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UNIVERSITY OF IBADAN
FACULTY OF EDUCATION
DEPARTMENT OF SOCIAL WORK

COURSE TITLE:
HUMAN BEHAVIOUR IN SOCIAL ENVIRONMENT
COURSE CODE: SOW 763
QUESTION
DEATH AND DYING EDUCATION IN SOCIAL WORK
BY
GROUP SIX

NAMES MATRIC NUMBERS

1. Daniel, Joy Ibukunoluwa 212631

2. Adeleye, Adebanke Oyindamola 245194

3. Olayemi Deborah 246359

4. Oladoyinbo Rhoda Lola 245985

5. Yusuff, Raji Babatunde 196725

6. Ojo, Ayanjoke Rebecca 245561

7. Adelowokan, Omolola Elizabeth 246025

8. Oje-Adetule, Oyinlola Adebomi 182226

9. Owodunni, Adeyinka Ganiyu 246629

LECTURER-IN-CHARGE
DR. OJEDOKUN

JANUARY, 2025
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1.0 Introduction and Overview of Death and Dying in Social Work

Social work practitioners frequently encounter clients dealing with complex end-of-life
challenges, including terminal illnesses, sudden death, and prolonged grief. These encounters
occur in various settings, such as healthcare institutions, palliative care units, and trauma centres,
where the need for compassionate and knowledgeable support is crucial. Death and dying
education is thus an essential component of professional social work training, equipping
practitioners to provide competent, culturally sensitive, and ethical care to clients and their
families.

This education emphasises several critical areas: understanding theoretical models of death and
grief, developing emotional self-awareness, mastering effective communication, and navigating
cultural and ethical dilemmas. Social workers must be familiar with widely recognised theories
of grief, such as Kübler-Ross's (1969) five stages of grief; denial, anger, bargaining, depression,
and acceptance which offer a framework for supporting clients through the grieving process.
Additionally, theories like Worden’s (2009) tasks of mourning highlight active coping strategies,
urging clients to confront and process their loss rather than passively endure it.

Several key areas will be explored in this paper. First, reviewing major theories and concepts
related to death and dying will provide a foundation for understanding clients’ needs. Next, the
paper will examine the development of emotional competency and self-awareness, crucial skills
for social workers managing the intense emotional demands of end-of-life care. Following this,
communication skills essential for effective engagement with clients and families will be
discussed. The paper will then address cultural and spiritual considerations, emphasising the
importance of culturally sensitive care. Finally, ethical challenges faced by social workers in
end-of-life contexts will be analysed, including issues related to autonomy, professional
boundaries, and decision-making rights.

In sum, death and dying education is indispensable in social work. It prepares practitioners to
meet the emotional, cultural, and ethical needs of clients, ensuring that they can provide
compassionate support at life’s most critical juncture.

2.0 Theories and Concepts of Death and Dying

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2.1 Understanding Perspectives on Death and Dying

Perspectives on death and dying vary significantly across disciplines, societies, and cultures.
From a biological perspective, death signifies the irreversible cessation of vital bodily functions,
including brain activity, respiration, and circulation. However, in the fields of psychology and
social work, death encompasses a range of emotional, cognitive, and relational processes. Social
responses to death are deeply influenced by cultural norms, religious beliefs, and historical
context.

Cultural views on death are particularly diverse. In many African societies, death is not seen as
an end but a passage to the ancestral world. This belief is often reflected in elaborate funeral rites
and communal mourning practices, which serve spiritual and social functions (Graham et al.,
2023). In contrast, many Western societies emphasise psychological closure and individual
healing, often focusing on private mourning and counselling services. Such differences highlight
the need for culturally sensitive approaches in social work practice.

Social workers must recognise these perspectives to tailor interventions that resonate with clients'
values and experiences. Failing to do so may lead to a breakdown in trust and communication,
particularly when clients perceive that their cultural or spiritual needs are not being respected
(Browne et al., 2021). Thus, understanding the multifaceted nature of death is foundational to
effective social work practice.

2.2 Theories of Grief and Loss

Kübler-Ross's Five Stages of Grief

One of the most widely known models for understanding grief is Elisabeth Kübler-Ross’s (1969)
five stages of grief: denial, anger, bargaining, depression, and acceptance. This model emerged
from her work with terminally ill patients and sought to explain how individuals emotionally
process impending death. Over time, the model was adapted to describe post-loss grief as well.

