PSY 456 CH 10

1. (p. 388) The psychosocial effects of war and murder lead to higher levels of A. connectedness to God. B. creativity in problem solving. C. traumatic reactions. D. trust in authority figures.

2. (p. 392) If a child believes that he or she may have played a role in the events leading to a death, what emotion might be expected to predominate? A. Guilt B. Anger C. Hate D. Sadness

3. (p. 392) Adolescents' (especially girls) responses to the September 11, 2001 terror attacks included A. anger and a renewed sense of patriotism. B. fear and concern about dying from other disasters. C. a strong desire to marry and have children. D. multiple physical complaints.

4. (p. 393) Of all the deaths that may be experienced in childhood, the most affecting is likely to be the death of a A. pet. B. friend. C. sibling. D. parent.

5. (p. 393) A parent's death is perceived as a loss of security, affection and A. financial stability. B. religious continuity. C. nurture. D. cognitive development.

6. (p. 393) Coping with the death of a parent may be complicated when the death results from 1. cancer. 2. suicide. 3. homicide. 4. stroke. A. 1 and 3 B. 1 and 4 C. 2 and 4 D. 2 and 3

7. (p. 393) Coping may become complicated when the death of a parent results from A. cancer. B. homicide. C. kidney failure. D. lung disease.

8. (p. 394) Children can experience "survivor's guilt" as young as A. four years old. B. eight years old. C. twelve years old. D. adolescence.

9. (p. 397) A sibling's death may represent which of the following? 1. Loss of playmate 2. Loss of birth order 3. Loss of caregiver 4. Loss of protector A. 1, 2, and 3 B. 2, 3, and 4 C. 1, 2, and 4 D. 1, 3, and 4

10. (p. 399) According to David Balk, which of the following is most likely to cause adolescents to ask questions about the nature of life and death, about good and evil, and about the meaning of life? A. Death of a pet B. Death of a teacher C. Death of a sibling D. Death of a child

11. (p. 399) To help them cope with disturbing thoughts and feelings, seriously ill children need A. very few rules because they already have enough to cope with. B. a rigid structure of daily routines to eliminate uncertainty. C. mental first aid. D. a lot of time alone with their toys for fantasy play.

12. (p. 399) For a school-age child experiencing a serious illness, major issues include 1. a sense of stigma. 2. impaired self-concept. 3. side effects of treatment. 4. questioning of beliefs. A. 1, 2, and 4 B. 2, 3, and 4 C. 1, 3, and 4 D. 1, 2, and 3

13. (p. 400) Which is a suggestion for communicating with a seriously ill two year old child? A. Provide maximum physical relief and comfort B. Evaluate for feelings of guilt C. Foster the child's sense of mastery and control D. Maintain access to peers in their pre-school setting

14. (p. 400) According to a study by Myra Bluebond-Langner, seriously ill children in a leukemia ward were able to guess their condition by A. having conversations with adults who dropped hints. B. comparing themselves to other children on the ward. C. interpreting how people behaved toward them. D. reading their medical charts when nobody was looking.

15. (p. 401) Spontaneous drawings and art therapy are __________ methods for working with young children to help them explore feelings. A. excellent B. mediocre C. useless D. experimental

16. (p. 401) Which of the following BEST characterizes the concerns of seriously ill children from roughly ages five to nine? A. Discomforting and possibly disfiguring effects of the disease and related medical procedures B. Separation from their mother C. Anxiety related to the deaths of other children D. Being left out of the communication loop when it comes to their course of treatment and treatment options

17. (p. 401) Which of the following age groups of seriously ill children had major concerns about discomforting and possibly disfiguring effects of the disease and related medical procedures? A. Children under five B. Children roughly five to nine C. Older children D. These concerns are not typical in children

18. (p. 402) A coping strategy in which ill children limit the number of people with whom they have a close relationship is A. limiting. B. distancing. C. side-stepping. D. reversion.

19. (p. 402) Which of the following coping mechanisms are used by children to cope with a serious illness? 1. Making a deal that allows a desire to be filled once the pain is endured 2. Limiting the number of people with whom they have close relationships 3. Taking a "be-brave-and-strong" stance 4. Regressing to behaviors that are less demanding A. 1, 2, and 3 B. 1, 2, and 4 C. 1, 3, and 4 D. 2, 3, and 4

20. (p. 402) Sick children competing in a wheelchair race through hospital corridors is an example of what coping mechanism? A. Distancing from treatment B. Bargaining for a desired outcome C. Detachment from other children D. Finding a substitute for a desired activity

21. (p. 403) Which was the first free standing pediatric and palliative care center in the United States? A. Helen House B. George Mark Children's House C. Nick Snow Hospice D. Red Balloon Center

22. (p. 403) The Nick Snow Children's Hospice and Palliative Care Act A. forbids the use of psychotropic drugs on children under the age of 12. B. allows the use of medical marijuana in terminally ill children. C. allows children to receive both palliative care and curative care. D. allows children ages 7-14 to participate in medical decision making.

23. (p. 405) Agreement to the proposed treatment or procedure is A. Rule of Sevens. B. assent. C. fifty-percent risk rule. D. rebuttal claim decision.

24. (p. 405) Which rule, based on English common law, gives parents and health care providers a guideline for assessing a minor child's capacity to participate in medical decision making? A. Rule of Minority B. Rule of Sevens C. Rule of Consent D. Rule of Inclusion

25. (p. 406) 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.

