WURZWEILER SCHOOL OF SOCIAL WORK
YESHIVA UNIVERSITY
COPING WITH LOSS
SWK 6702
Spring 2017.
Sequence Chair: Dr. Rozetta Wilmore-Schaeffer
[email protected]
COURSE DESCRIPTION
Coping with Loss is an elective for students in either their foundation or advanced year. Loss is
a pervasive phenomenon throughout the life cycle. The course is designed to explore aspects of
social work practice with clients experiencing loss and grief in a variety of situations. The
course builds on psychosocial theories of human development as well as the work of
internationally recognized experts in grief and bereavement.
Since society generally associates grief with death, grief that accompanies life events such as
separation from home (child welfare), divorce, immigration, retirement, homelessness or chronic
illness, are frequently not addressed by clients or professionals. As with all human processes, the
grieving processes are intertwined with each individual's place in their life span, their strengths,
vulnerabilities, cultural orientations, values and resources.
Knowledge and skills concerning loss, grief and bereavement have been evolving in the helping
professions rapidly in the last 30 years. Social work has contributed considerably to this
evolution.
The focus of this course is to provide a theoretical base for understanding and addressing the
psychosocial aspects of loss, death and bereavement. The use of contemporary knowledge for
strengthening the coping skills of grieving individuals, families or groups is emphasized. Areas
of study include skills of assessment and treatment which are explored using films and personal
and case materials. Strategies and interventions in working with a culturally diverse array of
vulnerable populations confronting loss, for whom services and programs need to be planned, are
highlighted. The ethical dilemmas of disenfranchised grief@ associated with abortion, AIDS,
suicide and physician-assisted suicide, and some stigmatized sexual relationships are also
explored. How social policies contribute to disenfranchised grief will be highlighted. The
losses of soldiers, veterans, their families and communities involved in the war in Iraq and
Afghanistan will be reviewed using evolving literature and guest speakers.
I.
Course Competency Outcomes
This course will help students achieve the following competencies:
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Competency 1-Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as
relevant laws and regulations that may impact practice at the micro, mezzo and macro levels.
Social workers understand frameworks of ethical decision-making and how to apply principles of
critical thinking to those frameworks in practice, research, and policy arenas. Social workers
recognize personal values and the distinction between personal and professional values. They
also understand how their personal experiences and affective reactions influence their
professional judgment and behavior. Social workers understand the professional history, its
mission, and the roles and responsibilities of the profession. Social workers also understand the
role of other professions when engaged in inter-professional teams. Social workers recognize the
importance of life-long learning and are committed to continually updating their skills to ensure
they are relevant and effective. Social workers also understand emerging forms of technology
and the ethical use of technology in social work practice. Social workers make ethical decisions
by applying standards of the NASW Code of Ethics, relevant laws and regulations, models for
ethical decision-making, ethical conduct of research, and additional codes as appropriate in
context.
Social workers use reflection and self-regulation to manage personal values and maintain
professionalism in practice situations. Social workers demonstrate professional demeanor in
behavior; appearance; and oral, written and electronic communication. Social workers use
technology ethically and appropriately to facilitate practice outcomes, and social workers use
supervision and consultation to guide professional judgment and behavior.
MEASURE1A- Recognize and manage personal values in a way that allows professional
values to guide practice.
MEASURE 1B- Make ethical decisions by applying standards of the NASW Code of
Ethics.
MEASURE 1C- Ro tolerate ambiguity in resolving ethical conflicts.
Competency 2- Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape human
experience and are critical to the formation of identity. The dimensions of diversity are
understood as the intersectionality of multiple factors including but not limited to age, class,
color, culture, disability and ability, ethnicity, gender, gender identity and expression,
immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual
orientation, and tribal sovereign status. Social workers understand that as a consequence of
differeenc, a person’s life experiences may include oppression, poverty, marginalization, and
alienation as well as privilege, power and acclaim. Social workers also understand the forms and
mechanisms of oppression and discrimination and recognize the extent to which a culture’s
structures and values, including social, economic, political, and cultural exclusions, may oppress,
marginalize, alienate, or create privilege and power.
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Social workers apply and communicate understanding of the importance of diversity and
difference in shaping life experiences in practice at the micro, mezzo and macro levels. Social
workers present themselves as leaners and engage clients and constituencies as experts of their
experiences, and social workers workers apply self-awareness and self-regulation to manage the
influence of personal biases and values in working with diverse clients and constituents.
II.
INSTRUCTIONAL METHODS
Coping with Loss is designed as a lecture/discussion course. Students are expected to
actively participate in critical discussions and present relevant material. Films, and
professional literature will be used to provide case examples and relevant didactic content.
III.
COURSE EXPECTATIONS AND GRADING
Students are expected to attend all classes and to be on time. Class participation is important
and there is an expectation that all students will complete the required readings and be
prepared for class discussion. Class discussions are meant to enhance the student
understanding of content; reading assignments will not be summarized or reviewed in class.
Grades will be weighted as follows:
10% Completion of assigned readings in preparation for class discussion.
15% Class attendance and active participation in class discussion.
75% Written assignments.
REQUIRED TEXTS:
McCoyd, Judith & Walter, Carolyn Ambler, (2016). Grief and Loss Across the Lifespan: A
biopsychosocial Perspective (2nd edition). New York: Springer Publishing Company.
ISBN-978-0-8261-2028-1.
RECOMMENDED TEXTS:
*Corr, C.A., Corr, D.M. (2012) Death and Dying, Life and living, Wadsworth.
