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AbstractIntroduction: The prospect of death is everywhere, but seldom directly addressed, in undergraduate medical education (UGME). Despite calls for UGME curricula to address the complex social and emotional aspects of death and dying, most curricula focus on biomedical, legal, and logistical aspects, or concentrate these topics within palliative care content and/or in simulations with simulated patients and manikins. We aimed to add to death education scholarship by exploring the complexities of death and dying within two dimensional simulations—i.e., in the text-based cases used in Case-Informed-Learning (CIL). Method: We conducted a critical discourse analysis exploring how death and dying were discursively constructed in the formal, planned curriculum at one medical school. We used two methods: (1) Document Analysis: We developed a template to analyze 127 cases regarding their discursive constructions of death and dying; (2) Longitudinal Interviewing: We conducted semi-structured interviews with a cohort of 12 medical students, twice annually throughout their medical program (total 92 interviews). We collectively analyzed data, attuning to how the format, content, and purpose of each case discursively constructed death and dying. Results: There were 127 tutorial cases included in the undergraduate, pre-clerkship case-informed curriculum. In the five (4%) cases featuring a patient who dies, death and dying were discursively constructed as: (1) predictable; (2) a plot device; (3) a cautionary tale; (4) an epilogue; (5) deliberate and careful; and (6) an absence. Very few cases highlighted death and dying in their titles, learning objectives, or questions, and where it did feature, it was framed a biomedical fact or outcome. Only one case allowed for a nuanced, in-depth and open-ended discussion of patient death and dying, but it was scheduled at a time that prevented meaningful engagement. This glossing over the complexities of death was identified as a missed opportunity by students, who, as their clinical placements loomed, were eager to broach this topic in detail with tutors and other teaching faculty. Discussion: Death was often a conspicuous absence in this CIL curriculum. In the few cases that featured the death of the main patient character, multiple discourses were mobilized that worked together to construct death as something that happens elsewhere, outside the parameters of core curriculum. In other words, death happens—predictably, slowly, as a means to an end and the result of moral failures, in the case or somewhere in the future—but was not the primary concern. To deepen engagement with these subjects in CIL, we encourage medical educators to attend to representations of patient death by considering the format, content, purpose, and timing of these cases. Conclusion: Carefully rendered cases thoughtfully embedded in the curriculum offer tremendous potential. We suggest nuanced cases featuring patient death, with plenty of space and time for discussion, reflection, and storytelling may help address gaps in formal UGME preclinical curricula addressing death and dying. [ABSTRACT FROM AUTHOR]

Background: There are few studies on death education models for nursing students in China. It is of great significance to construct a model of nursing students' death education combined with clinical practice. This study aims to evaluate the effect of death education on nursing students based on the Peace of Mind Tea House. Methods: The randomized controlled trial commenced from February 7 to March 18, 2021,featuring a two-month intercession at a hospital situated in Xiamen, China. The research subjects were chosen using a convenient sampling approach with nursing students from the hospital's internship program. Ninety-two participants were enrolled, with 46 in each group. Thirteen participants were lost to follow-up, corresponding to 14% of the total study population. The samples were then allocated randomly into either the intervention group or the control group. In addition to their hospital internship, the intervention group participated in six death education courses that focused on cognitive, emotional, and motor skills as well as the "Peace of Mind Tea House" program. Control participants will undergo regular internships. Before and two weeks after the course, both groups were evaluated for death anxiety, attitude towards death, and the meaning of life to assess the intervention's effectiveness. Results: In the fear of death item of the Death Attitude Scale and the meaning of life section, the post-test score minus the pre-test score of the intervention group were 2.50 ± 3.90 (p = 0.011), and 8.90 ± 11.07 (p = 0.035), respectively. During the communication and sharing session of the reassurance card activity, 41 participants (95.3%) found the activity meaningful. Conclusion: Our data analysis demonstrates that nursing students have accepted and acknowledged the Peace of Mind Tea House-based education on death, which positively impacted their attitudes towards deathand the meaning of life. The content of death education should be integrated with traditional culture, and a new model of death education should be constructed with the Heart to Heart cards as its core. This research presents proof of the efficacy of implementing appropriate death education for nursing students, and provides a successful intervention plan to alleviate their future death anxiety and develop a positive outlook on death. Trial registration: This study was approved by the Ethical Committee of Xiamen University School of Medicine (No. XDYX202304K21)(Date:18/01/2021). Written consent to participate was obtained from all the students. [ABSTRACT FROM AUTHOR]

Abstract Background There are few studies on death education models for nursing students in China. It is of great significance to construct a model of nursing students’ death education combined with clinical practice. This study aims to evaluate the effect of death education on nursing students based on the Peace of Mind Tea House. Methods The randomized controlled trial commenced from February 7 to March 18, 2021,featuring a two-month intercession at a hospital situated in Xiamen, China. The research subjects were chosen using a convenient sampling approach with nursing students from the hospital's internship program. Ninety-two participants were enrolled, with 46 in each group. Thirteen participants were lost to follow-up, corresponding to 14% of the total study population. The samples were then allocated randomly into either the intervention group or the control group. In addition to their hospital internship, the intervention group participated in six death education courses that focused on cognitive, emotional, and motor skills as well as the “Peace of Mind Tea House” program. Control participants will undergo regular internships. Before and two weeks after the course, both groups were evaluated for death anxiety, attitude towards death, and the meaning of life to assess the intervention's effectiveness. Results In the fear of death item of the Death Attitude Scale and the meaning of life section, the post-test score minus the pre-test score of the intervention group were 2.50 ± 3.90 (p = 0.011), and 8.90 ± 11.07 (p = 0.035), respectively. During the communication and sharing session of the reassurance card activity, 41 participants (95.3%) found the activity meaningful. Conclusion Our data analysis demonstrates that nursing students have accepted and acknowledged the Peace of Mind Tea House-based education on death, which positively impacted their attitudes towards deathand the meaning of life. The content of death education should be integrated with traditional culture, and a new model of death education should be constructed with the Heart to Heart cards as its core. This research presents proof of the efficacy of implementing appropriate death education for nursing students, and provides a successful intervention plan to alleviate their future death anxiety and develop a positive outlook on death. Trial registration This study was approved by the Ethical Committee of Xiamen University School of Medicine (No. XDYX202304K21)(Date:18/01/2021). Written consent to participate was obtained from all the students.

