WHITTIER COLLEGE
Department of Sociology, Anthropology & Social Work
January Term 2016
Death, Dying & Bereavement
Class: SOWK 270-1
Location: BALL LLC (Ball Residence Hall in the Living and Learning Center)
Instructor: Melanie Horn Mallers, PhD, CPG
Class Time: MTWRF 9am-12:50am
Office: Platner Hall, 207
Office Hours: By appointment
Mail Box: In Reception Area, Platner Hall
Phone: (562) 907-4290, leave message with Olivia Solis, or send email with your # and I will call you back
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.
Social Work Program Learning
When you are admitted into the Social Work Program, you become a member of both an academic major and a profession. This membership is both a privilege and responsibility that is informed by your own judgment, the Social Work Program’s guidelines, and the NASW Code of Ethics (2008). All students enrolled in social work classes, whatever their declared majors, are held to the standards of the NASW Code of Ethics (2008), the IASSW Code of Ethics, and the United Nations Declaration of Human Rights. We also apply the Competency
Our social work classes and field placements reflect a professional culture of “best practices” that call out the highest standards of social work values and ethics. We behave this way now, not just in the future. We learn more than information. We also learn to behave in ways that promote growth for ourselves and for our community. We learn how to problem solve and find solutions to challenges.
The social work value of “competence” shapes our own Social Work Program (NASW Code of Ethics, (2008). When we are competent, we honor both our abilities and limitations. We show up. We do our best. We are prepared to participate in class and in field. We contribute by completing assignments in a timely and thoughtful manner. We are actively engaged in discussions that benefit our learning as well as our colleagues.
We respect confidentiality and the limits of confidentiality as guided by our instructors. We ask for support when we need it. We invest in others when we are able. We are engaged in our community partnerships and field placements, honoring the guidelines of the agency, our field educators, our faculty, and our own professional wisdom. Our clothing and behavior reflect respect for our community partners and the work we value. We listen, reflect, and learn - about ourselves, our colleagues, our discipline, and our world. And we have fun in the process!
Academic Honesty (Whittier College Catalog, 2013 – 2015).
Because the preservation ofacademic honestyis as fundamental to our shared enterprise as the transmission of knowledge, thefacultyandadministrationof the College regard educating students in academic integrity to be as important as inspiring them to rise to the challenge of learning. Students are expected to produce independent work and to cite sources of information and concepts. When these principles are breached and a student misrepresents his or her level of knowledge, the basic framework of scholarship is broken. In these instances, students will be held accountable and will face sanctions that range from a warning to expulsion from the College. Ignorance of what constitutes plagiarism or cheating is not a valid defense. If students are uncertain of policies, they should consult the instructor for clarification.
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, grief, and spiritual views of death. The course also provides students with an open forum to engage in dialog on issues surrounding death, dying, and bereavement and to explore one’s 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 270/SOC 270 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.
Your Responsibilities as a Member of a Learning Community
In the Classroom. By your enrollment in this course, you agree to be a member of a learning community. This membership includes rights (to be respected, to be challenged to grow, to help make decisions relevant to our class) and responsibilities (such as regular/punctual attendance, engaged participation, and a willingness to explore new ways of thinking).
Our class is designed to promote learning and growth through thinking, doing, enacting our ideas, reflecting on our experiences, and applying our knowledge to our academic and career goals. We will analyze different forms of knowledge (practice wisdom, theories, research findings, and your interpretation of your own life experiences), develop skills in working with people and communities, and learn from practitioners and clients in the community (field visits, interactions with guest speakers, interactions with clients at Whittier Area First Day Coalition, your own community research).
This is a process-oriented course that includes your input at many levels (syllabus construction, developing exams, developing our classroom culture, etc). Therefore, we will use a syllabus as a guide and make changes as we see fit. The instructor reserves the right to reschedule events (delay or delete content/activities, or exchange for more relevant activities) to insure the best learning outcomes for all.
As you come to class, bring in your questions, your assumptions, and ideas that will stimulate our thinking. Your own life experiences and wisdom can be used productively to enrich us all.
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.
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, 5% per day late.
Readings
Despelder, L.A., & Strickland, A. L. (2015). The Last Dance (Encountering Death and Dying (10th edition). Boston: McGraw Hill.
CALENDAR (tentative): Please always check your Whittier email and moodle and come to class for updated changes.
