Module Assignment #7 - Understanding Grief and Loss
“The dead teach this great lesson,
which we are loathe to learn:
we too will die.”
― John Updike
7.1 - Overview
Understanding Grief and Loss
The purpose of Homework Assignment #7 is to: (a) provide you with an appreciation of the importance of "understanding loss " and, (b) to provide you with "hands on experience" in learning how "loss" influences our understanding of death and dying in all our lives.
As this is the halfway mark for this "Online" course, I would be most appreciative, if you would fill out the following "Student Feedback" form. Thank you.
Student Feedback - Dr. Mannino - Pure Online Course
7.2 - Using The Internet To Conduct Psych Research
Researching Thanatology
Theme - In this "Internet Research Project," you are to seek out one of the following: (a) a scientific journal article, (b) a national media article or, (c) a Website that discusses, provides a fact sheet, or reports other such findings.
Task - Using one or more of the above resources, discuss some aspect of the rites and rituals used when someone dies. Such rites and rituals might include: last rites, death notification, funerals, and body dispostion. Your report is to be in the form of a "discussion paper" of at least one to three typed, double-spaced pages.
You are urged to use the Internet exclusively, though you may use Plover Library or other such "land-based" resources.
A. E. Houseman penned, "silence sounds no worse than tears, after death has stopped the ears." Indeed while the silence of death may stop us in our tracks, the rites and rituals we use to "send off" the dead often help to bring survivors back to life.
The link that follows takes you to resources that deal with the many different aspects of "funerals." A funeral is an important rite and ritual for survivors as well as a method for disposing of a body. for the dead, it is a "send off," for the living a "wake up" call.
Funeral Resources Links to an external site.
Links to an external site.Doyle Library (Click on "Articles and Databases")
7.3 - Psychology Based Websites
Using Internet Tools To Learn About Death and Dying
Task - For the following psychologically oriented Website, report back what you learned from exploring any one of the many sub-categories listed. A tighly written paragraph--or better yet a typed, double-spaced page--sharing what you learned and what your reactions were, would be most appreciated.
Professor's Favorite Section: "Funeral and Memorial Planning." The second link that follows is your professor's all time favorite, however-- It is all about the history of hearses!
Death and Dying Resources Links to an external site.
Links to an external site.Funeral Coach History and Terminology Links to an external site.
7.4 - Reading Assignment - Chapter 9
Title - Survivors: Understanding the Experience of Loss"
Your primary textbooks include The Last Dance (10th ed.) by Lynne Ann DeSpelder and Albert Lee Strickland (New York: McGraw, 2014) and Grieving Days, Healing Days, by J. Davis Mannino (San Francisco, California: TeddyBear Publishing, 2013).
Primary Readings
As you read Chapter 9, "Survivors: Understanding the Experience of Loss," you should keep in mind the following key questions and core concepts.
Content Overview
1. Surviving a loss, whether a "little death" or a major bereavement, brings with it the possibility of grief and mourning.
2. Awareness of cultural context and the multiplicity of mourning behaviors is essential to understanding the range of human responses to bereavement.
3. The human response to loss is complex; it encompasses a multitude of personal, familial, and social factors.
4. Manifestations of grief encompass physical, behavioral, psychological, and religious-spiritual distress.
5. Various models of grief including narrative approaches, continuing bonds with the deceased, Lindemann's working through grief, Stroebe and Schut's dual-process model of coping, Rubin's two-track model of bereavement, Worden's tasks of mourning, and Rando's 6R process have guided the search for patterns in bereavement.
6. The notion that resolving grief means letting go is being revised in light of the recognition that people generally relocate the deceased in some fashion into their ongoing lives, creating an enduring bond.
7. Narrative approaches to grief employ an important component: talking about the death and the deceased.
8. The course of grief varies in duration, occurs in various sequences, and may disappear or reappear seemingly at random.
9. Complicated mourning may occur when certain high-risk factors are present in the bereaved's experience of loss.
10. Variables influencing grief include the survivor's coping style and model of the world (including his or her values, personality, social roles, and perception of the deceased's importance), the mode of death (e.g., sudden, anticipated, suicide, or homicide), the survivor's relationship to the deceased, the presence of social support, and whether the survivor has a sense of unfinished businesswith the deceased.
