The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning




01:01 Explain the term “institutional denial” (2002 edition: page37).




01:02 Compare 19th century funeral customs with those of the 20th century




Factors Affecting Familiarity with Death

01:03 Define demographics.




01:04 Indicate how the following factors contribute to our attitudes about life and death:           

A. Factor: Life Expectancy and Mortality Rates



Compare the average life expectancy in the USA between today and 1900.



Compare the USA death rate between the beginning of the 20th century (1900) and today (21st century).



B. Factor: Causes of Death


            Compare causes of death between the early 1900s  (20th century) and today.



            Indicate the leading cause of death in the USA today.



            Explain the term epidemiologic transition. Indicate why this shift takes place.



C. Factor: Geographical Mobility







D. Factor: Displacement of Death from the Home


Compare the percentage of USA deaths that occur in the home with those that occur in an institution:


a.       In 1900


b.   Current day




E. Factor: Life-extending Technologies


            Explain the meaning of this statement: “medical technology that seems to one person a godsend…may seem to another a curse.”





01:05 Explain “cultural lag” in relation to death (2002 edition: page 37).





Expressions of Attitudes Toward Death

01:06 Define the word “euphemism”. Give an example of a euphemism for death.





01:07 State why euphemisms may be used when speaking of death.





01:08 Provide an example of how euphemisms are used to devalue and depersonalize death.





01:09 Differentiate between and state the context of the euphemisms: “body counts” and “collateral damage”.





01:10 Explain the purpose of the euphemisms “body counts”, “collateral damage” and similar euphemisms.





01:11 State the benefit of paying attention to metaphors, euphemisms, etc. used to speak about death.





01:12 Explain the four ways humor functions relative to death.







01:13 State a reason why people who work with dying patients often use humor.





01:14 Describe a person who often wants all the details of one’s death. Explain the value of this information.





01:15 State the percentages of the listings in a week of television programming (TV Guide) which have to do with death. Indicate television programming relating to death which is not included in the TV Guide.




01:16 Define the term “reversible death”. Provide an example.




01:17 State how the media portrays the cause of death.





01:18 Indicate portrayals that reflect a “mean world” syndrome (George Gerbner).





01:19 State the effect of the “mean world’ syndrome.





01:20 Explain the Dies Irae and its significance with some classical music composers. Indicate the name of the composers.






01:21 Explain the following musical expressions dealing with death:


A.     Kaddish


B.     Dirge


C.     Laments/Elegies


D.     Mele Kanikau




01:22 State why William Lamers contends that grief is part of poetry.






01:23 Describe how Emily Dickinson poetry reflects the relationship between life and death.






01:24 State the vehicle by which death terms are revealed in the visual arts.






01:25 Identify and explain the most arresting expressions of death in the Western European Middle Ages.






01:26 Identify and explain the customs/beliefs of death during the American Colonial Period (Charles Wilson Peale).






01:27 State the message of Edvard Munch’s The Dance of Life.





01:28 State the message regarding death in the engravings of Mexican artist Antonio Guadalupe Posada.





01:29 Explain the value of employing visual expression in response to the AIDS epidemic.





01:30 Identify the ways in which the Vietnam Veterans Memorial and the AIDS Memorial Quilt have a similar impact.





01:31 State the name of Kathe Kollwitz’s famous art piece expressing a death theme. Describe the piece.






The Present Milieu: Death Attitudes and Awareness

01:32 Identify the societal factor which determines a society’s acknowledgement of death (historian David Stannard).





01:33 Define the word “thanatology”.





01:34 Explain the definition that Psychologist Robert Kastenbaum gives to thanatology





01:35 Indicate the author, title and date of the earliest work on death and dying.





01:36 State the title, date and focus of Elizabeth Kubler-Ross’s book.





01:37 State the title and the focus of Cicely Saunder’s book on death.





01:38 State the findings of the sociologists Glaser and Strauss. Indicate the title of their works.





01:39 List the names of the journals on death, dying and bereavement.





01:40 State the reasons Patrick Dean gives for the renaming of death education.





01:41 State the date, place and name of the teaching faculty member of the first course on death in a USA university.






01:42 Explain why in death education “the arts and humanities are drawn upon to balance scientific and technical perspectives”.





01:43 State the importance for police officers to receive training in death education.





01:44 Explain the meaning and the source of the word “hibakusha”.





01:45 Explain the influence of postmodernism on views regarding death.





Examining Assumptions

01:46 State the focus of the hospice movement. Indicate the traditional society which deals with its dying members in a similar manner.





01:47 Andrew Ziner: Indicate how, as social beings, meaning becomes attached to death.





01:48 Textbook Authors: State why we learn about death.














































The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning




A Mature Concept of Death

02:01 Identify and explain the empirical facts about death (Speece and Brent).









02:02 State the nonempirical ideas about death.





02:03 Explain Speece and Brent’s concept of  noncorporeal continuity”.



Development of the Understanding of Death  (2002 edition: Chapter 10)

02:04 Describe how developmental psychologists measure a child's cognitive and emotional readiness to understand death.






02:05 Identify the positive and negative aspects of models which attempt to explain a child’s development of the understanding of death.





02:06 State the relationship of a child's chronological age and his/her developmental level regarding the understanding of death.





O2:07 Describe the impact that first-hand experience with death has on a child.





02:08 State the common element in the early theoretical models of children's awareness of death.





02:09 Explain the value of externalizing disturbing images of death due to a traumatic experience of death.





02:10 Explain the findings of Helen Swain regarding the notion in early childhood that death is final.





Sociocultural Influences on Our Understanding of Death

02:11 Describe the developmental process of socialization in relation to death and dying.





02:12 Differentiate between the material and nonmaterial components of the culture and provide examples of each regarding death.





02:13 Identify which of these components are dynamic; explain why.





02:14 Explain the word “socialization”.





02:15 Identify five agents of socialization:








02:16 Provide an example of how a parent may communicate to a child the notion of replaceability after a death.





02:17 Discuss the negative aspects of replaceability.





02:18 Compare how a 10 year-old and an 8 year-old’s drawing of a funeral is different.






02:19 Compare the European and Chinese versions of Little Red Riding Hood.





02:20 Identify the value of books with the theme of death written for very young children.





02:21 State the percent of nursery rhymes that deal with death or mistreatment.




02:22 Identify and explain the four functions of religion in relation to death/dying:










02:23 Describe “teachable moment”. Provide an example of it.





02:24 Identify the factors that guide the educational process regarding death.






02:25 Explain how a child’s attitude regarding death is affected through early first-hand experience with death.





02:26 Explain how a child’s self-concept influences his/her ability to cope with death.






02:27 Describe the effects of violence on teenagers as reported by Zlata Filipovic of Sarajevo.





