Training in death education and grief counseling is not typically a part of a counselor's curriculum, yet the odds of a counselor seeing people in various stages of grieving are great. Beginning with Bowlby's attachment theory, this article provides an overview of the grieving process and what counselors should know. (Author/MKA)

This article presents a review of the literature on counseling adults with terminal illness, particularly the literature on the nature of preparation that counselors and other professionals who attend to the needs of adults with a terminal illness require. The authors review information and findings from philosophical, psychological, practical,…

Part of the outreach program of the counselor training program at The College of Staten Island shows that counselor education must include experience with and increased understanding of dying, grieving, and the effect of death on surviving family members. (Author)

Older adults, defined as those aged 65 or older, are rapidly becoming the largest group of individuals in the United States. As this population steadily increases, so will the demand for adequate and appropriate mental health care. Counselors need to be prepared to meet this increasing demand by understanding efficacious ways to conceptualize and…

Prior to death those who are properly prepared have reviewed their wills, insurance, and estate plans. When death arrives, the interdisciplinary team of lawyer, therapist, insurance person, accountant, and banker should serve the survivors so that the final requirements are handled with the least difficulty. (Author)

Focuses on the large and increasing number of older widows available for human service work within the hospice movement caring for the dying and bereaved. Suggests widows possess an empathetic readiness for work in this human service field, and become both beneficiaries and benefactors of their service efforts. (Author)

The duties of a therapist to a deceased client are not directly dealt with in codes of ethics. The issues came into focus following the publication of a biography of Anne Sexton, as it contained information from more than 80 hours of therapy that Ms. Sexton's psychologist released to the biographer. This paper considers the question of whether the…

Euthanasia is considered an important social issue of the 1990s. Mental health professionals should understand the differences between voluntary, involuntary, passive, and active euthanasia; mercy killing, and assisted suicide. Encourages counselors to ethically formulate client-supportive positions to help clients face life-and-death decisions.…

Responds to the issues raised by Werth and Holdwick, and Westefeld et al. (2000, [this issue]). Posits that there are important biopsychosocial trends that make the issue of suicide particularly salient today. Supports this view using two examples: the increased incidence of death from chronic disease and the greater awareness of the psychosocial…

This study examined the work behaviors of individuals with graduate degrees who provide clinical services to terminally ill individuals, family members, and the bereaved. An instrument was developed to assess the frequency and importance of work behaviors of individuals working with dying individuals and their families. Participants were randomly…

This paper explores ways in which school counselors can help young people with death-related concerns. It is often assumed that school counselors have the necessary skills for working with students who experience grief, but most graduate counseling curricula do not require courses in death education; thus, many counselors feel uncomfortable in…

Counseling for HIV prevention and antibody testing is at the forefront of psychological support services. Recently, there has been a determined effort to develop a range of psychotherapeutic approaches to help people cope with and adjust to living with terminal illness. Introduces a growing interest in the field for counseling those affected by…

Suggests that although death education has become part of the curriculum within many colleges, few attempts have been made toward providing formal preparation for the beginning teacher. Provides some answers to questions that may confront the neophyte death educator relative to self-development, resources, goals, and student reactions. (Author)