11. Disenfranchised grief typically occurs when the significance of a loss is not socially recognized or when the relationship between the deceased and the survivor is not socially sanctioned.
12, Unfinished business can be aptly termed "business that goes on after death." Something is incomplete. The contents of unfinished business, how it is handled, and how the survivor is affected by it all have an impact on mourning.
13. The death competence of a grief counselor or therapist that is, his or her skill in tolerating and managing clients' problems related to death, dying, and bereavement is a key factor in determining the efficacy of such counseling or therapy.
14. Funerals and other leave-taking rituals, including ceremonies that differ from conventional services, as well as survivor support groups, can be important aids to coping with bereavement.
15. Bereavement can be an opportunity for personal growth.
Objectives
1. To define bereavement, grief, and mourning.
2. To describe and evaluate the major models of grief.
3. To describe the experience of grief.
4. To list the somatic, perceptual, and emotional manifestations of grief and to assess its impact on morbidity and mortality.
5. To evaluate the concept of complicated mourning.
6. To explain the variables that influence grief.
7. To list various coping strategies in bereavement and assess the value of each.
8. To identify patterns of grieving and gender stereotypes.
9. To identify how mode of death influences grief.
10. To explain the relationship between social support and disenfranchised grief.
11. To define unfinished business as it relates to grief and bereavement.
12. To assess arguments for and against grief counseling and grief therapy.
13. To assess how bereavement may provide an opportunity for growth.
Key Terms and Concepts
acute grief
ambiguous loss
anniversary reaction
anticipatory grief
assumptive world
attachment theory
bereavement
bereavement burnout
bereavement exclusion
broken heart phenomenon
central vs. peripheral relationship
complicated mourning
death competence
deathbed promises
directive mourning therapy
disenfranchised grief
dual-process model of grief
grief
grief work
high grief vs. low grief
inner representation
intuitive vs. instrumental grieving
linear vs. systemic patterns
linking objects
little deaths
loss
loss-oriented coping
maintaining bonds
mourning
nepenthe
pathological grief
perceived similarity
prolonged grief disorder
recurrence of grief
restoration-oriented coping
secondary losses
separation distress
survivor guilt
tasks of mourning
traumatic distress
trigger events
two-track model of bereavement
unfinished business
Questions for Guided Study and Evaluation
1. Differentiate between bereavement, grief, and mourning.
2. Give examples of mental, emotional, physical, and behavioral symptoms of grief.
3. List the three primary tasks associated with the grief-work model in managing grief.
4. Describe what is meant by continuing bonds with the deceased.
5. How does telling the story facilitate the experience of grief.
6. Describe the dual-process model of coping with grief.
7. Name the main points of the two-track model of bereavement.
8. Identify the four tasks of mourning postulated by William Worden.
9. What are the essential points of Rando's six R's of mourning.
10. Summarize the factors that might result in complicated mourning.
11. Discuss the variables influencing grief and how they might result in a high-grief bereavement.
12. Explain how mode of death potentially influences grief.
13. Describe the relationship between social support and disenfranchised grief.
14. Evaluate arguments for and against grief counseling and grief therapy.
Task 7.4 - In the section above entitled: "Questions For Guided Study And Evaluation," briefly discuss any two questions you wish. Be sure to have enough length and quality to properly respond to each question.
Related Link -
"Memorial services are the cocktail parties of the geriatric set." So said Harold Macmillan (1894-1986), British prime minister [Quoted in: Alistair Horne, Macmillan, vol. 2, Ch. 20 (1989)]. And no matter how important, rich, or famous a person is, the number of people who show up at the funeral still depends greatly, at least in part, on the weather. Indeed how we dispose of human body remains has historically varied greatly. Mummification is one such method. But what is a mummy?
When a person or animal dies, bacteria engulfing the body causes it to decompose, in time leaving only the skeleton behind. But sometimes, if conditions are right, a body may become mummified. A "mummy" is little more than any dead body whose flesh has somehow been preserved. Mummies are found throughout the world, and have been preserved in a variety of ways. Sometimes they are mummified accidentally by nature, other times they are mummified intentionally by humans. Although there are different types of human and animal mummies, they all have one thing in common --somehow bacteria were prevented from rotting the body.
The following link takes you to a most interesting look at mummification. Trust me, you'll be mummified!