ISBN-13: 978-1111840617 $176.25 (can also be rented for less)
*Kleinke, C.L. (2002). Coping with life challenges. Pacific Grove, CA: Brooks/Cole.
*Pomeroy, E., Garcia, R. (2008). The Grief Assessment and Intervention Workbook - A Strengths
Perspective. Cengage Learning.
*Rando, T. (1984). Grief, Dying and Death: Clinical Interventions for Caregivers. Champaign,
IL: Research Press.
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*Rando, T. (1993). Treatment of Complicated Mourning. Champaign, IL: Research Press.
*Worden, W. (2008) Grief Counseling and Grief Therapy; A Handbook for the Mental Health
Professional. ( Fourth Edition) Springer
Dying and Grief, Death: Clinical interventions for caregivers, Champaign, IL. Research
Press
*Hooyman, Nancy R, & Betty J. Kramer. (2006). Living through loss: Interventions across the
life span. New York: Columbia University Press.
*Webb, N. Boyd. (ed.). (2010). Helping bereaved children: A handbook for practitioners. New
York: Guilford Press. ISBN 1-60623-597-4 $50.00
IV.
COURSE REQUIREMENTS
Assignment I (due by 5th class session.)
This assignment requires that the student will write a personal reflection paper in which (s)he is
asked to consider a situation involving a personal loss This may include but is
not limited to termination,, immigration, relationship termination, miscarriage, out of home
placement, loss of employment, incarceration, etc.
Identify and discuss the major emotional components of this loss. What factors
influenced the reactions of the grieving individual/family?
Identify the influences of diversity and culture on the experience.
Explain and explore the grief process as it unfolded. What religious, cultural, social
understandings of loss helped you to explain/and/or negotiate the experience and the
emotional components of the loss?
This paper is to be written in APA style of writing. You are not expected to use any professional
literature in the writing of this paper; it experiential and requires critical reflective thinking.
The following criteria will be used for grading: completeness of the assignment; clarity of
thought and communication correctness of the language; ability to apply course content; timely
submission and use of APA style writing.
Assignment II (due date 9th session)
In this midterm paper you are asked to view a film chosen by the professor; this film is the basis
of the paper.
A. Discuss in detail your subjective reaction to the film.
B. Choose a theme/topic in the film as discussed in class and explore the psychosocial
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issues involved. What are the psychological, social and spiritual aspects of the loss
and grief process? How do your personal and professional values inform the
development of your understanding of this theme.
C. If you are the social worker engaged in work with a client in the film, how would you
work with this client? Who is the client? How and why did you choose this
person/family/couple as the client? What was the evidence of the client’s need for
help in negotiating the grief or mourning process?
Assignment III (due date 13th session)
In this final paper, students are asked to develop a programmatic social work intervention, which
will help clients cope with loss. Using case material from the previous assignment, students'
personal experiences, as appropriate, or another particular category of loss, ( i.e. bereavement of
widows, parents who have lost children, survivors of violence or natural disasters, loss through a
specific illness or disability, retirement or divorce) briefly define and explore the category of
loss. Research the category of loss that is defined.
How normally is this loss experienced? Are there cultural, gender, societal or diversity
influences? What is the professional caregiver role in this situation? What knowledge is
needed to design appropriate, culturally sensitive interventions?
What theories influence the intervention strategies? What modality of support would you
choose for this intervention? Individual, family, group or community work? Give reasons
for your choice. What supports would you look for in the life space of the grieving
individual?
This is a research/practice paper focused on the development of a program that might help many
individuals deal with the particular category of loss. This is to be written using APA format. At
least five sources are to be cited for this paper.
Late papers are not accepted; tardiness is considered unprofessional behavior. If there is a
need to have additional time to submit the work, discuss this with the professor with
sufficient time for the professor to make accommodations. Do not wait until the last
minute.
V.
STUDENTS WITH DISABILITIES
Students with disabilities who are enrolled in this course and who will be requesting documented
disability-related accommodations are asked to make an appointment with the Office of
Disability Services, Abby Kelsen, Wilf Campus, 646-685-0118, [email protected], during the first
week of class. After approval for accommodations is granted, please submit your
accommodations letter from the Disability Services Office to your professor, immediately.
VI.
E-RES (Electronic Reserve)
Most of the articles mentioned in the curriculum are available on electronic reserve [E-RES].
You can access the full text articles from your home or from a university computer at no charge.
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How do I Use E-RES?
1.
Go to the library’s online resources page:
http://www.yu.edu/libraries/online_resources.asp
2.
Click on E-RES. If you are off-campus, at this point you will be prompted for your Off
Campus Access Service login and password.
3.
Click on “Search E-RES” or on “Course Index,” and search by instructor's name,
department, course name, course number, document title, or document author. [all
Foundations courses will be listed under Beder, the sequence chair]
4.
Click on the link to your course.
5.
Enter the password given to you by your instructor.
6.
Locate and click on the item you wish to view. Titles beginning with "A", "An", or
"The" are alphabetized under "A" and "T" respectively.
7.
When the article text or book record appears on the screen, you can print, email, or save it
to disk.
To view documents that are in pdf format, the computer you are using must have Adobe Acrobat
Reader software. You can download it FREE at
www.adobe.com/products/acrobat/readstep2.html
VII. PLAGIARISM
Students should remember that the School will not condone plagiarism in any form and will
sanction acts of plagiarism. A student who presents someone else's work as his or her own work
is stealing from the authors or persons who did the original thinking and writing. Plagiarism
occurs when a student directly copies another's work without citation; when a student
paraphrases major aspects of another's work without citation; and when a student combines the
work of different authors into a new statement without reference to those authors. It is also
plagiarism to use the ideas and/or work of another student and present them as your own. It is
not plagiarism to formulate your own presentation of an idea or concept as a reaction to someone
else's work; however, the work to which you are reacting should be discussed and appropriately
cited. Any student who can be shown to have plagiarized any part of any assignment in this
course will automatically FAIL the course and will be referred to the Associate Dean for
disciplinary action that may include expulsion.
