죽음준비교육이 노인의 죽음에 대한 정서,인지,행동에 미치는 효과 = The Effects of Death Education on the Emotion, Cognition and Behavior of the Elderly

다국어 초록 (Multilingual Abstract)

Earlier research related to death has mostly studied focused on the anxiety and fear of death among the elderly. This study, however, divided the attitudes toward death into three categories: emotional anxiety, cognitive acceptance, and behavioral reaction. This study is based on the index of emotional, cognitive, and behavioral levels of Corr(1995). The death education program introduced in this study is intended to observe the attitude of anxiety, acceptance and behavioral reaction to death through the introduction of the death education program. By choosing a Nonequivalent control group design of the type 1 of quasi-experimental design as the research method, subjects are divided into an experimental group and a control group. The research was conducted with 120 elderly people, aged 60 or older, in a senior welfare center. The data were analyzed with SPSS (version 12.0). Analyses of frequency, percentage, average, standard deviation, paired t-test, correlation analysis, and ANCOVA were made. The results of this study are as follows: First, the result of the paired t-test to test the effect of the introduction of the death education for the elderly was that emotional anxiety was decreased, cognitive acceptance was increased, and positive behavioral reaction was shown. Second, the result of the analyses observed that the correlations among emotional anxiety, cognitive acceptance and behavioral reaction was a negative correlation, that is, the more cognitive acceptance was increased, the more emotional anxiety toward death was decreased. The study showed that cognitive acceptance toward death occurs as a behavioral reaction. Based on this study, practical suggestions are as follows: First, death education should be prepared and conducted at multilateral levels that combine the emotional, cognitive, behavioral aspects of human beings and the value that Corr(1995) has suggested. Second, after sufficient verification of whether the instructors are qualified or not, death education should proceed focused on the feedback from the death education program, the instructor`s life, the lives of their clients and this feedback will guide instruction. Third, programs that reflect on current life situations while ruminating on the meaning of the past, even though death education is focused on the preparation for the death, should be included. Fourth, a following study on the change of the attitude toward death among the elderly will be needed to monitor the continuance of the effect of death education. Fifth, social workers need to accept the problems of life and death actively, and to have practical preparation for the development and practice of death education. Sixth, while combining multi-discipline studies with the experiences learned from the implementation of the education in practice and within the current education system, death education programs for each generation and family including couples or couple with children should be practiced systematically.