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Grief counseling training strategies : the effects of experiential and skills-based death education modules on the death anxiety, death competency, and level of grief counseling comfort of beginning counselors



Access restricted to the OSU CommunityProblem: Grief counseling training is an important aspect of counselor education. The purpose of this study conducted on counselors-in-training was to evaluate the impact of the experiential and skills-based methodology of grief education on their death anxiety, death competency, and grief counseling comfort level. Differentiating the effects of these modules relative to each of these measures would help identify training strategies which could enhance teaching efforts for the purpose of effectively preparing counselors to help bereaved clients. Methods: A total of 60 participants - 29 in the Experiential treatment group and 31 in the Skills-based treatment group were recruited and randomly assigned from among the students enrolled in a Counseling Family Groups course. The participants were administered the Revised Death Anxiety Scale (RDAS), the Bugen's Coping with Death Scale (BCDS), a modified version of the Counseling Situations Questionnaire devised to measure Grief Counseling Comfort level (CSQ), and a Demographic instrument. Statistical significance was established at a nominal a level of 0.05. Conclusions: Analysis of the demographic variables revealed statistically significant interactions by treatment group for gender and race/ethnicity. Men had more favorable levels of grief counseling comfort (CSQ) after participating in the Skills-based grief education module. African-Americans had more favorable death competency (BCDS) and levels of grief counseling comfort (CSQ) after participating in the Experiential grief education module. A main effect was revealed for employment whereby participants employed in clinical/agency settings had more favorable post-treatment death anxiety scores (RDAS) than K-12, college-settings, and other employed participants. Additional research in the area of learning styles is recommended

Publisher: [S.l. : s.n]
Year: 1998
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Provided by: ScholarsArchive@OSU
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