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Death Dying and Be
| Question | Answer |
|---|---|
| Study death and dying because | it is inevitable, helps self and others cope, lowers fears, helps us to appreciate life. |
| Four dimensions of death education are | cognitive, affective, behavioral, and valuational. |
| Cognitive | information, knowledge |
| Affective | emotional, feelings, attitudes. |
| Behavioral | what we do related to death, dying, and bereavement. |
| Valuational | identify, articulate basic values of human life. |
| Study death and dying in order to enhance the ability of individuals to communicate effectively about death related matters, assist individuals in appreciating how development across the human life course interacts with death related issues, | enrich personal lives, inform and guide individuals in their personal transactions with society, prepare individuals for their public roles as citizens, help prepare and support individuals in their professional and vocational roles . |
| Thanatology is | the study and knowledge of death. |
| In the 1960's the largest number of deaths in the US resulted from | infectious or communicable diseases. |
| In America today the largest numbers of death result from the | longterm wearing out of body organs, a deterioration associated with aging, lifestyle, and environment. People in our society die mostly of a set of chronic conditions or causes called degenerative diseases. |
| The four leading causes of death in the US are | diseases of the heart, cancers, cerebrovascular diseases, and chronic lower respiratory diseases. |
| Since the early 1950's for males and mid 1980's for females the leading cause of cancer death for members of both genders has been | lung cancer. |
| The four key players of death and dying are | Herman Feifel 1959, Cicely Saunders 1967, Elisabeth Kubler-Ross 1969, and Robert Kastenbaum 1972. |
| Herman Feifel 1959 American Psychologist | wrote first book on death and dying, witnessed atomic bomb going off at pearl harbor. |
| Cicely Saunders 1967, english nurse and social worker | born in England, nurse and social worker and MD, introduced hospice to both England and Western World. |
| Elisabeth Kubler Ross 1969, swiss psychologist | most famous to death and dying topic, moved to America and was well known for book on stages of grief, wrote fist book that really got public's attention. |
| Robert Kastenbaum 1972, professor of gerontology at university of arizona | responsible for having death and dying being taught in social sciences, coined the term the death system. |
| Life expectancy in the US has steadily | Increased |
| The US is not even among the top 10 countries with the | highest overall life expectancy. |
| Factors associated with changes in life expectancy include | public health measures, industrialization, preventive health care, cure-oriented medicine, the nature of contemporary families, and lifestyle. |
| Factors that have contributed to our increased attention/change in attitudes about death and dying today are | increased life expectancy, causes of death changed, geographic mobility, reduced contact among generations, life extending technologies, displacement of death from the home, violence in the media, and ageism. |
| Death encounters shape death attitudes and vice versa through our | beliefs, future attitudes, can change attitudes, and through our experiences. |
| Death encounters may expose us to | favorable or unfavorable attitudes towards death. |
| Aries five patterns of attitudes toward death are | remote and imminent death, death of the other, death denied/forbidden death tame death, and death of the self. |
| Tame death attitude | attention is focused on a community deeply affected by the loss of one of its participants. Afterlife is not threatening, seen as a sort of sleep where either one is awakened to eternal bliss, or remains eternally asleep. |
| Death of the self attitude | attention is focused on the person who dies who is now seen as a separate individual distinct from other members of society in both life and in what follows death. Death produces great anxiety person believes one is either rewarded or punished. |
| Remote and imminent death attitude | One's attitude toward death is basically highly ambivalent. Death is viewed as a wholly natural event, great effort is made to keep it at a distance. Death is viewed as untamed and invasive. Death seen as beautiful and feared. |
| Death of the other | main focus of attention is on the survivors. Death primarily involves a breaking of relationships. Led survivors to try and communicate with the dead or somehow maintain closeness to them. |
| Death denied/forbidden | very fact person is dying is often denied both to person and tho those around her or him. |
| Examples of socially sanctioned death are | war, capital punishment, |
| Death system is the | socio-physcial network by which we mediate and express our relationship to mortality. |
| We face death alone in one sense but in another sense we face death as | part of a society whose expectations, rules, motives, and symbols influence our individual encounters. |
| Death systems are not | static. They constantly evolve based on changing circumstances. |
| Elements of the death system are | people, places, times, objects, and symbols. |
| Functions of the death systems are to | warn and predict, to prevent death, to care for dying, to dispose of the dead, to work toward social consolidation after death, make sense of death, and socially sanctioned killings. |
| People | we are all potential components of the death system, some of us phase in and out of the death system as circumstances dictate. Some are in death system due to profession. |
| Places | certain places have become identified with death such as cemetery, funeral homes, hospitals, automobiles, and jail. |
| Times | death also has its times or occasions. We tend to treat certain times in a special manner such as christmas, holidays, Friday the 13th, halloween, memorial day. |
| Objects | associated with death include casket, head stones, hearse, death certificate, death notices/obituary, electric chair, nuclear devices, alcoholic and pharmacologic substances. |
| Symbols and images associated with death | black arm band, dark colors, grim reaper, skull and cross bones, music and bagpipes. |
| Structural functionalism | every system or structure within a society survives because it fulfills manifest and latent functions for the social order. |
| Why do we use euphemisms when discussing death and dying? | Involve underlying attitudes that seek to prettify language to appear more delicate or socially acceptable and to avoid seeming disagreeable, impolite or nasty. Can reflect unwillingness to confront realities of life and death directly. |