02:28 Explain what Ice T characterizes as the killing fields of America.





02:29 Refer to the study findings: how does environment influence a child’s attitude toward death





02:30 Compare children’s attitudes toward death between children who have had experiences of violent deaths and those whose experiences of death are more natural.





02:31 Explain how a child’s early experiences of death relates to their experience of death when they become adults.






Theoretical Perspectives on Society and Culture

02:32 Identify the three theoretical perspectives that attempt to explain how people’s attitudes are formed.






02:33 State the elements of society that will our attitude and behaviors toward death according to the structural-functionalist view.






02:34 State the major emphasis of the Symbolic Interactionism approach.






02:35 Explain the process described by social scientists as the “social construction of reality”.






02:36 State the findings of the Wolfgang and Margaret Stroebe study regarding grieving.





02:36 Explain the Social Learning approach to the development of death attitudes.






Death in Contemporary Multicultural Societies

02:37 Describe the benefits and challenges of maintaining diversity of death customs in pluralistic societies.










02:38 Explain why Hawaii has been identified as a societal model for customs and behaviors in regard to death and dying.






02:39 Explain the role of children in Hawaiian funeral rituals.





02:40 Explain their significance of “hell notes” in the Taoist funeral of Chinese in Hawaii.





02:41 Explain the purpose of “feng-shui” in the burial of Chinese in Hawaii.





02:42 Compare Chinese and Japanese burial customs in Hawaii.






02:43  Identify how John Mc Dermott compares Caucasian and Chinese/Japanese death customs in modern-day Hawaii.





02:44 State the effects of accommodation and assimilation on death customs in contemporary Hawaii.






02:45 Describe what you would expect to experience in the mortuary at a traditional Hawaiian funeral.






The Mature Concept of Death Revisited

02:46 Brent and Speece: Explain the developmental aspect of a child’s understanding of death that begins with binary, either/or logic.





02:47 Explain ethnocentrism in relationship to death. Indicate its antidote.





02:48 Indicate the advantages of assuming a “local identity” by trying death-related customs and practices.

















The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning




03:01 Indicate the shaping influence of one’s beliefs regarding death.





03:02 Indicate why it is important to study other cultures’ relationship to death.





Early Primitive and Traditional Cultures

03:03 Explain the ritual of the Neanderthal burials and state its purpose.





03:04 Indicate how death is viewed in traditional societies.






03:05 State the role of myths in traditional societies.






03:06 Provide an example of the following myths regarding the Origin of Death and indicate the culture/society:








Death in a Bundle



Weariness With Life





03:07 Explain the universal common theme in the Origin of Death myths.





03:08 State the epic of Gilgamesh and Enkidu and indicate the pedantic aspect of it for all humankind.






03:09 Indicate how traditional cultures view an unexpected death (i.e. the death of a child in the Snufo culture of Africa).





03:10 Explain why traditional societies embrace an ecological orientation when explaining the causes of death.





03:11 Indicate the implication of embracing an ecological orientation when explaining the causes of death.





03:12 Explain why traditional societies may view disease and death as a public event.






03:13 Indicate how traditional societies view the soul of the deceased and indicate their responses.






03:14 Explain the role of a shaman in traditional societies.






03:15 Describe and provide examples of the following practices regarding the name of the deceased:


Name Avoidance




Name Usage




03:16 Explain the role of the name of the deceased in the management of grief.






Western Culture

03:17 Compare the view of death between the Middle Ages (5th century) and the Renaissance (15-16th centuries).






03:18 Indicate the term that has been applied to the period of the Renaissance (Beginning circa 1450).






03:19 Indicate how the changes of the Renaissance affected people’s view of death.






03:20 Explain the focus of death attitudes and behaviors in 17th century Western Europe.






03:21 Indicate how the influences of the Industrial Revolution and Romanticism in literature and art shifted the emphasis of death to “Thy Death”.






03:22 Describe death attitudes beginning in the 20th century and indicate the reasons given for the change.






03:23 Describe charnel houses.






03:24 Indicate the social and intellectual influences which gave rise to memorializing (markers and effigies) the dead.







03:25 Explain the “Danse Macabre”. Indicate the notion it conveyed.






03:26 Explain how the Black Death of the mid-14th century Europe changed attitudes regarding death in the following century (15th century).






03:27 State the characteristics of the concept of invisible death.






Cultural Case Studies

03:28 Explain the purpose and composition of death songs in the funeral ritual.






03:29 Explain “potlatch”.





03:30 State the general principle which can be drawn from David Mandelbaum’s comparison of Hopi and Cocopa death customs.





03:31 Compare the death practices of the following Native Americans:










03:32 Explain the meaning of communion with the “living dead” in the African tradition.





03:33 Indicate how Kofi Asare Opoku views the traditional African attitude toward death.





03:34 Explain the two purposes of the ceremonies used in the prolonged LoDagaa mourning period.





03:35 Explain the use and purposes of mourning restraints among the LoDagaa of Africa.





03:36 Describe some of the ways in which Mexican tradition displays humorous and satirical attitudes toward death.





03:37 Describe briefly the Mexican Day of the Dead (El Dia de los Muertos).





03:38 State the benefits of the Day of the Dead for Mexicans.





03:39 Explain the Japanese festival of “bon” or “o-bon”.





03:40 Explain the chief feature of Japan’s indigenous religion, Shintoism.





03:41 Explain the purpose of the Japanese “butsudan”.





03:42 Explain the Japanese funeral rites during the 49 days after death.





Rediscovering the Commemoration of Death

03:43 Explain the idea of “tradition” in handing down the ways we cope with death.










































The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



04:01 Indicate the most commonly held fear about dying.




04:02 Identify the three major categories of institutionalized medical care.





04:03 State the mission of modern hospitals.






04:04 Indicate the recent trend in hospital stay.





Modern Health Care

04:05 Identify what contributes to a sense of alienation in institutional settings.





04:06 Provide examples of alienation and impersonality resulting from the medical model.





04:07 Identify the condition under which depersonalization is most likely to take place.





04:08 State the percent of the USA Gross Domestic Product that was recently spent on health care.





04:09 State the steps taken to contain the cost of health care.





04:10 State the suggestions some experts have made to alleviate pressure on the healthcare system.






04:11 State how medical care is viewed when an attempt to manage the cost of care comes into consideration.






04:12 Explain the “principle of symmetry” proposed by Daniel Callahan.






04:13 Explain “Quality-adjusted Life Years” (QALYS).






04:14 Explain what Callahan means by saying that “medicine overreaches itself”.






Care of the Dying

04:15 Define “palliative care”.





04:16 Describe the distinguishing features of  hospice” and palliative care.





04:17 Describe the origin of hospice care.





