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Death and Dying Life and Living 7th Edition by Charles A. Corr - Test Bank
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Death and Dying Life and Living 7th Edition by Charles A. Corr - Test Bank
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,1|PagePART ONE
INTRODUCTION
WHY THIS TEXTBOOK AND WHY A SEVENTH EDITION?
There is a rich, varied, and evolving body of knowledge currently available in the field of death, dying, and
bereavement. This knowledge includes historical, demographic, clinical, and other data, as well as
various ways proposed by scholars to understand or interpret that data and our experiences. Still, we
have not yet achieved explicit frameworks that are capable of consolidating and unifying all of the existing
knowledge in this very broad subject area. As a result, a textbook in the field of death, dying, and
bereavement must do three things: (1) accurately report the most current data, knowledge, and leading
theories that are available in the field; (2) strive to be more than a random collection of isolated and
disconnected fragments of knowledge by bringing disparate elements together in a reasonably coherent
whole; and (3) respect limitations of the present state of our knowledge.
We set out to develop the first edition of Death & Dying, Life & Living because we thought we had come
to a point in our own teaching at which we could effectively articulate many of the things that students and
other readers need to know about death-related issues. We also believed the field was at a stage in its
development when it was beginning to identify connections at various levels between its many topics and
points of view.
We were encouraged to build on that foundation in subsequent editions of Death & Dying, Life & Living
by responses from those who used earlier editions, new developments in our field, our confidence in the
basic soundness of the viewpoints we had adopted, and our conviction that we could articulate the book's
main lessons in more compelling ways. Two examples of surprising and previously unexpected
developments in the United States during the last decade of the 20th century and the first decade of the
new century were a decline in deaths associated with HIV/AIDS of over 74 percent between 1995 and
2007, and a reduction of approximately 55 percent in SIDS deaths between 1990 and 2007. In addition,
deaths associated with Alzheimer's disease rose by 66 percent in the United States during the period
2000-2008. In the Preface to the seventh edition of Death & Dying, Life & Living we note many
important changes and distinctive features in this new edition.
Our description of the field of death, dying, and bereavement is faithful to both classical insights and
recent developments. It also presents those materials in a format that enables you to teach your courses
in ways best suited to the needs of your students and to your own interests and competencies. Thus, we
have organized the contents of the seventh edition of Death & Dying, Life & Living, and of this
Instructor's Manual, not for their own sake, but for your use and for the use of your students and other
readers.
HOW TO USE THIS TEXTBOOK
You can use the seventh edition of Death and Dying, Life and Living in many ways. If you are
approaching this subject matter for the first time, we recommend you begin by examining the outline of
"Brief Contents" on p. vi-vii in the book, the more detailed table of "Contents" on pp. viii-xxii, the "Preface"
on pp. xxiii-xxx, and the "Introduction" to this Instructor’s Manual. "Brief Contents" provides a short
overview of the main topics in the book that are likely to be central in your course. The table of "Contents"
adds an extended list of all first-level and second-level headings within each chapter, along with
supporting materials at the end of each chapter and at the end of the book. The "Preface" identifies the
defining features of the book and those elements that are new to its seventh edition. And the Introduction
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in this Instructor's Manual (which you are currently reading) describes some alternative ways to
structure your course and use our book.
In our own teaching, we do not always present and discuss the various chapters in a textbook in the order
in which they have been given to us. Instead, we use textbooks as resources to be exploited in light of the
topics under discussion, the needs of our students, our goals, and emphases reflecting our own
professional judgments about how we can best teach a particular subject. Especially in a still-developing
field of study like death, dying, and bereavement, there are nearly as many ways to organize and teach
these materials as there are instructors, students, and courses.
So we do not presume that the organizational plan in any edition of Death & Dying, Life & Living
represents a "perfect" version of a table of contents or course syllabus. In fact, in the second edition we
relocated the chapter on death-related education to the front of the book. In the third edition we created a
new chapter on assisted suicide and euthanasia, and we rewrote in significant ways the chapter on
suicide and life-threatening behavior. In the fourth edition, we incorporated numerous references to the
September 11, 2001, attack on America (resulting in what we believe to have been the first such report on
that subject in a textbook in this field) and we rewrote (once again) Chapter 20 on HIV and AIDS. In the
fifth edition, we rewrote Chapter 11 to bring together various elements of community support and
assistance in helping persons who are coping with loss and grief. We also added in that edition bulleted
lists of Objectives at the outset of each chapter, along with Glossaries and lists of Selected Web
Resources near the end of each chapter. In the sixth edition, we revised the central sections on mourning
in Chapter 9 to provide a more accurate reflection of some important changes in how experts had recently
been thinking about this subject. We also clarified the role of the concluding chapter in the book to
demonstrate to readers that its role is to take one specific disease context as an example and illustration
of the underlying structure and themes of this book. In the new seventh edition, we changed the example
used in Chapter 20 to Alzheimer's disease and related disorders, because they have now become the
sixth leading cause of death in the United States and many other advanced countries around the world.
