious holidays that are planned in advance). A learner is considered absent if he/she arrives more
than 20 minutes late to class, leaves 20 or more minutes early or does not come to class. Learners can
miss 2 classes without penalty. After that, 5% off of the total grade will be deducted for each missed
class. Learners are responsible for any missed material due to absences or lateness.
USF Sarasota-Manatee Policies and Procedures
Academic Dishonesty
The University considers any form of plagiarism or cheating on exams, projects, or papers to be
unacceptable behavior. Please be sure to review the university’s policy in the USFSM Undergraduate
Catalog or USFSM Graduate Catalog and the USF Student Code of Conduct.
Undergraduate:
http://www.sarasota.usf.edu/Academics/Catalogs/
Graduate:
http://www.sarasota.usf.edu/Academics/Catalogs/
USF Student Code of Conduct:
http://www.sa.usf.edu/srr/page.asp?id=88
Academic Disruption
The University does not tolerate behavior that disrupts the learning process. The policy for addressing
academic disruption is included with Academic Dishonesty in the USFSM Undergraduate Catalog or
USFSM Graduate Catalog and the USF Student Code of Conduct.
Undergraduate:
http://www.sarasota.usf.edu/Academics/Catalogs/
Graduate:
http://www.sarasota.usf.edu/Academics/Catalogs/
USF Student Code of Conduct:
http://www.sa.usf.edu/srr/page.asp?id=88
Contingency Plans
In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During
this time, USFSM may opt to continue delivery of instruction through methods that include but are not
limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the
responsibility of the student to monitor Canvas site for each class for course specific communication,
and the main USFSM and College websites, emails, and MoBull messages for important general
information. The USF hotline at 1 (800) 992-4231 is updated with pre-recorded information during an
emergency.
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Disabilities Accommodation
Students are responsible for registering with the Office of Students with Disabilities Services (SDS) in
order to receive academic accommodations. Reasonable notice must be given to the SDS office
(typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to
provide each instructor with a copy of the official Memo of Accommodation. Contact Information:
Disability Coordinator: 359-4714; email: disabilityservices@sar.usf.edu
and website: http://www.usfsm.edu/students/disability/
Fire Alarm Instructions
At the beginning of each semester please note the emergency exit maps posted in each classroom. These
signs are marked with the primary evacuation route (red) and secondary evacuation route (orange) in
case the building needs to be evacuated. See Emergency Evacuation Procedures.
Religious Observances
The University recognizes the right of students and faculty to observe major religious holidays.
Students who anticipate the necessity of being absent from class for a major religious observance must
provide notice of the date(s) to the instructor, in writing, by the second week of classes.
http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf
Emergency Preparedness
It is strongly recommended that you become familiar with the USF Sarasota-Manatee Emergency
Action Plan on the Safety Preparedness site
http://www.sarasota.usf.edu/facilities/SafetyPreparedness.php
Web Portal Information
Every newly enrolled USF student receives an official USF e-mail account. Students receive official
USF correspondence and Canvas course information via that address. Therefore it is the student’s
responsibility to check their USF email regularly.
Instructor Copyright
Students may not sell notes or other course materials.
Required Textbook
DeSpelder, L.A., & Strickland, A.L. (2011). The last dance: Encountering death and dying (9th ed.).
New York: McGraw-Hill.
GRADING SCALE
Learner Journals
Death Packet
Film Paper Project
Total
Final Grades will be assigned as follows:
A+
97-100
B+
87-89 C+
A
94-96
B
84-86 C
A90-93
B80-83 C-
20
60
20
100
77-79
74-76
70-73
D+
D
DF
67-69
64-66
60-63
59 or below
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COURSE ASSIGNMENTS
1. Learner Journals- DUE: 6/9/14 and 7/7/14 (10 points each for a total of 20 points). Learner
journals will be utilized to evaluate mastery of course objectives. Learners are expected to
respond to all assigned textbook readings and to at least one class discussion per week in a
journal. Learners may use their entries to discuss knowledge acquired or insight gained and to
share personal opinions, perceptions, or experiences related to the particular topics that may or
may not have been shared in class sessions. Learners should utilize the following outline for each
entry:
a. Chapter/ Discussion reflections or summary…
b. I learned…
c. I was surprised by…
d. I am beginning to question…
e. I am thinking about…
f. Relevance and /or application to my current work or future career …
Journal entries may be handwritten or typed. If handwritten, journal entries must be legible. Learners
are encouraged to include materials such as newspaper or magazine clippings, song lyrics, poems, or
photographs that relate to the subject matter.
