Grief, death and the psychology of dying

Grief, death and the psychology of dying Different people of different religions, race, age and culture have different perceptions of death and the way to go about the loss. The following research tries to explain why people behave the way they do in their different manner. It defines death and grief, why, when and how they occur. It also explains about the misconceptions that people have about death and grief. It gives a more understanding of these phenomena and explores what people go through when they experience them. The paper also gives solutions on how a person should handle the situation once it has happened to him. Grief is the reaction to loss; it is mainly associated with a loss of something or someone to whom a person had formed a bond with. A person can respond to grief emotionally, socially, physically or even through the way they behave. Grief is caused by loss of a variety of things. It can be as a result of a divorce, an illness, loss of someones possessions, status, employment, pets and loved ones (OConnor, Irwin, Wellisch, 2009). Different people react differently when they go through a loss. The different reactions may be as a result of what one has lost. These reactions may be manifested from one person to another or within the same person. The different reactions emanate from peoples diversity cultures, personalities, age, religious and spiritual practices and beliefs (Kubler, 1991) Grief exacerbates both and physical and psychiatric morbidity. This is common especially after a loss of a spouse. During this period, the bereaved usually exhibits symptoms such as headaches, heart palpitations, dizziness and trembling. The bereaved also tends to suffer from depressive symptoms during the first year after the loss. Those who are bereaved young tend to take more symptom relief drugs as well as showing more physical distress than older people. For the older people, the number of visits to the physician as well as hospitalization increases during the time of physical distress. Grieving is an early and old phenomenon. During the olden days, people used to seek help with their grief from religious leaders, extended families, and close neighborhoods as well religious institutions. Today, because of secularization, lack of a sense of community and lack of belief in formal religion, has led to the bereaved seeking help from health workers (Worden, 2002). Children differ in mourning with adults. They tend to return to an earlier behavior like clinging to a toy, thumb sucking or even depicting an angry behavior. They are not mature to mourn like adults but they mourn intensely. A loss in childhood can result to emotional problems as well as physical illness. This poses a great risk as the child can contemplate suicide or become a delinquent. This is mostly common in adolescents (Kubler, 1991) Dr. Elisabeth Kubler-Ross believed that grief has its own stages. These stages include emotional reactions like denial, anger, bargaining, depression and acceptance. She advises that understanding grief is an important part of the human experience as it is a necessary response that helps to heal from the overwhelming experience of loss (Kubler, 1991) Dr. Kubler suggests some of the things that a griever can engage in order to overcome grief. Some of these things may include participating in support groups which may either be faith based or secular. Those people going through a complicated grieving process are advised to attend a therapy session with a psychologist or any other qualified professional dealing with mental health. She also advises grievers to take food supplements as well as eating healthy foods (Kubler, 1991) Exercise and work outs like jogging and aerobics are also recommended during this period of grieving. Grieving is also an emotional drainer process thus she recommends enough rest for the person grieving. Places of worship are also known to be very helpful in providing solace and comfort to those grieving. Dr. Kubler recommends that grievers show emotions whenever possible like letting the tears to flow as this facilitates the healing process (Kubler, 1991) At this point of grieving, the griever requires a lot of acceptance and support from friends, family or the people around. The griever may depict a wide range of emotions that may require a lot of understanding from people around (OConnor, Irwin, Wellisch, 2009). To grieve is more than just to show sadness. It involves positive experiences when it deepens interpersonal connections. Grief can cause great wear and tear to both the psyche and the physical body. It is experienced in a very personal way although there are some commonalities to grief. Different people may go through similar reactions to grief such as nightmares, hallucinations and problems with appetite. Other people may experience sleeping disorders while others may go short of breath. Intense or complicated grief can result to complicated responses. These responses may include suicide attempts, murders, shock and even mental disorders. Grief which is complicated can be debilitating, it involves pangs of painful emotions which are recurrent. It may also involve intense longing and yearning for the lost person or thing and also thoughts which are preoccupied with the lost person or thing. Death It is the cessation or termination of biological functions that make up a living organism. Death refers to both a particular event and the condition that result thereby. Many religious beliefs tend to be concerned more with the condition than a particular event. People have different perceptions of dying and death. Many wonder how it occurs or whether the dying just accepts death quietly. Many questions also linger in our minds whether