MelodyJReese_DeathEducators_DegreeProgram

Running head: DEATH EDUCATION DEGREE PROGRAM 1
Charting the Future for Death Educators:
Introducing an Innovative Two-Tier Degree Program for Postsecondary Death Educators and a
Comprehensive Syllabus for Postsecondary Death Education Courses
Melody Reese
Marian University, Fond du Lac, WI
Author Note
This paper was prepared for Bereavement Theory and Practice, THA 615
Taught by Dr. Christina Zampitella, FT
Spring 2015

DEATH EDUCATION DEGREE PROGRAM 2
In Western society, before the 20th century, death was a natural part of life. During the
20th century, however, death became a cultural taboo as advancements in medical science and
technology dramatically increased life expectancy. Conversations about death were considered
“toxic” (Cupit, 2013, p. 348).
Uneducated, fearful, and poorly socialized into the multifaceted aspects of issues
such as dying, grieving, and legal aspects of death, stress from dying and death
was compounded by cultural ignorance […] it was inevitable that the need for
education about death would emerge during the latter half of the 20th century
(Cupit, 2013, p. 348).
Through his edited set of articles published in The Meaning of Death Herman, Feifel
(1959) is commonly credited with the beginning of the articulated study of death (Cupit, 2013, p.
348). It was from that beginning that the multidisciplinary field of thanatology (the study of
death and dying) evolved; endorsing death education became an important mission for this
emerging field.
Approximately 50 years have passed since the inception of the formal study of death,
dying, and grief, and, although death education is fundamental to the field, standards to ensure
that death educators are cognitively and emotionally death competent and possess the
pedagogical skills necessary to provide quality death education are lacking. According to Sofka
(2013), certification has been the standard for accountability of death educators, but she argued,
“certification processes may not adequately evaluate the pedagogical skills of death educators”
(p. 391). Currently, the qualifications and characteristics of a death educator are a “significant
ethical issue” (Sofka, p. 384). The following innovative two-tier degree program equips death
educators with death competence and effective pedagogical skills for teaching death education

courses in postsecondary institutions. Additionally, see Appendix A for a comprehensive
syllabus for a 15-week undergraduate death education course, and Appendix B for a list of
professional journals and organizations useful for death educators.
Sofka (2013) listed the following essential qualities and characteristics death educators
should possess in the second edition of the Handbook of Thanatology: The Essential Body of
Knowledge for the Study of Death, Dying, and Bereavement:
 Death educators must have a comprehensive knowledge base of death, dying, and grief and
be committed to lifelong learning to stay informed and current with research in the field.
 Death educators must be knowledgeable consumers of thanatology research to
determine its usefulness and translate it into educational action.
 Death educators must have appropriate training to acquire the skills and utilize
necessary techniques for effective teaching.
 Death educators must be able to teach according to student development level.
 Death educators must be sensitive and available to individuals intellectually
challenged and/or emotionally affected by the content of the training material.
 Death educators must possess communication and leadership skills to facilitate group
discussions, establishing an atmosphere of trust and respect, initiating appropriate
questions, and managing group dynamics when discussing highly emotional or
controversial topics.
 Death educators must possess the ability to help individuals with death related
problems and refer them to appropriate professionals when needed.
 Death educators must be responsible, maintain personal integrity, and possess the
courage to admit when there are no clear answers or when she does not have answers.

Additionally, developed by the Association for Death Educators and Counselors (ADEC),
the Body of Knowledge Matrix includes ten fundamental areas of knowledge for death
educators. They are (1) culture and socialization, (2) religion and spirituality, (3)
professional issues, (4) thanatology’s history, (5) contemporary perspectives in
thanatology, (6) lifespan human development and transitions, (7) institutional and social
influences, (8) death, dying, and grief family and individual concerns, (9) resources and
research, and (10) ethical and legal issues. Finally, the Council for the Advancement of
Standards in Higher Education (CAS) developed core ideal characteristics to qualify
pedagogical excellence. Grouped into three categories, they are: (1) general knowledge
and skills, (2) interactive competencies, and (3) self-mastery. Visit CAS’s website at
http://www.cas.edu/individual_excellence for an in-depth review of each group.
Bachelor of Science in Pre-Postsecondary Death Education (128 – 133 credits)
The Bachelor of Science in Pre-Postsecondary Death Education provides students
with a multifaceted knowledge base grounded in thanatology, psychology, social science
research methods, and communication studies. A philosophy of education course
challenges students to advance their critical thinking and evaluative skills. The program
capstone requires 75 hours of service learning and a weekly one-hour seminar meeting.
NOTE: The Bachelor of Science in Pre-Postsecondary Death Education was developed using
undergraduate courses from the School of Arts and Sciences and the School of Nursing and
Health Professions, Marian University, Fond du Lac, WI.
www.marianuniversity.edu
Academic Bulletin 2014-2015.
http://issuu.com/marianuniversity/docs/academic_bulletin_2014-2015/0
The following courses belong to Marian University, Fond du Lac, WI