Abstract Background The global aging population presents challenges that are particularly acute in China. Older Chinese adults’ attitudes towards death significantly impact their quality of life. Death education is crucial for promoting positive perspectives on life and death. Narrative education offers a promising approach to facilitating death education. Integrating the Knowledge-Attitude-Practice (KAP) model into death education will enhance the feasibility and acceptability of death education programs. Methods This mixed-methods feasibility study included a quasi-experimental trial and semi-structured interviews. Older adults in the intervention group (N = 27) received a 6-week KAP-based narrative life education program in addition to standard community health education; participants in the control group (N = 20) received only the normal community health education. In both groups, attitudes toward death and the meaning of life were assessed at baseline and immediately after the intervention. A post-intervention semi-structured interview and satisfaction survey were also conducted for the intervention group. Results Forty out of 47 older adults completed the program for an 85.1% retention rate. All of the older adults in the experiment were very satisfied and satisfied with the life education program, and no adverse events were reported. Compared to the control group, participants in the intervention group had a significant decrease in the fear of death (P = 0.028), and substantial improvement in their value of life (P = 0.031), goal of life (P = 0.035), freedom of life (P = 0.003), and the total score for purpose in life (P = 0.017). The qualitative results yielded four themes: profound recognition of life and death, contradiction between thoughts and action, conflict between one’s acceptance and others’ avoidance, and evaluation of the life education program. Conclusions The KAP-based narrative life education program is feasible and acceptable for older Chinese community-dwelling adults. It is also potentially effective in improving attitudes toward death attitudes and the meaning of life in this cohort. Trial registration This study was retrospectively registered at China Clinical Trial Registry as ChiCTR2300069551 on 2023-03-20. URL of registration: https://www.chictr.org.cn/showproj.html?proj=183176 .

Background: The global aging population presents challenges that are particularly acute in China. Older Chinese adults' attitudes towards death significantly impact their quality of life. Death education is crucial for promoting positive perspectives on life and death. Narrative education offers a promising approach to facilitating death education. Integrating the Knowledge-Attitude-Practice (KAP) model into death education will enhance the feasibility and acceptability of death education programs. Methods: This mixed-methods feasibility study included a quasi-experimental trial and semi-structured interviews. Older adults in the intervention group (N = 27) received a 6-week KAP-based narrative life education program in addition to standard community health education; participants in the control group (N = 20) received only the normal community health education. In both groups, attitudes toward death and the meaning of life were assessed at baseline and immediately after the intervention. A post-intervention semi-structured interview and satisfaction survey were also conducted for the intervention group. Results: Forty out of 47 older adults completed the program for an 85.1% retention rate. All of the older adults in the experiment were very satisfied and satisfied with the life education program, and no adverse events were reported. Compared to the control group, participants in the intervention group had a significant decrease in the fear of death (P = 0.028), and substantial improvement in their value of life (P = 0.031), goal of life (P = 0.035), freedom of life (P = 0.003), and the total score for purpose in life (P = 0.017). The qualitative results yielded four themes: profound recognition of life and death, contradiction between thoughts and action, conflict between one's acceptance and others' avoidance, and evaluation of the life education program. Conclusions: The KAP-based narrative life education program is feasible and acceptable for older Chinese community-dwelling adults. It is also potentially effective in improving attitudes toward death attitudes and the meaning of life in this cohort. Trial registration: This study was retrospectively registered at China Clinical Trial Registry as ChiCTR2300069551 on 2023-03-20. URL of registration: https://www.chictr.org.cn/showproj.html?proj=183176. [ABSTRACT FROM AUTHOR]

Death and dying are woven throughout the work of home care aides, and yet the care they provide at the end of life (EOL) remains poorly understood. This is due in part to the multiple circumstances under which aides provide EOL care. In this paper, we elucidate the EOL care experiences of aides working in home care agencies in New York City. We conducted in-depth interviews with 29 home care aides, and we analyzed these data using inductive, team-based methods. Our findings show that aides may not be aware of or accept a client's EOL status, and they may avoid EOL care. These conditions shape EOL care, and we detail the committed forms of care aides provide when they are aware and accepting. We recommend improved training, support systems, and policy change to enhance aides' contributions to EOL care, while protecting aides' health and well-being. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the life and teachings of the renowned Chinese Buddhist monk Master Hongyi (1880–1942), focusing on his transformative encounters with impermanence and their relevance for contemporary death education. Drawing upon historical records, personal writings, and the accounts of his contemporaries, this study traces Master Hongyi's profound spiritual journey from intense grief and existential crisis to enlightened equanimity in the face of mortality. It examines how his skillful application of Buddhist practices enabled him to find meaning, purpose, and liberation amidst the challenges of aging, illness, and dying. Through an in-depth analysis of Master Hongyi's wisdom and lived experience, this paper proposes the "Hongyi Model", an innovative paradigm for integrating the spiritual, psychological, and artistic dimensions of his approach into modern death education. The findings underscore the transformative potential of Buddhist teachings for fostering a more authentic, meaningful, and spiritually grounded engagement with mortality, offering valuable insights for educators, counselors, and healthcare professionals working in end-of-life care. [ABSTRACT FROM AUTHOR]

Preschool educators’ views about preschool death education is researched in this paper. Specifically, we examined preschool educators’ personal perspectives on providing death education in relation to: a) their intra-personal characteristics, such as perceived self-efficacy and perceived professional competence to provide this kind of education, and b) their death experiences in the school environment. The sample consisted of 164 preschool teachers in Greek public schools. Perceived self-efficacy was found to be related to teachers’ perceived competence in dealing with death issues. However, no significant relationship was found between self-efficacy and teachers’ actual dealing with the topic. Death experiences in the school environment were found to relate positively to teachers’ perceived competence in providing death education. However, no significant relationship was found between these experiences and the level of dealing with the topic. The results indicate that preschool teachers realize the need for death education. However, this is difficult to become actual behavior, since they lack proper preparation. Educators need not only theoretical knowledge but a holistic preparation program that would ensure that they will be able to stand in front of preschoolers with sufficient knowledge, continuous training, increased self-efficacy, and perceived competence in order to be able to provide developmentally appropriate education.