04:18 State the date and place where the first modern hospice was established. Indicate its name and the name of the medical social worker who planned it.





04:19 Describe this first modern hospice.





04:20 State how Saunders sees the relationship of technology and the person in the hospice system of health care.





04:21 Explain the relationship of home care to hospice.





04:22 State the date and place where the first modern hospice in the United States was established.





04:23 Indicate the questions hospice programs face according to Inge Corless (see Table in Textbook).





04:24 Explain “Home Health Care”.





04:25 Characterize the Zen Hospice Project.





04:26 Explain the term “listening mind”.





Trauma and Emergency Care

04:27 Explain the term “the golden hour”.





04:28 Explain the purpose of the triage system developed by John Letterman.





04:29 Within the context of trauma care, respond to the following: every patient can be saved.





Caregiver Stress

04:30 State the most stressful situations for caregivers.





04:31 State the problem which arises when medical personnel identify caring with curing.





04:32 Identify ways in which caregivers can better cope with the stress of caring for seriously ill and dying patients.







Being With Someone Who is Dying

04:33 Explain the value of “life review”.







The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



(2002 edition Chapter 06: Medical Ethics: Dying in a Technological Age)


05:01 Describe “death system” (Robert Kastenbaum).





Defining Death

05:02 Describe a "life-preserving coffin."





05:03 State how death has been historically determined.





05:04 State specifically what technological advance has made the historical determination of death inadequate.





05:05 Explain the components of brain death.





05:06 Explain what is meant by clinical death.





05:07 Identify and explain the method of determining cellular death.





05:08 State what has created a need to “rethink” how death is defined.





05:09 State and explain Robert Veatch's four approaches to defining and determining death.










05:10 Compare higher brain theory and whole brain theory.






05:11 State why Veatch suggests that the whole brain definition is not for everyone.





Legislation Defining Death (2002 edition: Chapter 09)

05:12 Identify the focus of the public concerns about the medical-legal aspects of dying.






05:13 Identify the state (and date) first to adopt a brain-based criteria for determining death.





05:14 State the model statute (1975) proposed by the American Bar Association regarding the definition of death.





05:15 State the definition of death according to the Uniform Determination of Death Act.





05:16 Explain why the President's Commission for the Study of Ethical Problems in Medicine conclusion that "proof of an irreversible absence of functions in the entire brain, including the brain stem, provides a highly reliable means of declaring death for respirator-maintained bodies."





05:17 Explain the conditions under which the President's Commission for the Study of Ethical Problems in Medicine describes a patient’s condition as a “Persistent Vegetative State” (PVS).






Organ Transplantation and Organ Donation (2002 edition: Chapter 06)

05:18 State the concern of the Uniform Anatomical Gift Act.





05:19 Explain what the “required request” laws require of hospitals.





05:20 Describe the role of the United Network for Organ Sharing (UNOS).





Medical Ethics: A Cross-Cultural Example

05:21 Compare Japanese and American perceptions about organ transplantation.









Death Certification (2002 edition: Chapter 09)

05:22 Identify the most important legal procedure necessary following a death. Indicate why.






05:23 Identify the four modes of death recognized by the law:











The Coroner and the Medical Examiner (2002 edition: Chapter 09)

05:24 Identify the situation in which an attending physician and a situation in which a coroner or medical examiner can sign the death certificate.





05:24 State the differences between a coroner and a medical examiner.





Autopsies (2002 edition: Chapter 09)

05:25 Define forensic pathology.





05:26 Explain the role of forensic scientists (i.e. in Argentina).





05:27 State the problem with the decrease in autopsies in the American health care system.







































The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



06:01 State where a person’s attention becomes focused after a life-threatening disease diagnosis has been rendered.




Personal and Social Meanings of Life-Threatening Illnesses

06:02 Explain: social stigma with regard to a diagnosis of a life-threatening illness.





06:03 State how the “meaning” of a life-threatening illness is determined.





06:04 Explain “magical thinking” and describe its effects.





06:05 State and explain techniques that help the patient deal with his/her illness in an affirmative context.





Coping With Life-Threatening Illnesses

06:06 State the factors that affect a person’s experience of illness.




06:07 Complete the following chart (Sociologists Barney Glaser & Anselm Strauss):
















06:08 Respond to the following with an explanation: Once open awareness occurs coping with the life-threatening illness will become easier and more successful.





06:09 Explain the importance of the agreement between beliefs and actions.





06:10 State and explain the five stages of dying according to Kubler-Ross.






06:11 Differentiate between reactive and preparatory depression (Kubler-Ross).





06:12 Indicate the factors which determine a person’s pathway in coping with death.





06:13 State the suggestion of Herman Feifel regarding coping with life-threatening illness and death.





06:14 State the primary dimensions of Charles Corr’s task-based approach in coping and dying. Explain each of the dimensions.







06:15 Explain how Corr’s model helps us shift our perspective on the dying person.






06:16 State and explain the three landmarks the dying person deals with while passing through the phases of terminal illness (Avery Weisman).





06:17 Identify what Kenneth Doka states is the role of coping in a recovery/remission stage of a life-threatening illness.






06:18 Explain how a model of the dying process may work the best (Kastenbaum & Thuell).






06:19 Differentiate among the following coping strategies:












06:20 Explain the point made with the metaphor of likening the process of coping with a serious illness to climbing a mountain.





06:21 Explain how an individual can strengthen a patient’s self-image (Orville Kelly: Make Today Count).





Treatment Options and Issues

06:22 State the factors that affect the options for treating life-threatening illnesses.





06:23 Define the word “metastasis”.





06:24 State the purpose of adjunctive therapies.





06:25 Compare the following treatment options:

Option                         The Process                            Side Effects/Problems



Radiation Therapy






06:26 State the process and the alleged benefits of the adjunctive treatment technique, “visualization”.





06:27 Explain the principles of meaningful-life therapy (ikigai ryoko) employed at Shibata Hospital, Japan.






06:28 Explain the term “symbolic healing” (Anson Shupe, Jeffrey Hadden).





06:29 State the most common symptom of terminally ill patients.





06:30 Differentiate between acute and chronic pain.






06:31 State how Linda Garro describes the nature of pain.





06:32 Differentiate between pain and suffering.





06:33 Indicate the basic approaches to reducing pain and how that is implemented.






06:34 State the pros and cons regarding the use of opioid analgesics with dying patients.






06:35 Explain “patient-controlled analgesia” and its effectiveness.





06:36 Indicate the settings where effective management of pain is a goal.






The Dying Trajectory

06:37 Explain the expectations about dying held by young adults.





06:38 Explain what is meant by the term “trajectory of dying”.





06:39 Identify and explain the two patterns of dying trajectories.





06:40 Describe “death rattle”.