VIII. HIPAA ALERT
In line with the new HIPAA regulations concerning protected health information, it is important
that you understand that any case information you present from your work, will need to be deidentified. What this means is that any information that would allow another to identify the
person needs to be changed or eliminated. This includes obvious things like names and birth
dates but may also contain other information that is so unique to the person that it will allow for
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identification, including diagnosis, race/ethnicity, or gender. If diagnosis, race/ethnicity, or
gender is directly related to the
case presentation it can be included if it will not allow for identification.
IX.
CONFIDENTIALITY
Given the nature of classroom discussion and the presentation of case materials and at times
personal revelation in class, students are reminded that the same commitment to confidentiality
with clients extends to classmates. What is shared in class stays in class.
COURSE OUTLINE
SESSION 1: INTRODUCTION TO THE COURSE: PERSONAL AWARENESS,
DEFINING LOSS AND COPING
Required Readings
McCoyd,J. et al (2016) Grief and Loss Across the Lifespan, New York: Springer Publishing
Company. Chapter 1, Introduction, 1-26.
Rando, T. (1984). Chapters 1 and 2: Our Attitudes toward Death and Grief: The Reaction to
Loss. pp. 11-43.
*Viorst, J. (1986). Necessary losses, New York: Fawcett/Columbine. Introduction and Chapter
1: The High Cost of Separation, pp.15-33.
Suggested Readings:
Kleinke, C.L. (1998). Chapter 1: What does it mean to cope? p. 1-17
*Webster Blank, J. (1998). The Death of an Adult Child: A Book for and About Bereaved
Parents. New York, Baywood.
SESSION 2: LOSSES THROUGHOUT THE LIFE CYCLE: AN OVERVIEW -INFLUENCES OF CULTURE AND DIVERSITY
Required Readings:
*Barnes, G. (1999) “Divorce transitions, identifying risk and promoting resilience for children
and
their parental relationships.” Journal of Marital and Family Therapy. 25(4), 425-441.
McCoyd, J. Grief and Loss Across the Lifespan, New York: Springer Publishing Company,
Chapter 2, Perinatal Attachment and Loss, 27-57.
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Rando, T. (1984). Chapter 6: Different Bereavement Situations p.119-172
*Schetky, D. H. (1998). Mourning in prison: Mission impossible? Journal of American Academic
Psychiatry Law, 26(3), 383-391.
Suggested Readings:
Vasconcelles, E.(2005) Religious coping and psychological adjustment to stress :A metaanalysis.
Journal of Clinical Psychology, 61(4), 461.
Salamon, M. (2008) The Shidduch Crisis : Causes and Cures. Jeerusalem, New York, Urim
Publications
*Barrett, R.K. (1998). Socio-cultural considerations for working with blacks experiencing loss
and grief@. In K. Doka & J. Davidson, (Eds.). Living With Grief: Who We Are and How
We Grieve, (pp.83-96). Washington, DC: Hospice Foundation of American/Francis
Taylor.
*Briggs, K. (1999) Death and Dying: A Family Process. Death Studies, 23(5) 476-482
*Cable, D. (1998). Grief in the American culture. In K. Doka & J. Davidson, (Eds.) Living With
Grief: Who We Are and How We Grieve, pp.61-70. Washington, DC. Hospice
Foundation of America/Francis Taylor.
*Doka, K.J. & Martin T.L. (2010) Grieving Beyond Gender: Understanding the Ways Men and
Women Mourn. Revised edition. New York, Routledge, pp. 4-12.
Doka, K. J. (2004) ALiving with grief; Alzheimer’s Disease.@
Foundation of America.
Washington D.C., Hospice
Doka, K. J. (2002) ALiving with grief; Loss in later life.@ Washington D.C., Hospice Foundation
of America.
*Ellis, R.T. & Granger, G.M. (2002). African American Adult’s Perception of the Effects of
Parental Loss during Adolescence. Child and Adolescent Social Work Journal, 19, 271284.
*Hardy- Bougere, M. (2008). Cultural Manifestations of Grief and Bereavement: A Clinical
Perspective. Journal of Cultural Diversity, 15(2),66-69.
*Harris, J., Hook, M., & Sharon English. Different Faiths, Different Perception of Public
Tragedy’ in Licht, M. & Doka, K., Eds. (2006) Coping with Public Tragedy. Washington,
D.C. Hospice Foundation of America.
*Klass, D., & Gross R. (1998). The Asian way of grief.
In K. Doka & J. Davidson, (Eds.)..
Living with Grief: Who We Are and How We Grieve. pp. 13-27.
*Rosenblatt, P.(2007). Grief: What we have learned from cross-cultural studies. In K. Doka,
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(Eds.). Living With Grief: Before and After the Death. pp. 123-137.
*Salidinger, A., & Cain, A. (2004) “De-romanticizing Anticipated Death: Denial, Disbelief and
Disconnection.” Journal of Psychosocial Oncology 22(3) 69-92.
*Viorst, J. (1986). Necessary losses. New York: Fawcett/Columbine. (Chapter 16, Love
and Mourning...) pp. 237-265.
*Valentine, D. (1986). Psychological impact of infertility: Identifying issues and needs. Social
Work in Health Care, 11(40) 61-69.