Many terms could answer the question, "Who was Abraham Lincoln?" Husband, father, president, emancipator and martyr are appellations attached to the sixteen president. Rarely, however, is griever mentioned and rarely have Lincoln's accumulated losses been examined through a thanatological lens. After early losses of mother, sister, and fiancée, Lincoln came to be described as "a man of sorrows." The author explores an historical perspective of the impact of Lincoln's multiple losses, and offers a counseling tool—a grief grid--to inventory Lincoln's grief experiences. At a glance, the grid provides a clinician or grief educator insight to the potential impacts of Lincoln's multiple losses. Clinicians can adapt the grief grid for use with clients who have experienced multiple losses to prompt therapeutic reflection as well as for teaching and presentations. Indeed, Lincoln was well "acquainted with grief. [ABSTRACT FROM AUTHOR]

This study explores perspectives of adolescents and emerging adults on having conversations around death and dying, if there is a value in discussing death early in life, and to explore the views on likelihood of introducing death education in Indian curriculum. Using constructivist grounded theory of qualitative research, the study inquired the perspectives of adolescents and emerging adults employing semi-structured interviews. All participants showed interest in discussing the topic; they actively participated in sharing their views, something that they heard, and inquiring about cultural practices. In analyzing the interview data, mainly three themes emerged: 1. Understanding death in relation to shadow and spirit stories; 2. Existential view on death and managing grief and anxiety; 3. Social and cultural narratives into death education. This study sets out to address a gap in research among adolescents and emerging adult attitudes and opinions toward death. However, there is a need to understand barriers in normalizing conversations around death and dying in wider communities in India and further research is essential. [ABSTRACT FROM AUTHOR]

Schools inevitably face difficult discussions with children about loss and death, irrespective of whether it is factored into formal teaching. A range of societal factors in many countries, not least a lack of training, compound to leave many teachers unprepared to manage these sensitive issues. Whilst resources and guidance are widely available, there is a gap in generating pedagogical tools which are underpinned by solid theoretical grounding. This article addresses that gap, reporting on a case study of staff (n = 12) working in an infant school in England, where an interdisciplinary project was implemented to explore whether creative pedagogies could empower staff to address these difficult topics with young children. Contextualised within thanatology, (the study of death and its social practices), an intervention was designed and co-created with teachers synthesising education, literature, architecture/design and the arts. The paper details its theoretical and practical development, and the participants’ responses to it. The article concludes that despite initial ambivalence among some school staff about using creative pedagogies, responses at the end of the study were positive and confidence had increased. The need for theoretically sound approaches is supported as part of the long-advocated calls for mandatory death/life education, although the potential dissonance between academics and practitioners’ views about the value of theory is acknowledged. However, the paper argues that co-created interdisciplinary projects such as this can help bridge theory-practice divides. Furthermore, they can offer practical spaces for reflection and confidence building in time-effective ways to benefit teachers and children. [ABSTRACT FROM AUTHOR]

This study examined nurses' attitudes towards death, anxiety levels, and socio-demographic characteristics affecting their attitudes towards death. Three hundred and eighty-four nurses participated in the study. A questionnaire form, the Death Attitude Profile-Revised (DAP-R), and the Penn State Worry Questionnaire were applied to the nurses. Nurses' attitudes towards death were positive and their level of fear of death was low. Approach acceptance was high in younger ones; the escape acceptance score was higher in single ones. The neutral acceptance score was higher in those who received training on death. A statistically significant positive correlation was found between nurses' anxiety level and escape acceptance score. There was a statistically significant positive correlation between the length of working years of nurses and the escape acceptance and approach acceptance. Nurses should be prepared for and supported on death with in-service training. It will be useful to provide these training programs to nursing students during their education process. [ABSTRACT FROM AUTHOR]

The current explorative cross-sectional study evaluated the knowledge, attitudes, and practices of early childhood educators towards death education and their self-perceived comfort to approach the topic of death in the classroom. All data were collected from June to July 2020. One hundred eight (108) early childhood educators participated in the study. The study was promoted through early childhood educators' support groups and social networks. Demographic characteristics, an ad hoc questionnaire, and the Greek version of the Death Attitude Profile-R questionnaire were used to assess the educators' comfort and attitudes. Results showed that participants' self-perceived ability to approach the topic of death in the classroom was affected by gender and personal attitudes towards death (specifically death avoidance and fear of death). Overall, this study emphasized early childhood educators' role in extreme situations which their students may face as death. [ABSTRACT FROM AUTHOR]

Talking and thinking about death in school education encourages the spiritual development of students and constitutes an objective of the Catholic religion subject in Chile in both primary and secondary education. This article aims to examine the teachers' perspectives who teach the Catholic religion on the matter. In particular, what disposition they have when approaching death with their students, what theological knowledge they possess on the subject of death, and what relationship exists between the domain of this theological knowledge and readiness for education about death. Based on quantitative methods, the results show a high willingness of teachers towards death education and high confidence in the abilities to carry it out. Nevertheless, a medium theological knowledge is identified, which is not related to the disposition to death education. The study concludes by discussing the difficulties of death education, which is not entirely based on theological knowledge. [ABSTRACT FROM AUTHOR]

Abstract Aim The purpose of this study was to comprehend the need for incorporating death education within the curriculum of undergraduate nursing students and to assess the factors that impact the desire for such education. Design We enlisted undergraduate nursing students from several nursing colleges located in the central and west region of China. Undergraduate students who fulfilled the eligibility criteria between January and February 2021 were chosen to participate. Data were collected via an online platform called Questionnaire Star. The survey encompassed a general information questionnaire and a scale for assessing the need for education on the topic of death. Descriptive statistical analysis was performed using the SPSS 20.0 software, while multivariate stepwise regression was employed for more complex analysis. Statistical significance was indicated when the p‐value was below 0.05, and high statistical significance was noted when the p‐value fell below 0.01. Methods We designed a descriptive quantitative approach to investigate the need for death education and its associated factors. The research involved 907 undergraduate nursing students from the central and west region of China. The data collection was done through the Questionnaire Star platform. Results Following the collection of completed surveys, individuals displaying contradictory responses were omitted. Out of 911 surveys disseminated, 907 were successfully collected, resulting in a recovery rate of 99.6%. Among the participants, 769 identified as female, constituting 84.8% of the total, while 138 identified as male, making up 15.2%. The survey findings indicated that factors such as residency, parental educational history and exposure to hospice care education significantly impacted the need for death education among undergraduate nurses (p

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

NOR (Natural Organic Reduction) is the four-to-six-week process of composting a human corpse into soil. While to the general public, NOR may sound like a biologically-sound, basic, holistic answer to the question of body disposition, death care industry professionals know it is not nearly that simple. With NOR recently legalized in New York, major problems will be brought forth in five categories including the following: (1) Disease control with regard to soil, water and air contamination, (2) Cost efficiency, (3) Soil retrieval issues, (4) Impossible accommodations during an epidemic or pandemic, and (5)Failure to Protect What Should Be Sacred Ground/Failure To Provide A Physical Memorial For Decedents. This article will explain the NOR process and address the five problematic issues this process brings forth. [ABSTRACT FROM AUTHOR]

