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children and death > midterm 1 > Flashcards

midterm 1 Flashcards

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Sight Words (Ages 4-6) flashcards UMT for Kids flashcards
1
Q

bereaved adolescent behaviour

A

less likely to seek comfort from parents
risky behaviour
high suicide rate

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2
Q

what is GSM

A

gender and sexual minorities

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3
Q

Wolfelts Normative behaviours - adolescent bereavement

A

limit testing + rebellion
egocentrism
moodniess

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4
Q

Wolfelts red flag behaviours

A

suicidal thoughts and actions
chronic depression
isolation
academic failure
change in personality
eating disorder
substance use

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5
Q

open families

A

flexible communication patterns
able to adapt their boundaries
grief can be shared openly

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6
Q

factors that affect the degree of disruption when a death occurs

A

openness of family
timing of death
nature of death

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7
Q

Donna schurman- 7 differences for bereaved children

A

higher depression levels
poorer school performnace
more fear and anxiety
lower self esteem

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8
Q

Donna schurman- secondary losses

A

changed family relationship
change in daily routine
temporary loss of parents

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9
Q

donna schurman- what do bereaved children need

A

inclusion
to be understood
a sense of control

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10
Q

legacy work

A

parents created scrapbooks, videos, journals, poetry, writing, memory boxes

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11
Q

disenfranchised grief

A

losses that cant be:
openly acknowledged/ publically mounted
socially sanctioned

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12
Q

5 things leading to disenfranchised grief

A

the loss is not recognized as being a loss by others (abortion)
death of a pet
the loss of the deceased is not socially sanctioned

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13
Q

indicators of bereavement- Boyd Webb

A

persistent sadness
aggressiveness and irritability
worrying

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14
Q

4 general responses to death of a sibling

A

i hurt inside
i do not understand]
i do not belong
i am not enough

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15
Q

what is trauma

A

the experience of an actual perceived threat to their life

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16
Q

symptoms of traumatized individuals

A

avoidance
frozen in time
hyper and hypo arousal

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17
Q

PTSD in preschoolers

A

withdrawn, subdued or mute
easily upset by changes in daily routine
sleep issues (nightmares)

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18
Q

PTSD in school age children

A

stomach aches, headaches
the decline in school performance
substantial behaviour changes

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19
Q

PTSD in adolescents

A

express rage, shame, betrayal
loss of impulse control
rebellious behaviour

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20
Q

children in frozen blocks of time

A

not able to experience the natural flow of grief
not in touch with their feelings

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21
Q

facilitating a meltdown

A

provide a safe space for the child
allow them to release emotions (both positive and negative)

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22
Q

suicide methods in children ages 5-14

A

poisoning
hanging
explosive-firearm
heights
motor vehicle

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23
Q

suicide methods ages 15-24

A

hanging
positioning
drowning
fire/ smoke
firearm
sharp objects
heights
motor vehicles

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24
Q

suicide is the _____ leading cause of death in Canada for youth (10-24 yr)

A

second

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25
Q

assessing imminent risk-proximal factors

A

agitation
intent
despair
loss

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26
Q

assessing imminent risk

A

suicide history
abuse and trauma
substance abuse

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27
Q

what is hyperarosual

A

symptoms that arise from high levels of anxiety (ex, insomnia, anger outburst, watchfulness)

28
Q

what is hypoarosual

A

drowsiness, stupor, shut down

29
Q

methods that children understand death through

A

Games: Cops and robbers, snakes and ladders
Books: Good vs evil, harry potter, charlotte’s web, fairy tales
Media and TV- children witness 8000 murders plays over 100 000 acts of violence by the time they finish elementary school

30
Q

Speece and Brent understand death

A

universality
irreversibility
non-corporeal continuation

31
Q

social forces that influence disenfranchised grief in kids

A

family context
school context
cultural context

32
Q

what about me video and course concepts

A

Little girl in intro: Causality: why is he dead? Because he drowned

Irreversibility: Little girl, why can’t he walk, because he is dead

All of the children’s siblings died of non-normative life experiences

Little girl having the mask and saying she is a witch and a skeleton demonstrates her developmental age, the preoperative stage which often includes fantasy as a way to cope

33
Q

what is the polyvagal theory

A

when humans are faced with a real of perceived threat, their nervous system will activate 3 defensive responses
1. social engagement
2. flight/fight
3. freeze/faint

34
Q

About the daniel case study

A

His dad had a gun pulled on him
Activates social engagement (doesn’t work)He uses eye contact, a stable tone and reasoning
Activates fight or flight (doesn’t work)He runs, but is tackled by the guy
Activates freeze/faintHe freezes when the gun is put to his headGoes spacey and does not “come to” until he hears a familiar voice, his karate teacher
Dad dies two weeks after

months after…
Mother is facing severe depression symptoms
Mother is drinking
Rarely talk to mom about what they are feeling of fear of upsetting her
Daniel is having frequent nightmares
Faces extreme guilt and shame
Even though he knows its unlikely he is afraid of something happening to him or his family