While influential, the five stages model has been criticised for its perceived rigidity. Critics argue
that grief is not a sequential process; rather, individuals may experience different emotions in
varying intensities and orders. Contemporary research supports a more dynamic view,
emphasising that grief is influenced by personal, social, and cultural factors (Stroebe & Schut,
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2020). Despite these limitations, the model remains a valuable framework for initiating
conversations about grief and loss with clients, particularly those who may feel disoriented by
their emotional responses.

The Dual-Process Model of Grief

The dual-process model of grief, developed by Stroebe and Schut (1999), provides a more
flexible and realistic understanding of how people cope with loss. According to this model,
grieving individuals oscillate between two main processes:

● Loss-oriented coping involves confronting and working through grief-related emotions.

● Restoration-oriented coping focuses on adapting to life after the loss by taking on new
roles, responsibilities, and activities.

This model acknowledges that grief is not a constant but a fluctuating experience. For example, a
person might spend time reflecting deeply on their loss but later shift their focus to practical
matters such as work or caregiving. Social workers can use the dual-process model to guide
clients through the natural ebb and flow of grief, encouraging them to balance emotional
processing with efforts to rebuild their lives.

Worden’s Tasks of Mourning

J. William Worden (2009) proposed a task-based model of mourning, which emphasises active
engagement in the grieving process. His framework consists of four tasks:

1. Accepting the reality of the loss – Confronting the fact that the deceased is no longer
present in physical form.
2. Working through the pain of grief – Processing the emotional and psychological
distress associated with the loss.
3. Adjusting to an environment without the deceased – Developing new routines, roles,
and relationships in the absence of the deceased.
4. Finding an enduring connection to the deceased while moving forward – Maintaining
memories and emotional ties without being overwhelmed by them.

This approach encourages clients to take an active role in their mourning process, empowering
them to find meaning and resilience in the face of loss. For social workers, Worden’s tasks
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provide a structured yet adaptable framework for supporting clients as they navigate different
stages of grief.

2.3 Cultural Contexts of Death and Dying

Cultural beliefs significantly shape how individuals and communities perceive death, mourn
losses, and seek healing. For example, in Nigeria, death is often a communal experience
involving extended family networks, religious rituals, and public ceremonies. These practices
serve not only to honour the deceased but also to provide collective support for the bereaved
(Graham et al., 2023). Social workers operating in such contexts must engage with community
leaders and spiritual figures to provide holistic care.

In contrast, Western societies may adopt a more individualistic approach to grief, with an
emphasis on personal healing and therapy. While this approach may be effective for some, it can
alienate clients from collectivist cultures who expect communal mourning and support. Browne
et al. (2021) emphasise the importance of cultural humility in social work, noting that culturally
insensitive care can exacerbate grief and hinder the healing process. Social workers must
continuously educate themselves on the cultural and spiritual dimensions of death and mourning
to avoid misunderstandings and provide effective, respectful care.

2.4 Psychological Theories of Attachment and Loss

Attachment theory, developed by John Bowlby (1980), offers valuable insights into the
psychological impact of loss. Bowlby argued that humans form deep emotional bonds with
attachment figures, such as parents, partners, and close friends. When these bonds are severed by
death, individuals may experience intense grief, characterised by anxiety, disorientation, and a
search for the lost attachment figure.

This theory helps explain why some individuals struggle more than others to cope with loss. For
those with insecure attachment styles, grief may trigger heightened emotional distress and
difficulty in adjusting to life without the deceased. Social workers can apply attachment theory
by providing a secure emotional base for grieving clients, helping them process their loss in a
supportive, non-judgmental environment.
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Additionally, the concept of complicated grief or prolonged grief disorder (PGD) has gained
prominence in recent years. Complicated grief occurs when an individual remains stuck in a state
of mourning for an extended period, unable to engage in restoration-oriented coping (Shear et al.,
2013). Social workers must be adept at identifying signs of complicated grief and making
appropriate referrals for specialised intervention.

2.5 Integration of Theoretical Perspectives in Practice

No single theory can fully capture the complexity of grief experiences. Social workers must
adopt a holistic, client-centred approach that integrates multiple theoretical frameworks. By
doing so, they can better understand the diverse emotional, cultural, and relational factors
influencing their clients' responses to death and loss.

For example, a social worker might use the dual-process model to normalise a client’s oscillation
between grief and daily functioning while also drawing on attachment theory to explore how
early attachment experiences shape the client's current coping mechanisms. Integrating these
perspectives allows practitioners to tailor their interventions to clients' needs and circumstances.