Aim: The purpose of this study was to comprehend the need for incorporating death education within the curriculum of undergraduate nursing students and to assess the factors that impact the desire for such education. Design: We enlisted undergraduate nursing students from several nursing colleges located in the central and west region of China. Undergraduate students who fulfilled the eligibility criteria between January and February 2021 were chosen to participate. Data were collected via an online platform called Questionnaire Star. The survey encompassed a general information questionnaire and a scale for assessing the need for education on the topic of death. Descriptive statistical analysis was performed using the SPSS 20.0 software, while multivariate stepwise regression was employed for more complex analysis. Statistical significance was indicated when the p‐value was below 0.05, and high statistical significance was noted when the p‐value fell below 0.01. Methods: We designed a descriptive quantitative approach to investigate the need for death education and its associated factors. The research involved 907 undergraduate nursing students from the central and west region of China. The data collection was done through the Questionnaire Star platform. Results: Following the collection of completed surveys, individuals displaying contradictory responses were omitted. Out of 911 surveys disseminated, 907 were successfully collected, resulting in a recovery rate of 99.6%. Among the participants, 769 identified as female, constituting 84.8% of the total, while 138 identified as male, making up 15.2%. The survey findings indicated that factors such as residency, parental educational history and exposure to hospice care education significantly impacted the need for death education among undergraduate nurses (p < 0.05). Conclusions: Among students pursuing a nursing degree at the undergraduate level, there was a pronounced need for education related to the topic of death. Offering such education to these students is essential, as it helps cultivate a proper understanding of death. This, in turn, contributes to enhancing the overall quality of patient care throughout their life journey. Patient or Public Contribution: A total of 907 nursing undergraduates from central and western China participated in the questionnaire. [ABSTRACT FROM AUTHOR]

AimTo summarize factors influencing death attitudes of medical students, help identify intervention targets, and design precision interventions for improving death attitudes of medical students.MethodsWeb of Science, PubMed, Embase, OVID, China National Knowledge Infrastructure, and Wanfang databases were searched. Retrieval time was from January 2012 to September 2023. Studies on factors influencing death attitudes of medical students were included.ResultsThirty-five studies were included in the final review. A total of 28 factors influencing death attitudes of medical students were summarized and divided into three categories comprising personal factors, social factors, and psychological factors. More than 15 studies confirmed that gender, religion, and discussing death with families were factors that influenced medical students’ death attitudes.ConclusionResults indicate that there are many types of factors that influence death attitudes of medical students. It is necessary for universities to implement death education based individual characteristics and guide medical students to cultivate generally optimistic death attitudes and appropriate life values.

ObjectiveThis study aims to explore the factors influencing Chinese parents’ attitudes toward death education. Given the current lack of such education in China, this research is particularly significant. Death education is vital for shaping the values of young people and alleviating mental health issues, such as depression and suicidal tendencies. By identifying these influencing factors, this study seeks to provide guidance for policymakers and educators in promoting the development and widespread adoption of death education.MethodsTo do so, a national cross-sectional quota sample of 12,435 Chinese parents was used. Borrowing from social-ecological theory, the researchers carried out multiple stepwise regression analyses to examine the individual, family, and social-level factors that shape the supportive attitudes of Chinese parents toward death education.ResultsThe findings revealed that at the individual level, parent (β = 0.04, p

The aim of this study is to determine how the theme of death in preschool children’s literature is perceived by preschool teachers. For this purpose, four children’s books were examined by nine preschool teachers and their opinions were recorded. The research was carried out with a qualitative approach in accordance with the phenomenological research design. The examined books were evaluated in terms of the treatment of the mourning process, the treatment of the concept of death and formal characteristics. The results showed that the preschool teacher’s personal perceptions, prejudices, feelings and thoughts, apart from the scientific criteria, play a significant role in the handling of the books on the subject of death. On the other hand, it was seen that there is no consensus on the transfer of taboo topics such as death by the preschool teachers with correct and scientifically valid methods. For this reason, experimental studies can be planned and effective teaching methods can be developed on the teaching of taboo subjects, especially death, to preschool children. It can be argued that more research is needed to identify the sources of perceptions of teachers who play a leading role in teaching taboo topics to children, and according to the results of this study, they should receive more professional training on teaching taboo topics.

Psychological studies have shown that children begin to think about death at an early age and have encouraged a rethinking of the concept of possible education about death. For this reason, the course entitled “Methodological Approach to the Theme of Death in Poetry for Children and Youth” was launched at the Teacher Education Faculty in Belgrade. A short description of the course is given in the first part of this paper. Тhe paper then elaborates on the research conducted within the course, the goal of which was to describe: 1) students’ motivation for this course and 2) students’ expectations regarding the course content. In addition, given that the target audience is important for the manner in which the content will be presented, we also examined the course participants’: 3) conceptualization of death; 4) their experience related to death; 5) opinions regarding discussions about death with children; 6) knowledge of literary texts that deal with death. The method of verbal and visual associations and a questionnaire were used for data collection. Data analysis has shown that: 1) the course title is what motivates students the most to choose this course; 2) students are interested in children’s attitudes about death, the way death is thematized in children’s literature, as well as understanding the phenomenon of death in general; 3) the elements of metaphysical concept of death are prevalent among students; 4) the largest number of students has experienced the death of a family member, a friend, or a pet; 5) students think that children’s age, experience related to death, interests, and cognitive maturity have to be taken into consideration when talking with children about death; 6) students are more familiar with the prose texts than poetry for children thematizing death.

Background: The COVID-19 pandemic has impacted the lives of individuals, families, and children worldwide. In Italy, the implementation of measures such as lockdowns and distance learning in schools affected the mental health of children and families. Methods: This article employs a qualitative method to explore the efficacy of a death education project that aimed to help primary school children process the emotions and losses that they experienced during the COVID-19 pandemic. The study encompassed both the children who took part in the death education project and their teachers and parents to investigate their perspectives on the emotions of the minors and the effectiveness of the project. Results: Distance learning posed challenges for the learning process and exacerbated social inequalities. The children suffered from limited social contact with their friends and experienced negative emotions, including anger, fear, and concern for the health of their loved ones. The death education project provided a safe space for children’s emotional expression and facilitated their acquisition of coping strategies. Open communication between adults and children about illness and death proved effective in mitigating the psychological impacts of loss and preventing traumatic bereavement. Conclusion: The findings highlight the utility of death education in enhancing children’s ability to express their emotions and approach the topic of death more frankly.