University General Education Courses: 46-49 credits
Pre-Postsecondary Death Education course requirements: 16 credits
BIO 100 – Life Systems – 3 credits
An introductory biology course for non-majors. The relationship between structure and function
is emphasized at the cellular and organismic levels. A survey of taxonomy and classification, cell
biology, plant biology, human physiology, and ecology is provided. (May be taken as “lecture
only” or concurrently with BIO 150)
BIO 150 – Life Systems Laboratory – 1 credit
Laboratory to accompany BIO 100.
Topics correspond to lecture material, including taxonomy, cell biology, plant biology, human
physiology, and ecology. Dissection of a fetal pig is required. (Laboratory experiences strongly
enhance and support material in BIO 100 and concurrent registration is recommended)
PSY 101 – General Psychology – 3 credits
An introduction to the science of psychology through a survey of the biological, intra-psychic,
and social bases of behavior. Major topics include cognition, sensation and perception,
motivation and emotion, personality, behavior disorders, and social elements of behavior.
PSY 105 – Human Development – 3 credits
A survey of the changes which occur during the entire lifespan as people develop: physical,
motor, cognitive, moral, and social-emotional. Developmental theory and research data are
critically considered. Application of existing knowledge about the variables which affect the
course of development is emphasized.
SOC 100 – Introduction to Sociology – 3 credits
An introductory course to familiarize students with the field of sociology and the scientific study
of human society. Includes study of culture, socialization, status and role, small groups,
collective behavior, race, social class, social change and the basic social institutions. Emphasis is
given to key sociological perspectives: functionalism, conflict theory, and symbolic
interactionism.
SWK 201 – Statistical Techniques for ResearchData Analysis – 3 credits
[Prerequisite: Appropriate math placement test score or MAT 001 with a grade of C or higher.]
An interdisciplinary introduction to the basic principles of data analysis with an emphasis on
application. Students are expected to apply these principle to data analysis in their respective
areas of study. The applied focus is on the computerized application of summary statistics, one-
/two-/multi-sample test, linear models, association tests, randomness/normality tests, and

probability distributions, as used across a variety of community and organizational settings.
Other techniques may be added as appropriate for specific disciplines.
Core Courses – 33 credits:
CHH 205 – Dying, Death & Bereavement – 3 credits (Prerequisite: PSY 105, SOC 100)
Introduction to death, dying, grief and bereavement.
SWK 111 – Interpersonal Skills – 3 credits
A general purpose skill development course that enhances assertive behavior, interpersonal
communication, problem-solving, and group member skills for effective teamwork in
organizational environments. Consideration is given to multicultural variables that influence
human relations skills.
COM 101 - Fundamentals of Communication – 3 credits
This course focuses on the exploration of fundamental principles of effective communication.
Skilled communication behaviors are developed through the study and practice of interpersonal
communication, public speaking, listening, and group dynamics. Practical applications include
class discussion, group activities, listening exercises, and individual presentations.
COM 302 - Intercultural Communication – 3 credits
This course develops intercultural communication competence through an exploration of
cultures. Using a broad definition of culture which includes norms, values, beliefs, art, music and
literature, students examine the world as a place of dynamic change and cultural interaction,
increasing their need for intercultural sensitivity generally. Through both theory and personal
experience, students examine how the various components of communication are affected by and
interface with the intercultural experience. Service learning is a component of this course.
SWK 352 - ResearchMethods (Prerequisite: SWK 210) – 3 credits
This course presents the basic principles and methods of social science research. Students are
introduced to techniques for critical analysis of the professional practice literature and how, as
consumers, they can incorporate research findings into practice. Students also acquire knowledge
and skills for applying research with their social work practice as well as in the area of program
evaluation. Students conceptualize research questions, determine appropriate designs and
methodologies, and incorporate qualitative and quantitative data analysis. Professional values
and ethics, as well as sensitivity to human diversity, are subsumed within the conduct of
research.
PSY 202 - Social Psychology – 3 credits
An investigation of the influences of social factors on individual behavior, the role of social

