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This book presents 15 essays composed by and directed toward writing teachers and others who have experienced writing and healing in a variety of settings--from classrooms to substance-abuse treatment centers to AIDS support groups. Essays in the book provide not only descriptions of particular practices but also explorations of areas of theory that support the development of techniques in healing. After a preface, essays in the book are: (1) "Introduction" (Charles M. Anderson and Marian M. MacCurdy); (2) "Whose Voice Is It Anyway?" (Anne Ruggles Gere); (3) "Language and Literature as 'Equipment for Living': Revision as a Life Skill" (Tilly Warnock); (4) "Suture, Stigma, and the Pages That Heal" (Charles M. Anderson with Karen Holt and Patty McGady); (5) "Writing as Healing and the Rhetorical Tradition: Sorting Out Plato, Postmodernism, Writing Pedagogy, and Post-Traumatic Stress Disorder" (T. R. Johnson); (6) "A Strange Unaccountable Something: Historicizing Sexual Abuse Essays" (Michelle Payne); (7) "From Trauma to Writing: A Theoretical Model for Practical Use" (Marian M. MacCurdy); (8) "Healing and the Brain" (Alice G. Brand); (9) "Pathography and Enabling Myths: The Process of Healing" (Anne Hunsaker Hawkins); (10) "Language, Power, and Consciousness: A Writing Experiment at the University of Toronto" (Guy Allen); (11) "Writing about Suicide" (Jeffrey Berman and Jonathan Schiff); (12) "Teaching Emotional Literacy" (Jerome Bump); (13) "Writing through the Fear to Reframe Experience and Discover Values" (Regina Paxton Foehr); (14) "Voices from the Line: The Clothesline Project as Healing Text" (Laura Julier); (15) "'The More I Tell My Story': Writing as Healing in an HIV/AIDS Community" (Emily Nye); and (16) "Las Madres, Upstairs/Downstairs: From Soul Maps and Story Circles to Intertextual Collaboration" (Sandra Florence). (RS)

Targeted specifically toward children and adolescents, this book provides resources for therapists that will assist them in aiding children with their feelings, incorporating play techniques into therapy, providing group therapy to children, and encouraging appropriate parental involvement. Topics covered include sleep problems, divorce, illness, grief, sexual abuse, cultural/minority issues, and incorporate therapeutic approaches that include play, family play, psychodynamic, family systems, behavioral, narrative, and solution-focused therapy. This book is divided into eight sections to make it easy to find the right activity, handout, or intervention for the problem at hand: Dealing with Children's Feelings, The Use of Play in Therapy, Specific Childhood Problems, Dealing with Illness, Trauma, and Bereavement, Youths/Adolescents, Specific Approaches or Interventions, Family Issues, and Parent Education and Intervention. Covering a wide age range, it is hoped that the book will help therapists become even more effective with youthful clients by: providing creative ideas for use with children; expanding therapists repertoire of proven interventions and approaches to working with children and specific children's issues; exploring effective ways to run children's groups; showing therapists how to work with children in many modalities--individual, family, with parents, and in groups; examining ways to include parents and families in child/adolescent therapy to increase the ability to make systematic changes, and helping the clients behavioral change to be reinforced at home. (GCP)

The Teens Together grief support curriculum is intended for use with adolescents, specifically students in grades seven through twelve, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies, or any setting that serves bereaved adolescents. The curriculum contains lesson plans for ten sessions that include age-appropriate activities enabling adolescents to approach highly sensitive and painful topics through a variety of fun and engaging activities. The user is guided through the curriculum with detailed instructions and learning objectives for each session. The introduction to this book discusses grief as a family process; presents instructions on how group facilitators should handle the sessions; and includes interview forms for use when children are signed up for inclusion in the group. The following five appendixes are included: "A Description of Materials"; "Samples of Materials to be Used"; "Sample Notes to be Sent to Caregivers"; "Special Activities: Holidays"; and "Sample Curriculum for a Special Day." (Contains an index.) (Author/MKA)

