HOSPICE PRELIM ACTIVITY

NAME _______________________________________________ RATING

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DATE SUBMITTED _______________________

ACTIVITY: CONCEPT OF DYING AND DEATH

PART I GROUP ACTIVITY

1. SELECT ANY ONE FEATURE LENGTH FILMS CONCERNING DEATH AND DYING AND
DISCUSS THEM IN CLASS. (Use separate sheet)

PART II INDIVIDUAL ACTIVITY

1. SELECT TWO SONGS CONCERNING DEATH AND DYING. BRIEFLY DISCUSS THE
MEANING OF THE SONG.

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2. WHAT ARRANGEMENTS WOULD YOU LIKE TO MAKE CONCERNING YOUR OWN

BODY AFTER YOU HAVE DIED, AND WHAT SORT OF FUNERAL OR MOURNING
PROCEDURES OR RITES WOULD LIFE TO BE CARRIED OUT? WHY? BE AS SPECIFIC AS
POSSIBLE.

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3. WRITE YOUR OWN ORBITUARY AND EULOGY, ASSUMING YOU WERE TO DIE AT
THE PRESENT TIME. WRITE THEM EVEN IF YOU DONT EVEN WANT THEM. YOU MAY
HAVE A FRIEND OR RELATIVES WRITE YOUR EULOGY FOR YOU.

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4. IF YOU WERE REASONABLY CERTAIN THAT YOU HAD ONLY ONE MORE YEAR TO
LIVE, HOW WOULD YOU TRY TO SPEND IT? BE AS SPECIFIC AS YOU CAN:PEOPLE
(NOT NAMES BUT RELATION TO YOU), BOOKS, PLACES TO VISIT, ACTIVITIES, TYPE OF
THINGS TO WRITE OR MAKE, WAY OF HANDLING YOUR DEATH WITH THOSE YOU
MEERT, FAMILY, FRIENDS AND STRANGERS, DECISION ABOUT HOSPITALS AND
DRUGS ETC. WHAT IF YOU HAD ONLYONE MONTH? WHAT IS YOU HAS ONE DAY? WHY
ARENT YOU DOING SOMEOF THESE THINGS NOW?

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Doing whats right today means no regrets tomorrow

Describe the stages of death or dying, as presented by Dr. E. Kubler-Ross. What are the
symptoms? Give some examples of the indicative phrases, etc... How may one help another
pass through each of these stages? What cautions should be made concerning the adequacy
and applicability of Dr. Ross' analysis or of any theory concerning the feelings of those who are
approaching death? Be somewhat extensive in your presentation. Does a person need special
training to help someone believed to be close to death? What are the alternative modes for
caring for those who are believed to be close to death ? What are Hospices? Will Hospices
help? Are they necessary? Are they essential?

What are the five stages of Anticipatory Grief experienced by the members of the family of the ill
person, as presented by Dr. Austin Kutscher? What symptoms? What can be done to help
someone pass through these stages? How does anticipatory grief relate to subsequent
bereavement? List and discuss all of Kutscher's 13 points. Be sure to comment on each of the
13 points. Do not simply list them or copy and paste them!

Written Assignment for Module 12 Dying with Dignity

What does the "right to die" mean, if anything?

If you think there is such a right , then who has the duty to provide death when it is
requested?

What are the rights of the health care providers?

What is actually meant by most who use the term "right to die"? How might it be
rephrased to have clearer meaning?

What then should the law state regarding such a "Right to Die"? What is to be done
in the case of unconscious adults who were previously competent?

What is a "living will"? What is good about it? What is wrong with it?

Would you have one? Do you? What could be done to improve it?
 How is it any better or worse than appointing a durable power of attorney or a
proxy or legal agent? What is the legal status of each option at the present time in
the USA and in NY specifically ? Would you have a living will? Do you? why or why
not? Would you appoint a proxy? Have you? Why or why not?

Which type of law do you prefer? Why?

Be as specific as possible. Be as clear as possible in determining the order of

decision making. If you want one of the examples changed in some way, state how.
Be sure that your choice is clear and that your law covers all possible cases. In
your discussion be sure to consider all relevant distinctions, e.g., children and
adults, competent and incompetent, persons never competent vs. formerly
competent and conscious persons vs. unconscious persons.

Written Assignment for MODULE : CULMINATING ACTIVITY: BONUS EXERCISE

Answer each of the questions below and submit

ABOUT THE SUBJECT MATTER: FINAL EXERCISE

1. Which of the issues covered this semester has been the most important and why
so?

2. Which of the issues covered this semester has meant anything to you personally
and why so?

3. Why are not more people aware of these troublesome questions, issues or
problems?

4. Now that you have been educated as to these issues related to Death and Dying
in what way will they have any consequence in your life?

5. Are you in a better position now to think about and handle these issues?

ABOUT THE COURSE: FINAL EXERCISE

6: What did you like best about this course?

