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Chapter 9: Death and Dying

Explore the different reactions to death at different stages of life, from childhood to late adulthood, including cultural influences and educational perspectives. Should we shield children from death? What about death education for all ages?

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Chapter 9: Death and Dying

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  1. Chapter 9: Death and Dying Module 9.1 Dying and Death Acrossthe Life Span

  2. DYING AND DEATH ACROSS THE LIFESPAN

  3. What is death? • Functional death • Brain death • Legal death 474

  4. Should children be shielded from death?

  5. Death across the Life Span: Causes and Reactions • Infancy and childhood • Miscarriage • Still birth • Sudden infant death • Accidents • Homicides 475

  6. Death across the Life Span: Causes and Reactions • Childhood • No concept of death until around the age of 5 • Around the age of 5, better understanding of finality and irreversibility of death • By about age 9, acceptance of universality and finality of death • By middle childhood, understanding of some customs involved with death (e.g., funerals, cremation, and cemeteries) 476

  7. Death across the Life Span: Causes and Reactions • Adolescence • View of death are often unrealistic • Sense of invincibility • Personal fable • Imaginary audience • Terminal Illness • Denial • Depression 476

  8. Death across the Life Span: Causes and Reactions • Young Adulthood • Prime time of life • Death seems unthinkable • Creates feelings of anger and impatience • Concerns • Desire to develop intimate relationships and express sexuality • Future planning 477

  9. Death across the Life Span: Causes and Reactions • Middle Adulthood • Life-threatening disease not surprising • Fear of death often greatest • Causes • Heart attack or stroke 477

  10. Death across the Life Span: Causes and Reactions • Late adulthood • Realize death is imminent • Face an increasing number of deaths in their environment • Less anxious about dying • Causes • Cancer, stroke, and heart disease • Terminal death 477

  11. Suicide in Later Life • Rate for men climbs steadily during late adulthood • No age group has a higher rate of suicide than white men over the age of 85 • Severe depression • Some form of dementia • Loss of a spouse 477

  12. Is life always worth living?

  13. Terminal Decline • Suffering • Burden to loved ones • Decrease in value to society 478

  14. Reactions to death are diverse Dependent on practices and values of culture and subculture Differing Conceptions of DeathDevelopmental Diversity 478

  15. Do you agree? Death education should be mandated for all college students?

  16. What is death education? • Death education encompasses programs that teach about death, dying, and grief • Crisis intervention education • Routine death education • Education for members of the helping professions 479

  17. Review and Apply REVIEW • Functional death is defined as the cessation of heartbeat and respiration; brain death is defined by the absence of electrical brain waves. • What defines death has changed as medical advances allow us to resuscitate people who would once have been considered dead. Some medical experts believe that a person is in fact dead when they can no longer think, reason, or feel, and can never again live anything resembling a human life. • The death of an infant or young child can be particularly difficult for parents, and for an adolescent death appears to be unthinkable. 480

  18. Review and Apply REVIEW • Cultural differences in attitudes and beliefs about death strongly influence people’s reactions to it. • Thanatologists recommend that death education become a normal part of learning. 480

  19. Review and Apply APPLY • Do you think people who are going to die should be told? Does your response depend on the person’s age? 480

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