the dying think of their possible decomposition, being consumed by maggots or rotting in hell (Piven, 2004). The process of dying is a process that is known because it is witnessed and described by those involved in it. Certain factors influence the dying experience. These are interpersonal relationships, gender, nature of a disease and the treatment environment, and age. A young child may not understand the nature of death as a mature adult with diverse life experiences would. The dying process is also influenced by gender as a result of different roles played by women and men. A dying man is more likely to think of financial provisions for his family while a dying woman is more concerned with family integrity. Individuals who have experienced a poor interpersonal relationship experience a greater distress while dying than one who had a good relationship (Wass Neimeyer, 1995). Death is seen to be an event as it occurs in a particular time, at a particular place and in a particular way. Death is also seen to be a condition as one is seen to be incapable of carrying the important functions of life. It is a condition that is not reversible. It is also a universal certainty. It forms the centre of many organizations and traditions. Death can be accidental, intentional or natural. Many species die from predation. Intentional activities causing death may involve death by ones self i.e. suicide, death by others i.e. homicide and calamities like war. Death by natural causes is mostly caused indirectly by human activities (Appel, 2005). To determine whether a person is dead or not, there are signs that one can look for. Some of these signs may include; respiration cessation. Breathing stoppage is a good sign that a person is dead. Lack of body metabolism can also suggest that a person is no longer alive. Other signs are a lack of a pulse, body becoming pale a few minutes after the person dies, body temperature reducing and stiffness of the corpse limbs (Appel, 2005). Death can be clinical or legal. When a person ceases to breathe and to circulate blood, the person is declared to be clinically dead. This happens when a person gets a cardiac arrest or the heart simply stops to beat. During this time, the person losses consciousness and the brain activities stop. Procedures to resuscitate the patient are initiated. These include putting the patient under cardiac life support machine which attempts to restart a heartbeat. The resuscitation continues until the recovery of a heartbeat or when a physician determines that the recovery is impossible and the patient is declared legally dead. A brain dead patient with heart and lungs that are functioning can be pronounced to be legally dead (Safar, 1988). Legally, the state brain dead defines death. This occurs when the brain activities both voluntary and involuntary are irreversible and hence cannot sustain life. Irreversible loss of brain functions is caused by direct trauma to the head as a result of a gunshot wound or an accident caused by a motor vehicle. Loss of brain functions can also be caused by massive hemorrhage as result of high blood pressure complications (Murray, 1990). Legal death is when a qualified personnel declares that a patient does not require further medical care and the patient be pronounced dead under the law. Some of the circumstances favorable for a person to be pronounced legally dead is when brain dead. This is when the brain activity is not detected. Psychology of dying According to psychologists, when going through the process of dying one goes through the experience of pain, regret, and fear of the unknown. Our social systems also break down death into distinctive dreads. Example, as a means to obtain moral obedience, religions mold death anxiety into fear of agonizing hell (Wass Neimeyer, 1995). The fears and ideas that people have about death are not innate; they are learnt from their cultural and social environments. A particular cultures system of death conditions the behaviors of the living. For instance, their willingness to receive an organ transplant, suicide contemplation, their will to take risks, to purchase a life insurance, preference for cremation or burial, their attitude towards abortion or capital punishment and their hope for resurrection Religion is also known to shape peoples attitudes toward death. This could be positive or negative. The more religious members display a more consistent attitude of death as measured by the level of fear of death. Those who believe in afterlife have a coherent understanding of situations related to death. Death anxiety, threat and fear result into other forms of psychological distress. Health status is unrelated to the level of fear and anxiety of death (Wass Neimeyer, 1995). Pursuing a death-exposure profession like medicine or attending the morgue does not necessarily increase the fear of death or anxiety. Those professionals or volunteers who work closely with the dying show reduced fear of death and much death competency. Physicians usually have a difficult time with their patients whom they know have no chance of recovery. Telling a patient about his dying is never justified. On the same note, to withhold a patients dying information is not warranted. According to Dr. Kubler (1991), people regardless of their age, religious orientation, race or cultures recognize when they are about to die. Some may start bidding farewell even if death is not expected. Dr. Kubler equates death to being born into a different existence. To die is like to move from one house to another only a more beautiful house this time. It does not matter how death may have occurred because the experience is the same (Kubler, 1991). When one dies, i.e. when the soul leaves the body, it is still possible to