HUS 4722 Human Research Protection Training

You will be required to complete the U.S. Department of Health and Human Services’ Human Research Protection Training course. Once you are on their Training Research website: https://www.hhs.gov/ohrp/education-and-outreach/online-education/human-research-protection-training/human-research-protection-foundational-training/index.html

You should read the directions and complete four out of the five Lessons offered. You can decide which four lessons you would like to choose. After each Lesson, you will download, save, and submit a completion certificate confirming your completion of all parts of the Lesson. You will have a total of four certificates after completing every lesson.

Overview of Instructions: Living Loss Versus Death in Childhood and Adulthood

To uncover your experiences and reactions, complete the following steps:

1. First, complete the brief survey about your attitudes toward death and dying. Use the link we provide below to do this.
2. Next, create a Word document in which you divide your experiences with loss and death into two parts: childhood and adulthood. Take inventory of at least four significant living losses and/or deaths you remember from your childhood–toddler to age 18. You will repeat this process for adulthood but will answer a few additional questions, so read the instructions below for childhood and adulthood carefully. Caution–do not use AI to create this document, fabricate events, or elaborate events. Doing so will result in a failing grade and referral to the Dean. This assignment should reflect authentic experience.
3. For both stages of life, distinguish between living losses and deaths. A living loss is a loss that occurs when an individual or someone close to them experiences a negative life event that derails their vision of what they thought their life would be like. This means that a person may suffer grief, sorrow, uncertainty, guilt, prolonged sadness, and feelings of “not being normal” when something bad happens to them or someone they love or are close to, and this event is life-altering. While living losses are experienced for long periods and often produce feelings like those experienced when someone or something dies, they may not be acknowledged in the same way that deaths are–there is no funeral, no memorial service, and the event is sometimes minimized or ignored by others, which makes it harder to cope with the loss.
4. Be aware that living losses can take many forms–for example, life-changing illnesses, severe injuries that change appearance or abilities, missing a prom, graduation, being abandoned by a friend or family members, divorce, the break up of a close friendship or romantic relationship, loss of a job, moving from one school to another and losing favorite teachers, unemployment, a stolen pet, or one that goes missing, a child who runs away and is never found, a close friend or family member who experiences alcoholism or drug dependence, which changes who they are, etc. This is not an exhaustive list! While children might not have as much experience with death as young adults and older adults do, death is still a possibility, so think carefully about any death that affected you when you were 18 or younger.
5. Be sure to address all parts of the prompt for childhood and adulthood and review the assigned article on non-death loss by Gitterman and Knight in Module 4, as well as the NBC News video on how grief affects our brains.
6. This part of the assignment is worth 100 points toward your final grade. Submit the survey and inventories in Module 4.

Survey

Directions: This questionnaire is a version of a research tool called the “Death Attitudes Profile- Revised.” It consists of several statements related to different attitudes toward death, including fear of death (7 questions), death avoidance (5 questions), neutral acceptance (5 questions), approach acceptance (10 questions), and escape acceptance (5 questions). The overall score isn’t important, but filling in the questionnaire should make you more aware of your attitude toward death. For example, if you marked a majority of questions in the first section as strongly agree, your scores would indicate an elevated level of fear about death.

Fear of death involves fear of the unknown, fear of pain and suffering, and fear of non-existence. Death avoidance means that the person refuses to talk about or confront death. Approach acceptance of death means that the individual views death as a reward, while escape acceptance means that the person sees death as a way to run away from pain and suffering. Finally, neutral acceptance means that the person rationally accepts death as an inevitable stage of life.

DOWNLOAD THE SURVEY

• Death Attitude Survey

You must rate yourself using the given survey and submit it as part of the assignment requirements.

Inventory for Childhood Losses–Living and Death

Directions: Reflect on your earliest memories of loss and death. Describe the “story” of your experience and respond to the following questions:

Using a Word document, address each part of the prompt for each loss or death. Please refer to each part of the prompt in your inventory, and be sure to use complete sentences and correct grammar. Each event should be written in “short essay” format (several complete paragraphs).

1. For each living loss or death you discuss (minimum of 4 in total), do the following: identify the type of loss, where and when it took place, who or what it involved, and how it affected you. If the loss was a death, describe the death–who, where, when, how, etc. Be sure to consider your emotions and feelings–sadness, fear, guilt, anxiety, anger, embarrassment, etc. Next, consider how the loss (living or death) affected your thoughts–this might be challenging because you may have to recall an event that you struggle to remember. Do your best to recall what you were thinking about the loss or how the loss affected the way you viewed people, places, and things. Next, analyze how the loss changed the way you behaved. Be sure to use age-appropriate descriptions–for example, young children cannot name or understand complex emotions or thoughts. Preteens think and feel differently than more mature adolescents. Be sure to review the chapter on socialization because this chapter will help you put your experiences in age-appropriate terms.
2. If you do not remember one or more of these elements, please report that and explain why you cannot remember. Sometimes, we cannot remember events because of our age–a very young child might not be able to process information as wholly as older children or teens. In other cases, it might be because the event was traumatic.
3. How did your friends, family, neighbors, etc., react? What did they say or do? Did the loss affect them as well? If so, how?
4. What, if anything, helped you to recover or feel better? For example, did you see a counselor or therapist to help you through the loss, did someone else help you, or did you have to figure out how to cope independently?
5. In what ways did this loss experience influence your reaction to subsequent losses in your life? In other words, how did the loss affect how you respond to loss and death today?

Adulthood Loss Inventory

Directions: Reflect on your memories of non-death and death loss as an adult. Describe the “story” of your experience and respond to the following questions:

Use the same Word document to answer the same prompts as you did for childhood for each non-death loss or death. Again, use a “short essay” (several paragraphs for each loss or death), complete sentences, and correct grammar. Answer the following additional questions.

1. To what extent did you contact any palliative or hospice care institutions? If you did, what was that like?
2. To what extent were you involved with hospitals or medical professionals? If you were, what was that like?
3. Were you involved in planning a funeral or memorial for the person or pet? If you were, what was that like?
4. In what ways have your loss experiences as an adult prepared you to deal with your death?
5. Have you planned (or thought about) your funeral?
6. Do you have a living will?

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