In addition, learners are encouraged to share the content of their journals in relevant class discussions as
he or she feels comfortable. Please note that some material and reflection may be highly personal and/or
too emotional to share in a classroom setting. Therefore, learners are advised to consider their level of
comfort in choosing to share. Additionally, personal content shared in class should respectfully not be
repeated outside of the classroom setting.
Journals will be collected twice during the semester and be graded according to the following rubric:
1=Weak (0-59% ) 2=Somewhat Weak (60-69%) 3=Average (70-79%) 4= Strong (80-89%) 5=Very Strong
(90-100%)
1.
1
The topic for each journal entry follows the outline of the assignment.
2
3
4
5
6
7
8
9
10
2. The entries provide a very descriptive explanation of that person's thoughts, feelings, and subjective
reactions to the reading or discussion.
1
2
3
4
5
6
7
8
9
10
8
9
10
3. The organization of the journal entries are clear and easy to follow.
1
2
3
4
5
6
7
4. The spelling, grammar, and punctuation in the journal are accurate. The journal is neatly typed or
handwritten.
1
2
3
4
5
6
7
8
9
10
5. The journal entries critically analyze content and explore personal reactions and ethical dilemmas inherent
in work with the dying or bereaved.
1
2
3
4
5
6
7
8
9
10
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2. Death Packet- Due: 6/23/14. Learners will prepare their own Death Packet to meet course
objectives. Class activities will facilitate development of the packet. The death packet is worth
60 points of the final grade and will be graded according to the following rubric:
Detailed Last Will and Testament - Must include notes written to those
mentioned in the Will specifying why you are bequeathing certain items and
any final messages or thoughts. This is to be written by you and in your own
words. This may be in a written or video format.
/10
Newspaper Obituary - Must include the time, place, and cause of death (one
will be assigned to each learner), city of residence, educational and
occupational experiences, community involvement, personal
accomplishments, hobbies or interests, survivors, and details of the funeral or
memorial service.
/5
Epitaph and Tombstone or Urn Design- Must provide an illustration of your
epitaph or urn. Must include your name, date of death, and any other
information (quotes, bible verses, etc.)
/5
Organ Donor Form- Must include the completed and signed form if you
/5
choose to be a donor or the blank form with an “X” written across the paper of
you choose not to be a donor.
Eulogy - Must be a thoughtful and thorough review of your life. It may
include some of the information from the obituary but it must provide much
more detail and depth. You must also designate an individual to read the
Eulogy.
/10
Advance Directive or Five Wishes Form- This form will be provided by the
professor. It must be completed in its entirety with all necessary signatures.
/5
Values History Form -This form will be provided by the professor. It must be
completed thoroughly and thoughtfully by the learner.
/10
Funeral Arrangements - Must include specific details including visitation or
viewing arrangements, casket or urn preference, clothing to be worn by the
deceased, and the order of the funeral or memorial service including specific
readings, scriptures, and/or songs.
/10
TOTAL
/60
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3. Guidelines for The Film Paper Project. DUE: 7/7/14. (20%).
Death and Dying Issues as presented in the Cinema
Purpose
The purpose of this project is to give learners the chance to apply knowledge about death and dying
into a social context. It also gives learners the chance to show that they are able to take the factual
knowledge and apply it to a “real-life” situation.
Procedure
Select a film from the list to be viewed. You must locate these films on your own. They should all
be available in local video stores, however all of them may not be available at all stores. When
viewing this film, pay particular attention to the social context of the death(s), the effect on other
individuals, the choices the individuals made during the end-of-life, the family context (and by
family I mean everyone involved with the individual). The particular issues differ based upon which
movie you choose, however the idea is to apply the topics covered in class to the scenario presented
in the film.
You will want to view your selected film a second time, carefully noting the themes related to death
and dying. Each of the films on the list contains a number of these themes, and each learner is
responsible for identifying them. Begin your paper by presenting the basic themes of the film and
the death, dying, and bereavement issues to be discussed. Then follow up your description with
thoughtful statements relating to the dynamics in the film. Your sources of “thoughtful statements”
are the readings from the course, other textbooks, the library, and your own knowledge. This paper
is not to be based upon your personal experience.