3.0 Developing Emotional Competency and Self-Awareness

Working with clients facing death and bereavement requires social workers to develop strong
emotional competency and self-awareness. These qualities help social workers maintain effective
therapeutic relationships, manage the emotional labour of their work, and prevent compassion
fatigue. Emotional competency refers to the ability to understand, regulate, and empathise with
one’s own and others’ emotions. Self-awareness involves recognising how personal experiences,
values, and biases influence professional practice.

3.1 Emotional Competency

Social workers frequently encounter clients experiencing grief, anxiety, and fear. Without
emotional regulation, they risk being overwhelmed or becoming disengaged. Emotional
competency allows practitioners to offer empathetic, balanced support, which builds trust and
rapport with clients (Charles & Sellers, 2022). Empathy, a core component, involves
understanding and validating clients’ emotions without becoming emotionally enmeshed.
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Goleman (1998) highlights that emotional intelligence helps professionals maintain connection
and boundaries in emotionally intense situations. For example, a social worker supporting a
grieving parent may empathise with the parent's loss while providing stability and reassurance.
Developing this competency also helps prevent vicarious trauma and compassion fatigue,
conditions that result from prolonged exposure to clients' suffering (Bride et al., 2020).

3.2 Self-Awareness

Self-awareness enables social workers to reflect on their emotional responses and biases.
Personal experiences with death or grief can shape their reactions to clients' stories, potentially
creating blind spots or emotional triggers. For instance, unresolved grief may impair a social
worker’s objectivity in similar cases.

Reflective practice is a key tool for enhancing self-awareness. According to Fook and Gardner
(2007), reflective practice helps practitioners identify unconscious biases and emotional patterns,
improving client interactions. Structured reflection enables social workers to manage their
emotional responses effectively and learn from professional challenges.

Supervision and peer support are also critical. Supervision provides a safe space for discussing
emotional reactions and receiving feedback, while peer support groups help normalise the
emotional challenges of end-of-life care (Graham et al., 2023).

3.3 Strategies for Development

Social workers can adopt several strategies to enhance emotional competency and self-awareness
including;

1. Mindfulness Practices: Techniques like meditation and deep breathing help

professionals remain grounded during emotional encounters. Research shows that
mindfulness can reduce stress and improve emotional regulation (Hick & Furlotte, 2010).
2. Reflective Journaling: Writing about professional experiences allows practitioners to
process thoughts and identify emotional patterns. Reflective journaling helps analyse
challenging cases and extract valuable lessons.
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3. Professional Development: Ongoing training in emotional intelligence, grief

counselling, and trauma-informed care equips social workers with new tools and
perspectives.
4. Seeking Feedback: Constructive feedback from supervisors and peers can reveal blind
spots and help refine approaches to client care.
5. Work-Life Balance: Engaging in activities that promote relaxation and joy, such as
hobbies, exercise, and spending time with loved ones, supports emotional resilience.

3.4 Ethical Implications

Emotional competency and self-awareness are crucial for ethical practice. The NASW Code of
Ethics emphasises that social workers must recognise and manage their values and biases to
avoid imposing them on clients (NASW, 2021). Ethical dilemmas may arise when a social
worker’s personal beliefs conflict with their professional responsibilities. Self-awareness helps
practitioners address these conflicts through supervision, consultation, and ethical decision-
making frameworks.

Social workers uphold professional integrity and provide client-centred care by staying attuned
to their emotions and biases.

4.0 Effective Communication with Clients and Families

Effective communication is crucial for social workers supporting clients and families facing
death and grief. Social workers often deliver difficult information, guide clients through
emotional distress, and provide reassurance. Clear, empathetic, and culturally sensitive
communication fosters trust and facilitates the meaning-making process for clients during end-
of-life care.

4.1 Empathy and Active Listening

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Empathy is at the core of effective communication. It involves understanding and validating

clients' emotions without judgment. Active listening focusing fully on the client, reflecting on
their statements, and clarifying concerns helps clients feel heard and understood (Charles &
Sellers, 2022). By offering empathy, social workers foster a supportive relationship that enables
clients to process their grief and fears.

Non-verbal communication also plays a critical role. Body language, facial expressions, and tone
of voice can reinforce verbal messages or unintentionally create misunderstandings. Maintaining
open body language and a calm tone helps convey empathy and reassurance (Hick & Furlotte,
2010).