By introducing the concept of death education, comparing the death education needs of cancer patients at home and abroad, death education evaluation tools, and summarizing the methods and existing problems of death education, this paper aims to provide a theoretical basis for the development of death education for cancer patients in China. (本研究通过介绍死亡教育概念, 对比国内外癌症患者的死亡教育需求, 总结死亡教育评估工具, 分析死亡教育方法及存在的问题, 旨在为国内癌症患者死亡教育发展提供理论依据。)

BackgroundDeath education has been confirmed to be an effective method to enhance nursing students’ attitudes and coping abilities toward death. However, integrated Narrative Pedagogy into the death education to explore educational effectiveness is still limited. The study aimed to evaluate the effects of a death education based on Narrative Pedagogy in a palliative care course on the attitude toward death, coping with death, and attitude toward caring for the dying among undergraduate nursing students in China.MethodsThe study was designed as a pre-post intervention study with a quasi-experimental design. All the participants received 6 class hours of death education which was designed in a palliative care course. The death education includes preparation, presentation, discussion, reflection, and practice of the narrative materials. Death Attitude Profile-Revised (DAP-R), Coping with Death Scale (CDS), and Frommelt Attitude Toward Care of the Dying-Form B (FATCOD-Form B) were used to measure outcomes.ResultsSixty undergraduate nursing students who consented. There were statistically significant increases in the mean score of neutral acceptance and approach acceptance in the DAP-R, CDS, and FATCOD-Form B before and after the intervention.ConclusionThis death education integrated Narrative Pedagogy which indicated to improve attitude toward death, competence to cope with death, and attitude toward the care of dying patients. The findings assist teachers in understanding the importance and urgency of death education, as well as providing a favorable approach to death education. However, the long-term effectiveness still needs to study in further.

This exploratory study examined how twenty-two undergraduate students and fifty-six older adults experienced discussing dying, death, and the COVID-19 pandemic with one another, using the book Tuesdays with Morrie as a conversational guide. The timing of these conversations is significant as discussions took place in March 2021, one year into the COVID-19 pandemic. Thematic analysis of students' and older adult's reflections on the discussion was employed and three themes were identified: the inevitability of death, gaining and giving perspective, and the importance of relationships. The pandemic was especially influential within two of the three themes. The findings highlight the benefits of bringing previously unknown people together to engage in conversations about dying and death during the pandemic using contemporary literature. This study also presents a pedagogical technique for educators to use to help students engage in discussions about death and dying. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine how the theme of death in preschool children's literature is perceived by preschool teachers. For this purpose, four children's books were examined by nine preschool teachers and their opinions were recorded. The research was carried out with a qualitative approach in accordance with the phenomenological research design. The examined books were evaluated in terms of the treatment of the mourning process, the treatment of the concept of death and formal characteristics. The results showed that the preschool teacher's personal perceptions, prejudices, feelings and thoughts, apart from the scientific criteria, play a significant role in the handling of the books on the subject of death. On the other hand, it was seen that there is no consensus on the transfer of taboo topics such as death by the preschool teachers with correct and scientifically valid methods. For this reason, experimental studies can be planned and effective teaching methods can be developed on the teaching of taboo subjects, especially death, to preschool children. It can be argued that more research is needed to identify the sources of perceptions of teachers who play a leading role in teaching taboo topics to children, and according to the results of this study, they should receive more professional training on teaching taboo topics. [ABSTRACT FROM AUTHOR]

Background: This article demonstrates the innovative practice of using a card game to teach participants about Advance Care Planning (ACP) and palliative care in Thailand via Zoom during the COVID-19 pandemic. Aims: To assess the feasibility of using online workshops to conduct sensitive topics of palliative care and death and dying. Methods: The interactive online workshops were conducted after imposition of the COVID-19 restriction and national lockdown in Thailand between March and September 2020. The sessions were conducted via Zoom meetings and Facebook secret group. Trained facilitators plus one IT team member hosted each workshop. Participants were given an anonymous post-course evaluation with open-ended written feedback form. Content analysed was used. Results: Eleven sessions were conducted. 103 participants joined the online classes. Participants gave an overwhelmingly positive of the workshops, emphasising on: (i) convenient; (ii) social connectedness during the lockdown; (iii) bichronous element of the activities. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has impacted the lives of individuals, families, and children worldwide. In Italy, the implementation of measures such as lockdowns and distance learning in schools affected the mental health of children and families. Methods: This article employs a qualitative method to explore the efficacy of a death education project that aimed to help primary school children process the emotions and losses that they experienced during the COVID-19 pandemic. The study encompassed both the children who took part in the death education project and their teachers and parents to investigate their perspectives on the emotions of the minors and the effectiveness of the project. Results: Distance learning posed challenges for the learning process and exacerbated social inequalities. The children suffered from limited social contact with their friends and experienced negative emotions, including anger, fear, and concern for the health of their loved ones. The death education project provided a safe space for children's emotional expression and facilitated their acquisition of coping strategies. Open communication between adults and children about illness and death proved effective in mitigating the psychological impacts of loss and preventing traumatic bereavement. Conclusion: The findings highlight the utility of death education in enhancing children's ability to express their emotions and approach the topic of death more frankly. [ABSTRACT FROM AUTHOR]

This paper explores the life and teachings of the renowned Chinese Buddhist monk Master Hongyi (1880–1942), focusing on his transformative encounters with impermanence and their relevance for contemporary death education. Drawing upon historical records, personal writings, and the accounts of his contemporaries, this study traces Master Hongyi’s profound spiritual journey from intense grief and existential crisis to enlightened equanimity in the face of mortality. It examines how his skillful application of Buddhist practices enabled him to find meaning, purpose, and liberation amidst the challenges of aging, illness, and dying. Through an in-depth analysis of Master Hongyi’s wisdom and lived experience, this paper proposes the “Hongyi Model”, an innovative paradigm for integrating the spiritual, psychological, and artistic dimensions of his approach into modern death education. The findings underscore the transformative potential of Buddhist teachings for fostering a more authentic, meaningful, and spiritually grounded engagement with mortality, offering valuable insights for educators, counselors, and healthcare professionals working in end-of-life care.

New graduate nurses are unprepared for patient death, leading to a potential negative impact on patient care and an increase in turnover. This study investigated the use of high-fidelity simulation to teach about patient death. Senior nursing students (n = 124) were randomly assigned to rescue or failure-to-rescue scenarios. Outcomes included knowledge and emotional affect. Data analyses included comparative statistics, t-tests, and two-way analysis of variance. Both groups had equal knowledge gain. The failure-to-rescue group had significantly lower emotional affect following simulation but was equal to the rescue group following debriefing. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We live in a death-denying society, but not planning for death and dying in advance might leave individuals and the family with unfinished business and regrets. Chinese societies are rapidly aging. Thus, it has been increasingly significant to provide death education to enlighten the public on the importance of making plans and the information of current end-of-life care services and support. However, such educational programs are lacking in the literature. To fill the void, the team designed a culturally sensitive death education program and tested it with community-dwelling older adults in China. In this paper, we described the program design and reported some practice-related observations on the individual, family, health care providers, organization, and legal levels, hoping to shed light on designing and implementing death education programs for older adults in Chinese societies. [ABSTRACT FROM AUTHOR]