The final paper must be typed, double-spaced, and include any appropriate references. References
may not always be necessary. Please include a title page. The length of the paper will vary based
upon the film chosen, however it should be approximately 4-6 pages in length. Points will be
deducted if the paper is not at least 4 typed double spaced pages or exceeds the 6 page limit (2
points per page over or under the limits). The final paper is due at the beginning of class in
HARD COPY. E-submits will not be accepted. Additionally learners should be prepared to present
selected issues from their papers during a group discussion on that day in class. Papers turned in
late will receive a 10 point deduction for every 24 hours after the time the paper is due.
Film List
About Schmidt
Bucket List
Green Mile
Last Holiday
Meet Joe Black
No Reservations
PS I Love You
Soul Food
The Hours
The Descendents
A Mighty Heart
Charlie St. Cloud
Heaven Can Wait
Message in a Bottle
My Sister’s Keeper
Ordinary People
Saving Private Ryan
Tuesdays with Morrie
The Savages
Fifty-fifty
Away From Her
Grace is Gone
In the Bedroom
Million Dollar Baby
Mystic River
Philadelphia
Steel Magnolias
Terms of Endearment
Up – Disney Animated Film
World Trade Center
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The films chosen cover a wide variety of topics and situations relating to death, dying, and
bereavement, so that each learner can select a type of film that is most appropriate for him or herself.
In addition, any learner who would like to suggest an additional film that they feel is relevant to this
course and this project, please feel free to talk to me about it and we can discuss the possibility.
However no learner can turn in a film project paper in for a movie not on the list if he or she has not
discussed it with me in advance.
GRADING FOR FILM PAPER PROJECT
I. Presentation / Appearance – (25%)
 Any error in APA reference or citation format from the 6th edition
 Lack of quotation marks at the beginning and end of all direct quotes
 Extra or missing punctuation (i.e. commas, semi-colons, colons, periods)
 Incomplete sentences (i.e., sentences without a verb)
 Run-on sentences (i.e., sentences that run together without appropriate punctuation and
capitalization delineating each sentence)
 Incorrect spelling
 Inappropriate and inconsistent verb tense
 Lack of noun-verb agreement
 Incorrect use of capitalization (e.g., social work is generally not capitalized)
 Incorrect use of possessives (examples of correct use are Shawn’s book, the
parents’ child)
 Any contractions (e.g., I’m, can’t, won’t), except in direct quotes from another
source)
 Lack of neatness (e.g., hand written corrections, uneven indentions)
 Papers that are not typewritten
 Use of a size other than #12 font
 Lines not double spaced
 Margins that are less than or wider than 1 inch
 Failure to indent the first line of a paragraph
II. Organization (25%)
 Structure and format
 Logical sequencing and continuity of ideas
 Clarity of expression
 Conciseness
III. Content (50%)
 Following the specific directions for the paper as given above.
 Displaying an understanding of course content, including using appropriate terms and referring
to content of the texts and class presentations/discussions.
 Demonstrating critical thinking skills and personal reflection.
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5/12/14
Course Calendar & Outline
Society’s Attitudes toward Death; Personal Awareness of Death Attitudes
Syllabus Review
Read: Ch. 1
Sociocultural Perspectives of Death, Dying, and Bereavement
Read: Ch. 2
Activity: Newspaper Obituary
5/19/14
Historical Perspectives of Death, Dying, and Bereavement
Read: Ch. 3
Activity: Epitaph, Tombstone, or Urn design
Mortality and Society
Read: Ch.4
Activity: Eulogy
5/26/14
NO CLASS Memorial Day Holiday
6/2/14
Health Care Systems
Read: Ch. 5
Activity: Organ Donor Form, Advance Directives
End-of-Life
Read: Ch. 6
Activity: Values History
6/9/14
Facing Death/ Terminal Illness
Read: Ch. 7
Activity: Detailed Last Will and Testament
Learner Journals Due
6/16/14
Funerals and Memorialization
Read: Ch. 8
Activity: Funeral Arrangements
NOTE: in lieu of class, visit to a funeral home may be arranged around this time.
