Chapter 19: Death and Dying

Test Bank

Multiple Choice

1. The risk of dying for infants and young children has decreased since 1960 by what percentage?

a. 94%

b. 85%

c. 60%

d. 44%

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Mortality

Difficulty Level: Easy

2. Childhood deaths are most commonly due to ______.

a. homicide

b. illness

c. accidents

d. suicide

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Mortality

Difficulty Level: Easy

3. What is a common source of injury-related death from ages 15–34?

a. illness

b. homicide

c. suffocation

d. falls

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Mortality

Difficulty Level: Medium

4. A person who is 57 years of age is most likely to die from ______.

a. diabetes

b. suicide

c. heart attack

d. cerebrovascular accident

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Mortality

Difficulty Level: Medium

5. What is a leading source of mortality throughout life?

a. illness

b. suicide

c. homicide

d. poisoning

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Mortality

Difficulty Level: Easy

6. The elderly are most at risk of death from ______.

a. drug overdoses

b. heart disease

c. suicide

d. falls

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Mortality

Difficulty Level: Medium

7. Death from unintentional poisoning tends to occur most often in which age group?

a. 55–65

b. 35–45

c. 15–25

d. 10–15

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Mortality

Difficulty Level: Medium

8. The leading cause of death from young adulthood into middle adulthood is ______.

a. suicide

b. gunshots

c. traffic accidents

d. opioid overdose

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Lives in Context: The Opioid Epidemic

Difficulty Level: Medium

9. What makes opioid dependency difficult to treat?

a. Medical approaches are ineffective.

b. These drugs are highly addictive.

c. Behavioral approaches are poorly understood.

d. These drugs are very relaxing.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Analysis

Answer Location: Lives in Context: The Opioid Epidemic

Difficulty Level: Hard

10. Who is likely to have the most success managing opioid dependency?

a. Kristen, who is using medical and behavioral treatment

b. Alex, who is using behavioral treatment and spiritual support

c. Thomas, who is using only behavioral treatment

d. Monique, who is using only spiritual support

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Application

Answer Location: Lives in Context: The Opioid Epidemic

Difficulty Level: Hard

11. When the heart stops beating, it is referred to as ______.

a. whole brain death

b. clinical death

c. vegetative state

d. persistent vegetative state

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Defining Death

Difficulty Level: Medium

12. Permanent brain damage occurs after oxygen deprivation for a minimum of how many minutes?

a. 3

b. 5

c. 15

d. 30

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Defining Death

Difficulty Level: Easy

13. Which medical advance has contributed to the need for very precise legal definitions of death?

a. electroencephalogram

b. heart–lung machine

c. intravenous fluids

d. mechanical ventilator

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Analysis

Answer Location: Defining Death

Difficulty Level: Hard

14. Which term means the irreversible loss of functioning in the cortex and the brainstem?

a. clinical death

b. whole brain death

c. brain damage

d. persistive vegetative state

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Defining Death

Difficulty Level: Medium

15. Which criterion is used to determine whole brain death?

a. incoherent speech

b. lack of response to painful stimuli

c. motor reflexes that diminish over 10 minutes

d. flat electroencephalogram for at least 5 minutes

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Defining Death

Difficulty Level: Medium

16. Charlie was in a serious car accident. When he was brought to the hospital his vital signs were weak. The health-care team did their best to stabilize him, but his heart stopped and they were unable to start it again. His motor reflexes are absent, his pupils are unresponsive, and his EEG has been flat for at least 10 minutes. If he is tested again in 24 hours and the results are the same, then what is the diagnosis?

a. clinical death

b. vegetative state

c. persistive vegetative state

d. whole brain death

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Application

Answer Location: Defining Death

Difficulty Level: Hard

17. Anoxia means ______.

a. blood loss

b. loss of brain tissue

c. loss of oxygen

d. fluid loss

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Defining Death

Difficulty Level: Easy

18. Which part of the brain is most vulnerable to anoxia?

a. cortex

b. brainstem

c. white matter

d. midbrain

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Defining Death

Difficulty Level: Medium

19. If the patient appears awake but is unaware, due to the permanent loss of all activity in the cortex, and has been this way for at least 4 weeks, the patient is said to be ______.

