WHITTIER COLLEGE
Department of Sociology, Anthropology & Social Work
January Term 2012
Death, Dying & Bereavement
Class: SOWK 270-1, SOC 270-1
Location: SC 104
Instructor: Maria (Carpiac) Claver, PhD, MSW
Class Time: MTWR 9am-11:30am (with exceptions, please see calendar)
Office: Platner Hall, 113
Office Hours: By appointment
Phone: 818.486.9147
Email:
Whittier College Social Work Program Mission Statement
The Whittier College undergraduate Social Work Program seeks to prepare diverse students to become self-reflective, compassionate, ethical, knowledgeable, and skilled generalist social workers; social workers who are committed to life long learning. We prepare students to practice in the aid and empowerment of diverse groups, particularly vulnerable and oppressed communities. We work for the advancement of human rights in local, national, and global environments.
Affirming the historical roots and mission of Whittier College, the social work program provides learning experiences that inspire students to become advocates for peace and social and economic justice. Student learning is a combination of “knowing” and “doing” grounded in the liberal arts foundation, interdisciplinary, research-based knowledge, and problem solving. We value generalist skill development that prepares reflective social work practitioners dedicated to promoting human well-being and shaping and nurturing the profession for the twenty-first century.
Understanding Generalist Social Work Practice
Generalist social work practitioners promote human well being for both diverse and oppressed groups in individual, family, group, organizational, community, and global settings. They utilize self-awareness, critical thinking, evidence-based knowledge, professional values, and a wide range of skills to collaborate with others to create life-affirming changes. Generalist social work practitioners, under supervision, engage in socially just practice through interactive phases of change which include:
1. engagement – collaborating with clients/partners to promote helping relationships;
2. teaching & learning – a mutual process of discovering client/partner strengths and challenges and planning for strategic change;
3. action & accompaniment working together with clients/partners to create and support meaningful change;
4. evaluation & critical reflection – assessing the process with clients/partners and reflecting on the personal and professional experience; and
5. celebration and new engagements – affirming success and planning with clients/partners for sustained growth and further change.
Reference: Finn, J. L. & Jacobson, M. (2003). Just practice. Peosta, Iowa. eddie bowers publishing co, inc.
Course Objective and Outcomes
This course introduces students to the multidisciplinary approaches to death, dying and bereavement in the context of the biopsychosocial model. We will explore cross-cultural perspectives of death, the funeral industry, advanced planning for death and dying, medical ethics, hospice, suicide, euthanasia, and grief. We will also explore our own perceptions and beliefs about death and dying. In addition to course content, this class will aim to allow students to improve their written, oral speaking and analytical skills.
In an effort to support the mission statement of the Social Work program and reinforce student understanding of generalist social work practice, the following objectives will guide the course. Upon completion of SOWK 290/SOC 290 students will:
1) Apply the biopsychosocial framework to understand the processes of dying and bereavement and identify opportunities for social worker/client learning and growth
2) Demonstrate an ability to critically evaluate theories and their relevance to personal experiences with grief and bereavement and to case study/possible future client situations;
3) Employ social work values and ethics as a standard of evaluating various death/bereavement theories to evaluate the applicability of existing theories to real-life situations
4) Explore cross-cultural perspectives of death and understand issues of diversity (i.e., socioeconomic status, gender, ethnic group, sexual orientation) and death, dying, and bereavement to enhance social worker engagement with clients addressing these issues
5) Identify and analyze the manner in which macro structures in social environments such as communities and organizations (e.g., funeral industry) address death and dying and become comfortable in the role of action in affecting meaningful change in these macro environments when necessary;
6) Utilize social research as a tool for evaluating knowledge and creating new knowledge about this area of study, and;
7) Critically reflect on life-experiences, attitudes and values in a manner that integrates personal and professional use of self as a social worker and life-long learner.
Statement of Need
Students with any disability, either permanent or temporary, who need accommodations to meet the requirements of this class are encouraged to discuss their confidential needs with the course instructor as soon as possible. Adaptation of methods, materials, or testing may be made for equitable participation.