The Mourning Child Early Childhood grief support curriculum is intended for use with late elementary and middle school-aged children, specifically children in grades three through six, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies, or any setting that serves bereaved children. The curriculum contains lesson plans for ten sessions that include age-appropriate activities enabling children to approach highly sensitive and painful topics through a variety of fun and engaging activities. The user is guided through the curriculum with detailed instructions and learning objectives for each session. The introduction to this book discusses grief as a family process; presents instructions on how group facilitators should handle the sessions; and includes interview forms for use when children are signed up for inclusion in the group. The following five appendixes are included: "A Description of Materials"; "Samples of Materials to be Used"; "Sample Notes to be Sent to Caregivers"; "Special Activities: Holidays"; and "Sample Curriculum for a Special Day." (Contains an index.) (Author/MKA)

This handbook is designed for facilitators of grief support groups for mourning children. The first chapter discusses the history, philosophy, and format of a specific curriculum - the Mourning Child curriculum. This curriculum, originally written in 1986 and later expanded and revised, has been used with hundreds of children. Chapter two covers developmental considerations of mourning children. Specifically it discusses how development affects bereavement in the early years, at middle childhood, during adolescence, and in general. The third chapter provides the facilitator with practical advice for preparing for grief support groups. Topics covered include: finding a site; recruiting and training facilitators; materials needed; and whether or not providing a snack is appropriate. An extensive list of resources for those working with mourning children and their families as well as for the children and families themselves is included. (MKA)

The Mourning Child Early Childhood grief support curriculum is intended for use with early elementary-aged children, specifically children in kindergarten through grade two, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies, or any setting that serves bereaved children. The curriculum contains lesson plans for ten sessions that include age-appropriate activities enabling children to approach highly sensitive and painful topics through a variety of fun and engaging activities. The user is guided through the curriculum with detailed instructions and learning objectives for each session. The introduction to this book discusses grief as a family process; presents instructions on how group facilitators should handle the sessions; and includes interview forms for use when children are signed up for inclusion in the group. The following five appendixes are included: "A Description of Materials"; "Samples of Materials to be Used"; "Sample Notes to be Sent to Caregivers"; "Special Activities: Holidays"; and "Sample Curriculum for a Special Day." (Contains an index.) (Author/MKA)

The Mourning Child Preschool grief support curriculum is intended for use with preschool children who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies, or any setting that serves bereaved children. The curriculum contains lesson plans for ten sessions that include age-appropriate activities enabling young children to approach highly sensitive and painful topics through a variety of fun and engaging activities. The user is guided through the curriculum with detailed instructions and learning objectives for each session. The curriculum encourages children who may have limited language to work through their feelings through play. The introduction to this book discusses grief as a family process; presents instructions on how group facilitators should handle the sessions; and includes interview forms for use when children are signed up for inclusion in the group. The following six appendixes are included: "A Description of Materials"; "Samples of Materials to be Used"; "Sample Notes to be Sent to Caregivers"; "Special Activities: Holidays"; "Sample Curriculum for a Special Day"; and "Denny the Duck Stories." (Contains an index.) (Author/MKA)

Derived from experience in conducting bereavement support groups with grieving children, this program offers direct advice and tools for creating a bereavement support group for children. The manual presents the format for establishing and conducting a Bereavement Support Group Program for Children. The leader manual gives step-by-step instructions for establishing the support group, along with activities for each individual session. It also discusses rationale and objectives behind bereavement programs, explains common grief reactions of children, and provides several techniques and skills that are particularly effective in grief counseling. The adaptations and additions in this edition were developed in response to participating children's own suggestions and needs. Games and activities were added that helped the children to better identify and express their concerns. The six-step program is designed for children between the ages of 6 and 15, and contains sections devoted to death and grief, feelings and self-esteem, expression of grief, memories, funerals, and healing and coping skills. (Contains 34 references.) (GCP)

This participant workbook contains goals and activities for children in the Bereavement Support Group Program for Children. The six session program is designed for children between the ages of 6 and 15 who have experienced the death of a loved one or other significant losses. Sections are devoted to death and grief, feelings and self-esteem, expression of grief, memories, funerals, and healing and coping skills. The workbook contains basic information on topics for each of the six program sessions with space provided for participants to make comments. A bibliography accompanies each session with suggestions for materials related to the topic. Children are encouraged to take the workbook home with them for their review and as a remembrance of the group as well as to share with their parents or guardians. (GCP)