a. clinically dead

b. in a vegetative state

c. in a persistive vegetative state

d. whole brain dead

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Defining Death

Difficulty Level: Easy

20. Ending life in a way that is true to one’s preferences is called ______.

a. the dying process

b. dying with dignity

c. acceptance

d. adaptation

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: End-of-Life Issues

Difficulty Level: Easy

21. Which document is an advance directive?

a. estate will

b. medical prescription

c. living will

d. suicide note

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: End-of-Life Issues

Difficulty Level: Easy

22. A living will is a legal document that permits a person to ______.

a. give legal right to someone else to make health care decisions for the person

b. make health-care wishes known if the person is unable to do so

c. determine which medications are best for a disease the person is experiencing

d. decide who will receiving property upon the person’s death

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Advance Directives

Difficulty Level: Medium

23. Katrina has given her son the legal right to make health-care decisions on her behalf in the event that she is unable to do so. What advance directive did she prepare?

a. living will

b. do not resuscitate order

c. durable power of attorney

d. estate will

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Application

Answer Location: Advance Directives

Difficulty Level: Hard

24. What percentage of U.S. adults have written advance directives?

a. 10%

b. 15%

c. 25%

d. 30%

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Advance Directives

Difficulty Level: Medium

25. Which term means death from removal of life-sustaining treatment?

a. active euthanasia

b. passive euthanasia

c. palliative care

d. hospice care

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Euthanasia

Difficulty Level: Easy

26. Carol is in end-stage renal cancer. She is in extreme pain and feels that her quality of life has diminished to the point that she is thinking about asking for an extremely large dose of pain medication. What course of action does it seem Carol is considering?

a. physician-assisted suicide

b. passive euthanasia

c. active euthanasia

d. hospice care

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Application

Answer Location: Physician-Assisted Suicide

Difficulty Level: Hard

27. In which state is physician-assisted suicide legal?

a. New York

b. Oregon

c. New Mexico

d. Connecticut

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Physician-Assisted Suicide

Difficulty Level: Easy

28. In a state where it is legal to be performed, a person who requests physician-assisted suicide is most likely to have which condition?

a. cancer

b. heart disease

c. kidney disease

d. emphysema

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Analysis

Answer Location: Physician-Assisted Suicide

Difficulty Level: Hard

29. A concern that was a major factor for persons in Oregon who chose physician-assisted suicide was ______.

a. being unhappy living alone with a medical condition

b. lack of understanding about their medical condition

c. having less than a year to live because of a medical condition

d. loss of dignity due to the medical condition

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Physician-Assisted Suicide

Difficulty Level: Medium

30. The philosophy of the hospice approach emphasizes ______.

a. prolonging life

b. financial planning for family members

c. prolonging quality of life

d. creating a health-care proxy

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Hospice

Difficulty Level: Medium

31. Where do most deaths occur today?

a. workplace

b. schools

c. home

d. hospitals

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Hospice

Difficulty Level: Easy

32. Treatment focusing on controlling pain and related symptoms is called ______.

a. alternative

b. palliative

c. analgesic

d. proactive

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Hospice

Difficulty Level: Easy

33. Which person would be part of the hospice patient care team?

a. insurance representative

b. parent

c. lawyer

d. spiritual counselor

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Hospice

Difficulty Level: Medium

34. Margaret is 59 years old and has lived in her home for 30 years. Over the years, she has fixed up her house to give it the cottage feel that she loves and created a beautiful rose garden. Her children are grown and gone, and she is content to live alone with her two dogs. For several years, Margaret has been struggling with emphysema. Recently, her physician told her what she had already suspected—she was in the end stages. Which option for end-of-life care is Margaret most likely to choose?

a. hospitalization

b. outpatient hospice

c. inpatient hospice

d. nursing home

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Application

Answer Location: Hospice

Difficulty Level: Hard

35. The term mate to refer to the very old, the very sick, and the dead is used by the ______.

a. Hopi Indians

b. Apache Indians

c. Melanesians

d. Polynesians

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Easy

36. Which cultural group views life and death as phases of a cycle?

a. Hopi Indians

b. Melanesians

c. the Kwanga of Papua New Guinea

d. the Buddhists of Japan

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Medium

37. Carl’s belief that he will see his wife again in heaven is an example of ______.

a. biological causality

b. noncorporeal continuation

c. dying trajectory

d. cultural ritualism

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Hard

38. Understanding that death entails the end of all life-defining abilities is the definition of ______.

a. nonfunctionality

b. irreversibility

c. noncorporeal continuation

d. biological causality

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Easy

39. Understanding that death universal is the definition of ______.

a. nonfunctionality

b. noncorporeal continuation

c. inevitability

d. biological causality

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Easy

40. Understanding that death cannot be undone is the definition of ______.

a. nonfunctionality

b. irreversibility

c. noncorporeal continuation

d. biological causality

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Easy

41. Understanding that death is due to events or conditions that trigger natural processes within the body is the definition of ______.

