Understanding Death Attitudes: The Integration of Movies, Positive Psychology, and Meaning Management

Abstract

The portrayal of death is one of the most common themes in movies and is often unrealistic, promoting misconceptions to the public. However, there are also many films that portray death acceptance in an instructive way. Such films depict the development of character strengths useful in embracing life and lessening death anxiety, namely zest, curiosity, self-regulation, and humor. Moreover, the role of meaning in films is pivotal for understanding death attitudes. The authors discussed key elements in a number of popular, independent, and international films and emphasized the use of films as an important adjunct for both teachers and clinicians addressing death attitudes with students and clients. A program of death education using movies is briefly discussed.

Blurred world view: A study on the relationship between television viewing and the perception of the justice system

“…So long as these topics are portrayed accurately and realistically, the media itself might be employed to correct common misconceptions. Many researchers have pointed out that films can be used for educational purposes, such as informing people about social issues (Russell & Kenna, 2014) or reducing death anxiety (Niemiec & Schulenberg, 2011). However, the predominantly inaccurate portrayals of death and other societal topics found in most fictional media limit their usefulness for death education (Corr et al, 2009;Niemiec & Schulenberg, 2011;Schultz & Huet, 2000).…”

“…The world of television also contains more danger and crime (Gerbner, Gross, Jackson-Beek, Jeffries-Fox, & Signorielli, 1978;Eschholz, Mallard, & Flynn, 2004;Potter, 2008) along with greater affluence than the real world (O'Guinn & Shrum, 1997). In particular, the portrayal of death, including murder and suicide, is a common theme on television, but it is often unrealistic and does not reflect the actual incidence of these acts (Corr, Nabe, & Corr, 2009;Niemiec & Schulenberg, 2011;Schultz & Huet, 2000;Stack & Bowman, 2012). For example, villains are far more likely to die than heroes or heroines, violent deaths are more frequent than natural deaths, and portrayals of suffering and grief are mostly absent (Corr et al, 2009 Television viewers come to perceive the real world in ways that reflect the most common and recurrent messages of the mediated reality presented on television (Morgan, Shanahan, & Signorielli, 2009).…”

“…For example, villains are far more likely to die than heroes or heroines, violent deaths are more frequent than natural deaths, and portrayals of suffering and grief are mostly absent (Corr et al, 2009 Television viewers come to perceive the real world in ways that reflect the most common and recurrent messages of the mediated reality presented on television (Morgan, Shanahan, & Signorielli, 2009). This leads to the emergence of common misconceptions and public myths (Niemiec & Schulenberg, 2011), demonstrating that the borders of the television world and the real world can easily become blurred (O'Guinn & Shrum, 1997;Shrum & O'Guinn, 1993). With this blurred boundary, a distorted perception of reality can emerge among viewers, one that mirrors the distorted representation of reality on television.…”

Death and Life: A Study on Pakistani Youth

“…But, at the same times concept of death acceptance was also perpetuated. Movies showed characters who rise above their disease, diagnoses or suffering and face death head on by living fully and evoking inner transformation, example movies Ikiru and Cast Away (Niemiec, & Schulenberg, 2011). These cases and Frankl's own life story demonstrate that death can be more than just its negative version, it can be used as a positive drive as well.…”

Complete Issue Volume 32 Number 2

“…The development of concepts about death and reactions to death are highly influenced by variables such as age, intellectual function, culture, media, religion/spirituality, communication opportunities, and personal experience (Clute, 2010;Cox, Garrett, & Graham, 2005;Hunter & Smith, 2008;Mak, 2011;Niemiec & Schulenberg, 2011;Smith, Alberto, Briggs, & Heller, 1991). Speece and Brent (1984; note that a mature concept of death is attained by most children by the time they are 9 or 10 years old, although children approach their understanding of death at different rates.…”