Deck 14: Managing Loss, Death, and Grief

Question 1

The portrayal of death in the media is often

A) religion oriented and not appropriate for use in schools.
B) used to show the emotional side to dying.
C) misleading and confusing.
D) centered on young children and their medical problems.

Answer 1

misleading and confusing.

Question 2

Teaching about loss, death, and grief helps students to

A) deal effectively with their feelings when a loved one dies.
B) remain in denial when a loved one dies.
C) move out of the anger stage when a loved one dies.
D) move out of the denial stage when a loved one dies.

Answer 2

deal effectively with their feelings when a loved one dies.

Question 3

When it comes to discussing death,

A) most parents talk with their children about death.
B) most children talk with each other on a regular basis about death.
C) most parents want their churches to talk with their children about death.
D) many parents lie or evade the topic of death.

Answer 3

many parents lie or evade the topic of death.

Question 4

The classic study by Nagy concluded that children's ideas about death develop in how many age-related stages?

A) two
B) three
C) four
D) five

Question 5

Children between the ages of 3 to 5 years

A) do not understand the finality of death.
B) understand that death is universal.
C) understand that death will occur to them.
D) should not be exposed to the death of a relative or pet.

Question 6

Children between the ages of 5 and 9 years

A) do not understand the finality of death.
B) show guilt feelings concerning a death.
C) usually show no signs of grief over a death.
D) believe the deceased person will return.

Question 7

In which stage of death would a child associate death with other, "older" people?

A) stage 1
B) stage 2
C) stage 3
D) stage 4

Question 8

Which term defines the psychological and sometimes physical response to the death of a loved one?

A) life
B) grief
C) acceptance
D) guilt

Question 9

Which are common and normal childhood reaction to death?

A) shock, guilt and isolation
B) despair, numbness, and apathy
C) recovery and resolution
D) sadness, numbness, and anger

Question 10

In this stage of death, a child does not understand the finality of death.

A) stage 1
B) stage 2
C) stage 3
D) stage 4

Question 11

In this stage of death, a child believes that an outside source such as a "bogeyman" caused death.

A) stage 1
B) stage 2
C) stage 3
D) stage 4

Question 12

Which factor does NOT influence children's grief?

A) age
B) personality
C) height
D) support system

Question 13

Which of the following is NOT one of the three things of primary importance to grieving children?

A) acknowledge their pain
B) do not limit grief to a set time period
C) help them feel safe
D) make them discuss their feelings

Question 14

The first emotion that individuals usually experience when told they have a terminal illness is

A) depression.
B) bargaining.
C) denial.
D) anger.

Question 15

What stage of the dying process is usually most difficult for the family?

A) bargaining
B) denial
C) anger
D) depression

Question 16

Bargaining occurs

A) throughout most of the dying process.
B) only in conjunction with denial.
C) more commonly among females than males.
D) only in conjunction with the depression stage.

Question 17

The last stage of the dying process is

A) denial.
B) bargaining.
C) acceptance.
D) anger.

Question 18

One of the biggest fears of dying people is

A) being alone.
B) having to take certain medications.
C) missing important family events.
D) being in pain.

Question 19

When children are not allowed to attend funerals or memorials,

A) children tend to imagine the person continues to live.
B) children create their own ways to memorialize the individual.
C) there is little or no impact on children's ability to cope with the loss.
D) children often create negative images in their mind.

Question 20

Reincarnation and instruction about heaven should be discussed with children

A) within the family unit.
B) at school only with the school counselor present.
C) following the showing of an appropriate movie.
D) at school after grade 4.

Question 21

The teacher should

A) share personal values on controversial issues relating to death.
B) emphasize community values on controversial issues relating to death.
C) not voice personal values on controversial issues relating to death.
D) have complete freedom to emphasize values.

Question 22

In discussing the death of a student, it is best to use which of the following terms?

A) "went away"
B) "went to sleep"
C) "died"
D) "was taken home by God"

Question 23

When a student dies, it is best to

A) close school for one or two days.
B) continue the next day as a regular class day.
C) close school the next morning but not afternoon.
D) not force a "typical" day on grieving students.

Question 24

Which of the following is NOT a nonverbal activity that allows expressions of grief?

A) listening to music
B) drawing pictures
C) discussing feelings about death
D) writing journal entries

Question 25

Children in the elementary and middle schools should

A) never be encouraged to express their feelings related to death and dying.
B) be encouraged to express their grief and sadness related to death and dying.
C) be taught to suppress their feelings related to death.
D) overlook feelings about death and dying.

Question 26

Children who experience a disaster or traumatic event do NOT tend to

A) feel a loss of control.
B) experience a loss of stability.
C) become very self-centered.
D) focus on the needs of others.

Question 27

Warning signs for suicide include all of the following, EXCEPT

A) Recent increased agitation or irritability.
B) Changes in sleep.
C) Making unusual purchases.
D) Expressing hopelessness about the future.

Question 28

At what point, after a student suicide, should the school hold an assembly?

A) never
B) a few days later
C) as soon as possible, with permission of the family
D) 6-10 days after, to allow emotions to stabilize

Question 29

A science lesson would be a good link to a discussion of the

A) cycle of death.
B) cycle of revolution.
C) life cycle.
D) curvilinear cycle.