a. nonfunctionality

b. noncorporeal continuation

c. inevitability

d. biological causality

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Easy

42. Often a child’s first significant experience with death is the demise of a ______.

a. grandparent

b. pet

c. sibling

d. friend

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Children’s Understanding of Death

Difficulty Level: Easy

43. Who is most likely to view the death as sleeping?

a. Joe, who is 15 and just lost his best friend to a drug overdose

b. Maisie, who is 10 and just heard that her grandmother has had a stroke

c. Miguel, who is 7 and watched his mother die from complications of lupus

d. Jessica, who is 3 and has been told that a beloved cousin drowned

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Application

Answer Location: Children’s Understanding of Death

Difficulty Level: Hard

44. The understanding that death is final, irreversible, and inevitable typically emerges in what age range?

a. 3–5 years

b. 5–7 years

c. 7–9 years

d. 9–11 years

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Children’s Understanding of Death

Difficulty Level: Medium

45. The most complex element of the death concept and the last one to be acquired is ______.

a. biological causality

b. contextual reference

c. cultural ritualism

d. parental influence

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Children’s Understanding of Death

Difficulty Level: Medium

46. Children are able to truly understand death when they have developed cognitive capacities for ______.

a. sadness

b. empathy

c. sophisticated language

d. abstract thinking

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Children’s Understanding of Death

Difficulty Level: Hard

47. Children who tend to have much experience with death are those who live in ______.

a. multi-ethnic communities

b. drought-stricken areas

c. war-torn areas

d. affluent countries

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Children’s Understanding of Death

Difficulty Level: Medium

48. Children who have the most advanced and realistic understanding of death are those who ______.

a. watch violent television shows

b. have personal experience with it

c. play death-related video games

d. have heard about it from their peers

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Children’s Understanding of Death

Difficulty Level: Medium

49. Parents of young children who believe that the children are incapable of coping with death tend to ______.

a. avoid talking about it with them

b. talk excessively about it with them

c. talk in hushed tones about it

d. have others talk about it

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Children’s Understanding of Death

Difficulty Level: Medium

50. A parent is most likely to discuss death with a young child when the child has ______.

a. experienced death of some kind

b. seen death in a movie

c. read about death in a book

d. heard about death from a peer

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Children’s Understanding of Death

Difficulty Level: Medium

51. Which child is most likely to have a realistic view of death?

a. an 8-year-old living in war-torn Afghanistan

b. a 9-year-old in the United States whose parents are still living

c. a 6-year-old in England whose parents are divorced

d. a 3-year-old living in a refugee camp in Somalia

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Children’s Understanding of Death

Difficulty Level: Hard

52. Which child most likely has the greatest awareness of death?

a. Jacob, who is 8 years old and has asthma.

b. Drake, who is 7 years old and psoriasis.

c. Tiffany, who is 6 years old and has terminal bone cancer.

d. Bella, who is 9 years old and catches the flu annually.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Children’s Understanding of Death

Difficulty Level: Hard

53. Which cultural group celebrates día de los muertos?

a. Peruvian

b. Hopi Indian

c. Mexican

d. Navajo Indian

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Children’s Understanding of Death

Difficulty Level: Easy

54. In which region do the deceased’s neighbors wash the body with rum?

a. Peru

b. French West Indies

c. South Korea

d. Middle East

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Cultural Influences on Development: Cultural Rituals Surrounding Death

Difficulty Level: Easy

55. Which spiritual group believes that a good death is a holy death, one that is welcomed by the dying person?

a. Christians

b. Jews

c. Buddhists

d. Hindus

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Cultural Influences on Development: Cultural Rituals Surrounding Death

Difficulty Level: Easy

56. Which age group tends to think of death as a state of nothingness that goes along with biological irreversibility?

a. young children

b. adolescents

c. young adults

d. midlife adults

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Adolescents’ Understanding of Death

Difficulty Level: Medium

57. The risk-taking behavior characteristic of adolescence is a form of ______.

a. cheating death

b. acknowledging death

c. mimicking death

d. wanting death

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Adolescents’ Understanding of Death