This book integrates traditional understandings of care of the dying and bereaved with the use of arts and other forms of cultural creativity in therapy and funeralization. Authors provide insights into the practical aspects of caring for the dying and bereaved as well as new understandings of creativity. Chapters include: (1) "The Knowledge of Death Is a Stimulus to Creativity" (J. D. Morgan); (2) "Expressing Death and Loss through Music" (S. Silverman); (3) "The Advantages of Culture-Centered Counseling over Client-Centered Counseling" (P. Laungani); (4) "Diversity within Diversity: Strategies for Developing Insight among Professionals" (V. Baez and K. A. Oltjenbruns); (5) "Culture: Caring and Curing in the Changing Health Scene" (E. G. Pask); (6) "The Sociology of Body" (G. Howarth); (7) "Pastoral Caregiving: Caring as Presence" (R. B. Gilbert); (8) "Facing Life and Death: A Buddhist's Understanding of Palliative Care and Bereavement" (L. Kawamura); (9) "From Mourning to Morning" (S. S. Bailey); (10) "The Use of Music as Therapy with the Dying and Bereaved" (L. K. Heller and P. Alexander); (11) "Smashing Pumpkins and Blind Melons: Using Popular Music To Help Grieving Adolescents" (M. Gough); (12) "The Use of Humor, Art, and Music with the Dying and Bereaved" (G. Cox); (13) "The Arts and Story: A Source of Comfort and Insight for Children Who Are Learning about Death" (S. L. Bertman); (14) "Children, Death, and Fairy Tales" (E. P. Lamers); (15) "Children's Exposure to Sudden Traumatic Death: Bereavement, Post Traumatic Stress Disorder, and the Case for Early Intervention" (D. W. Adams); (16) "Why Have a Funeral? Hindu Funerals in England: Past, Present, and Future" (P. Laungani); (17) "Creating Rituals for the Non-Religious" (L. D. Smith); (18) "Hospice Care of Formerly Abused Individuals" (P. Zalaznik); (19) "The Dream Catcher and the University of Grief" (T. O'Neill); and (20) "Hope and the Caregiver: A Journey toward Self-Awareness" (D. D. Sims). (Contains an index.) (GCP)

Children bereaved by the death of one parent at the hands of the other, almost always the father, in effect lose both parents, and are often forgotten in the midst of such dramatic situations. Reflecting the increased interest in child protection and child law systems, this book brings to public knowledge information about the effects of psychological trauma and bereavement on children. This book combines knowledge about bereavement with that of post-traumatic stress disorder. It is designed for all those involved in the care of these children, both professionally and personally. Part I outlines what is known about the general effects of trauma, violence, and grief on children and adolescents. Part II deals specifically with the results for children of the experience of one parent killing another. Part III summarizes the findings of researchers and makes recommendations about how to plan services for all children and adolescents affected by loss or trauma or both. Appendix 1 is "Interviewing the Traumatised Child"; Appendix 2 is "Principles and Practice in Child Law"; Appendix 3 is "The Classification of Post-Traumatic Stress Disorder"; Appendix 4 is "Voluntary Help; Useful Addresses"; and Appendix 5 is "Principles for Practice and Signposts for Future Work." Provides a glossary, name index, and subject index. (Contains 267 references.) (MKA)

Noting that the best way to help and prepare children to cope with death and trauma is through education and understanding of the day-to-day ramifications that loss and grief have on them, this book is designed to help adults involved with children and adolescents to provide that education and understanding. Chapters in the first section of the book provide a theoretical overview of loss and grief, while those in the second section deal with clinical approaches to treating children and adolescents dealing with loss. Chapters in the third section focus on specific types of loss. The chapters are: (1) "The Kingdom Where Nobody Dies" (Robert Kastenbaum); (2) "What Do We Know about Grieving Children and Adolescents?" (Charles A. Corr); (3) "Adolescents, Grief, and Loss" (David E. Balk); (4) "Culture and Class: The Different Worlds of Children and Adolescents" (Margarita M. Suarez and Susan J. McFeaters); (5) "The Role of the School" (Stan Johns); (6) "To Everything There Is a Season: Empowering Families and Natural Support Systems" (Earl A. Grollman); (7) "Counseling Approaches with Children and Adolescents" (Dottie Ward-Wimmer and Carol Napoli); (8) "Part of Me Died Too: Creative Strategies for Grieving Children and Adolescents" (Virginia Lynn Fry); (9) "Play Therapy To Help Bereaved Children" (Nancy Boyd Webb); (10) "Using Ritual with Children and Adolescents" (Kenneth J. Doka); (11) "The Use of Groups with Grieving Children and Adolescents" (Donna L. Schuurman); (12) "Magical Dreams, Visions of Reality: Guidelines for Developing a Grief Center for Children" (Rebecca Sloan Byrne); (13) "The Role of Death Education in Helping Students To Cope with Loss" (Robert G. Stevenson); (14) "When Parents Die" (Phyllis R. Silverman); (15) "Sibling Bereavement: We Are Grieving Too" (Betty Davies); (16) "The Military Model for Children and Grief" (Bonnie Carroll and Major Judy Mathewson); (17) "In the Aftermath: Children and Adolescents as Survivor-Victims of Suicide" (Terry L. Martin); (18) "Grief and Traumatic Loss: What Schools Need To Know and Do" (Peter L. Sheras); and (19) "Resonating Trauma--A Theoretical Note" (Jack D. Gordon and Kenneth J. Doka). Placed throughout the chapters are sections of practical advice and reflections by children and adolescents on their feelings of loss. The book concludes with guidelines for using books to help children and adolescents cope with death and an accompanying bibliography (Charles A. Corr); and a list of resource organizations. (Contains 236 references.) (HTH)