*Wadeley, A. (2000). The mourning after: cultural differences in coping with bereavement.
Psychology Review, 6(4)
SESSION 3:THE GRIEF PROCESS
Required Readings:
*Bonnano, G.(2004) Loss Trauma and human Resilience. Have we underestimated the human
capacity to thrive after extremely aversive events.? American Psychologist 59(1) 20-28
Rando (1984). Chapter 2, Grief: Chapter 3: Factors influencing the grief reaction. p. 43-59
Chapter 4: Unresolved grief, pp. 59-73.
Suggested Readings
*Doka, K.J.(1997). Chapter 1: Living with Grief when Illness is Prolonged. Washington, DC:
Hospice Foundation of America. pp. 5-16.
*Ginzburg, Karni, Geron, Y. & Zolomon, Z. (2002) Patterns of Complicated Grief among
Bereaved Parents. Omega Journal of Death and Dying, 45(2) 119-132.
*Hunt, C.B. (1998). When a Child has been murdered. New York, Baywood Publishing
Company.
*Murphy, S.A., Johnson, L., Clark & Weber, N.A. (2002) Coping Strategies Following a Child’s
Violent Death: How parents differ in their responses. Omega Journal of Death and
Dying, 45(2), 99-118.
*Neimeyer, R. (2001) Searching for the meaning of meaning: Grief therapy and the process of
reconstruction. Death Studies (24), 541-558.
Silverman, P.R.(2000) Research, clinical practice and the human experience: Putting the Pieces
together. Death Studies, 24(6), 469-478
*Worden. (2002). Chapters 2 and 4 : Normal and Abnormal Grief Reactions.
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SESSION 4: THEORIES OF GRIEF AND LOSS: FRAMEWORKS AND MODELS
FACTORS INFLUENCING REACTIONS TO LOSS (Objectives 1, 2,3)
Required Readings:
*Corr, C.A. (1993). Coping with dying: lessons that we should and should not learn from the
work of Elisabeth Kubler Ross@. Death Studies, 17, 69-83.
Rando,T. (1984). Chapter 2, pp 15-43.
Worden. (2009). Chapter 1- Attachment, loss and the experience of grief. The tasks of
mourning 39-53
Suggested Readings:
*Hooyman (2006) Chapter 1: Theoretical Perspectives on Grief, p1-39.
*Martin, T. & Doka, K.,(1996). Masculine grief. In K.J. Doka & J. Davidson, Ed. Living
with Grief After Sudden Loss. (pp.161-172). Washington DC., Taylor & Francis.
*Rando (T. (2000) Why study anticipatory mourning; A justification of and introduction to
clinical investigation of the phenomenon. In T. A Rando (Ed) Clinical dimensions of
anticipatory mourning : Theory and practice in working with the dying and their loved
ones and their caregivers. Champaign, IL. Research Press
*Rando. (1993). Treatment of Complicated Mourning Champaign, IL. Research Press. Theories
of complicated mourning: A historical review, (pp.79-148
*Sanders, C. (1998). Gender differences in bereavement expression across the life span. In K.
Doka, & J. Davidson, (Eds.). Living With Grief: Who We Are and How We Grieve,
(pp.121-132). Washington, DC: Taylor & Francis.
*Showalter, S. E. (1998). Looking through different eyes: beyond cultural diversity. In K. Doka
& J. Davidson, (Eds.).
Living With Grief: Who We Are and How We Grieve.
Washington, DC: Taylor & Francis. pp. 71-83.
SESSION 5: AFTER DEATH RITUALS; FUNERALS AND AFTERCARE
(Objectives 3, 4, 5, 6)
Required Reading
Rando. (1984). Chapter 7: Funeral and Funerary Rituals, pp.173-197
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*Imber-Black, E.(1991). Rituals and the healing process. In Walsh, & M. McGoldrick (Eds.)
Living Beyond Loss: Death in the Family, (pp.207-223). New York: W. Norton.
*Weeks, D.( 1996 ). Using funeral rituals to help survivors@. In K.D., Doka, Living With Grief
After Sudden Los s: Suicide, Homicide, Accident, Heart Attack, Stroke (pp.127-39)
Washington, DC: Taylor & Francis.
*Walter, T. (2008) The new public mourning. In M. Stroebe, R. Hansson, H. Shut & W. Stroebe
(Eds) Handbook of bereavement research and practice, pp. 241-262. Washington DC:
American Psychological Association.
*Worden,W. (1996). Children and Grief: When a Parent Dies New York: Guilford Press. (The
Funeral and Other Family Rituals@, pp. 21-34).
Zell, S.B.(2008)Comforting the Bereaved. A Jewish Perspective. New York, Vantage Prress
SESSION 6: CHRONIC
AND
TERMINAL
ILLNESS
AND
DISABILITY:
ASSESSMENT AND TREATMENT
OF GRIEF. (Objectives 2-9)
Required Readings:
*Altilio, T. (2005).“Pain and Symptom Management, An Essential Role or Social Work”. In
Berzoff, J.& Silverman B. A Handbook for End of Life Health Care Practitioners.
*Balducci, I. (2003) New paradigms for treating elderly patients with cancer: The comprehensive
geriatric assessment and guidelines for supportive care. The Journal of Supportive
Oncology. 1(2), 30-37.
Rando. (1984). Chapters 9 and 10 ADeath and the Dying Patient@and AThe Dying Patient=s
Coping Mechanisms@ pp. 227-266.
*Davies, B. (1997). AFading away during terminal illness: Implications for bereavement in
family members@ In K. Doka, & J. Davidson, (Eds.) Living with Grief: When Illness is
Prolonged. Hospice Foundation of America. Washington, DC: Taylor & Francis.