Difficulty Level: Medium

58. Which child is most likely to understand death in spiritual terms along with biological irreversibility?

a. a young child being raised in Native American culture

b. a young child being raised in Jewish culture

c. an adolescent being raised in an atheist household in Western culture

d. an adolescent being raised in a religious household in Western culture

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Application

Answer Location: Adolescents’ Understanding of Death

Difficulty Level: Hard

59. Acknowledging personal vulnerability typically begins in which age group?

a. children

b. adolescents

c. young adults

d. midlife adults

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Adults’ Understanding of Death

Difficulty Level: Easy

60. Awareness of death often causes midlife adults to ______.

a. increase risky behavior

b. avoid intimate relationships

c. make earning a living a priority

d. reevaluate priorities

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Adults’ Understanding of Death

Difficulty Level: Hard

61. Which age group tends to spend more time thinking about the process and circumstances of dying than the actual state of death?

a. older adults

b. midlife adults

c. prosperous adults

d. impoverished adults

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Adults’ Understanding of Death

Difficulty Level: Medium

62. Older adults may have reduced anxiety about their deaths because they ______.

a. have become desensitized to loss

b. are able to manage negative emotions

c. prefer to engage in risky behaviors

d. prefer it to continuing life

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Adults’ Understanding of Death

Difficulty Level: Hard

63. An example of short-term expected death is one due to ______.

a. cancer

b. lupus

c. car accident

d. old age

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: The Dying Process

Difficulty Level: Hard

64. Which type of death is the most likely to be experienced in hospice care?

a. abrupt-surprise

b. short-term expected

c. entry–reentry

d. expected lingering

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: The Dying Process

Difficulty Level: Hard

65. Which person will most likely experience an expected lingering death?

a. Jeremiah, who is 16 and experimenting with hard drugs

b. Suzette, who is 46 and has had lupus since she was 23

c. Todd, who is 35 and smokes two packs of cigarettes a day

d. Mary, who is 79 and seems to grow frailer each day

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Application

Answer Location: The Dying Process

Difficulty Level: Hard

66. Lingering and entry–reentry deaths usually involve hospice care only when death is imminent because they ______.

a. occur suddenly

b. usually involve children

c. are prolonged

d. require little medical care

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: The Dying Process

Difficulty Level: Hard

67. What is the leading cause of death of infants under 1 year of age?

a. pneumonia

b. SIDS

c. leukemia

d. AIDS

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Knowledge

Answer Location: Applying Developmental Science: Sudden Infant Death Syndrome

Difficulty Level: Easy

68. An infant may be more at risk of sudden infant death syndrome if he or she ______.

a. sleeps only in a crib

b. sleeps on the back

c. is older than 5 months

d. is exposed to tobacco smoke

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: Applying Developmental Science: Sudden Infant Death Syndrome

Difficulty Level: Medium

69. Which infant has the lowest risk of sudden infant death syndrome?

a. Isabelle, who is routinely placed on her back to sleep

b. Tariq, who is routinely placed on his stomach to sleep

c. Ethan, who has soft bedding in his crib

d. Dani, who sleeps in the bed with her parents

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: Applying Developmental Science: Sudden Infant Death Syndrome

Difficulty Level: Hard

70. What does cachexia mean?

a. bloating and diarrhea

b. disorientation and hallucinations

c. disrupted bowel function

d. loss of muscle mass

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Knowledge

Answer Location: The Dying Process

Difficulty Level: Easy

71. Which characteristic is a typical symptom that the dying person experiences shortly before death?

a. weight gain

b. diminished sleep

c. confusion

d. restlessness

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Process

Difficulty Level: Medium

72. Death occurs approximately how many hours after the onset of the death rattle?

a. 10

b. 16

c. 24

d. 30

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Knowledge

Answer Location: The Dying Process

Difficulty Level: Easy

73. A dying person who has lost faith in his or her physician and seeks a second or third opinion is most likely in which stage of processing death?

a. denial

b. anger

c. bargaining

d. depression

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: Emotional Reactions to Dying

Difficulty Level: Hard

74. David has a brain tumor that is inoperable. He has said that he would promise to be a better person if he could survive. He begs to be allowed to live long enough to see Alaska and the northern lights. Which stage of processing death is he experiencing?

a. denial

b. anger

c. bargaining

d. depression

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Application

Answer Location: Emotional Reactions to Dying

Difficulty Level: Hard

75. A dying person feels guilt over the illness and its consequences for his or her loved ones. What stage of processing death is he or she is in?

