Teaching communication skills to families with a dying member presents unique challenges. As M. R. Parks' critique of interpersonal communication literature suggests, it is important to keep in mind the larger social context surrounding the person dying and to maintain a balanced perspective of information exchange (e.g., self-disclosure) and information control (e.g., privacy) in the interaction. In addition, the critique by T. L. Albrecht and M. B. Adelman of social support literature offers insights and challenges to the idea of "teaching as social support." The concepts of teacher/learner reciprocity and uncertainty reduction are especially helpful in understanding how to best approach teaching communication skills in this unique context. (Contains 15 references.) (RS)