The University of California San Francisco AIDS Health Project has more than 15 years' experience in working with thousands of people with AIDS. This guide, developed by the Project, provides practical, state-of-the-art resources in the field. Part 1, "Risk and Behavior: Helping Clients Remain Uninfected," covers the following topics: (1) "HIV Test Site Counseling for Gay Men: Harm Reduction and a Client-Centered Approach" (W. Odets); (2) "HIV Test Counseling: Does It Change Behavior?" (S. B. Montgomery; D. G. Ostrow); (3) "Behavior Change Theory and HIV Prevention" (D. Silven); (4) "A Developmental Perspective on Behavior Change" (M. Hochhauser; T. A. Beaumont); (5) "Prevention and Culture: Working Downhill to Change HIV Risk Behavior" (A. Houston-Hamilton, N. A. Day); (6)"Substance Use Case Management, Harm Reduction, and HIV Prevention" (M. Garfinkel). Part 2, "Transformation and Psychotherapy: Helping Clients Live with HIV," presents: (7) "HIV Disease as an Agent of Transformation: A Survey of Therapeutic Approaches" (I. Katz, J. W. Dilley), which includes four case studies; (8) "The Role of Psychotherapy in Coping with HIV Disease" (J. Devine); (9) "HIV Disease over the Long Haul: Hope, Uncertainty, Grief, and Survival" (A. Rose); (10) "Beyond Stereotypes: Stigma and the Counseling Process" (M. T. Fullilove). Part 3, "Distress and Disorder: Helping Clients with Psychiatric Conditions," includes: (11) "Anxiety and Depression: Mood and HIV Disease" (D. H. Karasic, J. W. Dilley); (12) "The Clinical Management of AIDS Bereavement" (P. B. Goldblum, S. Erickson); (13) "Personality Disorders and HIV Disease: The Borderline Client" (M. K. Nelson; R. L. Klinger); (14) "The Diagnosis and Management of HIV-Related Organic Mental Disorders" (W. G. Van Gorp, J. W. Dilley, S. L. Buckingham); (15) "Addressing Substance Abuse in Clients with Psychiatric Disorders and HIV Disease" (J. E. Zweben). Part 4, "Therapeutic Practice and Countertransference: Personal Challenges for Therapists," includes: (16) "Present in the Balance of Time: The Therapist's Challenge" (J. D. Benson, J. Brookman); (17) "Multiple Loss and the Grief of Therapists Working with HIV" (B. E. Davis, D. W. Cramer); (18) "Making Difficult Decisions" (E. Glassgold, J. W. Dilley). Personal reflections are provided by M. Helquist with a prologue "Living with Therapy." In an epilogue,"The Psychotherapist and HIV Disease," J. W. Dilley outlines evolution in the role of the therapist. (EMK)

Teens who have experienced the death of a parent, grandparent, friend, or relative often find it difficult to grieve openly. When adults whom teens trust are aware of the cycle of grief, they can provide a safe atmosphere to allow teens to experience the turmoil of the intense and conflicting emotions in order to move toward healing. This guide is designed to help adults connect with grieving teens. It offers background information along with many specific activities to help teens reflect upon and talk about particular concerns. There are also ideas for creating a balance as the teen adjusts to the many changes brought by the loss of someone close. Issues of grief are introduced through drawing, molding clay, painting, movement, writing, listening to music, as well as talking in pairs and as a group. This resource provides busy teachers, counselors, psychologists, hospice personnel, and religious youth workers with necessary information to work with teens in a group setting or support an individual teen touched by grief. In a less formal setting this book could serve as a guide for a concerned neighbor or family member who already has a rapport with a grieving teen on the healing journey toward wholeness. (Contains 7 figures, an index, and 14 references.) (MKA)