Jaycox, L.H., & Tanielian, T. (2008) Invisible Wounds of War; Psychological and
Cognitive Injuries, Their Consequences, and Services to Assist Recovery. RAND
Corporation; Santa Monica, CA.
Lewis, M. (2006) Grief, Trauma and Combat. The Forum, July August Sept
Pollin,I., & Kanaan, S. (1995). Medical Crisis Counseling: Short term Therapy for Long Term
Illness. New York: Norton.
Reenyz, C., Krikorian, R., & Keyss, M. (204-2005) Grief and mourning from the perspective of
the person with dementing illness: Beginning the dialogues. Omega, 50(3), 165-179
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*Stroebe, M .S., & Stroebe W. (1983). AWho suffers more; sex differences in health risks of
the widowed@. Psychological Bulletin 93, 279-301.
*Zimmermann, S., Smith, D., Gruber, A., Fox, K. et al (1999) AShort-term persistent depression
following hip-fracture: A risk factor and target to increase resilience in elderly people A
Social Work Research. 23(30) 187-196.
Suggested Reading:
Beder, J. (2004) Voices of Bereavement a Casebook for Grief Counselors. New York, Brunner
Routledge.
Barkay(A., M.A. & Tabak, N/ (2002)Elderly Residents’ participation and autonomy within a
Geriatric ward in a public institution. International Journal of Nursing Practice, 8, (4)
Bay,E, Blow, A., Yan, X. (2012)Interpersonal relatedness and psychological functioning
following traumatic bran injury: implications for marital and family therapists. Journal of
Marital and Family Therapy. 38(3) 556-67
Bardone-cone, A.M.. Schaefer R., LM. Maldonado, C.R., Fiztsimmons, E.E. et al. (2010)
Aspects of self concept and eating disorder in rrecovery; what does the sense of self look like
when an individual recovers from an eating disorder? Clinical Psychology, 29(7) 821-846
*Bluebond-Langer. (2000) In the Shadow of Illness: Parents and Siblings of the Chronically Ill
Children. N.J. Princeton, University Press.
Degeneffe, C.,Lee., G. (2010) Quality of Life after traumatic brain injury: Persspective of Adult
Siblings Journal of Rehabilitation, 76(4), 27-36
Groopman, J. (2004) The anatomy of Hope. How People Prevail in the Face of Illness. New
York.
Lebow, G. (1976). AFacilitating adaptation in anticipatory mourning@. Social Casework, 57 (7)
458-465.
*Raphael, B., Middleton, W., Martinek, N., & Vivienne M. (1993) Counseling and therapy of
the bereaved@. In M.S., Stroebe, & W. Stroebe, Handbook of Bereavement: Theory,
Research, Intervention. (pp. 427-453). New York: Cambridge University Press.
SESSION 7: END OF LIFE ISSUES: THE HOSPICE MOVEMENT -- ADVANCE
DIRECTIVES & PALLIATIVE CARE.
(Objectives 1,2,3,9)
Required Readings
*Arnold, E. (2004). Factors that influence consideration of hastening death among people with
life – threatening illness. Health and Social Work. 29(1), 17-26.
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Aoun, S.M>, Kristijnson, L.J..Currow, D.C. & Hudson, P.L. (2005,
terminally ill: At what cost? Palliative Medicine, 19(7) 551-555
Care-giving for the
*Corr. C., Nabe, C., & Corr, D. (2000). Death and Dying, Life and Living. Belmont, CA.
Chapter 8, Hospice principles and Caring for Persons who are coping with dying. pp.
183-203.
*Foster, L., McLellan, M. (2002). Translating psychosocial insight into ethical discussions
supportive of families in end-of-life decision n-making. Social Work in Health Care.
35(3), 37-51.
*Luptak, M. (2004). Social work and end-of life care for older people: A historical perspective.
Health and Social Work, 29(1), 7-15.
*Happ, M.B., Capezuti, E., Strumpf, N., Wagner, L., Cunningham, S., Evans, L., Maislin, G.,
(2002). Advance care planning and end-of-life care for hospitalized nursing home
residents. American Geriatrics Society. 29(5), 829-835.
*Lamers, W. (1997). Hospice care and its effect on the grieving process. In K. Doka, & J.
Davidson, (ed.) Living
*NASW Delegate Assembly (2002). Client self-determination in end-of-life decisions. The
American Behavioral Scientist. 46(3), 434-435.
Suggested Readings
*Modell,K. (1999). Programs that work: Evergreen community hospice" in K. Doka,& J.
Davidson, (Eds.) Living with Grief At Work, At School, At Worship. (pp.166-168.)
Washington, D.C. Hospice Foundation of America/Taylor & Francis.
Barnard, D., Towers, A., Boston, P., & Lambrinidou, Y. (2000). Crossing over: Narratives of
palliative care. New York: Oxford University Press.
*Gockel, J., Morrow-Howell, N. ,Thompson, E., Pousson, M., & Johnson, M. (1998). Advance
directives: A social work initiative to increase participation. Research in Social Work
Practice, 8(5), 520-528.14(4) 359-365
*Hanson,L., Danis, M., & Garrette, J. (1997) What is wrong with end of life care? Opinions of
bereaved family members. Journal of American Geriatric Society, 45 (11), 1339-1344.
*High, D.M. (1994). Surrogate decision making: Who will make decisions for me when I
can’t?@ Clinics in Geriatric Medicine, 10(3), 445-462.