cognition when people interact, interpersonal and group dynamics, and application of social-
psychological research data to various situations.
PSY 308 - Theories of Personality – 3 credits
A survey of major theories of personality functioning, covering such areas as the nature,
determinants, development, structure, motivational bases, and dynamic operations of the human
personality. Examples of theories from the following areas are treated: psychodynamic, behavior
and learning, cognitive, humanistic-phenomenological, trait, and Eastern.
PSY 341 - Cognitive Psychology – 3 credits
This course examines the underlying basis for human skills in learning, perception, attention and
memory, language, problem solving, and decision-making. The focus is on current knowledge
about the processes, structures, and mechanisms that contribute to human cognition. Some
application of this knowledge to fields such as law, education, and clinical psychology will be
included.
PSY 422 - Law and the Helping Professions – 3 credits
This course examines the Wisconsin Statutes and Administrative Codes that guide helping
professionals in their practice with clientele. Attention is directed toward assisting the helping
professional recognize the legal duties and responsibilities within their professional lives.
Particular emphasis is placed on the children code, mental health/developmental disabilities,
protective services, care records, mandatory reporting, abuse, domestic violence, and
professional conduct.
PHI 232 - Philosophy of Education – 3 credits
A course aimed at developing value-awareness for those interested in education. The course
examines the philosophic value-system underlying the writings of selected educational thinkers.
Emphasis is placed on developing critical thinking and evaluative skills, as positions and theories
are analyzed for their logical consistency and coherence and their validity as value-guides.
POS 205 - American Government – 3 credits
An introductory course which studies the nature and purpose of national, state, and local
government, the Constitution, and the institutions and pressures of American society.
Thanatology Courses – 18 credits:
CHH 420 - Understanding Bereavement – 3 credits
Building on the foundation of grief and bereavement theory, this course offers supervised
classroom practice in helping skills. Attention will be given to a variety of models of helping the
bereaved; assessment of complicated grief; helping the bereaved after special losses such as

suicide, stillbirth and murder; attending to individual spiritual needs; cross-cultural
considerations; setting appropriate boundaries; self-care for the caregiver; confidentiality; and
clinical ethics.
CHH 421 - End-of-Life Care – 3 credits
This course is designed to explore the history, theory and practice of both hospice and palliative
care. The palliative approach to medicine (as contrasted with the “curative” approach) will be
explored, as well as the medical aspects of dying; terminal disease trajectories; “active” dying;
and the dying process. Multidimensional aspects of pain are discussed in theoretical and practical
perspectives. The impact of end-stage terminal illness on caretakers and family members will be
addressed, as well as strategies for self-care for caregivers. Content includes practical strategies
for assisting families in communicating with healthcare providers; ethical decision-making at the
end of life, and an examination of hospice and palliative care unit staffing needs and the role of
volunteers.
CHH 422 - Children, Teens, and Death – 3 credits
This course provides an in-depth examination of the attitudes and responses of children and
adolescents to death, loss, and grief, and how they relate to human developmental stages. Special
emphasis will be given to working with families and caregivers of terminally ill children and
teenagers; facilitating communication between healthcare providers and families of terminally ill
children; strategies for counseling children and teens in the midst of family illness and
impending death of an adult loved one; and models of bereavement programs for children and
teens.
CHH 423 - Comprehending Suicide – 3 credits
Examination of contemporary theories of the causes of suicide, and contemporary approaches to
prevention, intervention and post-intervention.
CHH 495 - Pre-Postsecondary Death Education Capstone – 6 credits
Service-learning experience consisting of 75 hours in placement and a weekly one hour seminar
meeting. A learning contract is used to focus on learning expectations, applied practice
activities, a time frame for their accomplishment, and the suggested means for their evaluation.
Choose 9 credits from the following:
COM 324 - Interpersonal Communication – 3 credits
The course examines the basic principles and theories of interpersonal communication. Students
study and practice basic principles for effective interpersonal communication. Study includes
language, perceptions, values, culture, nonverbal communication, and self-concept and listening
and their effects on communication

