Testoni Ines, Ronconi Lucia, Palazzo Lorenza, Galgani Michele, Stizzi Antonio, Kirk Kate
Department of Philosophy, Sociology, Pedagogy and Applied Psychology (FISPPA), Università degli Studi di Padova, Padova, Italy.
Hospice Aurelio Marena, Bitonto, Italy.
Front Psychol. 2018 Apr 10;9:441. doi: 10.3389/fpsyg.2018.00441. eCollection 2018.
This study describes the psychological effects of an experience of death education (DE) used to explore a case of suicide in an Italian high school. DE activities included philosophical and religious perspectives of the relationships between death and the meaning of life, a visit to a local hospice, and psychodrama activities, which culminated in the production of short movies. The intervention involved 268 high school students (138 in the experimental group). Pre-test and post-test measures assessed ontological representations of death, death anxiety, alexithymia, and meaning in life. Results confirmed that, in the experimental group, death anxiety was significantly reduced as much as the representation of death as annihilation and alexithymia, while a sense of spirituality and the meaning of life were more enhanced, compared to the No DE group. These improvements in the positive meaning of life and the reduction of anxiety confirmed that it is possible to manage trauma and grief at school with death education interventions that include religious discussion, psychodrama and movie making activities.
本研究描述了死亡教育（DE）体验的心理影响，该体验用于探究意大利一所高中的一起自杀案例。死亡教育活动包括从哲学和宗教角度探讨死亡与生命意义之间的关系、参观当地临终关怀院以及开展心理剧活动，最终制作了短片。该干预措施涉及268名高中生（实验组138名）。通过前后测评估了对死亡的本体表征、死亡焦虑、述情障碍和生命意义。结果证实，与未接受死亡教育组相比，实验组的死亡焦虑显著降低，对死亡即毁灭的表征和述情障碍也显著减少，同时灵性意识和生命意义得到了更大提升。生命积极意义的这些改善以及焦虑的减轻证实，通过包括宗教讨论、心理剧和电影制作活动在内的死亡教育干预措施，在学校应对创伤和悲伤是可行的。
