Introduction:

The discussion forum topic is an assignment to be submitted for a grade.  This is the tenth of ten discussion forum topics to be submitted during the semester.  Read the directions carefully and read the Grading Rubric, which can be viewed by clicking the three vertical dots in the upper right hand corner of the assignment, and then by clicking the words Show Rubric, then compose your response and submit your response by clicking Reply.     

Directions: 

Of the different theories, models, and research that were presented in Chapter 19 Dealing with Death and Bereavement, think of which theory, model, or research findings seemed to be the best, or the most useful, in terms of conceptualizing, or describing how people cope with the loss of a loved one, and which theory, model, or research finding seemed not to be the best, or the least useful, in terms of conceptualizing, or describing how people cope with the loss of a loved one.

Here are theories and models:

Elizabeth Kubler-Ross Five Stages-denial, anger, bargaining, depression, acceptance

Classic Grief Work Model-shock and disbelief, preoccupation with the memory of the dead person, resolution

Variations of grieving-the recovery pattern, delayed grief pattern, chronic grief pattern, resilience

Acknowledging that not everyone has the same reaction to the death of a loved one, or copes the same way as others, and with the information from Chapter 19 in mind, complete the following tasks.  

Tasks: 

1. State which theory, model, or research finding you think would be the most descriptive, or the most useful, for a person who has to deal with the loss of a loved one.
2. Explain why you chose that theory, model, or research finding as being the most descriptive, or the most useful, for a person who has to deal with the loss of a loved one.
3. State which theory, model, or research finding you think would be the least descriptive, or the least useful, for a person who has to deal with the loss of a loved one. 
4. Explain why you chose that theory, model, or research finding as being  be the least descriptive, or the least useful, for a person who has to deal with the loss of a loved one. 
5. Reply to two classmates’ responses by asking a question, answering a question, offering a suggestion, giving praise, agreeing, politely disagreeing, providing encouragement, sharing a story, or offering a comment.   

How to Complete the Assignment: 

Read the five task items, and then compose a response to each of the five task items in the order in which they appear.  Be as specific as possible.  The responses should show that you have an understanding of the concepts being addressed. 

How the Assignment will be Scored: 

The assignment will be scored using the Grading Rubric for the assignment, which can be viewed by clicking the three vertical dots in the upper right hand corner of the assignment, and then by clicking the words Show Rubric.  The Grading Rubric is based on the Task items, which are aligned with the Learning Objectives of the chapter, which are aligned with the Course Objectives that are on the Syllabus, and which are aligned with the Student Learning Outcomes (SLOs) for the course that are on the Syllabus.  If a response meets the criterion set forth in the Grading Rubric, then the response will earn 1 point.  If a response does not meet the criterion set forth in the Grading Rubric, then the response will not earn 1 point.  Each assignment is scored independently from previous assignments and each assignment is scored independently from future assignments.  

Where to Access the Score:  

The score for the assignment will be visible in the Grades area.  To view how the score was derived, you can view the points earned on the Grading Rubric by clicking the word Show Rubric in upper right hand of the page in the Grades area for this specific assignment.  If there is individual feedback on the assignment, then there will be individual feedback in the Assignment Comments area, which is right hand side of the page. 

Student Success Tip: 

Two Samples of Good Work are provided for students to use as a guide for how to gear their responses.  One sample is in a paragraph format and the other sample is in a numbered format.  Either format is acceptable to use when submitting your response.    

Samples of Good Work: 

Sample 1

The chronic grief pattern seems to be the most useful, when describing someone who has experienced the loss of a loved one.  The reason for this is because some people seem never to get over the loss of their loved one, even after 30 years.  It is felt that the bargaining stage of Elizabeth Kubler-Ross’ stages is the least useful to describe a person who is facing the loss of a loved one because, for example, with a child, the child might not have the cognitive skills to think to do this.  

Sample 2

1.   The stage of denial, as described by Elizabeth Kubler Ross, is the best way to describe some people who are facing the imminent loss of a loved one.   
2.   Kubler-Ross’ first stage of denial would be the best, in terms of being descriptive of how some people cope with the impending loss of their loved one, because for some people, it is just too hard for them to accept the reality of the situation.     
3.   The recovery pattern, a variation of the classic grief work model seems to be the least useful to describe a person who has lost a loved one.  
4.   A reason why the recovery pattern could be considered the least useful to describe someone who has lost a loved one, is because not everyone has high distress after the loss of a loved one.   

Alignment of Assignment to the Course:

This discussion forum topic ties into Student Learning Outcomes (SLOs) 1:

Student Learning Outcomes 1.  Students will be able to demonstrate an understanding of the theoretical constructs among the 4 main areas of human development (Physical, Cognitive, Social, and Emotional) throughout the lifespan.

This discussion forum topic ties into Course Objective 19. 

Course Objective 19.  Discuss issues concerning death and bereavement, such as patterns of grief, assisted suicide and euthanasia, and changes in our perception and treatment of other people when confronted with death.

This discussion forum topic ties into Learning Objectives 1, 2, and 3.

Learning Objective 1.  Discuss issues concerning death.

Learning Objective 2. Discuss issues concerning bereavement.

Learning objective 3. Discuss patterns of grief. 

Rationale for the Assignment:

The purpose of the discussion forum topic is to apply the course material to the real world and to your own life by giving examples that are from evidence-based research and that are meaningful to you, and to show an understanding and mastery of the material.  This is due by Sunday night at 11:59 p.m.  Please see the Grading Rubric for the Discussion Forum Topic, by clicking the three vertical dots in the upper right hand corner of the assignment, and then by clicking the words Show Rubric.