perceive what is happening around the dying place i.e. where the body was left. One is able to register everything with a new awareness different from the earthly consciousness. This happens the same way as when one is lying unconscious having a surgery. During surgery, many patients have an out of body experience where they watch surgeons work on them and can actually hear them talk. The same thing happens when a dying patient is in a deep coma. The patient can neither move nor talk but can hear and understand everything being said to him (Kubler, 1991). Nobody dies alone. When one leaves the physical existence, one joins another existence where time, space or distance does not exist. The power of thought is able to bridge long distances in a split of a second. Many people have experienced this when someone who lived many thousands of miles away suddenly appears to them and then later come to realize that they just passed away a few hours or days ago. When patients are on their deathbeds, they report to see people whom they used to see and play with when they were little, only to have forgotten their existence when they grew up. These people die peacefully and happy knowing that someone who loves them will be waiting for them. Generally, people waiting for us on the other side are those who loved us the most (Kubler, 1991). People die at different times; as little children, as young people or very old people. According to Dr. Kubler, the young have already learnt what they were supposed to learn and the old have accomplished what they were supposed to do at the time of their death. If we live well, we will not worry about dying (Kubler, 1991). Conclusion Different people of different religions, race, age and culture have different perceptions of death and the way to go about the loss. The study has identified grief as a reaction to loss, where the victim responds in an emotional, social and physical manner to portray his/her state. In this case, the study has identified that the different reactions exhibited by people as a result of death varies with their diversity cultures, personalities, age, religion and spiritual practices and beliefs. The study has identified several stages taken in a grief process. These include emotional reactions like denial, anger, bargaining, depression and acceptance. There are, however different ways of overcoming grief, the study has identified a simple method as group participation in a faith based or secular to be an effective approach. On the other hand, individuals undergoing through a complicated grieving process are advised to attend a therapy session with a psychologist or any other qualified professional dealing with mental health. Eating food supplements and healthy eating habits also helps to overcome grief. Death is seen to be an event as it occurs in a specified time, place, and in a certain way. Death is also seen to be a condition as one is seen to be incapable of carrying the important functions of life. It is a condition that is not reversible. Dr. Kubler has argued that people, regardless of their age, religious orientation, race or cultures recognize when they are about to die. People die at different times; as little children, as young people or very old people. When one dies, i.e. when the soul leaves the body, it is still po ssible to perceive what is happening around the dying place.

Symbols and Symbolism in The Catcher in the Rye :: Catcher Rye Essays

Symbolism in The Catcher in the Rye Throughout the novel, the reader is presented with various symbols. The symbols are clearly made evident by Holden’s constant repetition of their importance. The symbols are so important and their symbolism is directly related to the major themes of the novel.   Ã‚  Ã‚   Allie, Holden’s young brother who died several years earlier, was a key symbol throughout the story. When Holden remembers incidents from his past involving Allie, his attitude changes, such as when he writes the composition about Allie’s baseball glove or when Holden broke his hand after punching all of the windows after Allie died. He feels that Allie was one of the few people who were not phony in a world full of phonies. More importantly, Allie represents the innocence and childhood that Holden strives to find throughout his multi-day journey. In Holden’s opinion, Allie represents the purity that Holden looks for in the world. Holden admits that he admires Allie more than he admires Jesus, and even prays to Allie at one point, rather than Jesus. Allie is Holden’s role model, whom he judges the rest of the world according to. When Allie dies, it creates turbulence in Holden’s life.   Ã‚  Ã‚   At various points during the course of the novel, Holden inquires as to what happens to the ducks who are normally on a pond in Central Park, when winter comes and the water freezes. As he inquires, the answers he receives range from as farfetched answers as the idea that the ducks still remain there under the ice, just as the fish do, to uncaring answers such as a simple "What a stupid question!" remark. Despite the answer he gets, Holden is never satisfied with the reply. Holden doesn’t consciously realize that the ducks relate to him. Whether he will admit it or not, Holden is scared. He has been kicked out of numerous schools, he can’t get good grades, his parents are angry with him, and he spends his days wandering through New York City. He doesn’t know where he is going to go, reflecting his question about the ducks. Perhaps if he knew where the ducks went, he could follow their example.   Ã‚  Ã‚   While walking through New York City, Holden arrives at the Museum of Natural History. He remarks about the museum that he likes the glass cases that the museum officials place all of their exhibits in.

