CUA. National Catholic School of Social Service Washington, DC Fax SSS 662 DEATH Spring 2015 (3 credits)

Transcription

1 CUA THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Washington, DC Fax SSS 662 DEATH Spring 2015 (3 credits) This course outline is the property of NCSSS and the instructor and may be distributed with written permission I. COURSE PURPOSE Death is the last frontier that life offers. It is an event/state that none of us can avoid regardless of our attempts. At birth each of us becomes a mandated pioneer, and yet we fear the exploration. Confronting our own mortality may cause us discomfort in ways that we have not been trained to identify and therefore may be affecting our clinical practice, regardless of the setting. One can never be totally prepared to face death, but by exploring the concept of death, a level of comfort may be developed that enhances our ability as practitioners. Death will be explored not only in terms of the death of a person but also as related to other beginnings and endings that can results in emotional or existential distress. The purpose of this course is to examine death, beginnings, and endings through knowledge development and self-exploration. It considers the fear of death and the impact of confronting one s mortality as a function of professional social work practice. II. COMPETENCIES AND PRACTICE BEHAVIORS The Council on Social Work Education (CSWE), requires that students meet 10 core competencies, which are operationalized as practice behaviors. Each course is designed to cover one or more of the ten core competencies and each course is also designed to cover some, but not all of the practice behaviors within a competency. Upon completion of this course, students will able to demonstrate the following practice behaviors within the noted competencies:

2 Competency Professional Identity: Identify as a clinical social worker & conduct self accordingly. Ethical Practice Apply social work ethical principles to guide clinical practice Practice Behavior Social workers practice with a clear understanding of the professional strengths, capacities, and limitations of clinical social work Social workers recognize and manage personal biases as they affect the clinical relationship in the service of clients well-being; Social workers recognize and negotiate the complexities that can arise when organizational policies/procedures interface with competing professional standards for ethical social work practice in settings in which they practice Social workers make ethical decisions through use of an ethical decision making model that helps him/her resolve an ethical dilemma Critical Thinking Apply critical thinking to inform and communicate clinical judgments. Diversity in Practice Engage diversity and demonstrate awareness of the complexities regarding identity differences and how they play out in clinical practice Social workers include personal reflection in clinical decision making... and articulate both client strengths and vulnerabilities in the diagnostic process Social workers work collaboratively with other disciplines, and are responsive to and respectful of the work setting and the boundaries therein Social workers view themselves as cultural learners and engage those with whom they work as collaborators and experts about their own identity and life experience; Social workers use their self-awareness to reflect on and diminish the influence of their personal biases and values in working with others Social workers recognize and communicate their understanding of the importance of difference in shaping the life experiences of clients, themselves, and the working alliance

3 Human Rights & Justice Advance human rights through understanding how social and economic justice factors impact clinical practice Social workers use knowledge of the effects of oppression, discrimination and historical trauma on the client and client system to guide treatment planning and intervention Social workers understand how power and inequities are initiated and reinforced, and are cognizant not to replicate power inequalities in the relationship Human Behavior Apply knowledge of human behavior and the social environment Policy Practice Engage in policy practice to advance social and economic well-being and to deliver effective social work services Practice Contexts Respond to contexts that shape clinical practice Engage, Assess, Intervene, Evaluate Engage, assess, and intervene with individuals, families, and groups Social workers synthesize and differentially apply theories of human behavior that address the bio-psycho-social-spiritual nature of clients and the social environment to guide clinical practice; Social workers consult with other professionals when assessing clients, and partner with other professionals to coordinate treatment plans and monitor progress and challenges Social workers demonstrate an understanding of the link between policy and clinical practice in interaction with clients, and demonstrate an understanding of the link between policy and clinical practice in advocacy to influence policies that affect clients and service Social workers continuously assess and identify changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant clinical services to clients Social workers consult and collaborate with colleagues from other disciplines and demonstrate an understanding of the social worker's role in a multidisciplinary context Engagement: Social workers: use empathy, active listening, and other interpersonal skills to establish therapeutic rapport, and set treatment goals with the client system develop culturally responsive therapeutic relationships

4 attend to the interpersonal dynamics and contextual factors that may strengthen or harm the therapeutic working alliance Assessment: Social workers: use a multi-dimensional assessment, that includes bio-psycho-social-spiritual data, as well as client strengths, coping capacity, and readiness for change Intervention: Social workers: incorporate client strengths, capacities, and protective factors in the therapeutic intervention plan. Evaluation: Social workers: critically analyze, monitor, and evaluate interventions adjust therapeutic intervention plans based on ongoing process evaluation III. EDUCATIONAL OBJECTIVES 1. Demonstrate knowledge of the history of death as a phenomenon, to include the various definitions and perspective of death currently held by society. 2. Demonstrate knowledge of the impact of the fear of death on individuals, groups, cultures, and society. 3. Demonstrate knowledge of when, how, and where people die. 4. Demonstrate knowledge of Living Wills and Advanced Directives. 5. Become aware of the process and result of confronting one s personal mortality. 6. Recognize ways in which we culturally honor the dead and comfort the living.