The Social Role of the Dying Patient

06:41 Explain the term “social death” and indicate its relationship to physical death.





06:42 Describe the social role of the sick dying person (sociologist Talcott Parsons).





06:43 Provide an example of the effects when the social role for the dying person is not well-defined.





06:44 State the findings of the study of farewells by the dying.





06:45 State three spiritual needs of dying patients:








06:46 State what Yasunari Kawabata expresses in his essay “The Eyes of a Dying Man”.






































The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



(2002 edition: Chapter 06: Medical Ethics: Dying in a Technological Age)


Principles of Medical Ethics

07:01 State  and define the three principles of medical ethics.









07:02 Explain the patient's right to autonomy. Provide an example.






07:03 Compare "virtue centered" ethics and "businessification" of medical care.






Informed Consent to Treatment

07:04 Define informed consent.






07:05 Identify and explain the three legal principles of informed consent:









07:06 Compare the 1961 and 1977 studies regarding physicians and informed consent.





07:07 State the results of a follow-up study regarding medical doctors and informed consent.





07:08 Respond to the following: most patients do not understand the significant aspects of their condition and treatment.





07:09 Describe how the prescribing of placebos violate good medical ethics.





07:10 State the findings of the SUPPORT study assessing end-of-life care.





07:11 Identify the tacit communication present once a patient is admitted to a health-care institution.






The Caregiver-Patient Relationship (2002 edition: Chapter 04)

07:12 Characterize both of the following patient-medical practitioner relationships


A relationship driven by “paternalism”




A relationship which is a “covenantal relationship”





07:13 State the preference with regard to disclosure of the illness of the majority of patients with a life-threatening illness.





07:14 Report the findings of sociologist Candace West’s five-year study on communications between patients and medical doctors.






07:15 Identify the elements and role non verbal communication plays in the health care setting.






07:16 State and explain five strategies used in communicating with a patient who wishes to discuss death:













07:17 Explain Jeanne Quint Benoliel’s ideas about communication.






07:18 Explain the relationship between doctor-patient communication and the patient’s well-being (Norman Cousins).







Choosing Death (2002 edition: Chapter 06)

07:19 Describe the dilemma intrinsic in the principle "keep the patient alive at all costs."






07:20 Describe the dilemma posed by modern medical technology and the question of death.






07:21 Identify the landmark court case which first brought into the public eye ethical questions surrounding the "right to die." Indicate the place and date of this case and the issue.





07:22 State the issue in the Nancy Beth Cruzan case.





 07:23 State the position initially taken by the state of Missouri in the Nancy Beth Cruzan






07:24 State the ruling of the United States Supreme Court in the Nancy Beth Cruzan case.






07:25 Identify what the Nancy Beth Cruzan case highlighted the need for.





Physician-assisted Suicide (2002 edition: Chapter 09)

07:26 Define the term “physician-assisted suicide”.





07:27 Indicate the name of the state within the United States which approved a death with dignity act. State the date.





07:28 Differentiate among active euthanasia, passive euthanasia and physician-assisted suicide.






07:29 Identify the conditions under which a physician in the Netherlands is permitted to take active steps in a Voluntary Action Euthanasia (VAE).





07:30 Explain the concept of “double effect”.





07:31 Indicate why David Roy (Journal of Palliative Care) contends that a distinction be maintained between euthanasia and allowing to die.





07:32 Explain the "wedge" or "slippery slope" argument against euthanasia.





07:33 State Charles Dougherty's position regarding the "common good" in questions regarding euthanasia.





07:34 Compare "ordinary care" and "extraordinary measures" with regard to care for terminally ill patients.





07:35 State the arguments against artificial feeding and hydration.





07:36 State the recommendations of the President's Commission for the Study of Ethical Problems in Medicine regarding the treatment of seriously ill newborns.





07:37 Identify and explain the central ethical issue discussed in the text regarding newborn care.





07:38 State the recommendation of the President's Commission for the Study of Ethical Problems in Medicine regarding parental authority and decision-making as well as institutional responsibility in cases of seriously ill newborns.





Advanced Directives (2002 edition: Chapter 09)

07:39 Identify what are known collectively as “advance directives”.





07:40 Identify the two forms of "advance directives" that are legally important.





07:41 State what can be written into a "living will."





07:42 Explain the role of an agent in the Durable Power of Attorney in Health Care.





07:43 Indicate when the Durable Power of Attorney in Health Care becomes effective.





07:44 Indicate the condition under which "advance directives" are useless.





07:45 State the requirements under which health care providers must abide according to the provisions of the Patient Self-determination Act (PSDA-1990).





07:46 Explain “Medical Miranda Warning”.





07:47 State patient concerns in being presented with PSDA.





Wills and Inheritance (2002 edition: Chapter 09)

07:48 Explain the words "will" and "testator". Indicate the relationship between them.





07:49 Explain why terminally ill patients are recommended to seek the help of an attorney.






07:50 Identify and explain the three legal stages in cases of terminal illness (Barton Bernstein).








07:51 State the two conditions required of an individual for him or her to draw up a legal will:






07:52 Explain the purpose of a formally executed will.





07:53 Explain the word "codicil."





07:54 State the purpose of the period of probate.





07:55 Explain "in testate."





07:56 Indicate the first duty of an executor or an administrator of a will.





07:57 Explain the three functions of placing a death notification in the newspaper:









07:58 Explain probate and how to avoid it.





07:59 State one of the chief reasons for making a will.





Life Insurance and Death Benefits

07:60 State the potential benefits of life insurance.








































The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



Bereavement, Grief and Mourning

08:01 Define bereavement. Provide an example.




08:02 Indicate the meaning of the root of the word bereavement.





08:03 Define grief. Provide an example.





08:04 State what the bereaved person should keep in mind so that his/her experience of grief is more easily accepted.





08:05 Provide  three examples of an outward acknowledgement of grief.









08:06 Define mourning. Provide an example





08:07 State the common cross-cultural theme to mourning behavior.





08:08 State the advise regarding mourning behaviors that are” appropriate” in modern societies.





The Experience of Grief

08:09 Explain the factors which help clarify what is normal grief.





08:10 Respond to the following: grief work follows a linear pattern (see also Sandra Bertman).





08:11 Explain the components of the following phases of grief:


A. Initial Phase of grief




B. Middle phase of grief




C. Last phase of grief






08:12 Explain what happens to sadness in the grief process.





08:13 Respond: Resolving the grief allows us to minimize the significance of the lost relationship.





08:14 Indicate how birthdays, anniversaries and holidays may affect a survivor.





08:15 Explain how and why someone may mourn for earlier losses.





08:16 Explain the meaning of this statement: "...the experience of loss has a developmental quality".





08:17 Define “complicated mourning” (Therese Rando).