Downfall of the American Dream Essay

As a child, one is told that life is just a dream. If one believes in his or her dreams and pursues the path to this goal than one shall achieve it and shall live a joyful, ‘happy’ life. However as one grows older and wiser, one learns that the reality is far more complicated and corrupted. One discovers that despite their perseverance and audacious efforts to attain his or her objectives, the American dream is just an illusion that cannot come true and cannot be attained. The Great Gatsby by F. Scott Fitzgerald is set in New York City and Long Island in the early 1920’s when America was viewed as the land of opportunity. Nevertheless, this novel explores the downfall of the American Dream and how it has an effect on people and the society. This is demonstrated by characters such as Myrtle Wilson who corrupts herself, her relationship and her life over an obsession with something that cannot be attained. Daisy Buchman who sacrifices herself and her happiness to ma intain her social status. Finally, Jay Gatsby, the protagonist of the novel exemplifies how the American dream can lead one to make immoral decisions. Through the use of these characters, F. Scott Fitzgerald in The Great Gatsby explores that no matter one’s gender, race or class the American dream does not discriminate; it is simply elusive and unachievable to all who seek to pursue it. Myrtle Wilson, often described in the novel as Tom’s mistress, remains a very flat character throughout the whole novel meaning that she doesn’t develop as a character and her morals do not change throughout the novel; however, she plays a huge role in Fitzgerald’s novel to outline the flaws in the American dream. Myrtle’s objective throughout her whole life as it was for many women of this era is to wed a rich successful man who can â€Å"take care of her†. Evidently, her husband, George Wilson, is not suitable for her. She even says â€Å"he isn’t fit to lick my shoe† (page number) This is why Myrtle finds herself another man who â€Å"qualifies† to her standards/ checklist. Throughout the novel Myrtle literally buries her relationship with George by getting involved with Tom Buchman as well she betrays herself and gives away little pieces of herself by pursuing her dream. Tom Buchman breaks her nose in chapter two yet she pur sues the relationship because she is so desperate to rise in social class. A cream is like an off-color of white; it is tainted with yellow. Fitzgerald often uses this color to portray one’s falseness and inability to fit in with the upper class. In chapter two, Myrtle wears a cream-colored dress and when someone gives her a compliment about the dress she says â€Å" â€Å" It’s just a crazy old thing, [†¦] I just slip it on sometimes when I don’t care what I look like.† (page 35). Nick remarks that Myrtle repeatedly changes her outfits so when she brushes off this compliment and acts snobbish; it becomes very evident to Nick and the readers that she is desperately trying to make herself appear superior, sophisticated and a part of the upper class. People of the upper class often wear white because it is easily corrupted so it can be replaced. White can become creamed colored but cream color clothing cannot become white. This shows how despite oneâ €™s endless effort, the American Dream is unattainable. As proven with Myrtle and Tom’s relationship, Myrtle dream is very materialistic. According to Michelle Hurley in her â€Å"The End of the American dream† she expresses â€Å"Fitzgerald documenting the corruption through materialism of what was once an era of genuine optimism and individualism –the original American dream.† This is shown through many characters but especially Myrtle. Her immoral, wrongful and materialistic perception by the American dream literally led her to her own demise. Fitzgerald kills her off in chapter seven when she gets hit by the car she was chasing after. Myrtle represents the people from lower class that attempt to defy the social boundaries at any possible cost. However, her fate unfolds that anyone who endeavors to disobey the American dream will suffer severe and deadly consequences. Furthermore, Jay Gatsby also known as James Gatz executes multiple unethical actions driven by his desire to achieve wealth and love. Motivated by Dan Cody and his loathing of the poverty-stricken life, Gatsby seeks a simple way to become apart of the wealthy class. Therefore, Gatsby becomes involved in some illegal business; this becomes especially obvious when Nick first meets Meyer Wolfsheim and Gatsby says, â€Å" â€Å"Oh, no, [†¦] this isn’t the man!