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Developmental Psychology > 13: Death and Dying > Flashcards

13: Death and Dying Flashcards

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1
Q

Bereavement

A

losing someone who has died

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2
Q

Grief

A

The emotional response to losing someone who has died

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3
Q

Mourning

A

CULTURALLY determined expectations about the expression of death

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4
Q

What are some sociocultural and historical contextual factors important in the study of death and dying?

A
  1. Cultural differences in longevity
  2. Sex differences in longevity
  3. Changes in how we define death
  4. Changes in what age we die
  5. Changes in where we die (eg. hospital vs home)
  6. Terrorism and unpredictability of death
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5
Q

Reasons why death and dying are a developmental psychology issue

A
  1. There are general continuities in how people react to death and dying
  2. It has differential impacts depending on timing
  3. It can be a reflection of earlier psychological developments
  4. People think about it constantly throughout their lives
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6
Q

According to Bowlby, how do preverbal children respond to death?

A

Preverbal children view death as a separation/abandonment. Therefore, they:
- engage in search behaviour and fall in a state of despair

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7
Q

What are Bowlby’s stages of how infants respond to separations?

A
  1. Protest
  2. Yearning and searching
  3. Anger
  4. Despair (after a week or so)
  5. Apathy, sadness, appetite, sleep disturbances
  6. Seek new relationships
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8
Q

According to Nagy, what are the stages of children’s understanding of death?

A

Level 1: 3-5 year olds (pre operational)
Level 2: 5-9 year olds (pre-operational/concrete operations)
Level 3: >9 years (concrete operations)
Level 4: adolescent (formal operations)

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9
Q

What are some key characteristics of Level 1 conceptions of death

A
  • Magical thinking and egocentrism
  • Death is not a final
  • Believe only people who want to die die, or people who are bad die (not tested)
  • associate life with movement and death with stillness
  • May blame themselves
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10
Q

What are some characteristics of Level 2 conceptions of death?

A
  • understands finality/irreversibility of death BUT

- thinks you can cheat death and death only happens to some people (not universal)

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11
Q

What are some characteristics of level 3 conceptions of death?

A

Children understand the:

  • finality
  • universality
  • inevitabililty of death and that
  • it results from internal, biological causes
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12
Q

What are some characteristics of Level 4 conceptions of death according to Nagy?

A
  • a bit egocentric, in thinking that death is irrelevant to them or too remote
  • formal operations shown in more abstract conceptualisations of death
  • religious and philosophical views of death
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13
Q

How do children who are terminally ill differ from the typical child in how they conceptualise death?

A
  • the concrete learning experiences of these children overrides their developmental/age related constraints
  • they often become aware of the finality, inevitability, and completeness of death earlier
  • young children experience the same emotions dying adults do
  • reveal their emotions in drawings over spoken words
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14
Q

According to Ener & Ray (2018), how does age influence how children deal with bereavement?

A

Younger bereaved children are less withdrawn/depressed, anxious/depressed and have less attention-related struggles compared to other children

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15
Q

Can bereavement have long term consequences in children and adolescents?

A

Yes, more at risk for psychological and behavioural health problems according to Griese et al., 2017
(depression, anxiety, PTSD, conduct disorder, substance abuse and functional impairement)

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15
Q

Can bereavement have long term consequences in children and adolescents?

A

Yes, more at risk for psychological and behavioural health problems according to Griese et al., 2017
(depression, anxiety, PTSD, conduct disorder, substance abuse and functional impairement)

16
Q

What are adolescents who are dying generally worrying about?

A
  • effects on their physical appearance
  • ability to be accepted by peers
  • capacity to attract a partner
  • independence from parents
  • career/life plans (such as children)
17
Q

What are the characteristics of the adult understanding of death?

A
  • finality
  • irreversibility
  • universality
  • biological causality
18
Q

How do middle aged adults compare to older adults with re to conceptualisations of death?

A
  • MAA becomes more conscious of death suddenly
  • MAA fear death more than OA
  • OA think more about death & talk about it more
19
Q

According to Kubler Ross, what is the stage theory of the process of dying?

A
  1. Denial
  2. Anger
  3. Bargaining
  4. Depression
  5. Acceptance
    AND HOPE THROUGHOUT
20
Q

According to Bowlby, what are the stages in the model of grief?

A
  1. Shock
  2. Yearning and protest
  3. Despair
  4. Restitution
21
Q

What did Galatzer Levy & Bonanno (2012) find about how people process grief?

A
  • Only 9% of people who were experiencing depression due to bereavement showed an improvement 4 years later
  • Overall depression levels were highest at 6 months post death
  • 66% of people were very resilient and showed little to no depression following loss
22
Q

How does Galatzer-Levy and Bonanno’s findings contribute to our understanding of Kubler Ross’s model?

A

It contradicts it - since 66% of people were resilient it shows that many ppl do not go through Kubler Ross’s stages

23
Q

What are some criticisms of the stage models of death and bereavement?

A
  • not empirically supported
  • rigid emphasis on stages
  • assumption that everyone should reach ‘acceptance’
  • doesn’t realise the complexity of grief and the many emotions in it
  • assumes that people go through predictable emotional changes
  • does not account for individual differences
24
Q

According to Corr (2019), what should we do about Kubler Ross’s model?

A
  • learn but discard as it can do damage when misapplied or applied too rigidly
25
Q

What are the stages in Worden’s task model of grief?

A
  1. To accept the reality of the loss
  2. Experience pain of grief
  3. Adjust to life w/o the deceased
  4. Relocate the deceased emotionally and move on
26
Q

How does Worden’s model differ from Kubler Ross?

A
  • Not linear
  • Does not end and people can revisit stages
  • acknowledges continuing nature of loss
27
Q

What is the Dual Process Model by Stroebe & Schut (1999)?

A
  • A psychological grief model which recognises people oscillate between a ‘loss oriented’ state and a ‘restoration oriented’ state
  • task focused (restoration), emotion focused (loss)
  • also recognises that people have other stressors and will need distraction from grief work & have adaptive denial (otherwise self destructive)
28
Q

Are any theories universal?

A

In short, no. Depend on a range of factors (nature of death, culture, coping styles, social support, developmental level and attachment)

29
Q

What does the Integrative Risk Model of Bereavement (Stroebe, Folkman, Hansson, Schut, 2006) add to the theories?

A

recognises that there is no universality to grieving processes & recognises context - attempts to explain bereavement outcome by looking at:

  • the nature of bereavement (loss oriented stressors, restoration oriented stressors)
  • inter personal risk factors (finances, social support)
  • intra personal risk factors (personality, gender, intellect)
  • appraisal and coping
  • –> all add to outcome
30
Q

Challenges that developmental psychologists have with death?

A
  • more to realise than what can be put in self report questionnaires
  • need to not treat death as mental illness
  • need to engage more deeply in relationship w death
31
Q

The best intra personal model of grief

A

Dual Process Theory

32
Q

The best inter personal model of grief

A

Integrate Risk Framework of Bereavement

Developmental Psychology (11 decks)

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