08:18 Identify the situations that may complicate grief  (Therese Rando).





08:19 State why a mourner’s grief is not necessarily classified as dysfunctional or pathological according to Rando.





08:20 Identify the factors which Rando attributes as causes in the increase of complicated mourning in modern societies (Rando).





08:21 Identify  the “secondary losses” affecting a survivor.





08:22 State the findings of the Rees and Lutkins study  done in a small community in Wales.





08:23 Indicate the factors that  affect one's self-esteem in bereavement.





08:24 Explain how survivors can best manage the conflict between the emotional and intellectual responses to death.






Models of Grief

08:25 Identify what it is that Sigmund Freud and John Bowlby suggest the bereaved must do in the “grief work model”.





08:26 State the premise of the “grief work model” that is questioned.





08:27 Respond: The “grief work model” implies that everyone needs to work through grief in a similar fashion to recover from a loss.





08:28   State and explain William Worden's four tasks of mourning:

Task One:


Task Two:


Task Three:


Task Four:




08:29 State Therese Rando’s “Six R’s” – Tasks of Mourning.







08:30 State the advise Margaret Stroebe provides to counselors of the bereaved.





08:31 State Dennis Klass’s suggestion to parents to help them attempt to make sense of a loss of a child who died an untimely death.





08:32 State the findings of the Child Bereavement Study (Silverman, Nickman, Worden).





08:33 State Therese Rando’s advise regarding the relationship between survivor and deceased.




08:34 Explain the perspective recommended by John Kelly to deal with the task of grief/mourning.





08:35 Identify and explain the two components of the “dual process model” of grief (Margaret Stroebe, Henk Schut).







08:36 State what is central to the two component model.





Variables Influencing Grief

08:37 Explain how a person with a dependent personality may act upon the death of a significant person in their life.





08:38 Indicate the value of culture for the bereaved.




08:39 Explain what is meant by a high-grief death. Provide an example.




08:40 State Richard Leliaert’s conclusion regarding bereavement pain and religious faith.





08:41 Identify what it is that survivors need who are bereft due to a sudden death.






08:42 Differentiate between “anticipatory grief or anticipatory mourning” and “secondary morbidity”.






08:43 Compare the grief in a death by suicide and death by another mode.





08:44 State the effects of dealing with the criminal justice system when a death was a homicide.





08:45 State the effects of multiple losses.





08:46 State the role social support plays in grief and mourning.





08:47 Explain the causes and the results of “disenfranchised grief”.





08:48 State the reason Darleen Kloeppel and Sheila Hollins give as the cause of complications in the death of a mentally handicapped family member.





08:49 Indicate the effects of family support in bereaved coping.





08:50 Explain the concept of "unfinished business."





Support for the Bereaved

08:51 State the role of  the wake in traditional Hawaiian culture.





08:52 State who attends the wake in traditional Hawaiian culture.




08:53 State the ritual of the wake in the traditional Hawaiian culture.





08:54 State the focus of the following social support groups:


Tradegy Assistance Programs for Survivors (TAPS)




Compassionate Friends and Bereaved Families of Ontario (BFO)





08:55 Define “leave-taking [funeral] rituals”. Explain their benefits.





08:56   Explain why a survivor should strike a balance “linking activities” and “bridging activities”.





Bereavement as an Opportunity of Growth

08:57 Explain John Schneider’s concept of changing one’s perceptual set or reframing.




08:58 Explain the meaning and the ramifications of “the lost relationship is changed but not ended”.




08:59 Identify how one might creatively respond to loss; Provide an example.


















The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



(2002 edition: Chapter 08)

09:01 Identify what is revealed by the death customs of ancient Egypt.





09:02 Define the "Ba" in ancient Egypt and explain the attention given to it.





09:03 Identify and explain the focus of the contemporary American funeral.





09:04 State the major social functions the funeral has historically addressed (Vanderlyn Pine).





Psychosocial Aspects of Last Rites

09:05 State the essential purpose of funerals and/or last rites (rites of passage).





09:06 Compare the traditional and contemporary practice and purpose of the wake.





09:07 State the findings of David Sudnow's study on death notification.





09:08 Explain why a belatedly notified person may feel alone in dealing with grief.




09:09 Sate the percent of Americans who knew within the first hours of President John F. Kennedy's death.





09:10 Identify the three processes of death notification:








09:11 State what J. Z. Young states regarding mutual support at the time of a death.





09:12 Identify the psychological implications of social interaction for the bereaved.





09:13 Explain the value of after-death funeral rituals of social interaction. Provide an example of a funeral ritual.







Funerals in the United States

09:14 State the requirements of the (FTC) Trade Regulation Rule on Funeral Industry Practices (1984).




09:15 State the value of itemizing funeral costs.




09:16 State the initial role of the undertaker.




09:17 Explain the role of the undertaker at the end of the 19th century.





09:18 Explain the origin of the term "funeral parlor".





09:19 Identify the funeral practice criticized by the Greek philosopher Herodotus..





09:20 Identify the reason Bertram Puckle  opposes a lavish concern for the dead (Funeral Customs: Their Origin and Development).





09:21 Identify LeRoy Bowman's criticism of the American funeral (The American Funeral: A Study in Guilt, Extravagance and Sublimity).





09:22 State how Jessica Mitford (The American Way of Death) perceives contemporary funeral practice.





09:23 Explain why Mitford criticized the euphemisms used in the funeral industry.





09:24 State how people who have used services of a funeral director generally respond to funeral directors.





Selecting Funeral Services

09:25  Identify the four categories of cost which make up a conventional American funeral (National Funeral Directors Association).






09:26 State the average cost of a current funeral in the United States, excluding cemetery costs.





09:27 Respond to the perception: "a mini-funeral correlates with mini-grief “(Edgar Jackson) (2002 edition: page 273).





09:28 Identify the single event which increased public awareness of embalming.





09:29 Explain the FTC Funeral Rule regarding embalming.




09:30 State the FTC rule regarding the purchasers’ rights in the purchase of a casket.





09:31 Explain the relationship between the purchase of a casket and direct cremation.





09:32 Explain the role of funeral and memorial societies.





Body Disposition

09:33 Explain the procedure of  cryogenic suspension”.





09:34 Identify the most common method of body disposition in the United States.





09:35 Identify the countries where cremation is the most common method of body disposition.




09:36 Describe the process and residue of a cremation.





09:37 Identify with whom lies the responsibility of the final disposition of the body.




Making Meaningful Choices

09:38 State why substituting a memorial service for a traditional funeral is lacking in some respects (psychiatrist Williams Lamers).





09:39 State Alan Wolfelt’s position regarding viewing of the body.





09:40 Explain the modus operandi of the funeral establishment Putz-Roth in Birgisch Gladbach Germany.