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SESSION 8: AMBIGUOUS LOSSES: INTERVENTION STRATEGIES, THERAPY,
ADVOCACY AND SUPPORT GROUPS.
(Objectives 1-8)
Beth Din of America (2010) The Prenup: The Single Most Promising Solution to the Agunah
Crisis. Retrieved from http://theprenup.org
Betz, G .,&Thorrngreen, J. Ambiguous loss and the family grieving process . Family Journal;
Counseling and Therapy for Couples and Families
Twerski, A. (2009) Without a job who am I? ; Rebuilding yourself when you have lost your job,
home or life savings. Center City Minnesota, Hazelden Publishing
Required Readings
*Atchley, R.C. (1997). Retirement income security: Past, present and future. Generations, 21,
9-12.
*Bosse, R., Aldwin, C., Levenson, M.R., & Mroczek, D. (1993). Changes in social support after
retirement: Longitudinal findings from the normative aging study. Journal of
Gerontology, 48, 210-217.
Caltabino, N.(2008) The effectiveness of a community group intervention program on
adjustment to separation and divorce. Journal of Divorce & Remarriage, 48(3), 145-168
Moore A., & Stratton , D. (2002) Resilient Widowers speak for themselves. New York, Springer.
*Murray, L. Connoly, H. Preston-Shoot & Wigley V. (2008) Constructing resilience: Social
Workers’ understanding and practice. Health Social Care Community 16(3), 299-309.
*Sau-Fong S., & Hogan, P., (1989). Common clinical themes in child welfare Social Work,
34(4), 339-344.
Doka, K.J. (1996) AIntervening in Sudden and Traumatic Loss@ in Living with Grief after
Sudden Loss: Suicide, Homicide, Accident, Heart Attack and Stroke p.89-90
Suggested Readings
*Barnes, G.G. (1999) Divorce Transitions; identifying Risk and Promoting Resilience for
Children
and Their Parental Relationships. Journal of Marital and Family Therapy,25(4),425-439.
*Bogolub, E. (1995). Helping Families Through Divorce: An Eclectic Approach. New York:
Springer. Chapter 1 ADivorce in America; An Overview@, pp.3-37
Bryant,R.A., Sackville, T., Dang, S.T. Moulds, M.L. & Guthrie, R. (1999) Treating Acute Stress
Disorder. An Evaluation of cognitive behavior therapy and supportive counseling
techniques. American Journal of Psychiatry. 156(11,1780-1786)
14
Cross-Tower, C., (2004). Exploring Child Welfare: A Practice Perspective. Baltimore, MS.
Allyn/Bacon.
Dawson-Maclure, R., & Sandler, L., Wolchick, S. & Millsap, R (2004). Risk as a Moderator of
Prevention Program for Children from Divorced Families: A six year longitudinal study.
Journal of Abnormal Psychology, 32(2), 175-190.
Deitch, I.(2007). “Retiring; Don’t Worry Be Happy”. Retrieved Dec. 3, 2007 from
http://www.aarp.org/health/staying-healty/stress/a2004-1008-retiringhappy hotmail.
Fong, R. Ed. (2004) Culturally Competent practice with Immigrant and Refugee Children and
Families, New York, Guilford Press.
Hurt, J., & Shepard, J. (1992). The dynamics of plant closings: An extended emotional roller
coaster ride: In Bloom, M., Changing Lives: Studies in Human Development and
Professional Helping. (pp. 160-167.) Columbia, SC: South Carolina University Press.
*Goodman, K., & Rothman, B. Group work in infertility treatment. Social Work With Groups,
7(1), 79-97.
*Kleinke, C. (2002). Chapter 3; AEight skills to add to your coping arsenal@. In Coping with
Life Challenges. (pp.36-54). Pacific Grove, CA Brooks/Cole.
*Liberman, M.A., & Videka-Sherman, L. (1985). The impact of self help groups on the mental
health of widows and widowers. American Journal of Orthopsychiatry, 56(3), 435-448.
*Lund, L., Zimmerman, TR& Haddock, S. (2002) The theory, structure, and techniques for the
inclusion of children in family therapy; a literature review. Journal of Martial and Family
Therapy, (28) 4) 445-454
*Rosen, A., & Persky, T. (1997). Meeting the mental health needs of older people: Policy and
practice issues for social work.@ Journal of Gerontological Social Work, 27(3),45-54.
Yale, R. (1999 )Support Groups and other services for individuals with early-stage Alzheimer’s
disease: Pllanning, implementation and evaluation. Baltimore, , Health Professions
Press.
SESSION 9: WORKING WITH CHILDREN AND ADOLESCENTS
Required Reading
*Bendor, S. (1990). Anxiety and isolation in siblings of pediatric cancer patients: The need for
prevention: Social Work in Health Care, 14(3), 17-35.
*Christ, G.H., Siegel, K., & A.E. (2002). Adolescent Grief. “It never really hit me unit it
actually happened.” The Journal of the American Medical Association, 288, 1269-1278.
15
*Christ, G.H., Siegel, K., Mesagno, F.P., & Langosch, D. (1991) A preventive intervention
program for bereaved children: Problems of implementation. American Journal of
Orthopsychiatry, 61, (2),168-178.
Rando. (1984). Chapter 13, The Dying Child, pp.376-416.
*Ringler, L. L. & Hayden, D.C. (2000). Adolescent bereavement and social support: Peer loss
compared to other losses. Journal of Adolescent Research, 15, 209-230.
Spinnetta, J.J., & Spinnetta, D. (1984). Talking with children who have a life threatening illness.
In J.J. Spinnetta & D. Spinnetta, (Eds.). Living with Childhood Cancer. St. Louis:
Mosby. pp. 234-255.
