By: Bernadine Healy, M.D.
U. S. News and World Report
Objective: Students explain the main components of menopause
Objective: Students explain the main components of menopause
The Seven Dwarfs of Menopause
Thanks to Anna Hild
Class of 2005
Current female life expectancy: 80
Menopause: when women stop
menstruating
 Disappearance of a woman’s
eggs from ovaries
Baby girl: 2 million immature eggs
 400 Menstrual cycles in life
 By 12 (menarche): 300,000-600,000
 Late 30s: 25,000
Objective: Students explain the main components of menopause
Average age of menopause: 51
Range of ages: 45-55
Smoking: comes 1-2 years sooner
Meat & alcohol: later menopause
Hypothalamus: “cascade of neurohormonal events
Unpredictable hot flashes (1-2 years)
Disturbances in sleep
Objective: Students explain the main components of menopause
Changes to the body:
Breasts become less firm
Fat redistributes to abdomen
Skin thins
Bones lose great deals of calcium
Cardiovascular system—prone to
hardening of the arteries, stroke
and heart attack
Possible affect on brain (Alzheimer’s)
Objective: Students explain the main components of menopause
Relay for Life is cool. I
hope to see all of these
HOT students out there
this year.
Hi dearies, Simone here.
Your assignment now is
to write your next journal
entry. Call it: Chapter
4—The Mysteries of
Menopause. Discuss
what you learned about
menopause—and don’t
just repeat the notes from
the article we read.
Objective: Students explain the main components of menopause
When people with terminal
illnesses learn about them,
they and their families must
cope with a truth that many
of us do not want to face.
Elizabeth Kubler-Ross
(1969) studied how the
terminally ill react to
their impending deaths
Objective: Students explain the main components of thanatology
As an anticipatory activity for this
section, let’s watch a brief film clip from
the 1998 commercial film Patch Adams
Objective: Students explain the main components of thanatology
Kubler-Ross’s studies
led to the establishment
of thanatology—the study
of death and dying.
She identified five stages of
psychological adjustment.
Stage 1: Denial
First reaction to news is
shock, numbness, then denial
Objective: Students explain the main components of thanatology
Kubler-Ross Model
Stage 2: Anger
“Why me?”
Likely to alienate
themselves from
others—no one can
relieve their anger.
Objective: Students explain the main components of thanatology
Kubler-Ross Model
Stage 3: Bargaining
Change attitude and
try to bargain with
fate
May try to make
a bargain with
God
This stage is relatively short
Objective: Students explain the main components of thanatology
Objective: Students explain the main components of thanatology
Kubler-Ross Model
Stage 4: Depression
Become aware of
losses they are
incurring. . .
. . . and of the losses that
are to come—everybody
and everything
Helpful for others to let these
people express their sadness
Kubler-Ross Model
Stage 5: Acceptance
Recognition that the struggle is
over—sense of calm
In some cases, the approach
of death feels peaceful or
appropriate
Objective: Students explain the main components of thanatology
Kubler-Ross Model
Not all terminal patients
progress through all of the
stages of the Kubler-Ross
Model—some die in the
denial stage: some can’t
psychologically get
past denial; for others, the
disease proceeds too fast
Objective: Students explain the main components of thanatology
Objective: Students explain the main components of thanatology
Kubler-Ross Model
An addendum to
the Kubler-Ross
model in light of
the 2005 Terri
Schiavo situation
Now we shall watch a film on Thanatology
Kubler-Ross Model
Students, it’s time to
write your next
journal entry.
Entitle it Chapter 5:
Thanatology. What
is your reaction to
my model? What
did you learn from
watching the film
clip?
Objective: Students explain the main components of thanatology
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Book written by: Mitch Albom
Movie directed by: Mick Jackson
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Morrie Schwartz
Professor of Sociology and
Psychology at Brandeis
University, Waltham, MA
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Amyotrophic Lateral
Sclerosis (ALS)
Lou Gehrig’s Disease
What is ALS?
ALS is a progressive neurodegenerative
disease that attacks nerve cells in the
brain and the spinal cord. Motor neurons
reach from the brain to the spinal cord
and from the spinal cord to the muscles
throughout the body. The progressive
degeneration of the motor neurons in ALS
eventually lead to their death. When the
motor neurons die, the ability of the brain
to initiate and control muscle movement
is lost. Therefore in the later stages of the
disease, patients become totally paralyzed.
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
For more information about ALS,
Log on to The ALS Association Website
www.alsa.org
Morrie Schwartz wrote several books
His disease and his wisdom
made famous by the book:
Tuesdays With Morrie: an
old man, a young man, and
life’s greatest Lesson,
by Mitch Albom
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Albom’s book made into the movie:
Oprah Winfrey Presents: Tuesdays
With Morrie, in 1999, directed by Mick
Jackson and starring Jack Lemon and
Hank Azaria
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Chapter 6: Tuesdays With Morrie
Part 1: What are your reactions
to this point?
What is it about silence?
Do you agree with Morrie?
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Chapter 7: Tuesdays. . . Part 2
Comment on the following:
•
Morrie’s living funeral
•
“We must love one another or
die!”
“. . . how miserable it can be
to be young. . .”
“Some people don’t like to be
touched.”
“How can you spare someone’s
feelings by denying them. . ?”
•“Some people are afraid to give
love because they are too
afraid of giving themselves to
someone they might lose?”
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Screenplay based on the book by:
Mitch Albom; movie first aired in 1999
Directed by: Mick Jackson and
Starring Jack Lemon and Hank Azaria
Chapter 8: Tuesdays. . . Part 3
•How would you live your life
if you knew that you only had
a few weeks to live and had
the strength to do what you
wanted?
•Do you agree that “love always
wins?”
•In what ways has Mitch begun
to change at this point? How has
he remained the same?
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Chapter 9: Tuesdays. . . Part 4
• What have you learned, so far,
about ALS (Lou Gehrig’s Disease)?
• Mitch brought so much to
Morrie. What can young people
like you bring to older or sick
people, such as Morrie?
• Comment: “We learn from what
hurts us as much as what loves
us.”
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Screenplay based on the book by:
Mitch Albom; movie first aired in 1999
Directed by: Mick Jackson and
Starring Jack Lemon and Hank Azaria
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie
Chapter 9: Tuesdays. . . Part 5
• What, if anything, did Morrie
teach you about living?
• What, if anything, did you learn
from how Mitch changed in
the movie?
• Describe the best day in your
life. If you could design your
perfect day, what would it
entail?
• Overall, did you learn anything
valuable from this film? What?
Adulthood and Old Age Journal
Chapter 1: City Slickers
Chapter 2: Father of the Bride II
Chapter 3: Men are from Mars and
Women are from Venus
Chapter 4: The Mysteries of Menopause
Chapter 5: Thanatology
Chapter 6: Tuesdays, Part 1
Chapter 7: Tuesdays, Part 2
Chapters 8/9: Tuesdays, Part 3
Chapter 10: Tuesdays, Part 4
Objective: Students reinforce information obtained in developmental psychology by
observing and writing in their journals about Tuesdays With Morrie