A Death and Dying Class Benefits Life and Living: Evidence From a Nonrandomized Controlled Study

Abstract

Humanistic theorists have long emphasized the importance and benefits of death awareness (Yalom, 1980) yet the literature on death education has focused on fear and anxiety. In the present study, 150 undergraduate students taking either a class on death and dying or a comparison class completed a pre and post-questionnaire on attitudes (negative and positive), values (intrinsic and extrinsic) and eudaimonic wellbeing (meaning in life and vitality). Results revealed that compared to their peers in another class, students studying death and dying significantly increased in death acceptance, intrinsic values, meaning in life, and vitality. Furthermore, increases in intrinsic values mediated the relationship between participation in death and dying education and meaning in life. Results are discussed in light of experiential learning, posttraumatic growth, and terror management.