09:41 Explain: The social support that accompanies meaningful ritual need not be limited to the period immediately following the death.





The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



Early Childhood Encounters With Death

10:01 State the age at which children first become aware of death.





10:02 Indicate how this awareness of death is made evident.






10:03 Define "protothantic" and describe how the text fits it into the narrative on encounters with death.





10:04 Explain the findings of the research conducted by Mark Speece. Indicate the ages.






10:05 Explain the conclusions about a child’s understanding of death that can be drawn from the case study of a father and his 27 month-old child.





10:06 Explain: A child’s concept of death is composed of a series of concepts.




Children With Life-Threatening Illnesses

10:07 State and explain what and how parents should care for a terminally-ill child.





10:08 Identify the most difficult problem for caregivers in dealing with a terminally ill child (William Bartholome).





10:09 State the major findings of Myra Bluebond-Langner's study of children (3-9 years old) with leukemia.





10:10 State the sequence of major concerns experienced by sick children according to the developmental model.


Young Child (under 5 yr.)



Middle Child (5 – 9 yr.)



Older Child (10 yr. & older)





10:11 Identify the variables that affect a child's perception of his/her illness:





10:12 State and explain each of the following coping strategies used by terminally-ill children.


  1. Distancing


  1. Regression


  1. Sublimation




10:13 State the role parents of seriously ill children should play.




Children As Survivors of a Close Death

10:14 State what is a constructive approach in helping a child.





10:15 Identify behaviors children may sometimes exhibit in coping with loss when they are a survivor of a death close to him/her.





10:16 State the factors which influence a child’s response to loss.





10:17 State the effects that might be expected if a child believes that he/she may have played a role on someone’s death.





10:18 State the conclusion drawn from the studies of how children cope with the death of a pet.





10:19 State the death experienced in childhood which has the greatest impact on a child. Explain why.





10:20 State the findings of the Child Bereavement Study (Phyllis Silverman) regarding a child's mental construct of a dead parent.





10:21 Explain why, in struggling to understand a close death, a child might assume the responsibility for the death.





10:22 Explain what the four-year old depicted in the drawing, “I am mad at you”.





10:23 State the advantages of art therapy with children who have experienced a death.





10:24 Explain the effects a child may experience in coping with a sibling's death.





10:25 Explain the advantages of including a child in the grief and mourning process over a close-death.





Support Groups for Children

10:26 State the titles of support groups which help children cope with death.





Helping Children Cope With Change and Loss

10:27 State how an adult should respond to a child’s questions and concerns.





10:28 Explain how parents to should explain death to a child before a death occurs.





10:29 State why it is important for a caregiver to verify what it is they think they told the child about death.





10:30 State and explain the guidelines a parent should follow to help a child cope with a loss.





10:31 Explain the problem generated with admonishing a child to be emotionally strong in the face of a loss by death.





10:32 Explain what in a parents' explanations of death to a child may turn in to concepts of death which are dysfunctional.





10:33 Indicate how parents should discuss death in conjunction with religious beliefs to children.





10:34 Explain the problem with using death metaphors with children. Give an example.





10:35 Indicate what children report as the most difficult time in their experiences involving a close death.





10:36 Indicate the impact of a change in family communication patterns surrounding a death.





10:37 State the guideline adults should follow when talking to children about death or other potentially painful situations.






10:38 Define and explain the benefits of bibliotherapy.


The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



Parental Bereavement

11:01 Explain why the death of a child is considered to be high-grief death for parents.





11:02 Explain the practice among the Cree of North America of giving moccasins with holes in them.






11:03 State the impact of a "general chaos" experienced  by bereaved couples in coping with the death of a child.






11:04 State the major source of conflict among bereaved couples in coping with the death of a child.






11:05 Explain the factors which contribute to reducing conflict between grieving couples who have lost a child.






11:06 State and differentiate the types of childbearing losses.






11:07 Explain why giving up a child for adoption is considered a reproductive loss.






11:08 Explain why a child born with severe disabilities is considered a reproductive loss.






11:09 Explain the idea that grief over the loss of a child may be both a physical loss and a symbolic loss (Judith Savage).






11:10 Identify and explain the two realities of the child-parent bond.






11:11 Characterize parental grief following a childbearing loss.






11:12 Explain perinatal bereavement care (Reuben Center for Women and Children at Toledo Hospital in Ohio).






11:13 Explain the difficulty bereaved parents of a miscarriage experience.






11:14 Indicate the value of “mizuka” in Japan.






11:15 Explain how newly bereaved parents of a stillborn child may be aided in their grief.






11:16 Describe the characteristics of the Sudden Infant Death Syndrome (SIDS).






11:17 Indicate why the causes of Sudden Infant Death Syndrome (SIDS) may be subjected to criminal investigation.






11:18 State the age range during which accidents account for the majority of childrens’ deaths.






11:19 Explain when parents may have an easier time coping with the death of a child.






11:20 State the issues experienced by a parent in the death of their adult child.






11:21 State the mission of Compassionate Friends and Candlelighters.






11:22 State the mission of Parents of Murdered Children.






11:23 State ways relatives and friends are able to provide support to bereaved families.





Death of a Parent

11:24 Describe the "developmental push" which may be an outcome of the death of a parent.






11:25 Explain the possible issues which may arise at the death of a parent when the family relationship has been dysfunctional.






11:26 Explain why the grief over the death of one's parent may be severely intense.






Spousal Bereavement

11:27 State and explain the factors which influence spousal bereavement.






11:28 Compare spousal bereavement between those with non-traditional and traditional sex roles.






11:29 Indicate who is more susceptible to adverse effects of spousal death and explain why.






11:30 State and explain the effects of social support for bereaved spouses.






11:31 Indicate the primary source of social support for bereaved spouses who are not relatives to the bereaved.




Death of a Friend

11:32 Indicate the factors that make grieving for the death of a friend difficult.





Aging and the Aged

11:33 Define senescence.





11:34 Explain why a stereotypical image of the elderly is not possible.





11:35 State the questions Daniel Callahan proposes in the development of a "public meaning" of aging.





11:36 Indicate how positive images and meanings of growing old are eroded.





11:37 Explain Robert Butler's response to growing old is not essentially a medical problem.












































The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



12:01 Compare altruistic suicide and suicide evolving from the western European tradition.




Comprehending Suicide

12:02   Define suicide in general terms.




12:03 State the emphasis of suicide according to the definition by Edwin Shneidman.     





12:04 State the problems Edwin Shneidman states in compiling suicide statistics that diminish and distort the extent suicide pervades modern society.





12:05 State why Schneidman suggests there is a shadowy distinction between suicides and accidents.





12:06 Describe the term  psychological autopsy”.





12:07 Describe the following four purposes of the psychological autopsy.

