Learning Through Loss: Implementing Lossography Narratives in Death Education

Abstract

Students may have a greater willingness to discuss issues of death and loss through written assignments; however, there is little guidance for instructors regarding how to manage these sensitive assignments, nor how students benefit from them. The authors implemented and evaluated a "lossography" assignment in an undergraduate thanatology course in which students wrote about their losses and anonymously shared these narratives with their classmates. Although many themes of loss emerged, the most frequently reported significant loss was death of a grandparent. Additionally, most significant losses occurred in childhood/adolescence. Prominent themes related to student learning included gaining self-awareness, knowledge about grief responses, and compassion for others. Students (N = 64) also completed a survey reflecting on their course learning. Of all aspects of course delivery, 44% identified the lossography as the most beneficial, whereas 97% recommended this assignment for future students. The implications of the assignment for death education are also discussed.

Picture Books and Board Games: Conversations About Death at School

“…Education for Death research privileges indepth access to understandings, experiences, and practices related to dying and death (Pfeiffer, 2003;Eyzaguirre, 2006). Since we seek to access the 'personal voice' , open instruments with oral components are preferred so that participants can connect in depth with their personal stories (Bolkan et al, 2015).…”

“…This is how students will be able to understand death early and be prepared to deal with it empathetically. In-depth treatment through mediation practices must be prioritized, and different voices and cultural contexts must be validated in understanding death (Pfeiffer, 2003; Eyzaguirre, 2006;Bolkan et al, 2015). Therefore, it is imperative for school institutions to support and guide students.…”

Tensiones y prácticas institucionales en el abordaje de la muerte en la escuela: estudio de tres casos en Chile

“…Las investigaciones ponen de manifiesto la relevancia de acceder a las experiencias y prácticas escolares vinculadas a la muerte a través de la voz de los actores educativos, avanzando hacia enfoques más pertinentes para el trabajo de este tema (Eyzaguirre, 2000;Pfeiffer, 2003). A su vez, los instrumentos de carácter más abierto y orales permiten que, junto con el levantamiento de la información, los actores educativos participantes puedan reconectarse en profundidad con sus experiencias y contribuir a una reflexión positiva sobre la pérdida (Bolkan et al, 2015). Incluso, algunos investigadores plantean que el trabajo con entrevistas permite no solo pensar sobre la muerte, el morir, la pérdida y el dolor, sino que también provocar cambios de actitud (Neimeyer et al, 2014;Pfeiffer, 2003).…”

Palliative Care Ethics

“…Bakım verenlerin ve sağlık profesyonellerinin desteklenmeleri, kendi davranışlarına ilişkin içgörü kazanmaları, hastalığa ve ölüme yükledikleri anlamların açığa çıkarılması son derece önem kazanmaktadır. Fiziksel, psikolojik, sosyal, manevi ve kültürel boyutlarıyla karmaşık bir durum olan ölüme ilişkin eğitimler, kişilerin ölüme karşı olumsuz tutumlarının değiştirilme-sinde, farkındalığın artırılmasında, olumlu tutumların oluşturulmasında gerekli bilgi, psikososyal beceri ve kültürel duyarlılığın kazanılmasında yararlı olmuşlardır (30). (33).…”