DEATH AND GRIEF IN INTERGENERATIONAL SERVICE LEARNING: EXPLORATIONS FROM THE FIELD

Abstract Intergenerational service-learning has been established as an effective pedagogical strategy for undergraduate gerontology education but can challenge students and instructors alike if older adult participant dies during such a program. Currently, there is lack of literature to provide guidance about how address event. Examination case study occurrence the Lives Well Lived intergenerational program seeks advance field by describing example event instructor might seek it. Grief literature, including theories Kübler-Ross’ stage model, Worden’s TEAR Wortman Silver’s approach, well Doka’s concept disenfranchised grief are examined applied this challenging situation. Applying these framework, recommendations given addressing death in including: (1) assessment course, instructor, student, situation; (2) creating opportunities processing (3) resources on off campus support. Providing death, grieving integral course content allowing student choice proceed with project should occur key consider. Implications call more research related topic.