1. Mode


2. Why


3. Data to Predict


4. Therapeutic value




12:08 State the limitations implicit in a psychological autopsy.





12:09 State the focus and conditions of the relationship in the sociological model of suicide (Emile Durkheim).





12:10 Describe the following types of suicides according to the sociological model. Include an example of each:


Anomie Suicide



Fatalistic Suicide



Egoistic Suicide



Altruistic or Institutional Suicide:



            Hara-kiri or Seppuku







12:11 Identify the type of suicides encouraged by a highly integrated society (Emile Durkheim).





12:12 State the place, type and purpose of the largest mass suicide in modern times.




12:13 Compare the focus of the psychological (Sigmund Freud) and sociological (Emile Durkheim) models of suicide.






12:14 Explain the following insights of the psychological model of suicide (Sigmund Freud).


Acute Crisis










12:15 Explain the dynamic of aggression according to the psychological model of suicide.





12:16 Explain the dynamic of ambivalence according to the psychological model of suicide.





12:17 Explain Edwin Shneidman's term "psychache."





12:18 Identify what biochemical studies correlate with suicide (2002 edition: page 435).





Some Types of Suicide

12:19 Explain the role of one’s self-concept and the sense of identity in "referred" suicide.





12:20 Compare suicidal thoughts/actions due to each of the following:


The Sisyphean effort



The feeling of ennui.




12:21 State the textbook's contention regarding the GOAL for most suicides attempts.







12:22 State the ratio of attempted suicides to completed suicides for the USA population as a whole.







12:23 Explain Edwin Shneidman's concept of “subintentioned death”.






12:24 Define “chronic suicide” (Karl Menninger).






Risk Factors Influencing Suicide

12:25 State the four risk factors influencing suicide.








12:26 Identify what Brian Barry attributes as the cultural factors relative to suicide that operate at any given time and influence a societal view of death.






12:27 State and explain the two assumptions about life which are new to this generation (Brian Barry).









12:28 State the poetic or romantic view of death as related to a suicide fascination with the mystique of death.






12:29 State the alternate explanation to the poetic view of death in a suicide attempt.





12:30 Explain the following factors that contribute to suicidal risk:






Environmental factors




Lifespan Perspectives on Suicide

12:31 State the risk factors that are most prominent in suicides across the lifespan:






Adolescence & Young Adult




Middle Adulthood




Late Adulthood




12:32 State the evidence which supports whether an individual’s suicide was for failed love or financial ruin (A. Alvarez).







12:33 State the time period in the human life span when the greatest frequency of double suicides occur.





Contemplating Suicide

12:34 Respond the this statement: To the person considering suicide, the steps toward lethality are orderly with a definite sequence.





12:35 State the factors which determine the choice of suicidal method.





Suicide Notes

12:36 State what suicide notes typically display.




12:37 State the reason suicide notes have a significant effect on survivors.





Suicide Prevention, Intervention, and Postvention

12:38 Explain crisis prevention skills used by suicide prevention centers.






12:39 State the six objectives of the Helping Hand Project.









12:40 Explain the word “postvention” (Edwin Shneidman).





12:41 State the warning signs Evans and Farberow identify with the “behavior indirect” suicidal intent.






Helping A Person Who Is in Suicidal Crisis

12:42 State the warning signs Evans and Farberow identify with the “behavior indirect” suicidal intent.





12:43 State and explain two ways that are most helpful to a person in suicidal crisis.





12:44 State the two streams of thought which in combination could lead to suicide.






The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



Traditional Concepts About Life After Death

14:01 Respond to the following: How can one’s investigation regarding immortality lead to a more coherent philosophy of life and death.






14:02 Describe the history of the idea of life continuing after death.







14:03 Compare the future of wrongdoers and righteous in traditional Hawaiian beliefs.





14:04 Compare the focus of “identity” between western cultures and older traditional cultures.





Jewish Beliefs About Death and Resurrection

14:05 Explain how the view of death in the books of the Bible evolved.






14:06 Define the Hebrew word She'ol.






14:07 Explain the traditional Hebrew view of the personhood as related to soul (Wheeler Robinson).






14:08 Explain how the Hebrew Bible explains the afterlife.






14:09 Explain the theme of "faith" in the Jewish religion.






14:10 State the purpose of the Jewish Kaddish.






Classical Greek Concepts of Immortality

14:11 Indicate the importance of personal immortality and social immortality within the Athenian democracy.





14:12 Explain how Pythagoras' views differ from the Jewish view.






14:13 Explain Plato’s concept of dualism.





14:14 State the implications of Plato's developed concept.






Christain Beliefs About Afterlife

14:15 Explain the influence of the classical Greek idea of dualism on Christian thought.






14:16 Compare the plight of the righteous and the non-righteous in Dante's Divine Comedy.






14:17 Describe “narrative of hope” in the Christian tradition.






The Afterlife in Islamic Tradition

14:18 State the basic premise of the Qur'anic (Islamic) teachings about death.






14:19 State the relationship between one's life and the destiny in death in Islam (Houston Smith).






14:20 Differentiate the role of Munkar and Nakir in the Islamic tradition.







14:21 State and explain the mandate regarding the funeral and burial in the orthodox Islamic tradition.







Death and Immortality in Asian Religions

14:22 Compare eastern and western thought regarding the relationship of death and life.






14:23 State the view of reality as reflected in the I Chang.






14:24 Describe the concept of reincarnation or transmigration; state where it has its roots.





Hindu Teaching About Death and Rebirth

14:25 Define the concept of Samsara.






14:26 State the teaching about life and death embodied in the cosmic dance of the Hindu deity Shiva.






14:27 State the purpose in Hindu thought of confronting mortality.





The Buddhist Understanding of Death

14:28 Identify and explain the ultimate aim for Buddhism.






14:29 Indicate what "self" means in Buddhism.






14:30 Define “Karma”.





14:31 Explain how one awakens to nirvana (Dogen).





After-Death States in Tibetan Buddhism

14:32 Explain the word "Bardo".






14:33 State the purpose of the “Bardo Thodol” in Tibetan Buddhism.





Secular Concepts of Immortality

14:34 Describe “secularism” with regard to immortality.






14:35 Describe “humanism” with regard to immortality.





Near-Death Experiences: At the Threshold of Death

14:36 State the forms of the otherworld  journey identified by Carol Zaleski.





14:37 State the common thread of all such journeys.






14:38 State the essence of the following three theories of near-death experience:


Neuropsychological Theory



Psychological Theory



Metaphysical Theory





14:39 State the findings of Albert Heim's study of skiers and climbers.






14:40 State the attribution of near-death experiences of skiers and climbers according to the psychoanalytic view (Oskar Pfister).






14:41 Describe the psychological model of life review (Russell Noyes & Roy Kletti).