PSY 211- Abnormal Psychology – 3 credits
This course explores the major types of psychopathology to include anxiety disorders,
personality disorders, mood disorders, schizophrenia, organic brain disorders, substance-related
disorders, somatoform disorders, dissociative disorders, eating disorders, sleeping disorders,
mental retardation, adjustment disorders, sexual and gender identity disorders, impulse control
disorders and delirium, dementia and amnestic disorders. Emphasis is given to the issues
surrounding classification, etiology and treatment.
PSY 314 - Positive Psychology – 3 credits
Positive psychology focuses on the strengths within the individual versus the more traditional
focus of pathology. A comparison between past psychological theories and this more
contemporary theory of psychology will be explored. The course will teach students how to
evaluate, understand, and how to identify strengths within themselves and others. Additionally
this course will offer the opportunity to learn how to utilize these identified strengths in order to
reach greater levels of happiness, accomplishment and satisfaction.
ATH 201 - Intro. To Expressive & Therapeutic Arts – 3 credits
Through a variety of readings, research, art activities, discussion and creative journaling,
students will experience the fundamental processes of the expressive and therapeutic arts. An
emphasis on self-study will aid students in exploring personal goals, expectations, and career
choices regarding application of these processes to fields of art, health care, social services, elder
care, education and business.
PHI 320 - Philosophy of Law – 3 credits
What is Law? This is a philosophical investigation into the depths of human society to discover
the very nature and idea of law. Law is something that humans require to live with one another, it
effects all humans, has been around for thousands of years, yet it is any abstract idea that can
seem quite complicated and difficult to grasp. This class will shine the light of thoughtful
examination on: different theories of law and jurisprudence; the difference between legal rules
and ethical norms; the rights of citizens and the state; the legality of civil disobedience; the need
for liberty and the limits of law; the ideal form of judicial reasoning; and theories of punishment.
To complete the degree 22-24 additional electives are required.
Masterof Science in Postsecondary Death Education (36 credits)
The Master of Science in Postsecondary Death Education integrates Sofka’s
(2013) eight qualities and characteristics death educators should possess, the ten
fundamental indicators for death educators specified in ADEC’s Body of Knowledge

Matrix, and the pedagogical competency skills listed in CAS’s “Characteristics of
Excellence,” available on CAS’s website. The program integrates graduate courses in
higher education with graduate courses in thanatology. A college teaching internship is
included in the curriculum.
NOTE: The teaching portion of the Master of Science in Postsecondary Death Education was
developed using graduate courses from the College of Education, Health and Human Services,
School of Foundation Leadership Administration, Kent State University, Kent, OH.
www.ehh.kent.edu/fla
Kent State University Catalog 2014 – 2015, pp. 855-872.
http://provostdata.kent.edu/roadmapweb/03/fall_2014_Course_Descriptions.pdf
The following courses belong to Kent State University
Teaching Core Courses – 18 credits
HIED 6/76594 - INTERNSHIP IN COLLEGE TEACHING (Prerequisite: at least 12 hours
in higher education) – 3 credits
Application of course and lesson planning; instructional and evaluation skills under faculty
supervision; lecturing, guiding group performance and evaluating performances. Arrangements
made on individual basis.
HIED 6/76652 - LAW AND HIGHER EDUCATION – 3 credits
Provides for the examination of major legal aspects of the administration of institutions of higher
learning.
HIED 6/76656 - HIGHER EDUCATION CURRICULUM – 3 credits
Introduces perspectives on curriculum development, implementation and assessment in higher
education and addresses theoretical, historical, political and contemporary perspectives on higher
education curriculum.
HIED 6/76660 - FACULTY ROLES AND RESPONSIBILITIES – 3 credits
A study of faculty roles and responsibilities in American higher education.
HIED 6/76671 - THE ADMINISTRATION OF MULTICULTURALISM AND
DIVERSITY IN HIGHER EDUCATION – 3 credits
Course covers racial/ethnic and inclusive diversity and multiculturalism in U.S. higher education
settings. Diversity is discussed from a historical perspective, providing a context for

contemporary experiences described by and about students, staff, faculty and administrators.
Main topics include multiculturalism in higher education in light of inclusive education; racial
and ethnic diversity in higher education history; benefits of diversity; faculty issues; student
issues; curriculum and pedagogy matters; research issues; law and policy issues; and strategic
planning for institution diversity in higher education.
HIED 6/76733 - INTERPERSONAL AND GROUP DYNAMICS IN EDUCATIONAL
ORGANIZATIONS – 3 credits
Participants work in task groups learning about interpersonal, group and intergroup dynamics in
organizations through lectures, discussions and analysis of their in-group experiences.
NOTE: The thanatology portion of the Master of Science in Postsecondary Death Education was
developed using graduate courses from the School of Nursing and Health Professions,
Department of Thanatology, Marian University, Fond du Lac, WI.
www.marianuniversity.edu
Academic Bulletin 2014-2015, pp. 122-123.
http://issuu.com/marianuniversity/docs/academic_bulletin_2014-2015/0
The following courses belong to Marian University, Fond du Lac, WI
Thanatology Core Courses – 18 credits
THA 605 - Foundations of Thanatology – 3 credits
Introduction to death, dying, grief and bereavement. Topics include the dying process; end-of-life
decision making; disposition of remains/use of corpses; grief & mourning; death competence;
family/individual interpretations; spiritual/religious perspectives; suicide; ethical and legal aspects; cross-
cultural considerations.
THA 615 - Bereavement Theory and Practice – 3 credits
Examination of bereavement theory and techniques in individual and group facilitation skills. Topics
include assessment of complicated grief; techniques for helping the bereaved after speciallosses;
attending to individual spiritual needs; cross-cultural considerations; lifespan issues; setting appropriate
boundaries; self-care for the caregiver; confidentiality.
THA 630 - Thanatology ResearchMethods – 3 credits
Exploration of how research contributes to the identification of best practices in thanatology. Topics
include scientific methods & techniques used specifically in contemporary thanatology research,
emphasis on qualitative & mixed methods; critical reading & use of thanatology research studies; theories
and methods of data collection, analysis, and interpretation; IRB issues; research ethics; & study design.

