Chapter 1 Flashcards
When did Death Cafe begin?
2004 in Switzerland
2011 in London
@012 in United States
What is the Objective of Death Cafe Gatherings?
increase awareness of death with a view of helping people make the most of their lives
As of December 1st, 2017, there have been ____ death cafe gatherings in ____ countries around the world.
5507
52
In the past, It was often said that death was a ______ topic and an ______ subject for scholarly research, education, or public discussion.
taboo
inappropriate
In the late 1960s and 1970s, pioneers like _____, _______, and _____ advocated for including death and dying as part of relevant discussions of life and living.
Feifel
Saunders
Kübler-Ross
The death awareness movement led to an organized body of knowledge called ________.
Thanatology
Thanatology
the study of life with death left in
In 1972, ______ and ______ concluded that there is an American attitude towards death and that the United States society ______ and _____, simultaneously.
Dumont and Foss
Accepts and denies death
Professional or Vocational reasons for studying death and dying?
working with or preparing to work with people coping with death dying or bereavement
current or past experience reasons for studying death and dying?
coping with current death related experience or the aftermath of such an experience.
future reasons to study death and dying?
trying to improve readiness for future events
curiosity reasons for studying death and dying?
seeking knowledge, understanding, or personal growth
reasons for studying death and dying?
professional or vocational reasons
coping with a current or past experience
preparing to cope with future experiences
curiosity about death related topics
Formal death education
learning from formal, organized programs
- schools
- college/university
- volunteer training programs
- community workshops
informal death education
learning from family, life experiences, or society
- media
- pop culture
- internet
- teachable moments
four dimensions of education about death, dying, and bereavement?
cognitive
behavioral
affective
valuational
cognitive dimension of education about death and dying?
- intellectual aspects of death and dying
- factual information
- knowledge
- theories/interpretations
behavioral dimension of education about death and dying?
- actions and behaviors
- interacting with dying or bereaved person
affective dimension of education about death and dying?
- feelings, emotions, and attitudes
- sharing and discussing grief reactions and mourning responses
valuational dimension of education about death and dying?
-identifying, articulating, and affirming basic values of human life
six goals of education about death, dying, and bereavement
- Enrich the personal lives of individuals
- Inform & guide individuals’ personal interactions with society (funerals)
- Prepare individuals for their public roles as citizens (social issues)
- Support professional & vocational roles (teaching)
- Enhance abilities to communicate effectively about death-related issues
- Create awareness of how human development across the life course interacts with death-related issues (diff ages cope differently)
What does Learning about Death and dying teach us about life and living?
- Studying death-related experiences
A greater awareness of our limitations & of what we still can control or influence
What does Learning about Death and dying teach us about life and living?
-Exploring issues related to life-threatening illnesses & dying
Appreciation that we face challenges both as individuals & as members of communities
What does Learning about Death and dying teach us about life and living?
-Examining topics associated with bereavement & grief
Recognition that being vulnerable can be joined with resilience
What does Learning about Death and dying teach us about life and living?
-Reflecting on the place of death in human life
Greater sensitivity to the importance of quality in living & finding meaning