WEEK 1· Mo-Jan 4, chapter 1-CLASS, 9-12:50
· Tu-Jan 5, chapter 2-WEB, Reflection paper Due by noon, Web assignment #1 due by 5pm
· We-Jan 6, chapter 3-WEB, Web assignment #2 due by 5pm
· Th-Jan 7, chapter 4-CLASS, 10:15-12:15
· Fri-Jan 8, chapter 5-WEB, Web assignment #3 due by 5pm / WEEK 3
· Mo-Jan 18-HOLIDAY (NO assignment)
· Tu-Jan 19, chapter 11- CLASS, 10:15-12:15
· We-Jan 20, chapter 12- WEB, Web assignment #7 due by 5pm
· Th-Jan 21, chapter 13- CLASS, Last Lecture Reflection Due
· Fri-Jan 22, chapter 14-WEB, No assignment
WEEK 2
· Mo-Jan 11, chapter 6- CLASS, 10:15-12:15
· Tu-Jan 12, chapter 7-WEB, Web assignment #4 due by 5pm
· We-Jan 13, chapter 8-Class, Mortuary Visit* 10:30, Web assignment #5 due by 5pm
· Th-Jan 14, chapter 9- CLASS, 10:15-12:15
· Fri-Jan 15, chapter 10-WEB, Cemetery Visit**, Web assignment #6 due by 5pm / WEEK 4
· Mo-Jan 25, chapter 15-CLASS, Group Creative Book and Presentation Due & TextBook Content & Reflections Due
*Mortuary visit January 13th: do not be late. we will meet at
at mortuary at 10:30a.m. sharp
White Emerson Mortuary
13304 E. Philadelphia St.
Whittier, CA 90601
Phone: 562.698.0304
Fax: 562.693.7730
www.whiteemerson.com
** Cemetery Visit. Note, you can visit the cemetery anytime, and on your own, but it is preferred if you visit with classmates. Also, your web assignment #6 is based on your cemetery visit and is due no later than 5pm on Jan. 15th.
Rose Hills Memorial Park & Mortuary
3888 Workman Mill Road, Whittier, Calif. 90601
(562) 699-0921
http://www.rosehills.com/en-us/index.page
Course Requirements/Grading:
Assignments and Grading System:
Possible Points Grading Scale
1. Web-Class Activities (7 at 10 pnts each) 70 A 90- 100%
2. Reflection Paper ` 20 B 80-89%
3. Group Project-Creative Book 50 C 70-79%
4. Last Lecture Reflection 50 D 60 - 69%
5. TextBook Content/Reflections (14 at 10 pnts each) 140 F 59%-0
______
Total Points 330
1. WEB-class Activities (7): (10pnts per activity, 70 total), Due by 5pm on assigned day; may include a required response to classmates, so post early. These are key to showing your commitment to the class
Grading Rubric:
Score / Criteria10-9 / Posts are coherent, thoughtful, and engaging. Uses materials from the course readings and/or lectures to substantiate opinions and statements. Meets or exceeds the minimum required postings.
8-7 / Posts are coherent, thoughtful and engaging, but may lack depth and detail. Uses materials from the course readings and/or lectures to substantiate opinions and statements, but may not be used accurately or adequately. Meets or exceeds the minimum required postings.
6-5 / Posts are competent but are not original or engaging. Does not sufficiently substantiate opinions and statements with materials from the course readings and/or lectures. May or may not meet the minimum required postings.
4-1 / Posts are rudimentary and superficial. Does not substantiate opinions and statements with materials from the course readings and/or lectures. Does not meet the minimum required postings.
0 / No posting was made
#2: Reflection paper (20 points) on why you took this course, your educational/experiential background in death & dying, and reflections on your death and dying quiz, giving specific examples of your answers and your thoughts about them (2 pages typed, double-spaced). See schedule for due date.
Grading Rubric:
Score / Criteria20-17 / Reflection is comprehensive, thoughtful and honest. Personal examples are provided throughout the paper. College level of mastery of writing is used consistently.
16-14 / Reflection is comprehensive, thoughtful and honest. Some personal examples are provided throughout the paper. Some errors in writing.
13-11 / Reflection tends to be vague and impersonal. Several writing errors.
10-7 / Reflection tends to be vague and impersonal. Major writing errors throughout the paper.
6-0 / Reflection is very vague and incomplete. Little attempt made to share and reflect. Major writing errors throughout the paper. Or no assignment turned in.
#3: Group Project-Creative Book (50 points)