Using students' journals about death experiences as a pedagological tool.

Area of Science:

• Psychology
• Education
• Sociology

Background:

• Students often struggle to articulate complex emotions regarding death and bereavement in traditional classroom settings.
• While written correspondence can facilitate discussion, some students still face challenges in full self-expression due to personal disposition.
• Previous research indicates a preference for written over oral communication when discussing sensitive topics like death.

Purpose of the Study:

• To evaluate journal writing as a pedagogical tool for teaching about death and bereavement.
• To explore how journal writing can help students overcome difficulties in expressing themselves about death.
• To identify common themes students discuss in relation to their experiences with death.

Main Methods:

• Data collected from students at a private college in New England and a Midwestern state university.
• Students utilized journal writing as a method to explore their experiences and perceptions of death.
• Analysis of common themes emerging from student journals regarding death and bereavement.

Main Results:

• Journal writing appears to be an effective method for students to express their experiences with death.
• Common themes influencing student experiences included reactions of significant others, funeral services, and post-funeral family events.
• The study identified specific benefits and limitations of using journaling in bereavement education.

Conclusions:

• Journal writing offers a valuable pedagogical approach for courses on death and bereavement.
• This method enables students to convey their learning and personal perceptions of death more accurately.
• Journaling provides an alternative to oral communication, accommodating students with different expressive styles.