a. bargaining

b. acceptance

c. depression

d. anger

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: Emotional Reactions to Dying

Difficulty Level: Hard

76. Maureen has received a terminal diagnosis of lung cancer. She has been asking herself, “Why me?” and is upset at the doctors, and her spouse who smoked, exposing her to secondhand smoke. She feels cheated and robbed out of life and time she would have been able to spend with her grandchildren. Which stage of processing death is she experiencing?

a. denial

b. anger

c. bargaining

d. depression

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Application

Answer Location: Emotional Reactions to Dying

Difficulty Level: Hard

77. When a person shares with others his or her feelings about dying, it signals the stage of processing death called ______.

a. bargaining

b. acceptance

c. depression

d. anger

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: Emotional Reactions to Dying

Difficulty Level: Medium

78. Children are less likely to develop a clear understanding of their imminent death because ______.

a. they usually are unable to grasp the concept

b. immaturity makes it difficult to talk to them

c. their parents often have little understanding of the process

d. physicians and the parents find it difficult to talk about

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: The Dying Child

Difficulty Level: Medium

79. What is the most likely way a child may come to realize he or she is dying?

a. watching violent movies

b. listening to older siblings talk

c. visiting with healthy peers

d. experiencing disease and its treatments

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Child

Difficulty Level: Medium

80. Which child is indicating awareness that death is imminent?

a. Tobey, who says that he is going to miss going to school

b. Levi, who says that he is tired of being sick

c. Mandie, who says that she wishes more of her friends would visit

d. Carly, who says that she has never felt this bad before

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Application

Answer Location: The Dying Child

Difficulty Level: Hard

81. Parents and physicians should discuss a child’s dying using ______.

a. concrete terms

b. closed-ended questions

c. vague, simplistic terms

d. medical language

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Child

Difficulty Level: Medium

82. Children who are dying tend to feel ______.

a. gratitude

b. relief

c. loneliness

d. anger

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Knowledge

Answer Location: The Dying Child

Difficulty Level: Easy

83. The side effects of treatments can sometimes have devastating effects on an adolescent’s ______.

a. sense of autonomy

b. body image

c. intellect

d. invulnerability

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Adolescent

Difficulty Level: Medium

84. What is an example of the social implications a sick adolescent may experience?

a. falling behind in schoolwork

b. separation from siblings

c. loss of muscle strength

d. rejection by peers

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: The Dying Adolescent

Difficulty Level: Hard

85. Adolescents who are dying tend to feel ______.

a. gratitude

b. relief

c. loneliness

d. anger

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Knowledge

Answer Location: The Dying Adolescent

Difficulty Level: Easy

86. Dying adolescents especially need to live in the present, have the freedom to try out different ways of coping with illness-related challenges, and find meaning and purpose in both their lives and their deaths. What concept does this describe?

a. autonomy

b. body image

c. intelligence

d. peer support

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: The Dying Adolescent

Difficulty Level: Hard

87. The primary psychosocial task of young adulthood consists of developing ______.

a. a career

b. relationships

c. autonomy

d. joy for life

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Adult

Difficulty Level: Medium

88. Midlife adults who are dying tend to mourn ______.

a. missing out on the future

b. losing the present

c. losing autonomy

d. missing a long life to review

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Adult

Difficulty Level: Medium

89. Which age group is most likely to accept death, feeling free from any unfinished business?

a. children

b. adolescents

c. young adults

d. older adults

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Adult

Difficulty Level: Medium

90. Which dying patient is most likely to fear being isolated and abandoned?

a. Jaya, who is 27

b. Risa, who is 38

c. Robert, who 56

d. Tyrone, who is 73

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Application

Answer Location: The Dying Adult

Difficulty Level: Hard

91. How is mourning different from grief?

a. Mourning is behavioral, whereas grief is emotional.

b. Mourning is culture-specific, whereas grief is expressed the same universally.

c. Mourning is emotional, whereas grief is behavioral.

d. Mourning takes many forms, whereas grief takes only one.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Bereavement and Grief

Difficulty Level: Hard

92. The ritual that the Jewish faith carries out called sitting shiva, where people stop usual activity and receive visitors at home for a week is an example of ______.

a. loss

b. hospice

c. mourning

d. grief

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Bereavement and Grief

Difficulty Level: Medium

93. An accurate statement about grief is that it is ______.

a. expressed similarly in most cultures around the world

b. represented by wearing special clothing, eating certain foods, and saying special prayers

c. a culturally ritualistic way of displaying and expressing bereavement

d. an active coping process involving confronting the loss and coming to terms with its effects