† page number!!!!. Gatsby panics because Meyer Wolfsheim almost discloses confidential information about the business to the wrong person. Although it does not directly state in the novel that Gatsby is involved in the bootlegging business, many clues such as Gatsby’s relationships with questionable people like Mayor Wolfsheim as well as Gatsby’s story’s about his past that never seems to add up suggest that Gatsby is not completely innocent. This also causes the readers to question how exact ly he earned his fortune. In addition, this shows how Gatsby’s morals openly oppose the idea of the American dream which states that only those who â€Å"work hard can achieve it†. Daisy Buchman means the world to Gatsby; his genuine American dream was to attain Daisy’s love. Everything he does in the novel he does for the sole purpose of getting her back into his life. Daisy and Gatsby had a great love before he went off to represent his country in the war; In her article â€Å"The end of the American dream†, Michelle Hurley explains that â€Å"Daisy promised to wait for him but — being fickle, materialistic and in demand– she married Tom Buchanan instead.†. Not only does this show the carelessness and selfishness of the upper class but it also shows the cruelness of the American dream. Gatsby does everything to â€Å"woo† Daisy over; he throws parties in hope that one day she would attend one and he even gets involved in immo ral business all with the sole purpose of getting Daisy to fall in love with him once again.Yet despite all of his efforts, Daisy screws him over and his American dream stabs him right in the back. Finally, for years Gatsby paints an unrealistic picture for himself of Daisy. Nick even tells Gatsby to stop expecting so much from Daisy because she will crack from the pressure and he will lose her. Nick also repeatedly reminds Gatsby that the past cannot be recreated yet Gatsby continually opposes this idea. As a result of Daisy’s inability to reach this unreal illusion that Gatsby idealized constantly disappoints Gatsby and causes him to ask for more from her. In the end, he dies waiting for her which represents the reality of the unreachable American dream. Gatsby’s unrealistic and unachievable comprehension/ perception of the American dream, as well as his kindness and innocence, eventually leads him to disappointment and his own demise. Finally, Daisy Buchman was born and raised on the opposite social spectrum as Gatsby. As Gatsby remarks Daisy’s â€Å" voice is full of money† Page NUMber; her main value in life is wealth and social. She has adapted to her wealthy lifestyle ever since she was little which clouds her understanding and view of the American dream. As said by Jordan Sarah Head, â€Å" Daisy and Tom’s common denominator is wealth and an upper-class position†. Even after falling in love with Gatsby, Daisy marries Tom not as much because she loves him but because she loves what he represents. She believed that because of his appreciable wealth he could â€Å"care for her† and make her happy but as once said by Denzel Washington â€Å"Money doesn’t buy happiness. This is why even though she is truly in love with Jay Gatsby she gives up her happiness for her materialistic values. Furthermore, Daisy Buchman and Gatsby come from the complete opposite sides of the wealth spectrum. Daisy Buchman has the lifestyle that most people believe http://web.a.ebscohost.com/ehost/detail/detail?vid=10&sid=769a7693-0ce6-41e7-bba1-181bb4c496aa%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=9306106555&db=aqh http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=26&sid=769a7693-0ce6-41e7-bba1-181bb4c496aa%40sessionmgr4006 Daisy Buchanan

Brain-Based Learning - 1660 Words

Brain-Compatible Learning Environments Jamilyn Hogan PSY 370: Learning and the Brain Lynsey Ulibarri July 18, 2011 Every student learns at his or her own level. When a teacher puts herself in front of a classroom she or he should consider all the different learning styles in the classroom, and should plan lessons to fit needs of different students. With brain-based learning (BBL) considered, a teacher can make lessons around different types of learners and therefore every student can be touched, and can be successful in the classroom. What is brain-based learning? â€Å"Individual differences observed in the acquisition and processing of information during the learning process result in style differences in learning.† (Duman et†¦show more content†¦The first way that a positive learning environment can be put in place is through practices and procedures. These practices and procedures should be verbally gone over and also posted in the classroom. The practices and procedures should be put in place in the first days of school and re-visited often. Secondly, the physical surroundings are important. From the minute the students walk into the classroom for the first time, they should be able to look around and get an idea of what they are going to be learning about. Also of importance is to give attention to the classroom on a regular basis. The neatness and organization of the classroom is important. Students work and achievements should be posted around the room. (Veverka, 2011) Organization of the curriculum is also important to the learning environment. The teacher should not only have a thorough knowledge of the curriculum, the teacher should also be sure that the curriculum has plans to include all kind of learning styles. The students should be primed for learning. To prime a student for learning, a good attention getter should be introduced. Lastly, to enhance a positive learning experience, a team should be built. 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