Eastern Washington University School of Social Work SWKU 458/560 Mary Ann Clute, MSW Death and Dying Senior Hall 300 359-2377 Winter 2004 maryannclute@msn.com Office hours: Spokane Center- Mondays 3-5 pm Cheney Office- Weds. 10 a.m-12 pm SYLLABUS Course Description: This course explores issues related to death, dying, grief, and loss as well as their relevance and application to social work practice. The content of the course draws from an interdisciplinary knowledge base and emphasizes the acquisition of practice skills. Topics include loss events throughout the life span; psychological and sociological theoretical perspectives in death, dying, grief, and loss; social work practice models in grief, loss, and coping with terminal illness; the impact of individual differences and cultural diversity on reactions to loss-related events; available resources for those dealing with grief, loss, death, and dying; and policy and ethical implications related to end-of-life care and decision making. Course Objectives: 1. Describe how one’s beliefs about, attitudes toward, and personal experiences with death, dying, grief, and loss influence one’s own social work practice. 2. Identify potential loss events and their impact on individuals, families, and groups that occur throughout the life span, including non- death situations. 3. Describe theoretical perspectives of death, dying, grief and loss. 4. Identify and practice specific social work practice skills for grief and loss situations. 5. Demonstrate an ability to assess the impact of loss-related events on individuals, families and groups. 6. Describe the influence of ethical, policy, and legal issues on end-of-life decision making involving terminal illness and other grief-related situations. 7. Describe the influences of individual differences and cultural diversity on reactions to loss-related events and end-of-life decision making. 8. Describe resources to available to individuals, families, and groups who are dealing with issues related to death, dying, grief, and loss.

Required Texts: De Hennezel, M. ( 1997). Intimate death. New York: Vintage Books. Despelder, L. & Strickland, A. (2001) The last dance: Encountering death and dying. McGraw-Hill Proquest articles as assigned Attendance and participation: Students are expected to arrive to class on time, to attend each class meeting, and to actively participate in classroom discussions and activities. Students are expected to treat the instructor, other students, and themselves with respect at all times. Respect for these parties in this context is demonstrated by the following: ~ Taking responsibility for one’s own learning and engagement in the learning process; ~Coming to class on time and prepared for the day’s activities; ~Turning in assignments on time; Late assignments will only be accepted in special circumstances. Late papers will be penalized 10% of the total points earned for each day the assignment is late. ~Being open to other’s viewpoints and listening respectfully to other students and the instructor (not carrying on side conversations with others during lectures or discussions); ~Being willing to ask questions when there is a lack of understanding. ACADEMIC MISCONDUCT Academic misconduct, including cheating, plagiarism, and disruptive behavior in the classroom will not be tolerated. Taking personal credit for work written by someone else is plagiarism. Students will use appropriate citations when discussing other authors’ works. Academic misconduct of any form will be subject to the penalties as set forth by the policies of the School of Social Work and Eastern Washington University. Grade weights/Assignments: 1. Notebook/Journal- 50 points possible Each assignment is worth from 5 to 15 points as indicated in the assignment section.

Notebooks/Journals will be turned in three times during the quarter. Entries must be typed. Notebooks/Journals- must be in a binder of some kind with no loose papers! Journal Assignment 1 targets learning objective 1,7. Journal Assignment 2 targets learning objective 7. Journal Assignment 3 targets learning objective 6, 7. Journal Assignment 4 targets learning objective 3, 4, 5, 6, 7. Journal Assignment 5 targets learning objective 1, 6, 7. Journal Assignment 6 targets learning objective 1, 2, 5. 2. Paper/Flyer/Presentation A. Each student will select a issue related to death and dying to research (ie.. Physician assisted suicide; advance directives; death/funeral beliefs/rituals for a specific culture or religion; models of grief therapy; children and grief, etc..) Each student will develop a paper on their selected topic. Each student will address the following in their report: How history has affected their issue; What theoretical perspectives have been used to view their issue? Ethical, policy and legal implications of their issue Cultural implications of their issue; Local or national resources available to individuals/families dealing with their issue; Professional education implications/recommendations related to their issue; Consumer education implications/recommendations related to their issue. Students taking the course for undergraduate credit are expected to produce a 10 page paper. Students taking the course for graduate credit are expected to produce a 14-15 page paper. (APA fifth edition format to be used). (40 points possible) B. Each student will produce a flier or a fact sheet highlighting what they believe other social workers or other professionals in their field should know about their topic. (To be handed out to class) This can include resource information and/or facts about their topic. (5 points possible) Each student will present a report on their topic to the class.

