This study examined 96 women early childhood educators' death anxiety and their comfort in discussing death with preschool children. Ninety percent believed it was important to be able to discuss death with young children, but only 32 percent felt prepared to do so. liachers' death anxiety scores were significantly correlated with comfort with dealing with death in the classroom (R = .30). Death anxiety was significantly related to teachers' training in children's understanding of death. No other academic or personal experience factors were significantly related to death anxiety or comfort. However, there was an overall pattern for anxiety and comfort scores to be higher for subjects with the greatest academic and personal experiences in death and dying. Suggestions for teacher education and future investigations are presented.

Death Education as Part of Family Life Education: Using Imaginative Literature for Insights into Family Crises.

Death anxiety and comfort in teaching about death among preschool teachers

A family life education curriculum for the secondary school

iv List of Figures ix List of Tables x Chapter I: Introduction 1 Statement of the Problem 2 Significance of the Problem 4 Purpose of the Study 5 Assumptions and Limitations 5 Operational Definitions 6 Research Questions 8 Organization of the Study 8 Chapter II: Review of the Literature 11 What is an adult? 11 Adult Development 13 Adult Development Models 15 Adult Learning 19 Barriers to Adult Education 21 Self-Directed Learning 22 Transformational Learning 24 Experiential Learning 26 Spiritual Learning 30 vi Table of

background

/pdf/adult-learning-and-development-theories-and-principles-3cp2c6nvrg.pdf

Adult learning and development theories and principles represented in theater

Teachers' Attitudes Toward Death‐Related Issues

Death Education in the Helping Professions

At first glance, acute grief would not seem to be a medical or psychiatric disorder in the strict sense of the word but rather a normal reaction to a distressing situation. However, the understanding of reactions to traumatic experiences whether or not they represent clear-cut neuroses has become of ever-increasing importance to the psychiatrist. Bereavement or the sudden cessation of social interaction seems to be of special interest because it is often cited among the alleged psychogenic factors in psychosomatic disorders. The enormous increase in grief reactions due to war casualties, furthermore, demands an evaluation of their probable effect on the mental and physical health of our population. The points to be made in this paper are as follows: i. Acute grief is a definite syndrome with psychological and somatic symptomatology. 2. This syndrome may appear immediately after a crisis; it may be delayed; it may be exaggerated or apparently al)sent. 3. In place of the typical syndrome there may appear distorted pictures, each of which represents one special aspect of the grief syndrome. 4. By appropriate techniques these distorted pictures can be successfully transformed into a normal grief reaction with resolution. Our observations comprise tot patients. Included are (i) psychoneurotic patients who lost a relative during the course of treatment, (2) relatives of patients who uied in the hospital, (3) bereaved disaster victims (Cocoanut Grove Fire) and their close relatives, ( ) relatives of members of the armed forces.

Death Education as Part of Family Life Education: Using Imaginative Literature for Insights into Family Crises.

Citations

Death anxiety and comfort in teaching about death among preschool teachers

A family life education curriculum for the secondary school

Adult learning and development theories and principles represented in theater

Teachers' Attitudes Toward Death‐Related Issues

Death Education in the Helping Professions

References

Symptomatology and management of acute grief

American Marriage and Divorce.

Funeral customs the world over

Family in society

The child's attitude to death.

Related Papers (5)

Family Life Education.

The Foundations of Family Life Education Model: Understanding the Field

What's Happening to the American Family?.

Education for the Future Family.

China's Challenge for the Future: Family-Centeredness in Early Childhood Special Education.