Abstract Background Physicians and nurses often exhibit strong negative emotional and behavioral reactions when patients they care for die, and death education helps them cope with these difficulties. When implementing death education, the literature shows that experiential activities are more effective than lecturing, and progressive exposure is the best way to reduce death anxieties. This study examined the effects of coffin-lying, an activity sometimes seen in Asian cultures, on life and death attitudes of medical and nursing students. Methods During a period from 2020 to 2021, 134 medical and nursing students from a medical university in northern Taiwan voluntarily participated in this study. Among them, 53 were in the experimental group, who participated in a coffin-lying activity for nearly 3 hours, and the other 81 were in the control group. All participants filled out questionnaires 1 week before the activity (T1), 1 week after the activity (T2), and 6 ~ 11 weeks after the activity (T3). Three waves of data were analyzed by a repeated-measure multivariate analysis of variance (MANOVA). Results The effects of “love and care” and “feeling of existence” were only manifested at T2, however, the scores of “fear of death” and “death avoidance” between the experimental and control groups significantly differed at T2 and T3. In addition, there were no significant differences between the experimental and control groups in “neutral acceptance”, “approach acceptance”, or “escape acceptance”. Conclusions The coffin-lying activity based on desensitization was effective in improving “fear of death” and “death avoidance”, and the effects were sustained to 6 ~ 11 weeks. Coffin-lying is not only a well-designed activity that quickly reduces negative tendencies toward death, but it is also worth adopting by medical and nursing schools to make death education more comprehensive.

Ölüm olgusu çocuk, genç veya yetişkin çoğu bireyin merak ettiği konulardan birisidir. Ölüm, bazen işlenen bir konu gereği olarak bazen de öğrencilerin yönelttikleri sorular çerçevesinde Din Kültürü ve Ahlak Bilgisi (DKAB) derslerinde gündeme gelebilmektedir. Öğrencilerin ölüme dair “zor soruları” bulunmaktadır. Bu çalışmada DKAB derslerinde öğrencilerin ölümle ilgili merak edip sordukları hususları, öğretmenlerin ölüm konusunu işlerken benimsedikleri yaklaşımlarını, kullandıkları öğretim yöntem ve yöntem-tekniklerini, ölüm temasının öğretiminde öğretmenlerin yaşadıkları problemleri ve uygun bir pedagojik zeminde yapılan ölüm eğitimin çocukları nasıl etkilediğini DKAB öğretmenlerinin görüşleri çerçevesinde ortaya koymak amacıyla yapılmıştır. Söz konusu amaçtan hareketle araştırmada; DKAB öğretmenleri ölüm konusunu anlatırken veya konuya yönelik öğrenci sorularına cevap verirken zorlandıkları noktalar nelerdir?; DKAB öğretmenleri söz konusu zorlukların üstesinden nasıl gelmektedirler? şeklinde iki temel soruya cevap aranmaktadır. Nitel araştırma yönteminin benimsendiği bu çalışmada durum çalışması deseni tercih edilmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışma grubu belirlenmesinde amaçlı seçme tekniği kullanılmıştır. Araştırmaya Ankara ve Kırıkkale ili ve ilçelerinde farklı okul türlerinde görev yapan 21 DKAB öğretmeni katılmıştır. Elde edilen bulgular, tüme varım yöntemiyle metin analizine tabi tutulmuştur. Analiz sonucunda ortaya çıkan kodlar DKAB Öğretmenlerinin Ölüm Konusunu Anlatımında Zorlandıkları Noktalar ve Ölümün Öğretime Konu Edilmesi Zorluğunun Üstesinden Gelme başlıklı iki tema altında toplanmıştır. Araştırmaya katılan DKAB öğretmenlerine göre ölüm konusu DKAB derslerinin doğal konularının içerinde yer almaktadır. Öğretmenlere göre din ve ölüm arasında doğal bir ilişki vardır ve bu ilişkiyi öğrenciler de kurmaktadır. Söz konusu olgusal veya kavramsal ilişkiyi, DKAB derslerinde işlemek kolay bir durum değildir. DKAB derslerinde ve ders dışında çocuklara ölüm konusunu anlatabilmek öğretmenler açısından oldukça zorlayıcı bir durumdur. Araştırma bulguları DKAB öğretmenlerinin; “ölüm konusunu sunarken tam anlamıyla esnek olamama, öğrencinin seviyesine uygun anlatamama, konuyu somutlaştıramama, çocukların beklediği ve istediği net cevapları verememe, aile veya çevreden edinilen hurafe bilgileri düzeltememe, yas sürecinde olan çocuklara nasıl yaklaşılacağını bilememe vb.” noktalarda zorluk yaşadıklarını ortaya koymuştur. Öğretmenlere göre ölüm konusunu çocuklara anlatabilmek ya da çocukların ölüme dair zor sorularına cevap verebilmek için bazı yetkinliklere ve yeterliliklere sahip olmaları gerekmektedir. Bunlar: a) alan bilgisi: konuyla ilişkili ayet ve hadis, din bilimleri ve felsefe bilgisi, b) pedagoji bilgisi: öğrencilerin seviyesine uygun öğretim yöntem-teknikleri, psikoloji alanı bilgisi, iletişim ve empati kurabilme becerileri ve c) genel kültür, genel yetenek şeklinde özetlenebilir. Ölüm konusu anlatılırken ölümün bir korkutma aracı olarak kullanılmaması aksine Allah’ın çokça bağışlayıcı olduğuna vurgu yapılması ve yumuşak / yapıcı bir tutum benimsenmesi gerektiği ortaya çıkmıştır. Bu çerçevede ölüm konusu başta olmak üzere diğer “zor” konuların öğretimi noktasında DKAB öğretmenlerinin hizmet içi eğitime ihtiyaç duydukları ve öğretmen yetiştirme süreçlerinde bu konuların öğretimine dair genel kültür, yetenek bilgisi, alan yeterlilikleri ve pedagoji bilgisi (özel öğretim yöntemleri) eğitimi verilmesi gerektiği anlaşılmaktadır.