6/23/14
Understanding Loss
Read: Ch. 9
June 28
Last day to drop Summer C classes with a “W”; no academic penalty but no
refund
Death Packet Due
6/30/14
ON LINE CLASS/ NO FORMAL MEETING
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Death in the Lives of Children and Adolescents
Read: Ch. 10
Death in the Lives of Adults
Read: Ch. 11
7/7/14
Suicide
Read: Ch. 12
Threats of Horrendous Death
Read: Ch. 13
Learner Journals Due; Film Paper Project Due
7/14/14
Beyond Death/ Afterlife ; Directions in Thanantology; Course Review/ Reflections
Read: Chs. 14, 15
JOURNALS
Death Studies
Journal of Social Work in End-of-Life and Palliative Care
Journal of Palliative Medicine
OMEGA: Journal of Death and Dying
REFERENCES
Allumbaugh, D., & Hoyt, W. (1999). Effectiveness of grief therapy: A meta-analysis. Journal of
Counseling Psychology, 46(3), 370-380.
Benore, E. R., & Park, C. L. (2004). Death-specific religious beliefs and bereavement: Belief in an
afterlife and continued attachment. The International Journal for the Psychology or Religion, 14(1),
1-22.
Black, K. (2007).Health Care Professionals’ Personal Death Attitudes, Experiences, and Advance Directive
Communication Behavior. Death Studies, 31(6), 563 – 572.
Black, K. (2005). Social Workers’ Personal Death Attitudes, Experiences, and Advance Directive
Communication Behavior. Journal of Social Work in Palliative and End-of-Life Care.1, 21-35.
Christ, G. H., Siegel, K., & Christ, A. E. (2002). Adolescent grief: 'it never really hit me...until it
actually happened'. JAMA: Journal of the American Medical Association, 288(10), 1269-1278.
Dougy Center (2009). About the dougy center. Retrieved April 4, 2009 from
http://www.dougy.org/grief-support-resources.
Dowdney, L. (2005). Children bereaved by parent or sibling death. Psychiatry, 4(9), 118-122.
Field, N. P., Gao, B., & Paderna, L. (2005). Continuing bonds in bereavement: An attachment theory
based perspective. Death Studies, 29, 277-299.
Hope, R. M., & Hodge, D. M. (2006). Factors affecting children's adjustment to the death of a parent:
The social work professional's viewpoint. Child & Adolescent Social Work Journal, 23(1), 107-126.
Larson, D., & Hoyt, W. (2007). What has become of grief counseling? An evaluation of the empirical
foundations of the new pessimism. Professional Psychology: Research and Practice, 38(4), 347355.
Mitchell, A. M., Wesner, S., Brownson, L., Dysart-Gale, D., Garland, L., & Havill, A. (2006).
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Effective communication with bereaved child survivors of suicide. Journal of Child and
Adolescent Psychiatric Nursing, 19(3), 130-136.
Noppe, I. (2000). Beyond broken bonds and broken hearts: The bonding of theories of attachment and
grief. Developmental Review, 20(4), 514-538.
Norris-Shortle, C., Young, P. A., & Williams, M. A. (1993). Understanding death and grief for
children three and younger. Social Work, 38(6), 736-742.
Regehr, C., & Sussman, T. (2004). Intersections between grief and trauma: Toward an empirically based
model for treating traumatic grief. Brief Treatment and Crisis Intervention, 4(3), 289-309.
Schoen, A. A., Burgoyne, M., & Schoen, S. F. (2004). Are the developmental needs of children in
America adequately addressed during the grief process? Journal of Instructional Psychology, 31(2),
143-148.
Silverman, P. R. (2002). Living with grief, rebuilding a world. Journal of Palliative Medicine, 5(3), 449454.
Stroebe, M., Folkman, S., Hansson, R., & Schut, H. (2006). The prediction of bereavement outcome:
Development of an integrative risk factor framework. Social Science & Medicine, 63(9), 24402451.
Tonkins, S.A.M., & Lambert, M.J. (1996). A treatment outcome study for bereavement groups for
children. Child and Adolescent Social Work Journal, 13 (1), 3-21.
Webb, N. B. (2003). Play and expressive therapies to help bereaved children: Individual, family, and
group treatment. Smith College Studies in Social Work, 73(3), 405-422.
Wolfelt, A. (2003). Understanding your grief: Ten essential touchstones for finding hope and healing
your heart. Fort Collins, CO: Companion Press.
Wolfelt, A. (1996). Healing the bereaved child. Fort Collins, CO: Companion Press.
Worden, J. W., & Silverman, P. R. (1996). Parental death and the adjustment of school-age children.
Omega: Journal of Death and Dying, 33(2), 91-102.
Worden, J. W. (2001). Grief counseling and grief therapy. New York: Springer Publishing.
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