SRJC Course Outlines

6/25/2024 7:35:59 AMPSYCH 56 Course Outline as of Fall 2020

Changed Course

Discipline and Nbr:  PSYCH 56Title:  AGING, DYING & DEATH  
Full Title:  Aging, Dying and Death
Last Reviewed:12/9/2019

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled04 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  PSYCH 6

Catalog Description:
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Examination of aging, dying, death, and bereavement process in contemporary society.


Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Examination of aging, dying, death, and bereavement process in contemporary society.
(Grade or P/NP)

Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
 ELifelong Learning and Self DevelopmentFall 1981
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Both Certificate and Major Applicable


Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1.  Describe major theories, principles, and trends that address the process of aging, dying, death, and bereavement from cross-cultural, historical, and contemporary perspectives.
2.  Examine the role of ethnicity, gender, socioeconomic status, and historical circumstances when dealing with loss, aging, dying, and death.

Objectives: Untitled document
At the conclusion of this course, the student should be able to:
1.   Describe current trends in life expectancies, demographics, and attitudes toward adulthood,
      "old age," death and dying.
2.   Compare and contrast prominent theories on adult development and aging.
3.   Summarize age-related physical diseases and psychological problems.
4.   Examine how the process of aging affects intelligence, memory, creativity,
       problem-solving and decision-making skills.
5.   Describe different types of intimate partnerships in adulthood.
6.   Examine the role of gender, socioeconomic status, personality, and health
       on choice of work and retirement.
7.   Provide a list of stressors encountered by the aging person and generate ways
       to ameliorate the stress.
8.   Discriminate among concepts of suicide, assisted-suicide, and euthanasia; and summarize
       death/burial rituals and the grieving process following death.
9.   Identify a variety of modes/types of death and review the bereavement, grief and
       mourning process of the survivor.
10. Describe the funeral system, with emphasis in death notification, funeral service
       selection and  cost, and body disposition.

Topics and Scope
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I. Defining the Journey
    A. Some Assumptions
    B. Definitions
    C. Methods
II.    Sociocultural Adult Development and Learning Theory of Death
III.   Physical Changes
IV.   Health, Health Habits, and Health Care
V.    Changes in Cognitive Abilities
VI.   Social Roles
VII.  Development of Relationships
VIII. Work and Retirement
IX.   Personality Stability and Change
X.    Stress and Resistance
XI.   Death, Dying and Bereavement
XII.  Facing Death: Living with Life-Threatening Illness
XIII. Medical Ethics: Euthanasia and Dying in a Technological Age
XIV. Survivors: Understanding the Experience of Loss
XV.  Late Rites
    A. Funerals
    B. Body Disposition
XVI.  The Law and Death
XVII.  Death in the Lives of Children and Adolescents
XVIII. Suicide
XIX.   Risks of Death in the Modern World
XX.    Beyond Death/After Life

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1. Read approximately 35 pages per week
2. Writing assignment that may include research, experiential, response, or project for
     a minimum of 1, 250 words
3. Quizzes, exams, and a final
4. Oral presentation and/or group project may be assigned

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
30 - 60%
Research, experiential, response, or project paper
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
Exams: All forms of formal testing, other than skill performance exams.Exams
40 - 60%
Quizzes, Exams, and a Final
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 10%
Oral presentation and/or group project

Representative Textbooks and Materials:
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Death and Dying, Life and Living. 8th ed. Corr, Charles and Corr, Donna and Doka, Kenneth. Cengage. 2019
The Last Dance: Encountering Death and Dying, 10th ed. DeSpelder, Lynne Ann and Strickland, Albert Lee. McGraw-Hill. 2015 (classic)
Understanding Dying, Death, and Bereavement. 8th ed. Leming, Michael and Dickinson, George. Cengage. 2016
Death, Society, and Human Experience. 12th ed. Kastenbaum, Robert. Pearson. 2016

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