Question 30

In addition to feeling grief following a death, the stages of grief can occur

A) when privileges are revoked.
B) during divorce.
C) when rejected for a date.
D) when not achieving a goal.

Question 31

Grieving children have all of the following needs EXCEPT:

A) The need to feel safe.
B) Significant adults to acknowledge their pain.
C) To know there is no time limit on their grief.
D) The need to avoid the pain as long as is necessary.

Question 32

Risk factors for suicide include

A) easy access to clinical interventions.
B) cultural and religious beliefs that support self-preservation.
C) exposure to and influence of others who have died by suicide.
D) problem solving skills.

Question 33

Recommendations when a student commits suicide include

A) holding a large school assembly.
B) offering individual and group counseling.
C) dedicating a memorial to the deceased.
D) encouraging funeral attendance even if during school hours.

Question 34

When a natural disaster or traumatic event occurs, teachers should

A) attempt to maintain a routine for children.
B) not force routines on children.
C) discourage talking about the losses children experienced.
D) encourage children to focus on the bright side of things.

Question 35

Evading or lying about the issues of death and dying to protect children is not likely to cause problems in the long run.

Question 36

Professional instruction about death and dying is important at the elementary and middle school grades.

Question 37

It is estimated that, by age 16, one out of every twenty children will lose a parent by death.

Question 38

Almost every child will experience the death of a pet, a friend, or a relative.

Question 39

The media's two-dimensional portrayal of death, a person is alive and then dead, means the emotions surrounding the death are often ignored.

Question 40

Curiosity does not justify including a topic such as death education into the curriculum.

Question 41

Children in stage 1 of Nagy's model have a clear understanding of the finality of death.

Question 42

It is okay for adults to enforce the belief that when someone is dead, she or he is "sleeping"
or on vacation.

Question 43

Children in stage 2 of Nagy's model believe the "bogeyman"
is watching their actions.

Question 44

Children in stage 3 of Nagy's model do not fully understand the finality of death.

Question 45

Grief is strictly a psychological response to the death of a loved one.

Question 46

A low-grief death is an unexpected death of an adult or the death of a child or young person.

Question 47

A high-grief death results from a prolonged illness, an anticipated death, or the death of someone with whom there is little emotional connection.

Question 48

Stage 1 of grieving includes despair, numbness, guilt, sadness, and apathy.

Question 49

Stage 1 of grieving is characterized by denial, shock, and disbelief.

Question 50

Children in stage 2 of grieving often take on the mannerisms or behaviors of the deceased person.

Question 51

Stage 3 of grieving, recovery and resolution, occurs approximately five years after the death.

Question 52

Someone who is in stage 3 of grieving is completely over the trauma and related emotions of the death.

Question 53

Children have the tendency to grieve in predictable and orderly ways.

Question 54

Withdrawn, isolated, and argumentative behaviors are typical social reactions of a grieving child.

Question 55

"You seem sad today,"
is an appropriate way to acknowledge feelings of a child suffering a loss.

Question 56

Continued denial and extended guilt over a loss are part of the grieving process.

Question 57

Elizabeth Kübler-Ross's model includes denial, anger, bargaining, depression, and acceptance.

Question 58

Denial is an unhealthy response to a stressful situation.

Question 59

Anger is usually the easiest stage for family members to deal with.

Question 60

Bargaining is characterized by the terminally ill person bargaining with someone in power to prolong life.

Question 61

According to Elizabeth Kübler-Ross, everyone goes through the stages of dying in the same order.

Question 62

Acceptance is the stage of dying when the person accepts the inevitability of death.

Question 63

Teachers should avoid being honest with children about death.

Question 64

Teachers should avoid sharing personal values on controversial issues related to death.

Question 65

It is inappropriate for teachers to ask students what they have learned about death during class.

Question 66

It is not appropriate for teachers to express their grief openly with the class.

Question 67

Teachers should acknowledge and discuss guilt feelings associated with the death of a loved one.

Question 68

Teachers should discourage students from writing sympathy cards directly to the parents of a dead classmate or to a student who had someone close die.

Question 69

If a classmate dies, it is best to force a "typical"
day on students to keep them focused on other things.

Question 70

It is most helpful and beneficial to students if teachers focus on the details of the death of a classmate.

Question 71

You should always ask a child for permission to give him/her a hug.

Question 72

When talking with children about a death, it is best if teachers use phrases such as "went away"
or "God took her."

Question 73

Risk factors for suicide include previous suicide attempts, mental disorders, and a family history of suicide.

Question 74

Protective factors for suicide include feelings of hopelessness and feelings of isolation.

Question 75

School memorial services where the suicide victim is held in high esteem should be avoided.

Question 76

How does society's view of loss, dying, and grief affect children's perspective of the topic?

Question 77

Provide a brief explanation for including loss, dying, and grief education in elementary and middle schools.

Question 78

With which topics about loss, dying, and grief should teachers be both familiar and comfortable?

Question 79

Identify and describe the stages of grief.

Question 80

Identify and describe the stages of dying.