26. (p. 407) Community support has generally been shown to A. be detrimental to a family's overall communication patterns. B. generate fear in children because of the numerous interactions. C. be an important supplement to a family's internal support system. D. be effective in a face-to-face setting not via telephone or computer networks.

27. (p. 407-408) All of the following are support groups that help children cope with death and life threatening illness EXCEPT A. Camp Jamie. B. HUGS. C. The Meditational Healing Society. D. Starlight Children's Foundation.

28. (p. 408) Which organization is dedicated to improving the quality of life for children with chronic and life threatening medical conditions? A. Starlight Children's Foundation B. National Alliance for Grieving Children C. Peanuts Foundation D. High Hopes Foundation

29. (p. 409) When parents explain death to children, they should A. use nursery rhymes and fairy tales to "soften" the trauma of death. B. be honest. C. avoid using the harsh words death or dead. D. do it as close to the time of a death as possible, no need to discuss death beforehand

30. (p. 409-410) In helping children cope with loss, adults must strive to A. assure the child that they will see their loved one again and until then, they are always in their heart. B. answer questions honestly and directly. C. calm the child by using familiar fairy tales and metaphors. D. remind the child the good news that their loved one is waiting for them with God in heaven.

31. (p. 410) Which of the following is important in discussing death with a child before a crisis occurs? A. Delay introducing the topic until absolutely necessary B. Vaguely answer the child's questions to eliminate anxiety C. Provide an explanation that corresponds to the child's level of understanding D. Refer the child to a fairy tale to show a 'happily ever after' ending

32. (p. 410) When discussing death with a child, an adult should A. tell the truth no matter how complex it may be. B. tell the truth while considering the child's developmental level and ability to understand. C. avoid the issue and divert the child's attention. D. make an association like "cancer is like a bad seed growing in your body."

33. (p. 410) When talking to children about death, it is important to A. not hesitate in giving sophisticated explanations. B. assume they have no beliefs about death. C. avoid teachable moments and wait for a crisis. D. verify and clarify what they think you've told them.

34. (p. 410-411) The text uses the example of the young woman who avoided seeds into adulthood to illustrate how A. illogical children's perceptions of death can be. B. children can become confused by metaphors. C. common items can scare children. D. children under five don't need explanations about cancer.

35. (p. 411) The well child in a family where a sibling or parent is terminally ill A. can balance conflicting emotions by participating in the family process. B. should avoid participation in the family crises to avoid anger and resentment. C. often copes with crises worse than other children of the same age. D. should be temporarily sent to live with close relatives, to avoid family stressors.

36. (p. 412) When a child is dealing with emotional pain, admonishing the child to "be brave" is A. good because it helps teach the child to deal with tragedy. B. good because it lends guidance during a time of confusion. C. bad because crying is a natural response to loss. D. bad because it makes the child feel guilty.

37. (p. 413) When discussing death in conjunction with religious beliefs, parents should A. tell them that God needed another angel. B. remind children that the world functions in mysterious ways. C. introduce children to other religious viewpoints. D. remind children that religious viewpoints are beliefs.

38. (p. 414) In explaining death to children, statements like "gone away for a long sleep" and "up in heaven" A. allow for misconceptions and literal interpretations. B. must be followed by an explanation about life after death. C. help make sense of death to young children. D. give a clear picture and explanation about death

39. (p. 414) When a child is ill or a death occurs in the family, sudden changes in family communication patterns can be A. expected, supportive, and comforting. B. alarming to a child and can heighten anxiety. C. a welcome diversion. D. a warning to the child of future challenges.

40. (p. 388) Children who experience catastrophic death often exhibit a fatalistic attitude that contrasts with the attitude of children whose death experiences occur in more benign circumstances.

41. (p. 392) In a study of adolescents' responses to the terror attacks of September 11, 2001, researchers found that adolescent males were frightened and reported concerns about dying from other disasters, including community gangs and street fights.

42. (p. 394) A four year old child is too young to experience "survivor's guilt."

43. (p. 395) The death of a sibling may increase the surviving child's sense of vulnerability.

44. (p. 397) Betty Davies points out that a lot of attention has been devoted to sibling bereavement since September 11, 2001.

45. (p. 399) Coping with a sibling's death can bring about a greater maturity in social reasoning and cognitive development.

46. (p. 400) Children, ages three to nine, in a leukemia ward were generally unable to accurately assess their condition and seriousness of their illness.

47. (p. 400) Bluebond-Langner's study showed that hospitalized seriously ill children discussed their illness with their peers as well as with the many non-medical adults in their lives.

48. (p. 401) Generally, ill children know very little about the world of their hospital, staff and procedures.

49. (p. 401) Spontaneous drawing is an excellent method for helping young children explore and express feelings.

50. (p. 401) Seriously ill children, under 5 years old, tend to be most distressed by separation from their siblings.

51. (p. 402) Children, unlike adults, use very few coping mechanisms as they confront their illness.

52. (p. 408) Online social networking is a form of support for teens with chronic illness.

53. (p. 408) Psychosocial support for ill children is not yet offered through computer networking.

54. (p. 408) The Sunshine Foundation grants the wishes of children who have been given a limited or uncertain prognosis.

55. (p. 408) Telephone support groups are a type of organized social support for children and adults.