Task - Provide a reaction response to what you discovered and learned at these Website(s).
Mummification Links to an external site.
Practice Quiz - Chapter #9
In this section you will find a practice quiz for each assigned textbook chapter in The Last Dance. The quiz is presented in a link below.
Psych 56 - Chapter #9 Quiz - "Survivors"
7.5 - "Grieving Days, Healing Days" - The Workbook
Learning Through "Hands-On" Doing!
Overview
Grieving Days, Healing Days, is an interactive workbook written by Dr. J. Davis Mannino, 2013 (Formerly, Boston: Simon & Schuster, 1996). It is required for this course, because specific pages in the workbook are assigned as part of each homework assignment that you chose to complete.
Assignments to complete in Grieving Days, Healing Days will be listed in this section for each of the 16 homework assignments. Generally speaking, assignments are due by the assigned date. This workbook is loaded with readings, exercises, and activities that will enhance your learning of many important topics in the study of death and dying --- a field that is better known as "thanatology."
It is also important to remember that certain workbook pages will be required reading for assignments that you choose to complete. Therefore, always review and read workbook readings for each of the homework assignments you choose to complete as part of the course requirement. Choose assignments that fulfill your overall course requirement from GDHD.
Workbook Reading Assignment
1. Review Grieving Days, Healing Days, and become familiar with it.
2. At minimum, read and complete ANY THREE of the following assignments in Grieving Days, Healing Days. This only applies to those HW assignments you are completing as part of the course requirement. They may also be credited towards your overall course workbook requirement as well. Please note that all online homework assignments must, at minimum, still be read and reviewed.
A Survival of Quality, p. 173
Price of Life, p. 174
Calendar of Death Events, p. 177
Interactions After a Family Loss, p. 179
Survivors Left Behind, p. 180
Loss of a Pet, p. 181
Unresolved Grief, p 183
Grief and Defense Mechanisms, p. 184
Sympathy Cards, p. 188
Developing a Sympathy Card, p. 189
Book of Remembrance for Multiple Losses, p. 191
Support Groups for Loss and Grief, p. 200
GriefNet on the Internet, p. 202
NAMES Project AIDS Memorial Quilt, p. 203
There Must Be Something More I can Do Than Just Send a Card, p. 206
Writing a Condolence Letter, p. 217
7.6 - Course Discussion Board
Module #7 - Thought Provoking Question (TPQ) or Article
Overview - The purpose of a course discussion board is to allow students and professor an opportunity to interact about topics of common interest. A discussion board is also a fine tool to share commonly asked questions, answers, and concerns.
You are urged to use the message board, when you have questions that you think others may wish to know; when you have technical questions or answers that others may wish to know, and to share other useful tidbits with each other. I want each of you to become familiar with the message board system.
Once you have composed your thoughts and written them down in a word application program [i.e., Microsoft word] --- with grammar and spell check---you follow through with posting (copy and pasting) them. Remember, to be sure you also post your comments in the appropriate place in the task boxes that links later in this assignment. You only do this if you are also submitting this ENTIRE assignment as one of your required four online assignments for this course.
Task - In each class module, there will be one thought-provoking course related question or article for which discussion is expected from students. While not always directly related to assigned readings, they have important course-wide implications. You are expected to respond to each TPQ by the end of each class module's deadline Be sure to place the question/article module number (#) in the "subject line" so your classmates will know which module topic you are addressing.
Since there is only one "thought-provoking question or article " (TPQ) due per module during the regular semester, a minimum response of 250 to 500 words is required for each message board TPQ posting. Also, students need to post a TPQ for EACH of the 15 online assignments.
This Assignment's Thought Provoking Question (TPQ) or Article
The following link is a graded assignment for the TPQ. (1) Click on the link below, (2) read the TPQ or article, and then (3) respond in the student posting area provided at the end of the article.
Thought Provoking Reading #7 - "The Golden Years ..."
7.7 - Death: A Personal Understanding
Overview
Welcome to a new video feature for my online course.
It is a very fascinating series by the world-renowned Annenberg Media Series. This video instructional series on death and dying is intended for college classrooms and adult learners. It is a 10 part series of half-hour video programs that focus on death and its many facets.