This textbook is and continues to be a work in progress; it can always be improved.
The basic plan of our book arises from imperatives of the materials that it takes up, lessons from our own
teaching experiences, and recommendations from other instructors. For example, along with other
teachers, we have found that most students need grounding in systematic descriptions of death-related
encounters, attitudes, and practices that typify the death-related experiences of their own society and
culture before they are ready to address more abstract matters like the conceptual and moral challenges
associated with assisted suicide and euthanasia or the diversity of human beliefs about the meaning of
death in life. Thus, the basic plan in Death & Dying, Life & Living addresses seven clusters of issues in
the following order:
Issues associated with education about death, dying, and bereavement
Issues related to death itself, including changing patterns of death-related encounters, attitudes,
and practices, as well as characteristic features of the contemporary American death system, and
diverse cultural patterns within selected groups in American society
Issues related to dying, including coping with dying, helping persons who are coping with dying,
hospice principles, and societal programs of care for persons who are coping with dying
Issues related to bereavement, including coping with loss and grief, helping those who are
coping with loss and grief, and societal programs of care for persons who are coping with loss
and grief (funeral and memorial rituals, aftercare services, hospice bereavement follow-up
programs, and bereavement support groups)
Developmental issues in the field of death, dying, and bereavement as they are associated, in
turn, with children, adolescents, young and middle-aged adults, and older adults
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Conceptual and moral issues—related to the law (advance directives for health care; definition,
determination, and certification of death; organ, tissue, and body donation; and disposition both of
dead bodies and of property after death), suicide and life-threatening behavior, assisted suicide
and euthanasia, and the meaning and place of death in life
And a special set of issues related to Alzheimer's disease and related disorders that are
introduced here in detail for the first time both for their own sake and especially as a way of
illustrating the basic themes of this book in the context of one specific disease entity
Much of this Instructor's Manual describes the contents of chapters arranged according to this plan in
our book. You may find it easiest to begin with the introductory discussion of education about death,
dying, and bereavement in Chapter 1 and then to follow the topical arrangement set forth in the Part and
Chapter structure of the book. The Appendix in this Instructor’s Manual provides a model syllabus and
schedule for a course utilizing this organizational structure. (But note that this syllabus and schedule
include many more audiovisuals than you are likely to want to use or to be able to include in your course;
our aim here is to illustrate some of the many ways audiovisuals might be used in a course, not to insist
on every feature of this plan.)
You could, of course, use the seventh edition of Death & Dying, Life & Living in many alternative ways.
For example, you might begin with death-related implications of the September 11, 2001, attack on
America, typical features of the contemporary American death system, or cultural patterns in our field.
Students are often familiar in a more-or-less unsystematic way with many of the topics discussed in
Chapters 4 and 5. As they read these chapters, however, they usually can identify comparisons and
contrasts between the materials in these chapters and experiences in their own lives. And they are often
intrigued to see how the text integrates these issues in ways that are new to them. On that basis, you
could then return to Chapters 2 and 3 to fill in a broader and still-evolving historical background, and to
suggest some comparisons with other societies.
Another way to start your course might be to begin with Chapter 20 for a discussion of death-related
challenges associated with Alzheimer's disease and related disorders, a cause of death in our society that
has been rapidly increasing in numbers of death in recent years. As explained in its distinctive Prologue,
Chapter 20 explores this subject in terms of the basic themes and framework of this book. As a result, the
specific topics in this chapter are unique, even as their general patterns reflect the underlying structure of
the entire book.
We usually teach issues related to dying (Part Three) before we turn to issues related to bereavement
(Part Four) because that seems to follow the natural progression of events. But we sometimes reverse
that order when it appears that students might be more familiar with or focused on matters of loss, grief,
and bereavement, than they are with illness, dying, and hospice or palliative care. Another alternative
would be to teach in tandem the parallel chapters of Parts Three and Four by taking up together: coping
with dying (Chapter 6) and coping with loss and grief (Chapter 9); what individuals can do to help persons
who are coping with both sorts of situations (Chapters 7 and 10); and how communities can and do help
persons who are coping with dying (Chapter 8) and those who are coping with loss and grief (Chapter
11).
If you are particularly interested in developmental perspectives, you might begin with or use as a recurring
touchstone the chapters in Part Five. No other textbook that we know in this field devotes four separate
chapters to these perspectives on death-related issues.
Similarly, you might turn at various points or in different ways to the topics discussed in Part Six: legal
issues (Chapter 16), suicide and life-threatening behavior (Chapter 17), assisted suicide and euthanasia
(Chapter 18), and the meaning and place of death in life (Chapter 19).
In developing the seventh edition of Death & Dying, Life & Living, we structured each of its chapters
and parts in ways that permit them to support the flexible and individualized instruction that inevitably
occurs in the field of death, dying, and bereavement. For every course in this area, however, we believe
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