This guide presents techniques to assist others in coping with the loss of a loved one. Using the language of 9 layperson, the book contains more than 100 tips for caregivers or loved ones. A simple step is presented on each page, followed by reasons and instructions for each step. Chapters include: "What to Say"; "Helpful Things to Do"; "Dealing with the Death of a Child"; "Helping Children Cope with Death"; "During Holidays and Anniversaries"; "Gifts"; "Crying"; "While at the Funeral Home"; "Feelings of Survivors"; "Support"; "Silence and Patience"; and "General Suggestions." (Author/GCP)

The research findings on childhood grief are often inconsistent and differ among studies. This book presents major findings from the Child Bereavement Study and looks at the implications of these of these findings for intervention with bereaved children and their families. Following an introduction describing the methodology of the Child Bereavement Study--which involved extensive interviews and assessments--part 1 of the book describes in detail what happens to children and their families when a parent dies, and follows the mourning process in 125 children over a 2-year period. Chapters comparing these children to a control group of non-bereaved children identify major factors that influence the course and outcome of a child's adjustment to loss. Part 2 of the book explores different experiences of loss, comparing children who have suffered the death of a parent to those faced with other types of loss: death of a sibling and the loss of a parent to divorce. Part 3 of the book discusses implications of the research findings and ways to help bereaved children. This section outlines the needs of bereaved children, reviews various intervention models, and suggests activities that can be used to facilitate the various tasks of mourning. An epilogue presents counsel from children drawing on their own experiences for children who may face the death of a parent. A screening instrument for early identification of children at risk is appended. Contains references, an author index, and a subject index. (HTH)

Efforts to alleviate the emotional pain of terminally ill children and their parents have led many physicians to turn to child psychiatrists for psychological support and treatment services. This book, written by a child psychotherapist, offers an overview of children's attitudes to death and considers the moral and ethical issues raised by treatments for life-threatening illness. The text focuses on children with cancer and explores the climate in which they find themselves. A central question addressed here is whether or not caretakers should ever shift their focus from one of working towards the day when the child will recover to one where death is accepted. Some of the questions covered here include how to talk to children about death, the stages of emotional reactions to life-threatening illness, and the prolonging of death. Separate chapters are also devoted to what happens after the death of a child. Much of the book presents the personal experience with a 7-year-old boy who suffered from leukemia. This section is in the form of a diary and covers the period from the initial visit with the boy until the child's death several months later. Three appendices present an analysis of the boy's drawings, extracts from the Nuremburg Code, and a reflection on a work by Isabel Menzies Lyth. Contains a glossary, a list of useful addresses, a short bibliography of books for ill children, a list of about 300 references, and an index. (RJM)

Reviews "La Educacion Preescolar: Desafio y Aventura" (Lavanchy Bobsien); "Working towards Better Childcare" (Peeters and Vandenbroeck, editors); "Children's Savings: A Study in the Development of Economic Behavior" (Sonuga-Barke and Webley); "Curvas de Crecimiento Estaturo-ponderal en Escolares" (Saez Crespo and others); and "Helping Bereaved Children: A Handbook for Practitioners" (Webb, editor). (AC)

Reviews 1992 book "Spiritual, Ethical, and Pastoral Aspects of Death and Bereavement." Suggests book fills void in literature. Describes text section by section. Cites eclectic nature of articles as strength with section on AIDS-related complex being outdated. Summarizes book as valued addition to literature, encompassing broad topic range. (CRR)