THA 640 - Applied Ethics and the End of Life – 3 credits
Examination of applied ethics related to end-of-life care and bereavement services. Topics include the
definition of death and brain death, do-not-resuscitate orders, advance directives, patient privacy,
confidentiality, end-of-life decision-making, moral and ethical frameworks,theory versus praxis.
THA 745 - Spiritual Formation and Thanatology – 3 credits
Exploration of the personal and community spiritual resources that undergird effective care of the dying
and bereaved. Topics include: philosophies of spiritual formation; theories of spiritual formation in the
context of hospice; spiritual growth techniques and exercises. Spiritual formation throughout the
processes of terminal diagnosis, dying, death, bereavement,and caring for the caregivers will be
addressed.
THA 755 - Death and the Literary Imagination – 3 credits
Examination of cultural contexts of death, dying and bereavement through literature. Topics include
themes of death & bereavement in novels, short story, drama, poetry, elegy and music, and how literature
can be used in work with the dying & bereaved.
In 1959, Herman Feifel broke through Western society’s death taboo with his set of
edited articles on death and dying published in The Meaning of Death. This breakthrough
heralded the birth of thanatology, the study of death, dying and grief. Normalizing death via
death education became the central mission of thanatologists. Although more than 50 years have
passed since colleges and universities began offering death education courses, standards are still
not in place to ensure death educators are adequately prepared and qualified to teach these
courses, thereby creating significant ethical issues.
Currently, the future of death educators is uncharted territory. The two-tier degree
program for higher education death educators, the BS in Pre-Postsecondary Death Education and
the MS in Postsecondary Death Education, proposed in this paper can serve as an innovative
program for initiating quality standards to ensure death educators are both death competent and
pedagogically skilled.

