Final Exam Flashcards
Universality: all living things must eventually die
All inclusiveness:has to do with the extent of the group of living things to which the concepts of death applies. Does the concept of death apply to some, many most or absolutely all-living things?
Universality: all living things must eventually die
All inclusiveness: has to do with the extent of the group of living things to which the concepts of death applies. Does the concept of death apply to some, many most or absolutely all-living things?
Questions children they ask themselves or others:
Does everyone die?
Do children or animals dies too?
Can some people (animal or other living thing escape death?
Could I or the people that I know and love avoid coming to be dead?
Universality: all living things must eventually die
Inevitability: has to do with the necessity with which death applies to living things
Inevitability: has to do with the necessity with which death applies to living things
Questions children they ask themselves or others:
Does everyone have to die?
Do you have to die?
Do I have to die?
Is death something that must happen to living things?
Some children to wonder about the possibility that death might not be inevitable
Could some living things avoid death?
If so, for which things is death no inevitable?
Can we prevent living things from dying
What can I do so that I will never have to die?
Why does death have to happen?
Universality: all living things must eventually die
Unpredictability: timing
Unpredictability: timing
Questions children they ask themselves or others:
When do people or other living things die?
When will you die?
When will I die?
Irreversibility: challenged what is involved in recognizing that once the physical body of a living thing is dead, it can never be alive again. Processes, which distinguish the transition from being alive to being dead and the state which results from them.
Irreversibility: challenged what is involved in recognizing that once the physical body of a living thing is dead, it can never be alive again. Processes, which distinguish the transition from being alive to being dead and the state which results from them.
Questions children they ask themselves or others:
How long do you stay dead after you die?
Once you have been “deaded” are you always dead?
Can dead persons become alive again after they are dead?
If I did some special thing (e.g, called 911 or gave someone a pill) to someone who was dead, could he or she be alive again?
Can you or come back to life after you or I die?
Non functionality: to the final cessation of body functions; challenged once a living thing is dead, all of the life-defining capabilities of functional capacities that are typically attributed to living physical body cease.
Non functionality: to the final cessation of body functions; challenged once a living thing is dead, all of the life-defining capabilities of functional capacities that are typically attributed to living physical body cease.
Questions children they ask themselves or others:
What do you do all the time when you’re dead?
Can you see anything, hear noises, or feel the heat and the cold when you’re dead?
Do dead people continue to eat, play, or go to the bathroom? Do dead people get angry or sad?
Causality: challenged to comprehend what it is that really does or can bring about the death of a living thing.
Causality: challenged to comprehend what it is that really does or can bring about the death of a living thing.
Questions children they ask themselves or others:
Why do people die?
What caused the death of pet cat? What is it that makes living things die? Do people die because they are bad?
Can people die because someone wished that they would die?
When mommy was mad at me and said “ you’ll be the death of me some day,” and then was in the accident, did that mean that I made her die?
Children who are striving to master the sub-concept of non functionality ask themselves and ask other questions like the following:
A. What cause the death of my pet?
B. Do death people continue to eat, play or go to the bathroom?
C. How long do you stay dead after you’re died?
D. Does everyone die?
B. Do death people continue to eat, play or go to the bathroom?
Including a child in the funeral or other mourning rituals should be considered because:
A. A child has a right and need to be included
B. A child need to be part of the family
C. A child may have a difficult time saying goodbye
D. A child can talk about the experience more readily
A. A child has a right and need to be included
A basic approach to helping children grieve the loss of a love one is: A. To listen to children B. Provide simple explanations C. Be honest, be patience D. All of the above
D. All of the above
The role of the child life specialist in end of life issues is to:
A. Provide support to the medical staffs
B. Help the parents to talk to their children about death
C. Help make funeral arrangements
D. Plan to facilitate visitation
B. Help the parents to talk to their children about death
The grieving process for children is difficult and challenging one of the main many ways to help:
A. Is to talk about and remember about the person who died
B. Not answer the question about the death it only leads to confusion
C. Protect them from the truth it will help them cope with loss easier
D. Not allow emotional expression
A. Is to talk about and remember about the person who died
A child’s ability to understand the concept of death will depend upon his or her cognitive development. The development stage understands death for a preschool child is best described how?
A. Preschool children think death is reversible and not permanent
B. Preschool children understand through physical and emotional experiences cause they have no language ability
C. Preschool children see death as universal
D. Preschool children think concretely in making sense of death
A. Preschool children think death is reversible and not permanent
The most effective approach in helping a grieving school age child would be to:
A. Provide a consistent and daily routine
B. Explain why grown ups are sad and crying
C. Validate their feelings and allow them to talk about the death over and over, if needed
D. Select appropriate books to read
C. Validate their feelings and allow them to talk about the death over and over, if needed
Grieving reactions in children vary widely, some regressive actions may included: A. Bedwetting and thumb sucking B. Loss of appetite C. Nightmares D. Headaches
A. Bedwetting and thumb sucking
The significance of death for children are based one many factors, which factor is the most important to consider for helping a child grieve the loss of a love one:
A. Spiritual, culture and religious influence
B. Ritual and funeral experience
C. Relationship to the deceased
D. Child’s previous experience with death
C. Relationship to the deceased
