11/2/2024 1:37:40 PM |
| Changed Course |
CATALOG INFORMATION
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Discipline and Nbr:
PSYCH 56 | Title:
AGING, DYING & DEATH |
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Full Title:
Aging, Dying and Death |
Last Reviewed:12/9/2019 |
Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
Minimum | 3.00 | Lab Scheduled | 0 | 4 min. | Lab Scheduled | 0 |
| Contact DHR | 0 | | Contact DHR | 0 |
| Contact Total | 3.00 | | Contact Total | 52.50 |
|
| Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| Total Out of Class Hours: 105.00 | Total 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.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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Examination of aging, dying, death, and bereavement process in contemporary society.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Associate Degree: | Effective: | | Inactive: | |
Area: | | |
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CSU GE: | Transfer Area | | Effective: | Inactive: |
| E | Lifelong Learning and Self Development | Fall 1981 | |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
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UC Transfer: | Transferable | Effective: | Fall 2025 | Inactive: | |
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C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
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:
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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
Assignments:
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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% |
None | |
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations 0 - 0% |
None | |
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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