14:42 Indicate Carol Zaleski's view regarding an explanation of near-death experiences.






14:43 State Herman Feifel's ideas regarding near-death experiences.






14:44 State why it is beneficial to be cautious about too readily accepting near-death experiences (Robert Kastenbaum).





Death Themes in Dreams and Psychedelic Experiences

14:45 State the relationship between the unconscious and the conscious in dreams (Marie Von Franz).





14:46 State the therapeutic purpose of the use of lysergic acid diethylamide [LSD] (Eric Kast).






14:47 State the findings of Stanislav Grof and Joan Halifax regarding the influence of psychedelic thinking with dying patients.






Beliefs About Death: A Wall or a Door?

14:48 Compare the Hindu and Christian metaphor of death as a door and/or wall.






14:49 State the conclusions drawn by the International Work Group on Death, Dying and Bereavement in recognizing that death is more than a biological occurrence.




The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



13:01 Identify the multidimensional “plague” confronting modern day societies.




13:02 Explain “karoshi”.





Risk Taking

13:03 Explain how and why people in high-risk sports respond after a sport-related death occurs.






13:04 Define accidents to include the factor of control.





13:05 State the variables related to unsafe conditions in the environment.






13:06 State the reasons why disasters in the USA have increased in recent years.





13:07 Compare the fatalities due to the volcanic eruptions of Mount Pelee and Mount St. Helens. Indicate what is attributed for the differences.






13:08 State Philip Sarre’s analysis of why individuals do not respond prudently to warnings of disaster.






13:09 State the common shortcoming of therapeutic disaster relief efforts.






13:10 Describe the role of Project COPE.







13:11 State the percent of victims of violence which are under 30 years of age..





13:12 State what population the American Medical Association (AMA) has identified as common victims of fatal gunshot wounds.





13:13 Explain “silent victims”.






13:14 State why Larry Cohen and Susan Swift view violence as an environmental threat.





13:15 Identify the most threatening violent acts.





13:16 State what Dana DeHart and John Mahoney find as the most disturbing aspects of serial murder.





13:17 Define the following terms and give an example of each:








Voluntary manslaughter



Involuntary manslaughter





13:18 Identify the factors, which determine how an act of homicide is assessed within the American judicial system.






13:19 State the findings of a study done by Henry Lundsgaarde on 300 homicides in a major American city.





13:20 Compare society's evaluation of a killer of a stranger to a killer of his/her family member. Indicate why the punishment is different.





13:21 State the twofold purpose of capital punishment.







13:22 State Robert Kastenbaum and Ruth Aisenberg's findings regarding the relationship between behavioral therapy and capital punishment.






13:23 State how the separation of civil law (personal obligation) and criminal law (criminal liability) affects the modern system of justice.






13:24 Define the term “psychic maneuver”. Provide an example.






13:25 Explain why the stigma of blame should not be placed upon the victim indiscriminately (Lula Redmond)






13:26 State the factors favoring violence (Robert Kastenbaum and Ruth Aisenberg).






13:27 State the factors, which tend to prevent violence:










13:28 Explain the term “critical mass” (Cohen and Swift).






13:29 Define “genocide”.





13:30 State the percent of causalities in modern warfare that are civilians rather than military personnel (International Red Cross).




13:31 Identify the most characteristic feature of twentieth-century warfare.





13:32 Explain the idea of “psychic numbing” – jet pilots (Lifton & Olson) and TV audiences.




13:33 Explain the theory of the convention of warfare, which turns civilians into soldiers (Arnold Toynbee).






13:34 State the motivation soldiers have to fight in combat situations.






13:35 Explain “Posttraumatic Stress Disorder” (PTSD).






13:36 Cite the lessons learned from Homer's Iliad (Jonathan Shay).





13:37 Explain why war creates a phantom army.






13:38 Define war as does Karl von Clausewitz in On War.





13:39 Identify and explain the main problem in military psychology according to Sam Keen.





AIDS and Other Emerging Diseases

13:40 State the date when the first cases of AIDS were reported.




13:41 State the primary routes of AIDS transmission.






13:42 Explain how Bernard Le Guenno sees “novel viruses” as a threat of emerging disease.






13:43 Explain how Rodrick and Deborah Wallace suggest that emerging diseases may be disseminated in contemporary urban societies.









The Last Dance: Encountering Death and Dying


Lynne Ann DeSpelder & Albert Lee Strickland


McGraw-Hill Higher Education; 7th Edition, 2005


ISBN 0-07-292096-3


Michael B. Henning



15:01 State the message communicated in the Chinese folk tale, “The Mortal King”.





15:02 Include the reference to “time” in a definition of death and dying.





The Value of Exploring Death and Dying

15:03 Describe the grieving process according to Thomas Attig.






15:04 State the advantages of studying death and dying.









15:05 State why the study of death and dying may bring benefits related to professional concerns. Provide an example.





15:06 Describe how cultural attitudes toward death are reflected in a society’s programs for the aged and the care of the dying.






New Directions in Death Education

15:07 State the current status of the curricula of death education and the standards for measuring outcomes.





15:08 Compare how the work of grieving or mourning differs between the 19th century hydrostatic models of grief and the newer models (Robert Fulton).






15:09 State how a caregiver’s paternalism may affect their work with dying persons. State what a caregiver’s paternalism should be replaced with.







15:10 State the findings regarding death anxiety among people.







15:11 State the questions posed by Robert Neimeyer regarding death anxiety.






15:12 State the findings of Herman Feifel regarding the status of research and practice in thanatology.






15:13 State the conclusions Robert Kastenbaum draws from reviewing death anxiety research.






15:14 State Herman Feifil's suggestions as to what needs to be done now with death education research.






15:15 State the benefits of the death-awareness movement according to Herman Feifel.







15:16 State how Dan Leviton and William Wendt characterize large-scale, premature, human-caused and unnecessary death. Indicate their reasons for doing so.







Death in the Future

15:17 State the reason why Japan has high-rise cemeteries.





15:18 State the availability of bereavement counseling.






15:19 State the premise of Kit Reed's story "Golden Acres".






15:20 State the focus of attention in poet Gary Snyder's works.






Living With Death and Dying

15:21 Explain what may be behind an extremely casual attitude toward death.






15:22 Describe what it means to humanize death and dying.






15:23 Indicate the best time in the life span to die for classical Greeks.






15:24 State the factors included in the concept of an appropriate death (Avery Weisman).






15:25 State what notion must be jettisoned before one can achieve an appropriate death (Avery Weisman).






15:26 State what is necessary for an appropriate death to become possible (Avery Weisman).






Postscript and Farewell

15:27 State the common thread Sandra Bertman identified when examining student statements upon the completion of a course in dying and death.