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Bereavement and Grief

Difficulty Level: Medium

94. Which action demonstrates attachment to the deceased?

a. avoiding talking about the deceased

b. feeling of being watched over by the deceased

c. giving away the deceased’s possessions

d. performing a ritual that marks the deceased’s death

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Application

Answer Location: Grief Process

Difficulty Level: Hard

95. Lindsay has just received news that her father has died. While on the phone with her sister, she kept saying, “But I just talked to him 2 days ago! He’s been so healthy. We were going to run a marathon together!“ Which phase of mourning is Lindsay in?

a. anger

b. shock

c. accommodation

d. balance

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Application

Answer Location: Models of Grieving

Difficulty Level: Hard

96. What is the most important and most difficult task a grieving person must accomplish?

a. making sense of the feelings he or she has about the death

b. acknowledging his or her emotions

c. adjusting to life without the deceased

d. learning to manage the emotions surrounding the death

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Models of Grieving

Difficulty Level: Hard

97. What is the first set of stressors as described in the dual-process model of grief?

a. life changes that accompany the death

b. emotional aspects of loss of an attachment figure

c. discussing the death of the loved one

d. experiencing physical reaction to the loss

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Models of Grieving

Difficulty Level: Easy

98. What is the second set of stressors as described in the dual-process model of grief?

a. life changes that accompany the death

b. emotional aspects of loss of an attachment figure

c. discussing the death of the loved one

d. experiencing physical reaction to the loss

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Models of Grieving

Difficulty Level: Easy

99. How are the stressors dealt with according to the dual-process model of grief?

a. focus on loss-oriented first then restoration-oriented

b. focus on restoration-oriented first then loss-oriented

c. simultaneous focus on lost-oriented and restoration-oriented

d. alternating focus between loss-oriented and restoration-oriented

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Models of Grieving

Difficulty Level: Hard

100. Deaths that occur much before they are expected are referred to as ______.

a. age-related

b. off-time

c. timely

d. shortened

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Contextual Influences on the Grief Process

Difficulty Level: Easy

101. Which death would generally seem the least tragic and unjust?

a. Tyler, a 4-year-old who succumbed to cancer

b. Marisa, a 15-year-old who was struck and killed while riding her bike

c. Henry, a 46-year-old who lost his battle with multiple sclerosis

d. Daisy, a 76-year-old who expired from pneumonia

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Application

Answer Location: Contextual Influences on the Grief Process

Difficulty Level: Hard

102. Approximately what percentage of U.S. older adults are widowed?

a. 10%

b. 25%

c. 33%

d. 67%

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Losing a Spouse

Difficulty Level: Easy

103. Which statement reflects the experience of widowhood?

a. Women live longer than men and are less likely to remarry.

b. Women live longer than men and are more likely to remarry.

c. 50% of individuals in the United States will be widowed at some point.

d. 35% of men over the age of 65 are widowed.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Losing a Spouse

Difficulty Level: Medium

104. What is the greatest challenge in adjusting to widowhood?

a. financial decline

b. loneliness

c. role confusion

d. grief

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Losing a Spouse

Difficulty Level: Easy

105. Caroline has recently lost her spouse. She has a graduate degree in accounting and has worked all her life. She has three children, all of whom live in the same city as she does. What statement most likely reflects her relationship with her children after the death of her spouse?

a. Caroline’s education has decreased her dependence on her children for financial advice.

b. As a widow, Caroline is more dependent on her children for a variety of reasons.

c. Caroline has a decreased ability to provide emotional support to her children.

d. Caroline will need to go through her own bereavement process in order to handle the death, separately from her children.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Application

Answer Location: Losing a Spouse

Difficulty Level: Hard

106. Anxiety and depression in those who are widowed are especially elevated within what length of time after death of their spouse?

a. 1 year

b. 1½ years

c. 2 years

d. 2½ years

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Losing a Spouse

Difficulty Level: Easy

107. Arthur is 74 years of age. He lost his wife to heart disease 6 months ago, and he has fallen into a deep depression. His children and friends are deeply concerned about him. What recommendation would most likely help alleviate Arthur’s depressive symptoms?

