Dying, Death, and Bereavement in Social Work Practice

Abstract

Practitioners who work with clients at the end of their lives face difficult decisions concerning the client's self-determination, the kind of death he or she will have, and the prolongation of life. They must also remain sensitive to the beliefs and needs of family members and the legal, ethical, and spiritual ramifications of the client's death. Featuring twenty-three decision cases based on interviews with professional social workers, this unique volume allows students to wrestle with the often incomplete and conflicting information, ethical issues, and time constraints of actual cases. Instead of offering easy solutions, this book provides detailed accounts that provoke stimulating debates among students, enabling them to confront their own responses, beliefs, and uncertainties to hone their critical thinking and decision making skills for professional practice.

Use of the Decision Case Method of Teaching in a Course on Death and Grief

“…While this may be an appealing idea, decision cases are intentionally open-ended in an effort to replicate difficult decision making with limited information and without the luxury of hindsight to critique decisions by other professionals (Wolfer & Runnion, 2008). Another student noted the need to engage all students in the process as some offered little during discussions.…”

“…Attention is shifted from what the students know to how they can use that knowledge ''thinking as a social worker'' (Wolfer & Runnion, 2008). According to Lynn (1999), the case teaching method enables instructors to teach the art as well as the science of social work, ''a decision case is to a social worker what a cadaver is to a medical student'' (p. 6).…”

“…The case-writing process consisted of five steps: (a) the case reporter prepared a brief written account of the problem or dilemma; (b) during a team meeting consisting of the authors and a group of social workers, the case reporter shared the case in detail and responded to team questions; (c) the case writer prepared a draft of the case including the introductory ''hook,'' a basic narrative, and the dilemma-posing ending; (d) the draft was distributed to other team members who asked further questions to correct, clarify, and amplify the case; (e) the case writer used the input from the follow-up discussion to revise the case and prepare teaching notes (Wolfer & Runnion, 2008). Teaching notes were subsequently reviewed and critiqued by topic experts, and suggested improvements were made.…”

“…The success of the decision case teaching method is dependent on the student's ability to identify with the position of the decision maker or protagonist in the case and the data given (Leenders et al, 2001). When using the case method of teaching in a classroom setting, cases serve as a ''site'' to practice collaborative decision making (Wolfer & Runnion, 2008).…”

Ludzie bardzo starzy – „kłopotliwa” kategoria klientów pracowników zawodów pomocowych?

“…Należy zatem oczekiwać, że pracownicy zawodów pomocowych częściej stykać się będą z umierającymi, nie będąc na to przygotowanymi. Podobnie jak nie są przygotowani do wspomagania rodzin takich osób mimo istnienia przykładów pracy socjalnej w takich okolicznościach (Wolfer, Runnion 2008).…”