Students may use video clips, visual displays or a variety of other methods to present their topic. (5 points possible) Paper/flyer/presentation target learning objectives 3, 6, 7, 8. Course Outline Readings/Assignments Jan. 5- Mary Ann at Case Western. Leticia Bravo, graduate assistant will be in charge of class Review syllabus; complete exercise Discussion groups Video ________________________________________________________________________ Jan. 12. Mary Ann back! Re-review syllabus 1.Rd. Despelder & Strickland Chapter 1: Examining our own beliefs about death 2. Rd. Proquest: Attending death as a human passage Attitudes and assumptions 3.A. After completing the readings, discuss in your journal : how death is referred to in your family or immediate circle of friends; how much you have been exposed to death; and why you are taking this class. 3B. Write your own obituary for your notebook/journal 3 C. Write a description of your feelings about writing your obituary.

10 points ________________________________________________________________________ Jan. 19- Martin Luther King Holiday No Class Jan. 26.- 1. Rd. Despelder & Strickland socio-cultural influences Culture and history: chapters 2 & 3 2. In notebook/journal: From the reading, what would you say are two of the most Important points in each chapter for social workers? What makes these so I important for social workers? 5 points. possible ________________________________________________________________________ Feb. 2 Journal due Medical aspects 1. Despelder & Strickland Ch. 4, 5, 6 Dying process Ethics 2. Rd. Proquest: A comparison of state advance directive documents. 3. For notebook/journal: If you had a life threatening illness, discuss how much you would want to be told; how you would like to spend your last 6 months; who would you like to be involved In your care; where would you like to live and be cared for? What factors would affect your decisions for aggressive treatments or transplants? Minimum 2 pages 10 points possible

Feb. 9 Working with people who are dying Journal: Write 3-4 pages based on Intimate Death Discuss Intimate Death Discuss the following: ~ Discuss the role of health care systems in regard to one of the patients in the book. ~ What part do you think culture played in this book‘s scenarios? ~ Discuss how diversity of family structure affected the experiences of the patients. ~What practice skills did you see demonstrated? ~What theoretical perspective was utilized by the author? ~ Discuss any impact this book had on your own attitudes towards death and work with the dying. 15 points possible _______________________________________________________________________ Feb. 16-President’s Day Holiday NO CLASS Feb. 23 : Journal due The business of dying Rd. DeSpelder & Strickland Ch 8 & 9 Funerals/burial/cremation Resources for families Rd. Proquest: What families Military benefits know about funeral-related costs: Implications for social work practice. 1. Journal: A. Discuss your beliefs on

cremation vs. burial B. Have you discussed your wishes for advance directives? If yes, what prompted this, if no, what stands in your way? 5 points possible March 1 Grief theories 1. Rd. D & S Ch. 7, 10, 1l, 12 Complicated/ typical 2. Journal: Adults/Children B. Describe a personal loss (pet, home, divorce, Suicide job, death of a loved one, etc..) you have experienced. Does the reading reflect any of your own personal experience? 5 points possible _______________________________________________________________________ March 8 Notebook/Journal Due Death and dying- presentations Presentation/l page flyer _______________________________________________________________________ March 15- presentations conclude Presentation/l page flyer Final evaluation Final paper due! Grading Scale: Percentage EWU Earned in Course Grade 98-100% 4.0 97% 3.9 95-96% 3.8 93-94% 3.7 91-92% 3.6 90% 3.5 88- 89% 3.4 87% 3.3

85-86% 3.2. 84% 3.1 82-83% 3.0 81% 2.9 79-80% 2.8 78% 2.7 76-77% 2.6 75% 2.5 73-74% 2.4 72% 2.3 69-71% 2.2 68% 2.1 66-67% 2.0 65% 1.9 63-64% 1.8 62% 1.7 60-61% 1.6 59% 1.5 57-58% 1.4 56% 1.3 54-55% 1.2 53% 1.1 51-52% 1.0 49-50% 0.9 48% 0.8 0-47% 0.7 Full citations for Proquest articles: Benner, P., Kerchner, S., Corless, I. & Davies, B. (2003). Attending death as

a human passage: Core nursing principles for end-of-life care.

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Bern-Klug, M., Ekerdt, D. & Wilkinson, D. (1999). What families know about

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Gunter-Hunt, G. , Mahoney, J. & Sieger, C. (2002). A comparison of state

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