4.2 Techniques for Effective Communication

● Open-Ended Questions

Open-ended questions allow clients to express their thoughts and feelings more freely. For
example, asking, "What concerns are weighing on your mind?" encourages a deeper
conversation. This approach empowers clients to voice their needs and priorities (Graham et al.,
2023).

● Clarification and Summarizing

Clarifying the client’s message ensures accurate understanding while summarising key points
confirms mutual comprehension. These techniques help maintain focus and create opportunities
for clients to provide further insights.

● Empathy Statements

Phrases like "It’s normal to feel overwhelmed in this situation" validate the client’s experience
and provide emotional support. These statements reduce feelings of isolation and build trust
between the client and the social worker.

4.3 Delivering Difficult Information

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Social workers often need to convey challenging or sensitive information about a client’s
prognosis or care options. The SPIKES model provides a structured approach to delivering
difficult news (Baile et al., 2000):

1. Setting – Ensure a private, supportive space.

2. Perception – Assess the client’s current understanding.
3. Invitation – Ask how much detail the client wants to receive.
4. Knowledge – Provide clear, honest information in small portions.
5. Emotions – Acknowledge and respond empathetically to emotional reactions.
6. Summary and Strategy – Recap key points and discuss the next steps.

This model allows social workers to maintain compassion while ensuring clients have the
information to make informed decisions.

4.4 Cultural Sensitivity

Communication preferences are often shaped by cultural values. In some cultures, direct
conversations about death may be discouraged, while in others, extended family and religious
leaders may play a central role in decision-making. Social workers must adapt their
communication style to meet clients’ cultural expectations.

Research highlights that culturally sensitive communication reduces misunderstandings and

enhances trust (Browne et al., 2021). Social workers can improve their cultural competence by
learning about diverse practices and approaching each client with openness and humility.

4.5 Ethical Communication

Social workers have an ethical obligation to respect clients’ autonomy and confidentiality.
Ethical challenges can arise when family members seek information that a client wishes to keep
private or when clients refuse information that affects their care. In these situations, social
workers should follow professional guidelines, seek supervision, and prioritise informed
decision-making.
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The NASW Code of Ethics (2021) emphasises honesty, transparency, and respect for clients'
dignity. By adhering to these principles, social workers ensure that their communication
practices remain ethical and client-centred.

5.0 Cultural and Spiritual Sensitivity in End-of-Life Care

Social workers involved in end-of-life care must navigate a range of cultural and spiritual beliefs
that shape how clients experience and cope with loss. Spirituality often provides a vital source of
comfort and resilience. Therefore, culturally and spiritually sensitive care is crucial for holistic
social work practice.

5.1 Understanding Cultural and Spiritual Beliefs

Cultural attitudes toward death influence rituals and mourning practices. In many African
cultures, death is seen as a transition to the ancestral realm, with extended funeral rites
emphasising communal support (Graham et al., 2023). In contrast, Western societies may focus
on individual healing through counselling or memorial services. Recognising these variations is
key to culturally competent care.

Spiritual beliefs further shape clients' experiences. For some, faith offers hope in the face of
grief, while others may encounter spiritual crises. Social workers can assess these needs through
open-ended questions such as, "How has your faith influenced how you're coping?" (Charles &
Sellers, 2022). Listening to clients' stories and respecting their beliefs enhances trust and support.

5.2 Collaborating with Spiritual Leaders and Resources

Collaborating with religious leaders can strengthen care by addressing clients' emotional and
spiritual needs. Leaders such as pastors, imams, or traditional healers often provide rituals and
guidance that align with clients' values (Ayodele & Robinson, 2022). Social workers should
coordinate with these figures to ensure culturally respectful care plans.

Additionally, referrals to resources like pastoral care, grief groups, or faith-based organisations
can help clients process grief in supportive environments. Collaboration reinforces the holistic
approach to care by integrating spiritual and emotional support systems.
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5.3 Providing Spiritual Counseling and Meaning-Making

For clients facing spiritual distress, social workers can facilitate meaning-making by helping
them reflect on their loss and its significance. Techniques like guided reflection and storytelling
support this process (Neimeyer, 2018). Active listening and empathy are critical to these
conversations.

Questions like "What gives you strength during this time?" allow clients to articulate their beliefs
and fears. Providing opportunities for spiritual rituals—such as prayers or blessings—can also
foster healing. However, practitioners must maintain professional boundaries and avoid imposing
religious views (NASW, 2021).