References
Association for Death Education and Counseling® The Thanatology Association®. (n.d.). Body
of knowledge matrix. Retrieved from
http://www.adec.org/adec/Main/Continuing_Education/Body_of_Knowledge_Matrix/AD
EC_Main/Earn-Certification/Body_of_Knowledge_M.aspx?hkey=6e6b4ce8-3e91-4578-
a5dc-d614050160db
Association for Death Education and Counseling® (2013). The Thanatology Association®.
Handbook of thanatology: The essential body of knowledge for the study of death, dying,
and bereavement (2nd ed.). New York, NY: Routledge.
Briggs, C. A. & Pehrsson, D. E. (2008). Use of bibliotherapy in the treatment of grief and loss: A
guide to current counseling practices. ADULTSPAN Journal, 7, 32-42.
Cacciatore, J. E. & Flint, M. (2012). ATTEND: Toward a mindfulness-based bereavement care
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Council for the Advancement of Standards in Higher Education. (2006). Characteristics of
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McCord, J. (2015, Spring). THA 605: Foundation of thanatology syllabus. Retrieved from
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Appendix A
A Comprehensive Syllabus for Undergraduate Death Education Courses
Please note: The learning materials contained in this syllabus are oriented toward healthcare and
human service professionals using both didactic and experiential teaching methods. It is highly
unlikely that all of the material contained in this syllabus will be teachable in a 15-week term. It
is reasonable, however, for instructors to use this syllabus as a resource for designing their own
courses.
Course Description:
The course design introduces students to the many facets of dying, death, grief, and bereavement.
Topics include grief across the lifespan, grieving styles, theory, death systems and culture,
hospice and palliative care, traumatic death, ethical issues, end-of-life decisions, death
competence, social support, compassion fatigue and burnout, the wounded healer, self-care, and
spiritual/religious aspects of death and grief.
Course Structure:
This course is both didactic and experiential. The didactic portion of the course will consist of
lecture, critical thinking, reading and discussion to promote cognitive awareness. The goal of the
experiential portion of the course is to promote greater awareness through personal reflection.
Student Learning Objectives:
 Define bereavement, grief, and mourning
 Gain a deeper awareness and understanding of his/her attitudes, beliefs, and values about
death and grief and the importance of good self-care
 Identify misconceptions about grief
 Understand loss and grief across the lifespan
 Understand the influence that death systems and culture have on dying, death, grief, and
mourning
 Gain insight into ethical issues related to dying and death
 Become empowered with effective social support knowledge and skills
 Gain insight into the spiritual/religious aspects of dying, death, grief, and bereavement
Instructor Supplemental Resources:
Jefferys, J. S. (2011). Helping grieving people – When tears are not enough: A handbook
for care providers (2nd ed.). New York, NY: Routledge Taylor & Francis Group.
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2014). Multiculturalism: RESPECTFUL
model, (pp. 17-19). In A. E. Ivey, M. B. Ivey, & C. P. Zalaquett. Intentional
interviewing and counseling: Facilitating client development in a multicultural
society (8th ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Meagher, D. K. & Balk, D. E. (Eds.). (2013). Handbook of thanatology (2nd ed.): The
essential body of knowledge for the study of death, dying, and bereavement. New
York, NY: Routledge.
Stillion, J. M. & Attig, T. (Eds.). (2015). Death, dying, and bereavement: Contemporary
perspectives, institutions, and practices. New York, NY: Springer Publishing
Company.
Ground Rules:
All efforts are made to retain the academic atmosphere for this course. As an academic course in
thanatology, it is important to recognize that sometimes students will find themselves “triggered”
by content and/or assignments and discussion. You are encouraged to seek assistance from your
physician, pastor, a mental health professional or spiritual advisor if you find yourself unduly
triggered by course content. If you are in Fond du Lac, Marian University has a counseling
office.
Please note this class is not group therapy and that extensive personal disclosures are neither
encouraged nor appropriate. You will not be requested or required to disclose highly personal
information about yourself, your family, or your feelings. If you choose to disclose highly
personal information, know that you do so as a personal choice.
(Janet McCord, PhD, FT, THA 605 – Foundations of Thanatology Syllabus
Spring 2015, Marian University, Fond du Lac, WI)
Student Required Texts:
Kastenbaum, R. J. (2009). Death, society and human experience (10th ed.). New York, NY:
Pearson Education, Inc.
Morgan, J. D. (Ed.). (2002). Social support: A reflection of humanity. Amityville, NY: Baywood
Publishing Company, Inc.
Walsh, K. (2012). Grief and loss: Theories and skills for the helping professions (2nd ed.). Upper
Saddle River, NJ: Pearson Higher Education, Inc.
SuggestedAssignments:
 Bibliotherapy - The student will choose a literary work with a grief theme that he/she is able
to relate to and write a reflection paper. Students should read the following article to
understand better what is expected of them.
o Briggs, C. A. & Pehrsson, D. (2008). Use of bibliotherapy in the treatment of grief and
loss: A guide to current counseling practices. ADULTSPAN Journal, 7, 32-42.
 Reflection Papers related to course content that the student chooses, which may include
personal reflections pertinent to the material.

 Summary Papers related to the course Learning Objectives
 Quizzes, Midterm Exam, Final Exam
 Loss Line Exercise – cultivates self-awareness, self-reflection, and a sense of presence
o Winokuer, H. R. & Harris, D. L. (2012). Principles and practice of grief counseling. New
York, NY: Springer Publishing Company. (p. 53)
 Therapeutic expressive arts project(s) – dependent on class size
 Literature Review
 Resource Notebook
For additional assignments see:
Hoy, W. G. (2007). Guiding people through grief: How to start and lead bereavement support
groups. United States: Compass Press.
Perschy, M. K. (2004). Helping teens work through grief (2nd ed.). New York, NY: Routledge
Taylor & Francis Group.
Course Outline
Week 1  Introduction to Course
 Introduction to Grief & Loss: CH 1, Walsh
 Defining bereavement, grief, & mourning: CH 11, Kastenbaum
Week 2  Van der Houwen, K., Stroebe, M., Stroebe, W., Schut, H., Van
de Bout, J., & Wijngaards-De Meij, L. (2010). Risk factors for
bereavement outcome: A multivariate approach. Death Studies,
34, 195-220.
 Instrumental & intuitive styles of grieving:
 Martin, T. L. & Wang, W. (2006). A pilot study of the
development of a tool to measure instrumental and intuitive
styles of grieving.
 OMEGA, 53, 263-276.
 Attitudes, beliefs, and feelings, including a self-inventory:
 CH 1, Kastenbaum
 Symbolic loss: CH 2, Walsh
Week 3  Theories; acute and complicated grief: CH 7, Walsh
 Misconceptions about grief: CH 10, Walsh
 Cacciatore, J. & Flint, M. (2012). ATTEND: Toward a
mindfulness-based bereavement care model. Death Studies, 36,
61-82.
 Fredriksson, L. (1999). Modes of relating in a caring

