Self-elegy as a Material for Death Education

2021 ◽  
Vol 2021 (51) ◽  
pp. 251-279
Keyword(s):  
Death Education

Update on death education in U.S. dental schools

1989 ◽  
Vol 53 (10) ◽  
pp. 564-564
Author(s):  
GE Dickinson ◽  
ED Sumner
Keyword(s):  
Death Education ◽  
Dental Schools

Review of Death education: An annotated resource guide.

1980 ◽  
Vol 25 (12) ◽  
pp. 1021-1022
Author(s):  
No authorship indicated
Keyword(s):  
Death Education ◽  
Resource Guide

Death Education Needs Questionnaire

2018 ◽  
Author(s):  
Song xian Zhao ◽  
Wan min Qiang ◽  
Xiao na Zheng ◽  
Zhi qin Luo
Keyword(s):  
Death Education ◽  
Education Needs

Death Education in the Writing Classroom

10.2190/adei ◽  
2012 ◽  
Author(s):  
Jeffrey Berman
Keyword(s):  
Writing Classroom ◽  
Death Education

scholarly journals The hospice as a learning space: a death education intervention with a group of adolescents

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ines Testoni ◽  
Lorenza Palazzo ◽  
Lucia Ronconi ◽  
Stefania Donna ◽  
Paolo Francesco Cottone ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Death And Dying ◽  
Western Society ◽  
Control Group ◽  
Education Intervention ◽  
Death Education ◽  
Negative Effects ◽  
School Students ◽  
Learning Space ◽  
Experimental Group

Abstract Background The denial of death in Western society deprives young people of the tools to derive meaning from experiences of death and dying. Literature shows that death education may allow them to become familiar with this topic without causing negative effects. This article describes the effects of a death education course with adolescents, wherein participants were given the opportunity to meet palliative doctors and palliative psychologists at school and in a hospice, where they were able to converse with the families of the dying. Methods This study used mixed methods and included an evaluation of a death education intervention with longitudinal follow-up of outcomes. The course involved 87 secondary school students (experimental group) aged between 16 and 20 years. We also recruited a control group of 76 similarly-aged students to observe differences. The variables we examined were: alexithymia, representation of death, value attributed to life and spirituality. These were measured with the following instruments: the Toronto Alexithymia Scale-20, the Testoni Death Representation Scale, the Personal Meaning Profile and the Spiritual Orientation Inventory, respectively. To better understand how the students perceived the experience, we asked the experimental group to answer some open-ended questions. Their answers were analysed through thematic analysis. Results The study showed that death education and the hospice experience did not produce negative effects, but rather allowed students to decrease alexithymia, improving their ability to recognise and express emotions. Thematic analysis revealed that all participants perceived the experience as very positive. Conclusions Our findings affirm that death education programs can be successfully implemented in high schools, and that they can usefully involve local hospices and palliative care professionals, especially physicians and psychologists.

AGING AND DEATH EDUCATION FOR ELDERLY PERSONS

1980 ◽  
Vol 5 (1) ◽  
pp. 79-90 ◽  
Author(s):  
Hannelore Wass
Keyword(s):  
Elderly Persons ◽  
Death Education
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