5.4 Ethical Considerations

Ethical dilemmas arise when clients' spiritual beliefs conflict with medical recommendations. For
example, a client may refuse life-sustaining treatments based on religious convictions. Social
workers must respect clients' autonomy while ensuring informed decision-making. Consulting
supervisors and interdisciplinary teams can help resolve such conflicts.

The NASW Code of Ethics emphasises sensitivity to cultural and spiritual diversity, informed
consent, and client-centered care. Documenting clients' preferences and decisions helps
safeguard their rights and guides ethical practice.

6.0 Case Study: Learning and Applying Death and Dying Education in Practice

6.1 Background

Ngozi, a newly qualified social worker in Abuja, is placed at a hospice care centre as part of her
training in death and dying education. She is assigned to the Okoye family, whose mother, Mrs.
Okoye, is in the final stages of a terminal illness. Ngozi has been trained in grief models,
communication techniques, and cultural sensitivity, but this case will challenge her ability to
apply these skills.

6.2 Assessment
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Upon meeting the family, Ngozi observes different grief responses:

● Mrs. Okoye speaks openly about her fear of dying and seeks spiritual comfort.
● Chijioke, the eldest son, denies the seriousness of her condition and insists on alternative
treatments.
● Ada, the youngest daughter, is emotionally overwhelmed and avoids discussions about
the loss.

Ngozi consults her supervisor, recognising that her fear of discussing death may hinder her
effectiveness. She recalls that emotional self-awareness and active listening are critical to
managing these situations.

6.3 Intervention

Ngozi applies the dual-process model of grief to understand Chijioke’s avoidance of grief-related
conversations. Instead of confronting his denial, she uses open-ended questions to explore his
fears. For Ada, Ngozi focuses on providing emotional support through small, manageable
conversations.

She also facilitates a spiritual care plan for Mrs. Okoye, collaborating with the family’s pastor to
incorporate religious rituals. This approach aligns with Worden’s tasks of mourning, helping the
client prepare emotionally and spiritually for death.

6.4 Effective Communication

Ngozi practices empathy and active listening by giving full attention to each family member.
Statements like, "It's understandable to feel overwhelmed," validate their emotions and build
trust. During a family meeting, she applies the SPIKES model, ensuring clear, compassionate
conversations about the care plan.

Ngozi adapts her communication style: Chijioke prefers factual information, while Ada needs
reassurance and emotional support. Her training helps her balance these demands effectively.

6.5 Outcome and Reflection

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After Mrs Okoye passes, Ngozi reflects with her supervisor on how theoretical models and
communication strategies reduced her anxiety about death discussions. She also recognises the
importance of emotional resilience, which she maintains through mindfulness and supervision
sessions.

This case highlights the importance of death and dying education, including;

● Theoretical Integration for grief assessments.

● Emotional Competence to manage intense situations.
● Effective Communication for empathy and trust-building.
● Cultural Sensitivity to respect religious beliefs.
● Supervision and Reflection for ongoing professional growth.

7.0 Conclusion and Recommendations

Addressing death and dying is one of the most emotionally challenging areas of social work.
Social workers support clients and families by providing culturally sensitive, compassionate, and
ethical care. This paper has highlighted key competencies for effective practice: understanding
grief theories, developing emotional competency and self-awareness, mastering communication
skills, and respecting cultural and spiritual diversity.

Theories such as Kübler-Ross’s stages of grief and Worden’s tasks of mourning provide
frameworks to understand how grief varies across individuals and contexts. Social workers must
tailor their interventions to meet each client’s unique needs. Emotional competency and self-
awareness ensure practitioners remain empathetic while managing their emotional well-being,
preventing burnout and compassion fatigue.

Effective communication, including active listening and empathy, helps build trust and guide
clients through difficult conversations. Social workers must also demonstrate cultural humility
by respecting diverse beliefs about death and mourning, collaborating with spiritual leaders, and
providing meaning-making opportunities.
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Ethical practice underpins all these areas, requiring social workers to balance professional
boundaries with respect for clients' autonomy and informed decision-making. The NASW Code
of Ethics emphasises these principles to ensure dignity and client-centred care.

Social work programs should offer training in grief models, communication techniques, and
cultural competence to improve education. Reflective practice and mentorship during field
placements can help students apply these skills in real-world scenarios.
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