conversation: A research synthesis on presence, touch and
listening. Journal of Advanced Nursing, 30, 1167-1176.
 Helping groups & organizations: CH 11, Walsh
Week 4  Loss & grief across the lifespan: CH 4-6, Walsh
 Death in childhood: CH 10, Kastenbaum
Week 5  Death Systems: CH 3, Kastenbaum
 Influence of Culture: CH 8, Walsh
 Rosenblatt, P. C. (2008). Recovery following bereavement:
Metaphor, phenomenology, and culture. Death Studies, 32, 6-16.
 Multiculturalism: RESPECTFUL model (see Instructor
Resources)
Week 6  What is dying?: CH 4, Kastenbaum
 Hospice & palliative care: CH 5, Kastenbaum
 Anticipated loss: CH 9, Walsh
Week 7  Traumatic death: CH 7 & 8, Kastenbaum
 Communities & traumatic death: CH 12, Walsh
Week 8  What is death?: CH 2, Kastenbaum
 Parnia, S. (2014). Death and consciousness – an overview of the
mental and cognitive experience of death. Annals of the New
York Academy of Sciences, 1330, 75-93.
 End-of-life issues & decisions: CH 6, Kastenbaum
 Ethical issues: CH 9, Kastenbaum
 Gamino, L.A. & Ritter, R. H. (2012). Death competence: An
ethical imperative. Death Studies, 36, 23-40.
 The Mourner’s Bill of Rights: Alan D. Wolfelt, Ph.D. (handout)
Week 9  Social Support: Preface, Introduction, CH 1-7, Morgan
 Grief and media:
 Vanderwerker, L. C. & Prigerson, H. G. (2003). Social support
and technological connectedness as protective factors in
bereavement. Journal of Loss and Trauma, 9, 45-57.
Week 10  Social support for various populations including the healthcare
provider: CH 8-12, Morgan
Week 11  The Wounded Healer:
 Martin, P. (2011). Celebrating the wounded healer. Counselling
Psychology Review, 26, 10-19.
 Stone, D. (2008). Wounded healing: Exploring the circle of
compassion in the helping relationship. The Humanistic
Psychologist, 36, 45-51.

 Zerubavel, N. & O’Dougherty Wright, M. (2012). The dilemma
of the wounded healer. Psychotherapy, 49, 482-491.
Week 12  Compassion fatigue & burnout: CH 14, Kastenbaum
 Self-preparation & self-care: CH 3 & 13, Walsh
Week 13  Funerals: CH 12, Kastenbaum
 Fristad, M. A., Cerel, J., Goldman, M., Weller, E. B., & Weller,
R. A. (2000-2001). The role of ritual in children’s bereavement.
OMEGA, 42, 321-339.
 Good death?: CH 15, Kastenbaum
Week 14  Spirituality & Religion: CH 13, Kastenbaum
Week 15 Finals week

Appendix B
Professional Resources for Death Educators
Journals
Death Studies (http://www.routledgementalhealth.com/journals/details/0748-1187/)
Published ten times annually, this acclaimed journal provides refereed papers on significant
research, scholarship, and practical approaches in the fast growing areas of bereavement and
loss, grief therapy, death attitudes, suicide, and death education. It provides an international
interdisciplinary forum in which a variety of professionals share results of research and practice,
with the aim of better understanding the human encounter with death and assisting those who
work with the dying and their families.
Higher Education for the Future (http://www.sagepub.com/journals/Journal202266)
Higher Education for the Future is a bi-annual peer-reviewed multi-disciplinary journal that is
designed to shape the new generation of higher education based on national and international
experience. It seeks to address a wide spectrum of issues including policy, pedagogy, and
research in higher education. This journal is a member of the Committee on Publication Ethics
(COPE).
Illness, Crisis & Loss (http://www.sagepub.com/journals/Journal200976?siteId=sage-
us&prodTypes=any&q=death+education&fs=1)
Illness, Crisis & Loss is a premier refereed and international journal. It furthers an understanding
and knowledge of the social scientific, psychosocial and ethical issues associated with life-
threatening illness, traumatic human crises, grief, and loss. The broad and unique focus of the
journal makes it relevant to a wide range of social scientists, qualitative and quantitative
researchers as well as students, grief counselors, therapists, social workers, thanatologists,

