1. Early experiences with death during childhood influence concepts about death in later life
A) greatly. B) insignificantly. C) only when they are traumatic. D) inconsistently.
2. Children who have had some kind of first hand experience with death tend to
A) still believe in reversible death.
B) shy away from any mention of it.
C) deny its existence.
D) have a developmentally more mature death outlook.
3. Which theorist is associated with the developmental model that emphasizes changes in attitudes toward death during different psychosocial stages?
A) Mark Speece B) Erik Erikson C) Jean Piaget D) Sigmund Freud
4. Jean Piaget's model of cognitive development emphasizes
A) sequential stages. C) age-stage correlation.
B) separation-individuation. D) psychosocial development.
5. Characteristic of the concrete operational stage is the use of
A) motor abilities. C) emotional control.
B) logical thinking. D) regressive tendencies.
6. The concept of death for older children and adolescents focuses mainly on
A) anxiety related to the death of other children.
B) separation anxiety.
C) fears about mutilation and pain.
D) personification of death.
7. When caring for a seriously ill child, all of the following are true EXCEPT
A) changes in routine add to the child's anxieties.
B) parents should focus on the parenting role.
C) parents should try to play the role of nurse.
D) parents should try to minimize stress and make the child as comfortable as possible.
8. It is important for individuals who have lost a pet to
A) acquire a new pet as soon as possible.
B) gain insight into the animal-human bond.
C) express feelings about the loss.
D) acknowledge the role of pet death in the overall scheme of things.
9. A parent's death is perceived as a loss of all of the following EXCEPT
A) security. B) nurture. C) affection. D) bonding.
10. Children seem to cope more easily with their feelings about the death or serious illness of a family member when they are
A) not close to the deceased or ill family member.
B) excluded from the funeral proceedings.
C) included in the grief process.
D) educated about the dying process in school.
11. When discussing death with a child, a parent should
A) tell the truth no matter how complex it may be.
B) tell the truth while considering the child's developmental level.
C) avoid the truth and divert the child's attention.
D) avoid the truth until the child seems developmentally secure.
12. In explaining death to children, statements like "gone away for a long sleep" and "up in heaven"
A) leave room for misconceptions and literal interpretations.
B) need to be followed by an explanation about life after death.
C) make perfect sense to young children.
D) give a clear picture and explanation about death.
13. When talking to children about a potentially painful situation, it is best to
A) speak freely, knowing that they will hear only what they are ready for.
B) let the child's questions be a guide to what you say.
C) relate to how you felt at their age.
D) rely as much as possible on the child's intuition.
T F 14. Changes in family relationships, such as divorce or separation, may be experienced as a kind of death.
T F 15. Studies show that, in general, even when children experience death firsthand they tend to remain unaffected.