Ölüm döşeği, farklı rolde ve statüde olan kişilerin dâhil olduğu bir toplumsal süreçtir. Bu sürece; aile bireyleri, akrabalar, ziyarette bulunanlar, din görevlileri gibi birçok kişi aktif bir şekilde dâhildir. Zira bu süreç birçok toplumsal değerin ve dinsel faaliyetin ortaya çıktığı bir toplumsal alan da üretmektedir. Modern öncesi toplumlarda ölüm, hayatın doğal bir parçası olarak kabul edilmekte iken modern toplumda ise ölüme meydan okunmakta ve hayattan uzaklaştırılmaktadır. Hastaneler, şifa bulunulan yerler değil ölümle mücadele edilen merkezler haline gelmektedir. Modern toplumda ölüm inkâr edilmekte, tabu olarak değerlendirilmekte ve tıbbileştirilmektedir. Dolayısıyla ölüm teknik bir olgu olarak değerlendirilmektedir.Her insan kendi ölümünün iyi bir şekilde gerçekleşmesini istemektedir. İyi bir ölüm; huzur içinde, uzun bir hayatın ardından, borçların ödendiği ve yükümlülüklerin yerine getirildiği, tartışmaların ve anlaşmazlıkların çözüldüğü, manevi ve ruhsal bakımdan güçlü bir atmosferde, kişinin sevdiklerinin yanında, kendi yatağında gerçekleşen ölümdür.Bu araştırma nitel bir çalışmadır. Bingöl ilinde, kırsal alanda görev yapmış ya da yapmakta olan on beş din görevlisinin (imam-hatip) ölüm döşeği sürecine dair gözlemlerinden ve deneyimlerinden hareketle, ölüm döşeği sürecini anlamak amacıyla yürütülmüştür. Araştırma sonucunda; evde kendi yatağında ölmenin iyi bir ölüm olduğu, ölüm döşeğinde vefatı beklenen kişilerin huzurlu bir şekilde ölmek istedikleri, bu nedenle ölmeden önce geride kalanlara çözülmemiş sorunlar bırakmamak için birçok kişi ile helalleşmek istedikleri belirlenmiştir. Araştırma alanında birçok insanın ölmek ve yakınlarıyla bir arada gömülmek için gurbetten kendi memleketlerine dönmek istedikleri, ölüm döşeğinde olanlara yapılan ziyaretlerin aileler için sosyal destek anlamı ve ölüm döşeğinde olan için ise yaşadığı hayatın kıymet gördüğü anlamı taşıdığı tespit edilmiştir. Ayrıca, ölüm döşeği sürecinin deneyimini yaşayanlar için bu durumun enformel bir eğitim niteliğine sahip olduğu ileri sürülebilir.

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: It is important to understand how the perception of death affects the competence to cope with death. Objectives: To explore whether the perception of death has an indirect effect on competence to cope with death through the mediation of attitude toward death and meaning of life. Methods: A total of 786 nurses from Hunan Province, China, selected by random sampling method and asked to complete an online electronic questionnaire between October and November 2021 were included in the study. Results: The nurses' scored 125.39 ± 23.88 on the competence to cope with death. There was a positive correlation among perception of death, competence to cope with death, the meaning of life, and attitude toward death. There were three mediating pathways: the separate mediating effect of natural acceptance and meaning of life, and the chain mediating effect of natural acceptance and meaning of life. Conclusion: The nurses' competence to cope with death was moderate. Perception of death could indirectly and positively predict nurses' competence to cope with death by enhancing natural acceptance or sense of meaning in life. In addition, perception of death could improve natural acceptance and then enhance the sense of meaning in life to positively predict nurses' competence to cope with death. [ABSTRACT FROM AUTHOR]

Thirteen parents who lost the mother or father to their child were interviewed, using semi-structured interviews. Participants reflect on their young children's (3–6) grief, support needs, and what they learned from this trying time. The event scarred all participants. While some moved on, others were still struggling years after. The study uncovers difficulties associated with informing a young child, with a limfited understanding of illness and loss, in a life-situation where parents themselves are clinging to hope. While support is available from daycare, it can be better organised and structured. Proactive support that assists the child through illness and death relieves the parental care burden. [ABSTRACT FROM AUTHOR]

Background: Based on the principles of Narrative Medicine, this study explored a narrative-based workshop for multi-level interdisciplinary clinicians who have EOL conversations. Methods: Fifty-two clinicians participated in narrative-based interactive workshops. Participants engaged narrative in three forms: viewing narratives, writing/sharing narratives, and co-constructing narratives. Post workshop interviews were conducted and thematically analyzed. Results: Five themes characterized how the workshop shaped learning and subsequent care experiences: (1) learning to enter/respond to the patient stories, (2) communicating across professions and disciplines, (3) practicing self-care. Additional themes emphasized (4) barriers to narrative learning and (5) obstacles to applying narrative to practice. Discussion: Results highlight the function/utility of narrative forms such as the value of processing emotions via reflective writing, feeling vulnerable while sharing narratives, and appreciating colleagues' obstacles while observing patient-clinician simulations. Challenges associated with narrative such as writing anxiety and barriers to implementation such as time constraints are detailed to inform future initiatives. [ABSTRACT FROM AUTHOR]

Teaching death education and palliative psychology in universities has proven to be of great importance, especially in the health professions. The present study aims to evaluate the similarities and differences in interest and confidence in death education and palliative psychology between university psychology students from two culturally different countries: Italy and India. For this study, 63 Italian and 35 Indian psychology students were recruited to take part in a course on death education and palliative psychology. The results showed the positive impact of a death education and palliative psychology course on the training of professionals. In particular, this course was useful in helping students become familiar with and learn how to manage future professional situations related to death and dying. Specific differences between the two countries also emerged, particularly with regard to their approach to the end-of-life field, due to different cultural contexts. There is still much to be done by institutions to improve the dissemination and academic teaching of this area, which in turn can promote job opportunities for young people and encourage them to work in this field. [ABSTRACT FROM AUTHOR]

The present study investigated the effects of a hybrid online course on a group of Italian Master's degree students involved in a European Erasmus+ project. The course was composed of nine modules about death education, palliative psychology and the use of creative arts therapies—such as psychodrama, intermodal psychodrama and photovoice—in the end-of-life-field. The project involved 64 students in the experimental group (who attended the course) and 56 students as the control group. Both groups completed an online questionnaire before and after the delivery of the course and 10 students from the experimental group participated in a focus group at the end of the course. The quantitative analysis revealed that the experimental group students showed lesser levels of perception of death as annihilation, fear of the death and death avoidance, while they increased their levels of death acceptance, creative self-efficacy and attitude toward the care of the dying. Qualitative analysis identified three main themes: the positive impact of the course on death education and end-of-life care; the role of art therapies on death and end-of-life care; and the unhelpful facets of the course. Overall, this intervention changed the perception and the feelings of the students regarding the themes of death and palliative psychology and increased their creative self-efficacy and their interest in working in an end-of-life field. [ABSTRACT FROM AUTHOR]

The objective of the present study is to analyze the perceptions of in-service teachers about Pedagogy of Death within the framework of Health Education (HE), with respect to the training received and their teaching experience. A quantitative method was utilized, with the design of an ad hoc questionnaire with a Likert-type response scale and dichotomous questions. The results showed that while the teachers were aware of the need to educationally address death and health, they lacked or did not have initial or continuous training for doing so, and had not thought about it as a normalized aspect throughout their teaching career. We believe it is necessary to offer more training on Pedagogy of Death in the area of HE at universities and continuous education centers, so that it can ultimately be implemented in Primary Education classrooms.

