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Abstract
Two experiments examined the effectiveness of a responsively planned death education unit for ninth-grade girls. Outcomes were assessed using cognitive, affective, and behavioral instruments that were administered before, after, and 6 weeks following the unit. In Experiment I, the experimental and control groups attended the same high school and had the same teacher. Results of Experiment I showed improvement on the cognitive scores for both groups, a finding that appeared to result from the control group's informal exposure to the experiences of the experimental group. Experiment II was a replication of the first experiment with the control group located at a different county high school than the experimental group. Results of Experiment II again showed positive gains on cognitive and attitude scores for the experimental group, whereas the control group showed no improvement. For both experiments subjects in the experimental group attempted more behaviors relating to the death education unit than did control subjects. Positive implications of the unit as well as the possible contamination effect are discussed. Additionally an outline of the death education unit is presented.