5 IV. COURSE REQUIREMENTS A. Required Readings: Beale, E.A., Baille, W.F., & Aaron, J. (2005). Silence is not golden: Communicating with children dying from cancer. Journal of Clinical Oncology, 23(15), Jacobson, N. (2009). Dignity violation in healthcare. Qualitative Health Research, 19(11) Kellehear, A. (Ed.) (2009). The study of dying: From autonomy to transformation. Cambridge, UK: Cambridge. 3 CHAPTERS will be available on Blackboard Kellehear, A. (2008). Dying as a social relationship: A sociological review of debates on the determination of death. Social Science & Medicine, 66, doi: /j.socscimed Periyakoil, V.S. & Hallenback, J. (2002). Identifying and managing preparatory grief and depression at the end of life. American Family Physician, 65 (5), Saldinger, A., & Cain, A. (2004) Deromanticizing anticipated death: Denial, disbelief and disconnection in bereaved spouses. Journal of Psychosocial Oncology, 22(3), Steinhauser, K., Christakis, N., Clipp, E., McNeilly, M., Gambow, S., Parker, B.,... Tulsky, J.A. (2001). Preparing for end of life: Preferences of patients, families, physicians and other care providers. Journal of Pain and Symptom Management, 22(3), Additional articles and reading will be assigned over the course of the semester by the instructor and will be available on Blackboard. Other Recommended Resources and Media The Death Clock The Center for Thanatology Research and Education A. Course Assignments Personal Obituary Assignment Write your obituary and a short paper on the process of going through this exercise.

6 Mid-Term (in class) Personal Advanced Directive Assignment Complete (or if extant, review) your living will and durable power of attorney. In doing the advanced directive (living will, durable power of attorney) talk with the person you identified as your durable power of attorney and discuss your wishes and desires with him/her. You will be expected to use the resources posted on Blackboard developed by the ABA Commission on Law and Aging. Write a process paper of what it was like to think about what you want done when you are unable to speak for yourself, how it felt to ask someone to agree to pull the plug or not pull the plug, how it felt to explore your values, hopes, experiences, etc. to come to the decision you made. Also what it was like discussing your wishes with this person? Only the process paper is turned in, though it is expected that you will have completed the advanced directive. Personal Process Journal Over the course of the semester you will write a process journal of what happens during the class, while you are doing the readings, and the assignments. You will write three journal entries to be handed in over the semester. Each entry will be on a topic of your choosing. This journal will be read only by the instructor. Please be honest with yourself about what you are feeling and thinking; what your beliefs are; what is changing in you and what is not. This assignment is a big part of confronting your own mortality in order for you to be able to be present with your clients now and in the future. B. Grading Policy and Weights of Assignments Grades will be based on the CUA Grading Policy as described in the Graduate Announcements. Full credit will not be given for assignments that are submitted late. No credit will be given for assignments submitted after they have been reviewed in class. The following provides weights for the various course assignments: Personal Obituary Assignment 10% Mid-Term 25% Personal Advanced Directive Assignment 15% Personal Process Journals 30% Class Participation 20% Grading System Letter Grade Numeric Range A A B B B C F 0-69

7 C. Preparation, Attendance & Participation Students are required to attend classes and are expected to participate meaningfully in class discussion/exercises and online forums as required. The class participation grade will be determined by the instructor s perception of the student s preparation for and contributions to class discussion/activities. Different students will make different kinds of contributions. Some will have an easy time with spontaneous interactions while others will be more comfortable making planned statements about key ideas from the readings or other sources. Both types of contributions are valued. D. Course and Instructor Evaluation NCSSS requires electronic evaluation of this course and the instructor. At the end of the semester, the evaluation form may be accessed at using your CUA username and password. Additional, informal written or verbal feedback to the instructor during the semester is encouraged and attempts will be made to respond to requests. V. CLASS EXPECTATIONS Please refer to NCSSS Announcements, or appropriate Program Handbook for Academic Requirements ( including scholastic and behavioral requirements. NCSSS is committed to creating an open and inclusive learning environment where all members - including students, faculty, administrators, and staff strive to listen to and learn from one another. We recognize that in a multicultural society, it is inevitable that issues or tensions relative to diversity and different life experiences will arise. It is how we handle these events that matters. Therefore, when such issues occur inside or outside of the classroom - we agree to engage in respectful and productive discussion with one another until learning is enhanced and understanding is deepened by all involved. A. Scholastic Expectations All written work should reflect the original thinking of the writer, cite references where material is quoted or adapted from existing sources, adhere to APA format, and should be carefully proofread by the student before submission to the instructor for grading. B. Behavioral Requirements: Students are expected to maintain accepted standards of professional conduct and personal integrity in the classroom. Students should: Attend all classes and contribute constructively to the classroom culture Recognize and avoid behavior that jeopardizes the learning/teaching environment of other students or the instructor