Few adults deliberately set out to cause children stress or to teach them how to deal with it, yet adults do just that with every word, action, and reaction. This book collects work in the field of human development on how adults can help children learn to cope with stress. Each of the 30 chapters previously appeared in "Young Children," the professional journal of the National Association for the Education of Young Children (NAEYC). The chapters are grouped into such topics as coping with expected challenges, strengthening contemporary families, making sure that adults do not contribute to children's stress, and a review of stress research. The chapter titles include: (1) "Lobster on the Sidewalk: Understanding and Helping Children with Fears" (Hyson); (2) "Living with He-Man: Managing Superhero Fantasy Play" (Kostelnik and others); (3) "Sex Education with Young Children" (Koblinsky and others); (4) "Preparing Young Children for Hospitalization" (Trawick-Smith and Thompson); (5) "The Young Child in the Hospital" (Fassler); (6) "Saying Goodbye to Preschool" (Ziegler); (7) "Helping Children Cope with Death" (Furman); (8) "Using Crisis-Oriented Books with Young Children" (Jalongo); (9) "The Teacher's Role in Facilitating a Child's Adjustment to Divorce" (Skeen and McKenry); (10) "Blended Families: Overcoming the Cinderella Myth" (Skeen and others); (11) "Child Abuse and Neglect: Prevention and Reporting" (Meddin and Rosen); (12) "There is More to Early Childhood Education than Cognitive Development" (Haiman); (13) "Obedience is Not Enough" (Kamii); (14) "'But What about Sharing?': Children's Literature and Moral Development" (Krogh and Lamme); (15) "The Unpopular Child" (Roopnarine and Honig); (16) "Black Children: Their Roots, Culture, and Learning Styles" (Hale-Benson); (17) "A Child's Right to the Valuing of Diversity" (Lane); and (18) "'It'll Be a Challenge!': Managing Emotional Stress in Teaching Disabled Children" (White and Phair). (EV)

The article discusses how to develop a company policy covering the leave programs that could be availed by employees. Among the topics that are covered are family and medical leave, leave for children's school activities and bereavement leave. It presents the laws by various states in the U.S. that cover such topics as family and medical leave laws, military leave, and a leave to exercise one's right to vote.

The article presents information on terms related to the employment laws starting with alphabet B including benefits, bereavement leave and background check. The term "Benefits" refers to a type of compensation other than salary such as paid time off, insurance and retirement plans. The term "Bereavement leave" refers to time off from work in order to attend the funeral or deal with practical matters related to death.

Since time immemorial twin births have been perceived as an extraordinary, often disquieting phenomenon. Many legends and myths flourished around their origins. Twins were thought to be the result of adultery, considered as the incarnation of evil spirits and ancestors, or, as in the myth of Castor and Pollux, one was regarded as having godly origins and the other not. [ABSTRACT FROM AUTHOR]

Chapter 11 of the book "Jean Cocteau" is presented. This chapter examines the effect of the death of poet Raymond Radiguet on French author and artist Jean-Maurice Cocteau. Cocteau suffered an emotional breakdown, mourned the death for three years, and felt alone, incomplete and insubstantial. His searing performance in the drawing portfolio "Le Mystère de Jean l'Oiseleur: monologues" (The Mystery of Jean the Bird-Catcher: Monologues" is attributed to his opium addiction.

The article presents a case study involving the role of religion and pastoral care in providing mental care health services to the family of student Heather Sanders, who died of alcohol intoxication. It outlines the pastoral assessment made by Reverend Roberta Carter on the death of Heather and her efforts to visit the family regularly as part of the treatment process in the faith community. It also notes the counseling approach for bereaved parents whose grief may affect health and well-being.

An essay is presented on the author's experience of feeling sad caused by the death of his grandfather. The author explores how his grandfather looks before becoming bedridden and his emotion towards his motionless body in the hospital. He recalls the funny things his family did when their grandfather is alive. He mentions that his grandmother did not collapse during the funeral service.

Chapter 14 of the book "Journey Across the Life Span" is presented. It discusses the concept of death as part of human life. It identifies the stages of death and dying from the stage of denial to the stage of acceptance according to physician Elisabeth Kübler-Ross. It also discusses some ethical concerns regarding end-of-life issues such as euthanasia, right to die and hospice care.

Chapter 13 of the book "Social Perspectives on Death and Dying" is presented. It provides insights on coping with grief and bereavement. According to the author, ignoring grief or postponing the process of bereavement may only intensify pain at a later time. Also discussed are the phases of grief when a death occurs including confronting the pain and re-establishing connections.

Chapter 1 of the book "Social Perspectives on Death and Dying" is presented. From a sociological perspective, death and dying are viewed as an array of social behaviour and rules which happen in various cultures as the result of the end of human's life. It describes the attitude of humans when death occurs to their lives in a personal way. It cites the elements involved in the goal of providing psychological care to dying persons such as giving them a sense of security and respect for autonomy.