35
Q

4 core symptoms of PTSD

A

avoidance
arousal
intrusion
negative mood

36
Q

3 parts to trauma therapy

A

safety and stabilization
trauma processing
mourning and grief

37
Q

Davies article

A

topics include:
-sequence of brain development
-plasticity and experience
-bonding, attachment, and brain development
-risk/protective factors for brain development
-trauma and brain development

38
Q

what is implicit memory

A

involves registration and storage of perceptions below the level of conciosunesess

39
Q

what is explicit memory

A

memory that can be called to mind and expressed in words

40
Q

4 principles that influence the understanding of death

A

developmental level
life experiences
personality
communication and support

41
Q

attachment theory (bowlby)

A

the tendency in human beings to make strong affectional bonds with others coming from the need for security and safety

42
Q

what is secure attachment?

A

infants use their mom as a home base and will seek physical comfort when threatened or frightened
- cries when mom leaves and is soothed when she is back

43
Q

anxious-ambivalent attachment

A

an insecure attachment style characterized by a child intense distress when reunited with caregiver after seperation

44
Q

anxious-avoidant attachment

A

insecure attachment between mom and baby, often avoids mom

45
Q

disorganized/ disoriented attachment

A

a great degree of insecurity between infant and parent
-the baby is turning their head away when held
-frozen posture
-cries after being comforted

46
Q

secure parenting style

A

parent is available
sensative
loving

47
Q

anxious-ambivalent parenting

A

the parent is available and helpful sometimes but not always
- used separation as means of control

48
Q

anxious-avoidant parenting

A

parent rebuffs when child seeks support and comfort

49
Q

disorganized parenting

A

maybe abuse and neglect, mental illness, which results in unpredictable parenting

50
Q

attachment affiliation and sociable systems

A

Murray (1938)

51
Q

secure attachment in adults

A

successfully engage in healthy relationships with others

52
Q

anxious ambivalent attachment in adults

A

clingy like a child and are preoccupied

53
Q

6 aspects of children’s development

A
  1. spiritual
  2. physical
  3. social
  4. cognitive
  5. emotional
  6. psychological
54
Q

3 stages in children’s understanding of grief (age categories) - Nagy 1948

A

stage 1: Ages 3-5 ( kids don’t understand death is final - similar to travel)
stage 2: ages 5-9 ( kids think death is final but avoidable)
stage 3: ages 10+ (death is understood as final and unavoidable)

55
Q

Piaget stages (4):

A
  1. sensorimotor: (birth-2) object permanence, use of reflexes
  2. preoperational: (2-7) acquired motor skills, egocentrism is strong - no logical thinking
  3. concrete operational: (7-11) Children gain mental operations to think logically
  4. formal operational: (11+) able to think about abstract concepts
56
Q

3 age groups Ideas regarding death (Boyd-Webb)

A
  1. Ages 2-6: don’t view death as final, believes in magical thinking, may not outwardly grieve
  2. ages 6-12: may use denial to cope, inability to deal with death, increase in death anxiety
  3. ages 12+: uses anger to defend against feelings, feel numb or frightened, feeling conflicted
57
Q

what are the 4 tasks of a bereaved child (Fox)

A
  1. understand
  2. grieve
  3. commemorate
  4. go on with life
58
Q

3 questions of a bereaved child (krupnik and solomon)

A
  1. did i make this happen
  2. will i die too
  3. who will take care of me
59
Q

typical grief behaviors for ages preschool to 5

A

anxiety
clinging and protesting
aggressive behavior
sleep issues

60
Q

typical grief behaviours for ages 6-10

A

may attempt to act grown up
may assume the role of caretaker for younger child or surviving parent
excessive guilt about death

61
Q

what were the 3 things we saw in Elmo (examples) speece and brent

A
  1. Irreversibility: not understanding uncle jack is permanently gone
  2. non-functionality: father explains that uncle jacks body stopped working
  3. non-corporeal continuation: jesse keeping her dad’s baseball bat, jesses box of things she keeps in her bag related to her dad
62
Q

what are 3 risk factors for children and teens for suicide?

A

intent, dispair, loss

63
Q

what is attunement?

A

the reactiveness we have towards another person

64
Q

what is the window of tolerance?

A

the best state of arousal or stimulation in which we can function on the daily

65
Q

what are the 5 domains of inquiry for suicide?

A
  1. ideation
  2. plan
  3. behavior
  4. intent
  5. notes

children and death (3 decks)

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