8 Demonstrate competence in planning academic activities and in following through on those plans Reasonably respond to and respect others reactions to one s comments or actions in the classroom Use an appropriate level of class time and instructor s time and attention in and out of class Behave in a manner that is consistent with the ethical principles of the social work profession. C. Academic Honesty Joining the community of scholars at CUA entails accepting the standards, living by those standards, and upholding them. Please refer to University Policy ( and appropriate Program Handbooks. D. Confidentiality Each student is expected to adhere to the Confidentiality Agreement that is signed at the beginning of every semester. This agreement covers practice materials in classes, supervisory sessions, case conferences, seminars, and other educational settings within the NCSSS BSW or MSW programs that are for professional learning purposes only and are subject to strict professional standards of confidentiality. These same standards of confidentiality also extend to various forms of written communication and peer consultation. Adherence to these standards means all students refrain from communicating beyond the classroom setting about practice material that is presented in class. Students will also refrain from using social media outlets (blogs, twitter, Facebook, etc.) or to discuss practice settings, program responsibilities and projects with individuals who are not in teaching or supervision roles directly related to the situation. E. Accommodations Students with physical, learning, psychological or other disabilities wishing to request accommodations must identify with the Disability Support Services (DSS) and submit documentation of a disability. If you have documented such a disability to DSS that requires accommodations or an academic adjustment, you much present that documentation to your instructors and arrange a meeting with as soon as possible to discuss these accommodations. F. Use of Electronic Devices (faculty agreed it is up to each instructor to allow or disallow laptops) No laptops or other electronic devices are permitted in the classroom, unless you have a specific documented learning disability. Please turn off all cell phones or other devices that would disrupt the learning environment of the classroom and put them away and removed from the classroom environment.

9 Class Schedule ADDITIONAL READINGS WILL BE ADDED ACROSS THE COURSE OF THE SEMESTER Class Topics and Readings 1 Death and Dying 1/16 Required Reading: Kellehear, Chapter 3 The dying human: A perspective from biomedicine. Reith & Payne, Chapter 2 Death and dying: Awareness and uncertainty. Assignment Read Letting Go and answer questions. Due to Dr. B via attachment Saturday 1/17/ PM 2 Introduction to the Course and each other 1/23 3 What is the process of dying 1/30 Kellehear, Chapters 4 The dying human: A perspective from palliative medicine. Kellehear, Chapter 5 The demography of dying. 4 Where We Die and the Care We Received 2/6 Gwyther et al., (2005). Social work competencies in palliative and end of life care. Jacobson, N. (2009). Dignity violation in health care. Personal Obituar y assi gnment due 5 Preparing for Death: Anxieties, Issues and Tasks 2/13 add article on the differences between grief and depression Find article on preference for death Morrissey, (2011). Phenomenology of pain and suffering at the end of life: A humanistic perspective in gerontological health and social work. 6 Death in the 21 st Century 2/20 Kellehear, A. (2008). Dying as a social relationship: A sociological review of debates on the determination of death. Bullock (2011). The influence of culture on end-of-life decision making. P e r s o n al P r o c e s s J o u rn a l s d u e 7 Midterm Exam (in class) 2/27 8 Honoring the Dead and Comforting the Living 3/6 Saldinger & Cain, (2004)

10 3/13 SPRING BREAK 9 The Work of Mourning 3/20 Personal P rocess J ournals due 10 Death, Dying, and the Child and Adolescent 3/27 Beale, E.A., Baille, W.F., & Aaron, J. (2005). 4/3 EASTER BREAK 11 Death by Suicide 4/10 Personal Advanced Directive assignment due 12 Death, Adulthood, and a Parent s Tears 4/17 McCarthy et al., (2010). Prevalence and predictors of parental grief and depression after the death of a child to cancer. 13 Death and Spirituality 4/24 Doka (2011). Religion and spirituality: Assessment and intervention. 14 Review and Reflections 5/1 Personal Process Journals due