The body of knowledge in thanatology: An outline

Chapple, Helen Stanton; Bouton, Barbara L.; Chow, Amy; Gilbert, Kathleen; Kosminsky, Phyllis S.; Moore, Jane; Whiting, Peggy P.

doi:10.1080/07481187.2016.1231000

Cited by 22 publications

(11 citation statements)

References 14 publications

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“…Building community engagement with conversations about death and dying could encourage active involvement in decision making, making end-of-life wishes known, and acceptance of death as an inevitable part of the life cycle (Chapple et al, 2017;Swerissen & Duckett, 2015;URBIS, 2016).…”

Section: Introductionmentioning

confidence: 99%

Can Exposure to Online Conversations About Death and Dying Influence Death Competence? An Exploratory Study Within an Australian Massive Open Online Course

et al. 2018

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A Massive Open Online Course, Dying2Learn, was designed to foster community death conversations and strengthen community awareness of palliative care and death as a normal process. This exploratory study used a pre-post prospective design to determine if participation in Dying2Learn and exposure to online conversations about death and dying resulted in any significant influence on death competence in 134 participants who completed the Coping-with-Death-Scale both at the beginning and end of the course in 2016. Death competence refers to a range of attitudes and capabilities people have for dealing with death. Results at the end of the course indicated that engagement in Dying2Learn led to significant improvements in death competence scores over time (medium-to-large effect size). The positive impact was greater for those who completed more of the course, and effectiveness did not depend on sociodemographic characteristics. In conclusion, this study found that an online learning platform in the form of a Massive Open Online Course could engage community members in meaningful social discussion about death and dying, and that exposure to these conversations was beneficial for all participants regardless of previous exposure to death. Further exploration is required to determine whether this change in death competence will have an impact on participant's behavior in the community regarding death conversations and preparedness.

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Section: Introductionmentioning

confidence: 99%

Can Exposure to Online Conversations About Death and Dying Influence Death Competence? An Exploratory Study Within an Australian Massive Open Online Course

et al. 2018

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“…According to thanatology fear of death as an inevitable part of the human life and is as old as humanity. It stems from the belief of disappearance after death and punishment for our sins [20]. As human beings we fear death for various reasons including, unknown loneliness and anxiety from tolerating the death experience; loss of family and friends; the loss of self-control of bodily functions; possibility of suffering; and the failure to achieve one's life goals [21].…”

Section: Introductionmentioning

confidence: 99%

Anxiety and Depressive Symptomatology among Iranian Patients Hospitalized for COVID-19 in January 2020

Omranifard

Toudeshkchuie²,

Nikfarjam³

et al. 2023

PCNM

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Background: Widespread outbreaks of Coronavirus disease among Iranian people are not only associated with physical illness but also with psychological symptoms which need special attention. Objectives: This study was an endeavor to examine the relationship between comorbidity and death anxiety with Anxiety and Depressive Symptomatology among those survived after the COVID-19 pandemic in Iran. Methods: This was a cross-sectional study in which the probands o survivors of COVID-19 participated. By means of convenient smpling method and adhering to selection criteria we chose 300 patients admitted for COVID-19 in a university affiliated hospital in Isfahan-Iran during the January 2020. We collected the data pertaining to their illness history, including information about their comorbidity and demographic background by means of an interview schedule with closed-ended questions. We used the Persian version of Templer's Death Anxiety Scale (TDAS) and Hospital Anxiety and Depression Scale (HADS). Data were computer analyzed using SPSS-19 and running Hierarchical Log-linear analysis symptomatology in a saturated model. Results: Majority of the participants were female (64%) with the mean (SD) age of 44.8 (12.8) years. Positive comorbidity was accompanied by a higher chance of exhibiting depressive symptoms (OR=34.67, df =1, P=0.000). High death anxiety was accompanied by higher chances of anxiety-depressive symptoms (OR=90.13, df =1, P=0.00). Conclusion: These observations reinforce the hypothesis proposed on the basis of Hill's (1958) ABC-X model and provided impetus to idea that how absence of comorbidity and positive perception of illness condition protect individuals from psychological hazards of COVID-19.

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“…As an acknowledgment before we proceed, the topic of life and death education is not exclusive to the case of Taiwan alone. For example, the concept of death, a taboo for many Taiwanese, is rooted in the study of thanatology ( Chapple et al, 2017 ; Doka, 2013 ; Fonseca and Testoni, 2012 ; Meagher and Balk, 2013 ), which is commonly explored and researched in the United States and in other Western countries. In a similar vein, the topic of life education, from the perspective of Western Education, is comparable to the study of ‘human development’ (e.g., ‘stages of human development’ across the lifespan) ( Dacey et al, 2009 ; McDevitt and Ormrod, 2010 ; Sigelman et al, 2016 ).…”

Section: Life Education: a Brief Introductionmentioning

confidence: 99%

Life, death, and spirituality: A conceptual analysis for educational research development

Phan

Ngu

Chen

et al. 2021

Heliyon

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Life education , also known as life and death education , is an important subject in Taiwan. Life education is more than just the study of a person's development throughout the lifespan (e.g., cognitive development). Within the learning and sociocultural contexts of Taiwan, interestingly, the study of life and death education is concerned with the premise of the promotion and fulfillment of life qualities (e.g., a person's state of contentment), and the meaningful understanding of the nature of death. To facilitate appreciation and deep, meaningful understanding of the subject, and to emphasize its uniqueness, educators have included in their teaching the importance of Eastern-derived philosophical beliefs and religious faiths (e.g., Buddhism). For example, relatively significant in its emphasis, the teaching of this subject involves detailed examination of theoretical accounts of spiritual cultivation and its positive effect on a person's interpretation and enlightenment of life wisdom. The study of life education, or life and death education, we contend, is of significance as it provides life-related insights and theoretical understanding into the intricate nature of life and death. One notable aspect of the subject entails a person's acquired life wisdom, which in turn may shape his/her life practice on a daily basis (e.g., the proactive engagement in Buddhist meditation). Importantly, the study of life education may assist individuals with their coping of grief, and to approach death with a sense of peace, calmness, and dignity. In this analysis, coupled with Buddhist faith (or any other religious faith for that matter) and facilitated by spiritual cultivation (e.g., the belief in the notion of transcendence experience ), a person may overcome grief by believing in the possibility that there is some form of post-death experience and the presence of a loved one's spiritual being. Given this emphasis, we consider an important focus for discussion in this article: to explore the significance of life and death education and to determine how its ‘positive nature’ could potentially yield two comparable implications for development: (i) to engage in appropriate pedagogical practices that would encourage and promote the study of life and death education, and (ii) to advance innovative research inquiries, theoretical, methodological, and/or empirical, which could highlight the significance of life education for life purposes (e.g., the significance of Chinese ideograms, such as 孝).

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The body of knowledge in thanatology: An outline

Cited by 22 publications

References 14 publications

Can Exposure to Online Conversations About Death and Dying Influence Death Competence? An Exploratory Study Within an Australian Massive Open Online Course

Can Exposure to Online Conversations About Death and Dying Influence Death Competence? An Exploratory Study Within an Australian Massive Open Online Course

Anxiety and Depressive Symptomatology among Iranian Patients Hospitalized for COVID-19 in January 2020

Life, death, and spirituality: A conceptual analysis for educational research development

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