Gain a greater understanding of death and dying through case studies and moving personal stories of people facing their own death or the death of a loved one. This series explores a wide range of North American cultural perspectives on death within the context of current issues, including AIDS, death by violence, suicide, assisted suicide, hospice care, end-of-life decision making, and how children react to death. Leading authority Robert J. Kastenbaum guides you sensitively through these topics. This series is appropriate for courses in allied health, psychology, sociology, religion, and death studies.
Directions
When you arrive at the website, click the video icon you wish to view that says "VoD" [Video on Demand] and then when the "pop-up box" opens, click on the start arrow. Keep in mind that with "streaming videos," some of the film [buffering] must load so it can take up to a minute to load and sometimes it helps if you click on the start arrow again in the "pop-up box." Once you get the hang of it, you will find they all work the same, though with some quirky moments at times. You can also click on an icon in the video box allowing you to enlarge the video as to fill your entire screen. Just click on the "esc" button on our keyboard to leave the "large view" format.
Closed Captioning Note: For my students with disability challenges, there is a "closed captioning" option with this series. As you watch this video, after start up, click in the upper right hand side of the screen and you will see a icon that shows whether the captioning is on or off. To turn it on, click on it and you will see the on off switch change. I find I like watching the videos with captioning on as I have some hearing problems and I can catch everything everyone is saying especially if they are not talking clearly.
Video #6 - Sudden Death
Special issues arise when death comes without warning. A woman widowed by the Oklahoma City bombing talks about how she handled the sudden news and loss of her husband. An ambulance paramedic discusses the reactions to imminent death among those he assists. A wife who lost her husband to suicide talks about a different kind of sudden death, where the prolonged steps that led to the end can be seen more clearly in retrospect.
Task
When done reviewing the assigned video, prepare a thorough reaction statement at the "Blue Book" section link described further down at the end of this assignment.
"Death: A Personal Understanding" - The Series Link Links to an external site.
7.8 - Assignment #7 "Blue Book" Responses
Composing Your Responses To Assignment #7 in Module #7
Overview - For each course module there is a major homework assignment that must be completed. Each of these module homework assignments has several tasks. Some entail reading, some include exploring and reviewing websites, reviewing videos, and still others involve written tasks --- work that must be submitted for review and/or grading.
Responses to "tasks" must be sent on time or you will either fail the assignment or be severely penalized. Late homework assignments are perceived as both a student who is "absent from class" and "late with work." Please always maintain a backup copy of all your written work. Glitches occur in online technology-based education, but ultimately it is your responsibility to maintain adequate backup of all work submitted. You are also encouraged to compose your work within a word-processing application and then "copy and paste" into "task boxes." This is so you may avail yourself of spell and grammar check options provided in most modern word processing software.
Please be aware that all submissions are automatically received by the course "gradebook," where they will be evaluated by your professor for acceptance, rejection, or acceptance with penalty. So make sure your work is received promptly. Much the same way that attendance is determined by you presence in the traditional classroom at the regularly scheduled class time, so too is attendance determined by your prompt submission of assignments while enrolled in an online course. Furthermore, arriving to class without homework or with incomplete homework is also perceived in the same manner with an online course. Accordingly, you are encouraged to submit you weekly work prior to deadlines, to avoid computer glitches, "downtime," and other "technological spills and inconveniences."
Directions - Each numbered task box listed below corresponds with tasks described in each module's homework assignment. Usually, tasks outlined on this webpage require written reactions and/or responses.
Be sure to follow directions carefully and precisely when completing each task. "A word to the wise!" Minimal work receives a minimal grade. For example, if a task asks that you provide a written paragraph or two, and you provide just that, then you have provided only minimal work. Simply said, minimal work is "C" work. Well thought out writing that exceeds both excellence and minimal length (word count) and quality requirements is, generally speaking, graded higher and indicative of a "good and solidly motivated student." However length in of itself does not assure quality either, so learn to strike a balance. Good luck!
Particulars - Remember this module is due by a certain date or will be penalized. Overly late assignments may NOT be accepted at all, and at minimum, marked down. The discretion of the professor rules in all such matters. Was your assignment "Online and Ontime?" Before beginning this first homework assignment be sure you understand the word count and quality requirements (1500 to 3000 words depending on grade desired). See Grading Policy in Course Basics at the Course Syllabus for further information regarding requirements and grading of module submissions.
Module Assignment #7 "Blue Book" [Graded Responses Go Here]