a. adopting a puppy

b. getting a new job

c. volunteering at a local library

d. taking up a new hobby like gardening

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Application

Answer Location: Losing a Spouse

Difficulty Level: Hard

108. Neurological research suggests that complicated grief can be experienced as ______.

a. exhaustion

b. depression

c. sadness

d. pain

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Brain and Biological Influences on Development: Grief and the Brain

Difficulty Level: Easy

109. The widowhood effect means ______.

a. increased likelihood for a recently widowed person to die

b. increased likelihood for experiencing depressing after the death of a spouse

c. decreased likelihood for a recently widowed person to enter into a romantic relationship

d. decreased likelihood for a recently widowed person to depend on adult children

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Losing a Spouse

Difficulty Level: Medium

110. The rate of mortality for those who had lost their spouses is highest for which age group?

a. 30–39

b. 40–49

c. 55–64

d. 65–74

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Losing a Spouse

Difficulty Level: Easy

111. The mortality rate for widowed adults following spouses’ death from a lingering disease is lower. What is the most likely reason?

a. Anticipatory grief provides a buffer from the widowhood effect.

b. Support from family and friends decreases grief.

c. Anticipatory grief intensifies feelings of independence.

d. Financial concerns override most feelings of grief.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Losing a Spouse

Difficulty Level: Medium

112. Widowed men tend to have more health problems than their married counterparts because men ______.

a. have difficulty managing finances

b. have difficulty asking for assistance

c. prefer to be alone

d. depend so little on others

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Losing a Spouse

Difficulty Level: Medium

113. The most difficult of deaths to grieve is the loss of a ______.

a. parent

b. spouse

c. sibling

d. child

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Losing a Child

Difficulty Level: Easy

114. A description of bereaved parents is that they ______.

a. tend to experience grief over a shorter period than other bereaved people

b. often find comfort in that the death of their child had some meaning

c. find it easier than other bereaved people to transform their identity

d. need to reshape their sense of purpose and legacy

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Losing a Child

Difficulty Level: Medium

115. The loss of a parent influences adults’ sense of ______.

a. self

b. autonomy

c. integrity

d. value

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Losing a Parent

Difficulty Level: Easy

116. How do sibling relationships tend to change with the death of parents?

a. Good relationships tend to be disrupted.

b. Good relationships tend to get better.

c. The pattern of relationships tends to weaken.

d. The pattern of relationships always gets more complicated.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Losing a Parent

Difficulty Level: Hard

117. Which statement describes bereaved children?

a. They experience grief for their parent for a shorter period of time than do adults.

b. Developmental milestones become of little consequence for them.

c. Maintaining a connection with the parent can occur through holding onto symbolic objects.

d. They feel stronger and more independent without the parent.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Bereavement in Childhood

Difficulty Level: Hard

118. What will help children gain a sense of normalcy with all the changes that occur when a parent dies?

a. creating new routines

b. engaging in routine activities

c. encouraging detachment from the situation

d. putting away all the deceased’s possessions

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Bereavement in Childhood

Difficulty Level: Medium

119. Adolescents who lose their parents tend to feel ______.

a. the loss can be overcome with time

b. deeper connection with existing family members

c. fear about who will take care of them

d. intense loss and sadness

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Bereavement in Adolescence

Difficulty Level: Medium

120. The behavior of adolescents who are mourning tends to be ______.

a. steady emotional intensity

b. understanding that others can feel grief just as deeply

c. reaching out for help as much as possible

d. cyclical emotional outbursts

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Bereavement in Adolescence

Difficulty Level: Medium

True/False

1. The decline in mortality rates since the early 1900s is due to advances in medicine and sanitation.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Patterns of Mortality and Defining Death

Difficulty Level: Medium

2. A persistent vegetative state is legally recognized as death.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Defining Death

Difficulty Level: Medium

3. The Patient Self-Determination Act of 1990 guaranteed that competent adults have a right to decide end of life care and life-sustaining treatment, and to put their choices in writing.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Advance Directives

Difficulty Level: Medium

4. Medical treatment is the primary objective of hospice care.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Hospice

Difficulty Level: Medium

5. Outpatient hospice service is more common because it is cost effective.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Knowledge

Answer Location: Hospice

Difficulty Level: Easy

6. Children have less exposure to death themes than many adults realize.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Children’s Understanding of Death

Difficulty Level: Medium

7. Typically an understanding of the biological nature of death is mastered by about age 8.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Children’s Understanding of Death

