Thesis (M.L.A.)--University of Hong Kong, 2005. / Includes special report study entitled: Sensuous garden for healing.

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Background: This thesis stemmed from my experience as a hospice social worker. In this role I was aware that children were often excluded from conversation, education and support about death, dying and bereavement and was keen to explore how the Hospice team could address this issue. My practice experience paralleled UK policy making on end-of-life care, which argued for discourse on death, dying and bereavement to be promoted in the community to help prevent negative end-oflife and bereavement experiences (Scottish Government 2008; Department of Health 2008; Department of Health 2010). In Scotland, engaging with schools to equip children with skills and knowledge to cope with death and bereavement has been emphasised (Scottish Government 2010). These policy movements recognise the significance of public health approaches to end-of-life care, which focus on the multi-dimensional (physical, psychological and social) nature of problems and required solutions. Recently, such approaches have been gaining recognition concerning their contribution to end-of-life care. It has been suggested that hospices are well situated to promote such activities due to their expertise in end-of-life care (Salau et al. 2007). Aim and objectives: This thesis aimed to explore, implement and evaluate models of best practice in which hospices and schools can work in partnership to promote education and support around death, dying and bereavement from a health promotion perspective. It specifically sought to increase understanding about current practice in primary schools related to death, dying and bereavement and develop practice knowledge about the role of the Hospice in working with school communities to enhance such work. Methods: The research was facilitated in two primary schools in Scotland, using collaborative inquiry within an action research methodology. It was conducted over three phases. Phase one (preparation and scoping) involved a literature review, visits to other hospices and focus groups with hospice staff. Phase two (exploration) included a series of interviews and focus groups with children aged 9 – 12 years, parents and schools staff to develop collaborative inquiry and engage in a process of change. Phase three (planning and developing) comprised of deciding and advancing models of practice. Findings: Practice innovations were identified at each school that were of relevance to the school curriculum, the relationship between hospices and school communities, and the relationship between hospices and the wider society more generally. These innovations can be understood as health promoting palliative care activities, as defined by Kellehear (2005), due to the process in which they were designed and their focus on developing capacity to respond to death, dying and bereavement. Conclusion: The action research process identified the significance of sharing and transferring knowledge across and between hospice and school communities. It demonstrated that hospices have unique capacity to develop conversation, education and support around death, dying and bereavement in school communities. In order to fulfil this potential role, this will require a reorientation of service delivery that focuses on wider training, support, awareness raising and advocacy. The study has also demonstrated that action research is well situated to develop health promoting palliative care activities according to the shared goals of participation, ownership and empowerment.

published_or_final_version / Architecture / Master / Master of Architecture

Thesis (Ph. D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed Sept. 2, 2009). Additional advisors: Virginia G. (Wadley) Bradley, Elizabeth A. Kvale, Kathryn L. Burgio, Edwin W. Cook III. Includes bibliographical references.

This thesis explores the experiences of individuals living in a family where a member is dying or has a life-threatening illness. It focuses in particular upon how families are actively produced in the everyday `doing' of day-to-day family life (Morgan, 1996) in circumstances of severe ill-health and when facing death. Using an ethnographic approach combining informal, in-depth interviews with 9 families and participant observation on a hospice ward, the research provides insight into how families experience themselves as family in the `here-and-now' of their daily lives. It will be argued that in both popular culture and theoretical work there is a pervasive tendency to associate death with crisis and that the more ordinary, everyday and mundane aspects of dying experiences are less well understood. Therefore, the analysis of family lives presented here moves away from the more familiar model of emotional crisis and rupture in relation to severe ill-health and dying, to ask new questions about the `everydayness' of people's feelings and experiences during this time. A more nuanced picture of living with life-threatening illness and dying is provided as the data chapters explore the everyday and mundane in relation to families' experiences. Analysing empirical data about various aspects of dayto- day life - including eating practices, spatial dynamics and material objects - the thesis shows how ill-health and dying are not discrete ontological experiences existing outside and separate from everyday life. Rather, in paying attention to the `doing' of being a family day-to-day, this research brings more squarely into view, the everyday as a lived experience (Felski, 1999) within which families come to `know' their experiences of illness and dying.

M.A. / In sub-Saharan Africa the importance of understanding the illness and dying experiences of people living with HIV/AIDS (PLWHAs) is underlined by the fact that some 30 million people are already infected with HIV. Yet, there has been precious little research on chronic illness and dying within the sociology of health and illness. This dissertation begins to address this gap by considering the question ‘how does care of AIDS patients inform a sociology of illness and dying?’ It is argued that AIDS related chronic illness and dying are best understood within the AIDS care context. A theoretical model of quality AIDS care (QACM) was constructed, and highlights access, physical and psychosocial aspects of care. This was evaluated in relation to two South African hospices, both located on the Witwatersrand. In addition, a telephonic survey was undertaken in order to situate the two case studies within a national context of hospice-based AIDS-care. Some of the valuable refinements made to the literature QACM include new staff motivators, self-contained funding, additional dietary concerns, more cost-effective treatments, the importance of stigma, patient-patient support and the advent of hospice day-care centres. It was concluded that caregiver and patient needs must be met to ensure quality care provision. Three noteworthy conclusions were drawn. Firstly, the QACM was found to be a sound reflection of hospice AIDS-care reality. Secondly, the case hospices sufficiently subscribed to the required care standards, but improvements are warranted. Thirdly, and most importantly, the study highlights the impact of stigma on the chronic illness and dying experiences of PLWHAs. This study has taken a small step in the right direction by providing some sociological insights into chronic illness and dying, by the application of Northern-centric literature to the developing context of South African hospice AIDS-care. Further investigations may serve to bear these conclusions out, in alternative care settings, in order to further develop the sociology of illness and dying. / Prof. J.M. Uys Prof. P. Alexander.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 194-200). Also available on the Internet.

Texte remanié de: Thèse de doctorat--Anthropologie sociale--Paris--EHESS, 2002. / Index.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 194-200). Also available on the Internet.