The Experience of Adolescents’ Post-Traumatic Growth after Sudden Loss of Father

Asgari, Zahra; Naghavi, Azam

doi:10.1080/15325024.2019.1664723

Cited by 21 publications

(53 citation statements)

References 32 publications

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“…The scientific literature supports the idea that a more mature concept of death may prevent risky behaviours by encouraging individuals to value life [ 22 , 53 ]. Death education initiatives, which aim to increase social support, optimism and spirituality through specific and adaptive coping strategies can promote post-traumatic growth among those who have dealt with sudden grief [ 54 , 55 , 56 , 57 ]. Both the teachers and the hospice staff stressed that the death education project served as a bridge to community-wide education.…”

Section: Discussionmentioning

confidence: 99%

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

Testoni

Sblano

Palazzo

et al. 2020

IJERPH

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In Western society, the topic of death has been removed from everyday life and replaced with medical language. Such censorship does not reduce individuals’ fear of death, but rather limits their ability to elaborate their experiences of death, thus generating negative effects. The objective of this follow-up qualitative study was to detect how and if death education can help to improve individuals’ relationship with death and enhance care environments like hospices. Semi-structured interviews were conducted with palliative care professionals and teachers who had taken part in a death education initiative three years earlier. The results confirmed the initiative’s positive effect on both palliative care professionals and teachers. The participants reported that the education initiative helped them to positively modify their perspective on death, end-of-life care, and their own relationship to life, as well as their perception of community attitudes towards the hospice, which seemed to become less discriminatory. This study confirmed that school education initiatives can usefully create continuity between hospices and local communities. This project provided an educational space wherein it was possible for participants to elaborate their experiences in relation to death and to re-evaluate and appreciate hospices.

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Section: Discussionmentioning

confidence: 99%

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

Testoni

Sblano

Palazzo

et al. 2020

IJERPH

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“…The scienti c literature supports the idea that a mature concept of death may prevent risky behaviours by encouraging individuals to value life [16,42]. Death education interventions, which aim to increase social support, optimism and spirituality through speci c and adaptive coping strategies, can promote post-traumatic growth among those who have dealt with sudden grief [43][44][45]. The participants also stressed that the death education project served as a bridge to promote death literacy among the whole community.…”

Section: Discussionmentioning

confidence: 94%

The hospice as a learning environment: A follow-up, qualitative study with palliative care professionals and school teachers involved in a previous death education intervention

Testoni¹,

Sblano²,

Palazzo³

et al. 2020

Preprint

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Background: In Western society, discussions about death have shifted from the domain of the everyday to the domain of medicine. Such censorship does not reduce the fear of death; rather, it deprives people of the means to elaborate their experiences of death, generating negative effects such as difficult mourning and stigmatisation of palliative care environments. The objective of this follow-up study was to detect whether and how death education can help to improve individuals’ relationship with death. Methods: This was a qualitative research study based on grounded theory. We conducted semi-structured interviews with both palliative care professionals and teachers who had taken part in a death education intervention three years earlier. The interviews were interpreted through thematic analysis. Results: The results confirmed death education’s positive effect for both palliative care professionals and teachers. These individuals reported that the education initiative helped them to positively modify their perspectives on death and dying, as well as their attitudes towards life. It also helped to improve community attitudes towards the hospice and its workers. Conclusions: This study confirmed that school education initiatives can create continuity between hospices and local communities. The death education project provided an educational space in which it was possible to elaborate experiences linked to death and to re-evaluate and appreciate hospices and their staff.

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“…McClatche [44], Ramos-Pla and Camats [45] and Martínez and Isidro de Pedro [46] assume that education for death is not about a psychological intervention and not one with teaching based on doctrines or beliefs; educating for death needs an applied pedagogy, a theory and training that is built through death to connect education with consciousness. It is important to work on the emotional aspect [47,48], as it can be a good opportunity to express feelings, concerns, fears, emotions, beliefs, etc., or even from a spiritual approach if one wants to find a meaning to existence or grief [49]. Death education enhances social support, spirituality and optimism through the implementation of specific and adaptive coping strategies to help overcome one's own and others' grief [50,51].…”

Section: Discussionmentioning

confidence: 99%

Health Education as a Means of Addressing Death in the Elderly

Heredia

Díaz

Agudo

et al. 2021

IJERPH

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Education for death is an emerging field of study in which health education research and proposals are increasingly being made with the aim of acquiring knowledge and skills to promote positive attitudes towards health and preparation for the end of life. The aim of this study is to find out what experience older people have had with death education and the importance they give to health education. A qualitative methodological design was selected using a semi-structured interview. The survey consisted of interviews with 28 participants from the city of Granada (Spain) aged 61 to 78. This qualitative-descriptive study is based on an analysis of older people’s experience of education and preparation for death throughout their lives. The results show that, in most cases, the only information received was in childhood and always from a religious perspective. Death and health are closely related, so working on death education helps to improve the quality of life of elderly people. Health education offers ways of coping with the end of life through the transmission of values and practices that make it possible to anticipate and resolve situations of instability or anxiety. Facing death naturally and as just another part of life will help to make healthy ageing possible, through educational proposals related to the integral health of elderly people.

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The Experience of Adolescents’ Post-Traumatic Growth after Sudden Loss of Father

Cited by 21 publications

References 32 publications

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

The hospice as a learning environment: A follow-up, qualitative study with palliative care professionals and school teachers involved in a previous death education intervention

Health Education as a Means of Addressing Death in the Elderly

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