Difficulty Level: Easy

8. Risky activity declines in young adulthood.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Knowledge

Answer Location: Adults’ Understanding of Death

Difficulty Level: Easy

9. Being able to manage negative emotions surrounding death accounts for reduced anxiety about it in young adults.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Adults’ Understanding of Death

Difficulty Level: Medium

10. Barbara is 73 and has lost a sister to a stroke and a brother to cancer. Her death anxiety is likely to be increased because of these experiences.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Application

Answer Location: Adults’ Understanding of Death

Difficulty Level: Hard

11. Entry–reentry deaths involve slow declines interrupted by a series of crises and partial recoveries.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Process

Difficulty Level: Medium

12. Sudden infant death syndrome usually occurs while the infant is feeding.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Knowledge

Answer Location: Applying Developmental Science: Sudden Infant Death Syndrome

Difficulty Level: Easy

13. The number and severity of symptoms that occur while dying are predictable for everyone.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Process

Difficulty Level: Medium

14. It is important that dying adolescents are informed and involved in planning, treatment, and decision-making.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Knowledge

Answer Location: The Dying Adolescent

Difficulty Level: Easy

15. Older adults who are dying have a need to find ways to continue to meet their responsibilities to others.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Adult

Difficulty Level: Medium

16. Tightness in the chest, relief, and confusion can all be signs of grief.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Grief Process

Difficulty Level: Medium

17. Most people find that having the time and opportunity to prepare for loss is less distressing.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Contextual Influences on the Grief Process

Difficulty Level: Medium

18. Losing a spouse usually poses temporary challenges to physical and emotional health.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Losing a Spouse

Difficulty Level: Medium

19. Guilt is a common response to losing a child.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Knowledge

Answer Location: Losing a Child

Difficulty Level: Easy

20. If the grieving adolescent’s friends fail to understand his or her pain or are rejecting, the adolescent may be devastated and grieve the loss of the friends too.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Bereavement in Adolescence

Difficulty Level: Hard

Short Answer

1. Explain what dying with dignity means, and what a person can do to experience this.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: End-of-Life Issues

Difficulty Level: Medium

2. Describe hospice, including at least three different parameters involved.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Comprehension

Answer Location: Hospice

Difficulty Level: Medium

3. Explain the four concepts necessary for a mature understanding of death.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Comprehension

Answer Location: Conceptions of Death Across the Lifespan

Difficulty Level: Medium

4. Explain why older adults tend to have the lowest level of death anxiety of all age groups.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Adults’ Understanding of Death

Difficulty Level: Medium

5. Describe the variabilities that can occur in the dying trajectory.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Process

Difficulty Level: Medium

6. Describe five predictable changes and symptoms that occur in the dying person shortly before death.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: The Dying Adult

Difficulty Level: Medium

7. Explain the stages of reaction to death according to Elisabeth Kubler-Ross.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Comprehension

Answer Location: Emotional Reactions to Dying

Difficulty Level: Medium

8. What characteristics do the people who manage the transition to widowhood the best have?

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Losing a Spouse

Difficulty Level: Hard

9. Explain three influences on children’s experiences of grief.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Bereavement in Childhood

Difficulty Level: Medium

10. Explain three influences on adolescents’ experiences of grief.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Comprehension

Answer Location: Contextual Influences on the Grief Process

Difficulty Level: Medium

Essay

1. Describe end-of-life issues that can arise, and how they can be managed.

Learning Objective: 19.1: Identify ways in which death has been defined and end-of-life issues that may arise.

REF: Cognitive Domain: Analysis

Answer Location: End-of-Life Issues

Difficulty Level: Hard

2. Describe children’s view of death.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Children’s Understanding of Death

Difficulty Level: Hard

3. Describe adolescents’ view of death.

Learning Objective: 19.2: Contrast children’s, adolescents’, and adults’ understanding of death.

REF: Cognitive Domain: Analysis

Answer Location: Adolescents’ Understanding of Death

Difficulty Level: Hard

4. Compare how children, adolescents, and adults respond emotionally to the experience of dying.

Learning Objective: 19.3: Discuss the physical and emotional process of dying as it is experienced over the lifespan.

REF: Cognitive Domain: Analysis

Answer Location: The Experience of One’s Death

Difficulty Level: Hard

5. Explain at least three factors involved in why every death is a unique experience.

Learning Objective: 19.4: Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement.

REF: Cognitive Domain: Analysis

Answer Location: Contextual Influences on the Grief Process

Difficulty Level: Hard