Scharfstein, J. (2001). Unhealthy partnership: How managed care wrecks mental health for kids.
The American Prospect, 12 (1), 24-28.
Webb-Boyd, N. (1993) Assessment of the bereaved child. In Helping Bereaved Children: A
Handbook for Practitioners (pp.19-42). New York: Guilford Press.
*Worden, W. (1996). Children and grief: When a parent dies. New York: Guilford Press, (pp.933).
SESSION 10: WORKING WITH CHILDREN AND ADOLESCENTS: COPING WITH
CHANGES IN THE FAMILY.
Required readings:
Fletcher, P.N. (2002) Experiences in family bereavement. Family and Community Health, 25(1),
67-70
Worden, W. (2009)). Grief counseling and grief therapy. Chapter 8, Grief and Family
Systems, pp. 217-244
*Worden, W. (1996). Children and grief: When a parent dies. Part II, Comparative Losses,
Chapter 3 AHow We Can Help Bereaved Children@, Chapter 8, AThe Loss of a Parent
by Divorce@, pp.124-135.
*Worden, J.W. (2008) Grieving children and adolescents. Lessons from the Harvard
Bereavement Study pp 125-137. In K.J. Doka & A. Tucci (Eds) Living with grief;
children and adolescents. Washington DC. Hospice Foundation of America.
Suggested Reading:
*Aspinall, S. Y. (1996). Educating children to cope with death: A preventive model.
Psychology in the Schools, 33(40), 341-349.
Carlson, B.E., Cervera, N.J. (1991). Incarceration, Coping and Support. Social Work, 36(4),
16
279285.
*Corr,C. (1997). Coping with long term illness and death in an adult: The impact on grieving
children and adolescents. In K. Doka, (ed.) Living with grief when illness is prolonged.
pp.135-149. Washington DC: Hospice Foundation of America/Taylor &
Lamberti, J.D., Detmer, C.M. (1993). Model of family grief assessment and treatment. Death
Studies, 17, 55-67.
*Kruk, E. (1994). The disengaged non-custodial father: Implications for social work practice
with the divorced family. Social Work, 39, (1), 15-25.
*Springer, C. (1991). Clinical work with adolescents and their parents during family transition:
Transference and counter-transference issues. Clinical Social Work Journal, 19, 405-415.
Thomas, S. (2011) Children and Grief. Center for Hope, Cohen Children’s Medical Center of
NY. , New Hyde Park.
SESSION 11: COPING WITH LOSS ASSOCIATED WITH AIDS
9)
(Objectives 2-
*Beckerman, N.L., & Auerbach, C. (2002). Couples of mixed HIV status: Psychosocial issues
affecting intimacy. Journal of Couple and Relationship Therapy, 1(4). 73-85.
Beckerman, N.L. (1994). Psychosocial tasks facing parents whose adult child has AIDS. Family
Therapy, 21(3), 209-216.
*Coleman, V. R. (1999). AIDS in the workplace: What business managers can Do: Policy and
program@ in K., Doka& J. Davidson, Living With Grief At Work, At School, At
Worship, (pp.73-80). Washington, DC: Hospice Foundation of America/Taylor&Francis.
Corles, I.B. (1997). Modulated mourning: The grief and mourning of those infected and affected
by HIV/AIDS. In K.J., Doka, Ed. Living with Grief: When Illness is Prolonged. (pp.105117). Washington, DC: Hospice Foundation of America/Taylor & Francis.
Jue, S. (1994). Psychosocial issues of AIDS long term survivor. Families in Society: Journal of
Contemporary Human Services. 75(6), 324-332.
Lynch, V., Lloyd, G., & Fimbres, M. (Eds) (1993). The expanding face of AIDS AEpilogue@
Westport, CT: Greenwood Press.
*Martin, J., & Dean, L. (1993). Bereavement following death from AIDS: Unique problems,
reactions and special needs. In M.S. Stroebe, W. Stroebe, & R.O. Hansson, (Eds).
Handbook of Bereavement: Theory, Research and Intervention. (pp.317-330). New
York: Cambridge University Press.
17
Moore, P.J., & Phillips, L. (1994).Black American communities coping with death. In B.O.
Dane, & C. Levine, (Eds). AIDS and the New Orphans (pp. 101-120). Westport, CT:
Auburn House.
*Nord, D. (1996). Issues and implications in the counseling of survivors of multiple AIDS
related loss. Death Studies, 20, 27-40.
*Richards, T.A. & Folkman, S. (1997). Spiritual aspects of loss at the time of a partner's death
from AIDS@. Death Studies, 21, 515-540.
SESSION 12: DISENFRANCHISED GRIEF: ETHICAL DILEMMAS IN COPING WITH
LOSS: ABORTION, SUICIDE, PHYSICIAN-ASSISTED SUICIDE, EUTHANASIA,
ALZHEIMER'S DISEASE.
Required Readings:
Aloi, J.A. (2011)A Theoretical Study of the Hidden Wounds of War; Disenfranchised Grief and
the Impact onNursing Practice. ISRN Nursing Volume 10: Article ID 954081 , 5 pages
Beale, L. (2010) Dealing with Grief and lOss in War. Trauma and Awareness Treatment Center
http://www.traumaawareness.org/id32html
Brenner, R. (1997). Issues of access in a diverse society. The Hospice Journal, 12(2), 9-16.
*Canetto, S.S. (1999) Suicide and depression in late life: Critical issues in treatment, research,
and public policy. Suicide & Life - Threatening Behavior, New York: Fall 1999
*Doka, K. J.(1989). Disenfranchised grief: Recognizing hidden sorrow. (pp. 39-56, 62-76).
