Oprah Winfrey Presents: Tuesdays With Morrie

By: Bernadine Healy, M.D.

U. S. News and World Report Objective: Students explain the main components of menopause

Objective: Students explain the main components of menopause

The Seven Dwarfs of Menopause

Thanks to Anna Hild Class of 2005

Current female life expectancy: 80 Menopause: when women stop menstruating  Disappearance of a woman’s eggs from ovaries Baby girl: 2 million immature eggs  400 Menstrual cycles in life  By 12 (menarche): 300,000-600,000  Late 30s: 25,000

Objective: Students explain the main components of menopause

Average age of menopause: 51 Range of ages: 45-55 Smoking: comes 1-2 years sooner Meat & alcohol: later menopause Hypothalamus: “cascade of neurohormonal events Unpredictable hot flashes (1-2 years) Disturbances in sleep

Objective: Students explain the main components of menopause

Changes to the body: Breasts become less firm Fat redistributes to abdomen Skin thins Bones lose great deals of calcium Cardiovascular system—prone to hardening of the arteries, stroke and heart attack Possible affect on brain (Alzheimer’s)

Objective: Students explain the main components of menopause

Relay for Life is cool. I hope to see all of these HOT students out there this year.

Hi dearies, Simone here. Your assignment now is to write your next journal entry. Call it: Chapter 4—The Mysteries of Menopause. Discuss what you learned about menopause—and don’t just repeat the notes from the article we read. Objective: Students explain the main components of menopause

When people with terminal illnesses learn about them, they and their families must cope with a truth that many of us do not want to face. Elizabeth Kubler-Ross (1969) studied how the terminally ill react to their impending deaths Objective: Students explain the main components of thanatology

As an anticipatory activity for this section, let’s watch a brief film clip from the 1998 commercial film Patch Adams

Objective: Students explain the main components of thanatology

Kubler-Ross’s studies led to the establishment of thanatology—the study of death and dying. She identified five stages of psychological adjustment. Stage 1: Denial First reaction to news is shock, numbness, then denial Objective: Students explain the main components of thanatology

Kubler-Ross Model

Stage 2: Anger “Why me?” Likely to alienate themselves from others—no one can relieve their anger. Objective: Students explain the main components of thanatology

Kubler-Ross Model Stage 3: Bargaining Change attitude and try to bargain with fate May try to make a bargain with God This stage is relatively short Objective: Students explain the main components of thanatology

Objective: Students explain the main components of thanatology

Kubler-Ross Model

Stage 4: Depression Become aware of losses they are incurring. . . . . . and of the losses that are to come—everybody and everything Helpful for others to let these people express their sadness

Kubler-Ross Model Stage 5: Acceptance Recognition that the struggle is over—sense of calm In some cases, the approach of death feels peaceful or appropriate

Objective: Students explain the main components of thanatology

Kubler-Ross Model

Not all terminal patients progress through all of the stages of the Kubler-Ross Model—some die in the denial stage: some can’t psychologically get past denial; for others, the disease proceeds too fast Objective: Students explain the main components of thanatology

Objective: Students explain the main components of thanatology

Kubler-Ross Model An addendum to the Kubler-Ross model in light of the 2005 Terri Schiavo situation

Now we shall watch a film on Thanatology

Kubler-Ross Model Students, it’s time to write your next journal entry. Entitle it Chapter 5: Thanatology. What is your reaction to my model? What did you learn from watching the film clip? Objective: Students explain the main components of thanatology

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Book written by: Mitch Albom Movie directed by: Mick Jackson

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Morrie Schwartz

Professor of Sociology and Psychology at Brandeis University, Waltham, MA

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Amyotrophic Lateral Sclerosis (ALS) Lou Gehrig’s Disease

What is ALS?

ALS is a progressive neurodegenerative disease that attacks nerve cells in the brain and the spinal cord. Motor neurons reach from the brain to the spinal cord and from the spinal cord to the muscles throughout the body. The progressive degeneration of the motor neurons in ALS eventually lead to their death. When the motor neurons die, the ability of the brain to initiate and control muscle movement is lost. Therefore in the later stages of the disease, patients become totally paralyzed. Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

For more information about ALS, Log on to The ALS Association Website www.alsa.org Morrie Schwartz wrote several books His disease and his wisdom made famous by the book:

Tuesdays With Morrie: an old man, a young man, and life’s greatest Lesson, by Mitch Albom

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Albom’s book made into the movie:

Oprah Winfrey Presents: Tuesdays With Morrie, in 1999, directed by Mick

Jackson and starring Jack Lemon and Hank Azaria

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Chapter 6: Tuesdays With Morrie Part 1: What are your reactions to this point? What is it about silence? Do you agree with Morrie?

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Chapter 7: Tuesdays. . . Part 2 Comment on the following: • Morrie’s living funeral • “We must love one another or die!” “. . . how miserable it can be to be young. . .” “Some people don’t like to be touched.” “How can you spare someone’s feelings by denying them. . ?” •“Some people are afraid to give love because they are too afraid of giving themselves to someone they might lose?”

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Screenplay based on the book by: Mitch Albom; movie first aired in 1999 Directed by: Mick Jackson and Starring Jack Lemon and Hank Azaria

Chapter 8: Tuesdays. . . Part 3 •How would you live your life if you knew that you only had a few weeks to live and had the strength to do what you wanted? •Do you agree that “love always wins?” •In what ways has Mitch begun to change at this point? How has he remained the same? Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Chapter 9: Tuesdays. . . Part 4 • What have you learned, so far, about ALS (Lou Gehrig’s Disease)? • Mitch brought so much to Morrie. What can young people like you bring to older or sick people, such as Morrie? • Comment: “We learn from what hurts us as much as what loves us.” Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Screenplay based on the book by: Mitch Albom; movie first aired in 1999 Directed by: Mick Jackson and Starring Jack Lemon and Hank Azaria

Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie

Chapter 9: Tuesdays. . . Part 5 • What, if anything, did Morrie teach you about living? • What, if anything, did you learn from how Mitch changed in the movie? • Describe the best day in your life. If you could design your perfect day, what would it entail? • Overall, did you learn anything valuable from this film? What?

Adulthood and Old Age Journal Chapter 1: City Slickers Chapter 2: Father of the Bride II Chapter 3: Men are from Mars and Women are from Venus Chapter 4: The Mysteries of Menopause Chapter 5: Thanatology Chapter 6: Tuesdays, Part 1 Chapter 7: Tuesdays, Part 2 Chapters 8/9: Tuesdays, Part 3 Chapter 10: Tuesdays, Part 4 Objective: Students reinforce information obtained in developmental psychology by observing and writing in their journals about Tuesdays With Morrie