| Who are the three founders of the death and dying movement? | Cicely Saunders, Kubler Ross, Kastenbaum and Herman Feifel. |
| Coping is | trying to maintain equilibrium in our lives, and accepting circumstances. |
| Transactional model of coping are the | cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing the resources of the person. |
| Transactional model of coping starts with the situation or event then | primary appraisal which is perceiving a stress in your life, secondary appraisal which is how you cope with it, then either negative, positive, or no stress outcome based on your response. |
| Appraisal focused coping centers on | how one understands or appraises a stressful situation |
| Problem focused coping relates to | what one does about the problelm or stressor itself, seeking information and support, taking action, identifying new rewards to replace losses. |
| Emotion focused coping involves | what one does about one's reactions to the perceived problem, affective regulation, venting emotions, acceptance. |
| Cognitive coping | logical analysis and mental preparation, cognitive restructuring/reframing, avoidance or denial. |
| How do we learn to cope? | Through personal observations such as family, friends, co-workers, and the media. |
| Dying trajectories are the | duration between onset of dying and death. Up and down history of remission, relapse. Predictability of dying process, and awareness context. |
| The two different models of coping are | stage based (kubler-ross), and task based (corr). |
| Kubler-Ross's stage based model is the | most famous stage theory of death and dying. |
| Stages of death and dying are | denial, anger, bargaining, depression, and acceptance. |
| Anger asks | why me? |
| Bargaining asks | yes me, but... |
| Depression asks | what's next |
| Acceptance has | increased self-awareness and void of feelings. |
| Strengths of the Kubler-Ross model is that it is the | first model attempting to explain coping with dying, brought attention to the dying process. |
| Weaknesses of the Kubler-Ross stage based model is that there is | no evidence to back up stage progression, no evidence suggests all stages are experienced, it's reactive, and denies social or cultural differences. |
| The task based model (Corr, 1992) consists of | physical, psychological, social, and spiritual. |
| Physical | minimize physical distress, satisfy bodily needs. |
| Psychological | maximize autonomy, psychological security, living. |
| Social | sustain interpersonal relationships |
| Spiritual | address issues of meaningfulness, connectedness, and hope. |
| Strengths of the task based model are that | it is an active process, and adaptive, focuses on specific tasks, regains control. |
| Weaknesses of the task based model is that there is | not much research on it. |
| Bereavement is | to be deprived of something of value (loss) |
| Thee elements are essential in all bereavement | a relationship or attachment with some person, or thing that is valued. The loss ending, termination, separation of that relationship, and an individual who is deprived of the valued person or thing by loss. |
| Grief is | one's internal and external reaction to loss, more than expressions of feelings. |
| Hospice is a philosophy not a facility one whose primary focus is on | end of life care. |
| The hospice philosophy affirms | life not death. |
| The hospice philosophy strives to maximize | present quality in living. |
| The hospice approach offers | care to the patient and family unit. |
| The hospice is | holistic care. |
| Hospice offers continuing care and ongoing support to | family members coping with dying, death, and loss both before and after the death of someone they love. |
| The hospice approach combines | professional skills and human presence through interdisciplinary teamwork. |
| Hospice programs make services available on a | 24 hour a day 7 day a week basis. |
| Participants in hospice programs give | special attention to supporting each other. |
| The hospice philosophy can be applied to a variety of | individuals and their family members who are coping with a life threatening illness, dying, death, or bereavement. |
| Grief is a process not an outcome it is healthy and generally involve's | one's reaction to loss. |
| Factor's that influence grief and bereavement include | past experiences, family, friends, developmental place, and how the loss occured. |
| Mourning is an | intrapersonal and interpersonal process. |
| Phases of mourning are | shock and numbness, yearning and searching, disorganization and despair, and reorganization. |
| Tasks of mourning are to accept the reality of the loss, to | process the pain of grief, to adjust to a world without the deceased, to find an enduring connection with the deceased in the midst of embarking on a new life. |
| The dual process model of mourning involves | loss oriented versus restoration oriented processes. Meaning reconstruction sense making and meaning finding. |
| The dual processing model of grief involves loss-orientated and | restoration orientated and oscillation between the two during everyday life experiences. |
| Loss orientated is | grief work, intrusion of grief, relinquishing control, relocating bonds/ties, denial/avoidance of restoration changes. |
| Restoration orientated is | attending to life changes, doing new things, distraction from grief, denial/avoidance of grief, new roles/identities/relationships. |
| Feminine model of grief, Staudacher, 1991 | experiencing and expression emotion, accept help. |
| Masculine model of grief, Golden, 1996 | focus on feelings of anger, suppress emotional responses and hide vulnerability, desire solitude, seek to solve practical problems, immerse oneself in work. |
| Focuses on styles described as poles on a | spectrum. |
| Intuitive | experiencing and expressing emotion. |
| Instrumental | practical matters and problem solving. Not a matter of gender but a matter of styles. |
| Anticipatory grief | takes place prior to a significant loss that is expected to take place. |
| Traumatic loss occurs during | violence, terrorism, mutilation, randomness, shock effects, fear, anxiety, a sense of vulnerability and loss of control, bereavement overload. |
| The four tasks of mourning are | to accept the reality of the loss, to process the pain of grief, to adjust to a world without the deceased, and to find an enduring connection with the deceased in the midst of embarking on a new life. |
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