Currently, the Council for Accreditation of Counseling and Related Educational Programs (2009) does not require course work on grief and loss, and it is possible for counselors to practice without any formal training in the area. The purpose of this article is to highlight the need for additional grief and loss education in the curriculum, provide a brief overview of the current literature surrounding grief and loss, and suggest pedagogical strategies for counselor preparation.

Grief and Loss Education: Recommendations for Curricular Inclusion

Complicated grief: Knowledge, attitudes, skills and training of mental health professionals: A systematic review.

/pdf/death-a-qualitative-content-analysis-of-counseling-journals-384ugw85y4.pdf

Death: A Qualitative Content Analysis of Counseling Journals, 1986–2016

/pdf/a-phenomenological-investigation-of-women-s-infertility-and-2jssrlupji.pdf

A Phenomenological Investigation of Women’s Infertility and Miscarriage Grief Experiences

For gerontological educators, topics such as mortality, loss, and end-of-life issues often emerge or are central in their courses. However, teaching in the era, and aftermath, of the COVID-19 pandemic has heightened the salience of death and loss, raising questions about best practices and teaching pedagogies to support student learning amidst a global crisis. This qualitative study utilized written narratives collected during the pandemic from students enrolled in an undergraduate thanatology course. Content analysis of written narratives (n = 44) revealed three themes that can help inform strategies to best support student learning during challenging times. Participants desired more flexibility; compassion and understanding; and more targeted resources and socioemotional support. Results have immediate implications for educators teaching during the pandemic and for years to come. We provide recommendations for teaching and learning support, as well as advocate for more university and community-based thanatology and gerontology education offerings.

High death anxiety and ambiguous loss: Lessons learned from teaching through the COVID-19 pandemic.

The certainty of facing death and bereavement and the complex personal and societal issues involved argue for the importance of death education. The current study addresses a gap in knowledge by beginning to assess the extent of dying, death, and bereavement (DD&B) course offerings by U.S. psychology departments. This article reports on data collected from an initial survey of psychology departments in nine Midwestern states. Approximately 20% of respondents have offered a DD&B course in the last 5 years. Reasons for lack of DD&B courses include faculty and curriculum issues, as well as DD&B topics being covered elsewhere. These issues are discussed, and data are compared with DD&B course coverage in health-related fields.

Death and dying course offerings in psychology: a survey of nine Midwestern states.

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Death and dying course offerings in psychology: a survey of nine Midwestern states.