Lexington, MA: Lexington Books. (Chapters on Abortion and Suicide).
Ferrell B,R., Johnston, T. E., Sattler, G.R, Fowler M., & Cherney, B.(1993). Searching for the
meaning of pain: Cancer patients, care givers and nurses' perspectives@. Cancer Practice,
1, 185-194.
*Foley, K.(1997). Competent Care of the Dying Instead of Physician-Assisted Suicide.
(Editorial) New England Journal of Medicine 336(1) 54-58.
Healy, D. (2000) Good Science or Good Business? Hastings Center Report, 30 (2),19-23
Freedenthal, S. (2008). Suicide in Mizrahi, T. & David L. (Eds). Encyclopedia of Social Work, 20th
Edition, Volume 4 181-186.
Mizrahi, T. (1992). The direction of patients' rights in the 1990's: Proceed with caution. Health
and Social Work, 17(4) 247-252.
Orloff, K. (1995). End of life decisions. In R. L Edwards (Ed.-in-chief). Encyclopedia of Social
18
Work (pp.856-868).
Roy, D., (2000). Care of the Sick and Dying: A matter of Trust? Journal of Palliative Care, 16
(3), 3-5.
Suggested readings:
Csikai, E.L. (1997). Social workers' participation in hospital ethics committees: Assessment of
involvement and satisfaction. Arete, 22(1), 1-13.
Emanuel, E.J. (1994). Euthanasia: Historical, Ethical and Empiric Perspectives Archives of
Internal Medicine, 154, 1890-1901.
Mitchell, D. (1996). Assisted suicide: A conflict of social work values. Social Work and
Christianity, 23 (2), 102-114.
Nuland, S. (1994). Chapter7. Accidents, Suicide, and Euthanasia. How We Die., pp.140-162.
New York: Knoff.
Webb-Boyd, N. (1993). Suicidal death of mother: Cases of silence and stigma, New York,
Guilford Press (pp.137-155).
Smokowski, P.R., & Wodarski, J.S. (1996). Euthanasia and physician assisted suicide: A social
work update Social Work in Health Care 23(1) pp.53-65.
Wesley, C.A. (1996). Social work and end-of life decisions: Self determination and the common
good. Health and Social Work, 21(2), 115-121.
SESSION 13: CARE-GIVER CONCERNS
(Objectives, 2, 3, 4, 5, 6, 7, 8, 9)
Required Reading:
Hooyman, N., & Gonyea, J. (1995). Family caregiving. In R. L Edwards (Ed.-in-chief) .
Encyclopedia of Social Work, (19th Ed.) (pp.951-959). Washington, DC: NASW Press.
Rando. (1984). Chapter 12, The family of the dying patient, pp.327-365.
Rando (1984) Chapter 14 The caregiver=s personal concerns, pp. 417-444.
Brenner, P. (1999). When caregivers grieve. In K. J. Doka, & J. Davidson (Eds.) Who We Are
and How We Grieve. pp.81-94. Washington DC: Hospice Foundation of America/
Taylor & Francis.
Suggested Reading:
Delgado, M., & Tenstdet S. (1997). Puerto Rican sons as primary caregivers of elderly parents.
Social Work 42(2), 125-134.
McCall, J.B. (1999). Grief education for caregivers of the elderly. New York: The Haworth
Press. Chapter 6, pp. 89-106.
Figley, C. R. (1995) Compassion Fatigue as secondary traumatic stress disorder: An overview.
In C. Figley (Ed), Compassion Fatigue: Coping with secondary traumatic stress disorder
in those who treat the traumatized pp 1-20. New York, Brunner-Routledge.
Oktay, J.S. (1992) Burnout in hospital social workers who work with AIDS patients Social
19
Work 37(5) 432-39.
Pearson, J.L., Teri, L., Wagner, A., Truax, P., & Logsdon, R. (1993). The relationship of
problem behaviors of dementia patients to the depression and burden of caregiving
spouses. American Journal of Alzheimer=s Disease and Related Disorders and
Research, 7, 15-22.
Rabow, M. & Hauser, J. (2009) Supporting family caregivers at the end of life. “They don’t
know what they don’t know”. Journal of the American Medical Association. 29(4), 301323.
Reese. D.R,. Gross, A.M. Smalley, D.L., & Messer, S.C. Caregivers of Alzheimer=s disease
and stroke patients: immunological and psychological considerations. The Gerontologist,
34,
p.534-540
Schrimshaw, E.W. & Siegel(2003) Perceived barriers to social support from family and friends
among older adults with HIV AIDS . Journal of Health Psychology. 8,96). 738752Shippy, R.A. & Karpiak, S.E. (2005) Perceptions of Support among older adults with
HIV. Research on Aging, 27 (3) 290-306
Shore, K. (1995). Why we need to move America beyond managed care and managed
competition. Psychologist-Psychoanalyst, 15 (3), 12-15.
Vachon, M. L, Lyall, W. A., & Freeman, S.J. (1978). Measurement and management of stress in
health professionals working with advanced cancer patients Death Education, 1, 365375.
Vachon, M. (2007). “Caring for the Professional Caregivers: Before and After the Death”. In K.
Doka, (Eds.) Living with Grief: Before and After the Death, pp. 311-331. Washington,
D.C. Hospice Foundation of America.
Worden. (1991). Chapter 8 The counselor=s Grief. pp. 107-115.
Lerea, L.E., & LiMauro, B.F. (1982). Grief among health care workers: A comparative study
Journal of Gerontology, 37(5), 604-608.
20
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