BackgroundPromoting reflection about death may support better living, and how to carry out death education is an important issue to be addressed across the world. The purpose of the current study was to explore the attitude of heart transplant recipients toward death and their inner real experience to provide information for the development of death education strategies.MethodsA phenomenological qualitative study was conducted using a snowball method. A total of 11 patients who had undergone heart transplantation more than 1-year ago were recruited for the current study for semi-structured interviews.ResultsA total of five themes were identified: “Not avoid talking about death,” “Feeling fear about the pain in the process of death”, “Wanting a good death at the end of life,” “The richness of feelings during near-death is surprising,” and “Being close to death makes people more receptive to death.”ConclusionHeart transplant recipients have a positive attitude toward death and wish for “good death” at the end of life. These patients' near-death experiences and positive attitudes toward death during the course of their illness provided evidence of the need for death education in China and supported the experiential approach to death education.

Background: Physicians and nurses often exhibit strong negative emotional and behavioral reactions when patients they care for die, and death education helps them cope with these difficulties. When implementing death education, the literature shows that experiential activities are more effective than lecturing, and progressive exposure is the best way to reduce death anxieties. This study examined the effects of coffin-lying, an activity sometimes seen in Asian cultures, on life and death attitudes of medical and nursing students. Methods: During a period from 2020 to 2021, 134 medical and nursing students from a medical university in northern Taiwan voluntarily participated in this study. Among them, 53 were in the experimental group, who participated in a coffin-lying activity for nearly 3 hours, and the other 81 were in the control group. All participants filled out questionnaires 1 week before the activity (T1), 1 week after the activity (T2), and 6 ~ 11 weeks after the activity (T3). Three waves of data were analyzed by a repeated-measure multivariate analysis of variance (MANOVA). Results: The effects of “love and care” and “feeling of existence” were only manifested at T2, however, the scores of “fear of death” and “death avoidance” between the experimental and control groups significantly differed at T2 and T3. In addition, there were no significant differences between the experimental and control groups in “neutral acceptance”, “approach acceptance”, or “escape acceptance”. Conclusions: The coffin-lying activity based on desensitization was effective in improving “fear of death” and “death avoidance”, and the effects were sustained to 6 ~ 11 weeks. Coffin-lying is not only a well-designed activity that quickly reduces negative tendencies toward death, but it is also worth adopting by medical and nursing schools to make death education more comprehensive. [ABSTRACT FROM AUTHOR]

Research on minors who have a close family member with amyotrophic lateral sclerosis (ALS) is scarce. This study aims to analyze the relationships between reflective function and wellbeing among such children, considering their reflective function, representations of death, and behavioral problems with the following instruments: Reflective Functioning Questionnaire, Testoni Death Representation Scale for Children, Positive and Negative Affect Schedule for Children, and Strengths and Difficulties Questionnaire. Participants were 248 minors divided into the target group (38 children–16 females, 22 males–7–18 years old (M = 11.61, SD = 2.97)) and the control group (210 students–120 females, 90 males 9–14 years old (M = 11.17, SD = 1.33)). Results showed that the target group exhibited more negative affect and hyperactivity. However, they also showed less uncertainty in their mental states. The opportunity to support these minors is discussed. [ABSTRACT FROM AUTHOR]

The phenomenon of death is one of the issues that most individuals, children, young or adults are curious about. The subject of death sometimes has to be explained or answered by its content in the Religious Culture and Ethic courses with the questions they ask within the framework of the curiosity questions of the students. Students have "challenging" questions about death. In this context, this study was conducted in order to reveal the opinions of the teachers of REC courses about the reasons why the students are curious about death in the RCE courses, the reasons for presenting the subject of death in the lessons, the approaches adopted by the teachers when presenting the subject of death, the teaching methods-techniques, the problems experienced by the teachers in the teaching of the theme of death and how the death education on an appropriate pedagogical basis affects the children. This is the case study pattern in this study, which adopted a qualitative research method, and a semi-structured interview form was used as a data collection tool in this direction. Within the scope of the research, a group of samples was selected for purposes and 21 RCE teachers working in different types of schools in Ankara and Kırıkkale provinces and districts participated in the research. The findings were gathered under two themes titled " What Do Teachers Have Difficulty in Explaining the Subject of Death and How Do They Overcome the Difficulty of Explaining the Subject of Death". According to the RCE courses teachers who participated in the research, the subject of death is one of the natural topics of RCE courses. According to teachers, there is a natural relationship between religion and death, and this relationship is also built by the student. It is not an easy situation to present/explain the factual or conceptual relationship in question on a pedagogical basis in the RCE courses of the nature of both concepts. It is quite challenging to be able to explain the subject of death to children in and out of RCE courses. The research findings revealed that RCE teachers had difficulties in terms of "not being fully flexible when presenting the subject of death, not being able to explain it in accordance with the level of the student, not being able to concretize the subject, not being able to give clear answers that children expect and want, not being able to correct the superstitious information obtained from the family or environment, not knowing how to approach children who are in the process of grief, etc. To them, RCE teachers therefore, need to have some competencies to be able to explain the subject of death to children. Some of these competencies and skills are; a) specific content knowledge: Quranic verses and hadiths related to death, b) pedagogy knowledge: teaching methods-techniques appropriate to the level of the students, c) psychology knowledge, communication and empathy skills. It has been revealed that teachers should not use death as a means of intimidation explaining the subject of death in lessons but should emphasize that Allah is very forgiving and they should adopt a soft / constructive attitude when talking on the subject. In this context, it is understood that teachers need in-service training at the point of teaching other "difficult" subjects, especially the subject of death, and that general knowledge, general ability, field competencies and pedagogical knowledge (special teaching methods) training should be provided in the teacher training processes. [ABSTRACT FROM AUTHOR]

Avoidance of discussion about death is common in contemporary Western societies. Plenty of literature substantiates that (at the beginning of the sentence), the actual tendency toward death denial can produce many negative effects such as the suppression of death-related thoughts and emotions. Death Education aims to strengthen the psychological anchors that allow us to recognize the profiles of anguish, prevent the decompensating factors of pathological mourning and process the experiences of loss at all ages. The article aims to support the usefulness and use of Death Education interventions in schools and their central role in promoting these interventions. [ABSTRACT FROM AUTHOR]