physicians and nurses, medical ethicists, and anyone else who works with people in crises across
the world.
Journal of Loss and Trauma: International Perspectives on Stress and Coping
(http://www.routledgementalhealth.com/journals/details/1532-5024/)
The journal addresses issues dealing with psychological and physical health and interpersonal
losses relative to extended family, community life, and society as a whole. Types of losses
covered include death and dying; dissolution and divorce; loss of employment; life-threatening
diseases and long-term disability; loss of possessions; homelessness; recurring and haunting
memories; disenfranchisement and stigmatization; losses resulting from war and violence; and
aging. Interdisciplinary in its approach, the journal publishes empirically oriented papers, case
studies with intervention strategies, point-counterpoint discussions, theoretical analyses, essays
on concepts or links among relevant fields, and therapeutic approaches. Book reviews are also
regular features.
Mortality (http://www.routledgementalhealth.com/journals/details/1357-6275/)
A foremost international, interdisciplinary journal that has relevance both for academics and
professionals concerned with human mortality, Mortality is essential reading for those in the
field of death studies and in a range of disciplines, including anthropology, art, classics, history,
literature, medicine, music, socio-legal studies, social policy, sociology, philosophy, psychology
and religious studies. The journal is also especially relevant for those professionally or
voluntarily engaged in the health and caring professions, in bereavement counselling, the funeral
industries, and in central and local government.

OMEGA – Journal of Death and Dying
(http://www.sagepub.com/journals/Journal202394?siteId=sage-
us&prodTypes=Journals&q=death&fs=1)
Drawing significant contributions from the fields of psychology, sociology, medicine,
anthropology, law, education, history and literature, OMEGA has emerged as the most advanced
and internationally recognized forum on the subject of death and dying. It serves as a reliable
guide for clinicians, social workers, and health professionals who must deal with problems in
crisis management, e.g., terminal illness, fatal accidents, catastrophe, suicide and bereavement.
The Forum Newsletter: ADEC's official quarterly publication
(http://www.adec.org/adec/Main/Publications/The_Forum/ADEC_Main/Publications/The_Foru
m/Forum-Homepage.aspx?hkey=7aac92da-cf96-4c47-8316-1968fa6d5313)
The Forum supports ADEC’s mission of providing education, support and resources to our
members, ADEC Forum provides scholarly articles on a variety of professional development
themes. This normally includes summaries of research findings, analysis of the literature, critical
commentary and discussion of issues pertinent to death education and counseling. Additionally,
The Forum is a vehicle for disseminating association news and developments that are of interest
to the general membership.
The Journal of Higher Education (http://www.ashe.ws/?page=186)
Founded in 1930, The Journal of Higher Education is the leading scholarly journal on the
institution of higher education. Articles combine disciplinary methods with critical insight to
investigate issues important to faculty, administrators, and program managers. The Ohio State
University Press publishes the Journal of Higher Education bimonthly.

The Review of Higher Education
(http://www.press.jhu.edu/journals/review_of_higher_education/index.html)
The Review of Higher Education provides a forum for discussion of varied issues affecting
higher education. The journal advances the study of college- and university-related topics
through peer-reviewed articles, essays, reviews and research findings, and by emphasizing
systematic inquiry--both quantitative and qualitative--and practical implications. Considered one
of the leading research journals in the field, The Review keeps scholars, academic leaders, and
public policymakers abreast of critical issues facing higher education today. The Review of
Higher Education is the official journal of the Association for the Study of Higher Education
(ASHE).
Organizations
Association for Death Education and Counseling® The Thanatology Association®
(http://www.adec.org/adec/Main/Discover_ADEC/ADEC_Main/Discover-
ADEC/Discover_ADEC.aspx?hkey=03d1c098-978d-4a0a-aeeb-8f3546782c94)
ADEC is one of the oldest interdisciplinary organizations in the field of dying, death and
bereavement. Its nearly 2,000 members include a wide array of psychologists, counselors, social
workers, educators, researchers, hospice personnel, clergy, and volunteers. The primary goal of
ADEC is to enhance the ability of professionals to meet the needs of those with whom they work
in death education and grief counseling.
Hospice Foundation of America (http://hospicefoundation.org/)
The mission of Hospice Foundation of America is to provide leadership in the development and
application of hospice and its philosophy of care with the goal of enhancing the U.S. health care
system and the role of hospice within it.

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