7: What specific things do you think could be improved in the structure or design of
the course and learning activities?

8: How would you improve the quality and participation in course

discussions/interactions?
9: What changes would you suggest be made to the pacing or sequence of the
content and activities for this course? (e.g., were the due dates doable for you?
Were the course materials sequenced well?)

10: What changes would you suggest be made to the quantity of work required for
this course?

11: How could the course be improved in terms of my interaction, participation, and
management of the course?

12: What other suggestions, comments, or recommendations would you have for
the instructor?

13. What advice do you offer to students who would be just entering the class at
the very start of the semester?

Video tapes available at video rental stores or from the instructor

a. THE DOCTOR

b. DYING YOUNG

c. BEACHES

d. STEEL MAGNOLIAS

e. WHOSE LIFE IS IT ANYWAY?

f. MY GIRL

g. HAROLD AND MAUDE

h. BANG THE DRUM SLOWLY

i. THE SEVENTH SEAL

j. THE RIGHT TO DIE

k. MY LIFE

l. TERMS OF ENDEARMENT

m. DAD

n. SHADOWLANDS

o. LAST BEST YEAR

p. AND THE BAND PLAYED ON

q. PHILADELPHIA

r. SCHINDLER'S LIST
 s. SOPHIE'S CHOICE

t. WIT

FILM:

FC 7 Care of the Dying Patient

58 American Attitudes Toward Death and Dying

59 Guidelines for interacting with the Dying Person

60 Hazards and Challenges in Providing Care

61 Psychological Reactions of the Dying Person

62 Viewpoint: The Dying Patient

63 Viewpoint: The Nurse

141 Closing the Circle:part 1 Meaning of Death

142 Closing the Circle:part 2 A TIme to Mourn

143 Closing the Circle:part 3 Walk in the world for me

AUDIO:

The Nurse and the Dying Patient NC 42,43

Death and Dying-Needs of the Dying Patient NC 53

Stages of Dying NC 54

Prolongation of Life NC 55

Questions and answers NC 56

The Dying Child: Helping Siblings,Families NC 160

Filmstrip: FS-0236, 0237, 0238 Did Jenny Have to Die?

Discussion Questions

The following activities are designed to explore the different ways we use words to
describe

emotions, how we learn and talk about death, and how death is represented in
popular media.

1. Write the following statement on the board and brainstorm possible meanings:

Death is an inevitable part of life.

2. Divide the class into small groups and ask them to discuss their first experiences
with death.

How did they learn about it? What did their parents teach them?

3. Many people don't learn about death through their parents. Instead they learn
from television

(news), movies, cartoons, music, and other elements of popular culture.

4. Ask each group to bring in examples of how death is represented in popular

media. You may

find helpful the list of movies, books, and websites in the With Eyes Open Youth
Resources area

(http://dipsy.pbs.org/witheyesopen/resources_youth.html).

5. Ask students to think of examples of movies they have seen in which one of the
main

characters dies. The following are some suggested movie titles: Life Is Beautiful,
Ordinary People,

The Sixth Sense, Beaches, and Corrina, Corrina. Discuss how death and dying is
portrayed in these

movies.

6. Compare the differences and similarities of the movies you discussed.

7. Lead a class discussion on how death is depicted in popular culture.

Are these different portrayals useful, helpful, misleading or unclear?

How does the media influence our understandings?

Do they portray a diverse portrait of how society deals with death and dying?

8. Discuss the following euphemisms that people use when they talk about death.

Passed away Joined their ancestors

Activity One

Duration: 90 minutes

In this lesson students will discuss and explore various responses to death.
1. Divide students into small research groups. Each group will visit a different
website.

Group One: Mothers Against Drunk Driving

http://www.madd.org/aboutmad/default.shtml

Group Two: Robert Sanders: Automobile Air Bags

http://detnews.com/20 00/autos/0003/29/a01-26337.htm

Group Three: Carolyn McCarthy: Gun Control Legislation

http://www.nydailynews.com/archive/96_11/110696/news/4614.htm

Group Four: Adam Walsh & Missing Children

http://www.missingkids.com

2. Ask each group to answer the following questions based on their research. The
results should

be shared with the whole class.

What emotions motivated the people you researched?

People express grief and loss in different ways, what do you think of the way they
responded

to their loss?

How did they use these emotions to further their cause?

Did their emotions help them deal with their loss? In what ways?

Do you think their work in these causes helps them move on with their lives, or
prevents it?

What are the benefits of their actions?

4. Ask each student to reflect on a person or pet that has died. Have each student
write a letter

to that person, or pet, in order to help them express their emotions, and work
through their

grief. Have each student write a letter to a person or a pet who has died. The
following is a list of

things you might have them include in the letter:

How you feel

What you miss

What you want them to know

What you might have wanted them to say to you when they were alive

How you will remember them

How they will stay a part of you

5. Decide as a class how you might share the letters. Make sure to honor a student's
desire not to

share what she or he has written.