For Social Work Majors
You should save your graded assignments in the courses taken to assist you in preparing for your SOWK 408: Integrative Seminar, in which you will review your work and experience as a social work major in a liberal arts college. During your senior year, you will review your academic and professional growth over the four-year period and reflect on your strengths and future plans.
Academic Integrity
“Academic honesty is expected of all members of the Whittier College community. Failure to adhere to standards of honesty will result in sanctions” (Whittier College Catalog, 2005-2007, p. 28, unpublished, online edition). Academic dishonesty includes plagiarism, cheating, and unauthorized collaboration, among other behaviors. Please review the college’s Academic Honesty policy for full details (available in the online Whittier College Catalog, p. 28-33 and in your Student Handbook). In addition, please talk to the instructor if you have concerns about how to avoid plagiarism or other forms of academic dishonesty.
Course Format & Expectations of Students
Class will consist of lecture, student discussions, student presentations, guest speakers, web assignments, films and field trips. Each student is expected to be present and prepared for each class period. If you are unable to attend class, please inform the instructor prior to the class meeting. Assignments are due by the designated date and time. Late assignments will be marked down in grade.
Readings
Readings will be posted on Moodle.
Course Requirements/Grading:
Group presentation about cultural perspectives on death (100 points)
Your group will present traditions of death & dying of their assigned cultural group in class on Monday, January 9, 2012.
Reflections (150 points)
Each day of the session, you will post a reflection to a guest lecture, activity, online research, or thought question. Postings to Moodle will be due by midnight that day. Topics are on the syllabus outline.
Randy Pausch Lecture Assignment (200 points)
You will watch “The Last Lecture” at home (assigned 1/10/12). Answer the reflection questions below. Assignment due Monday, 1/20/12 by midnight.
Participation (50 points)
Your participation during our in-class sessions is a vital part of this course!
Letter grades will be assigned according to the following scale:
A (90%+) 450-500 - B (80%+) 400-449 - C (70%+) 350-399
D (60%+) 300-349 - F (50%+) 299 & below
Group Presentation about Cultural Traditions and Death
Students will be assigned to a cultural group during class one including: Native American, African/African American, Mexican/Mexican American, Judaism, Asian/Asian American/Pacific Islander. Each group will have 20 minutes total for presentation and Q & A. Group presentations should describe the beliefs, rituals and traditions surrounding death of their assigned cultural group. Successful presentations will provide handouts, audio/visual examples, role plays and overall creativity! Each student will be graded on his/her participation, so be sure everyone has equal time!
Grading Rubric: 25 points: preparation, 25 points: creativity and use of audio/visual aides, 40 points: content, 10 points: question/answer session
Reflection s
Reflections are an ongoing assignment throughout the term. Each day of class, whether in person or online, you will be asked to make an entry in your journal, which may consist of the completion of a survey, a written reflection on a film we viewed in class, a guest speaker we hosted, or a response to that day’s question (listed in the course schedule). Reflection journals will be submitted each day by midnight through Moodle.
Please use your reflection journal as a place to be honest about feelings, emotions and thoughts that may arise during this course. The entries will not necessarily be academically demanding (although I always expect quality writing), but may be emotionally demanding, as I will ask you to think about topics that may be new or uncomfortable. I will not expect students to individually share information from their journals with the class.
Randy Pausch Last Lecture
You will view Randy Pausch’s “Last Lecture” on 1/10/12. For this assignment, due 1/20/12 by midnight, answer the following reflection questions. Please write out the question, then answer below the question.
1. Discuss one part of Randy’s lecture that sticks out most in your mind. Why did it resonate with you?
2. Why has this lecture struck a chord with so many people?
3. What are your childhood dreams? How might you achieve them?
4. What wisdom would you choose to impart to the world if it were your last chance? What are the lessons of your own life?
5. Randy decided to begin his talk in a specific way – showing his CT scan, introducing “the elephant in the room,” assuring everyone he’s not in denial, and doing push-ups. What made this effective?
6. Randy is an advocate for his own medical care. We also get a sense of how he decided to adopt a positive attitude. Have there been people in your own life who have faced the challenge of serious illness? What did you learn from them?
7. How has Randy’s journey made you consider how you’ll approach your own mortality?
Each question worth 25 points: evaluated on completeness and depth of answer, 25 points: grammar/writing
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