Death And Dying Exam Prep Chapter 15

Chapter 15

Death and Dying

Total

Assessment

Guide

Chapter 15

Death and Dying

MULTIPLE CHOICE

15-1. Which term is refers to the absence of a heartbeat and breathing in a human?

a) brain death

b) functional death

c) mortality

d) clinical death

Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-2. A person may be resuscitated and suffer little damage if her or his heart has stopped beating and breathing has stopped for as long as how many minutes?

a) 15 minutes

b) 10 minutes

c) 8 minutes

d) 5 minutes

Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-3. A diagnosis of death based on the cessation of all signs of brain activity, as measured by electrical brain waves, is classified as which outcome?

a) apparent death

b) formal death

c) functional death

d) brain death

Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-4. Which term refers to a condition in which electrical brain waves have ceased in a human?

a) terminal death

b) presumptive death

c) brain death

d) functional death

Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-5. Which situation represents a circumstance when brain activity may be measured to determine death?

a) when a person has requested this in her or his living will

b) when time of death is insignificant

c) when organs may be potentially transplanted

d) when the family is still in the room

Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-6. How is sudden infant death syndrome (SIDS) defined?

a) the sudden death of the infant due to physical abuse by a caregiver

b) the unexplained death of a seemingly healthy baby

c) the eventual brain death of an infant after a long illness

d) the death of an infant that is caused by an unknown virus

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-7. Sudden infant death syndrome (SIDS) typically occurs in babies in which age range?

a) birth to 3 months

b) 1 to 6 months

c) 2 to 4 months

d) 10 to 12 months

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-8. What is the most frequent cause of death during childhood?

a) sudden infant death syndrome (SIDS)

b) child abuse, malnutrition, and neglect

c) cancers such as leukemia

d) automobile accidents, fires, and drowning

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-9. At what age do children develop a concept of death?

a) 12

b) 10

c) 8

d) 5

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-10. By what age do children understand that death is final, and that it happens to everyone universally?

a) 12

b) 9

c) 8

d) 5

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-11. Alex is a preschool student whose hamster just died. Which common reaction to his hamster’s death might Alex demonstrate?

a) Alex may say his hamster is “sleeping.”

b) Alex may say that his hamster was evil.

c) Alex may wish to destroy the body of the hamster to avoid remembering.

d) Alex would want to bury the hamster because he realizes that it will never come back to life.

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

15-12. Around what developmental stage do children first learn that there are customs and rituals associated with death, such as funerals, cremation, and cemeteries?

a) preschool years

b) emerging adulthood

c) early childhood

d) middle childhood

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-13. Which term describes the adolescent belief that death can’t happen to them, leading adolescents to get involved in risky behavior?

a) delusions

b) immaturity

c) personal fable

d) selective perception

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-14. What is the most frequent cause of death in adolescents?

a) sexually transmitted infections

b) accidents

c) cancer

d) drug overdoses

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-15. What is the leading cause of death in young adulthood?

a) accidents

b) suicide

c) homicide

d) AIDS

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-16. By the end of early adulthood, what is the most prevalent cause of death?

a) suicide

b) homicide

c) disease

d) automobile accidents

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Difficulty Level: Moderate

Topic: Death Across the Life Span: Causes and Reactions

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-17. What is the leading cause of death in middle adulthood?

a) accidents

b) suicide

c) homicide

d) disease

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-18. At what developmental stage are fears about death generally the greatest?

a) childhood

b) adolescence

c) late adulthood

d) middle adulthood

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-19. What is the most frequent cause of death in middle adulthood?

a) cancer

b) heart attack or stroke

c) firearms accident

d) automobile accident

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-20. What is the most likely cause of death in late adulthood?

a) automobile accidents

b) suicide

c) cancer, stroke, or heart disease

d) drug overdose

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-21. If cancer, stroke, and heart attacks were eliminated, demographers estimate that the life of an average 70-year-old would be extended approximately how long?

a) 3 years

b) 7 years

c) 10 years

d) 15 years

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-22. The acceleration of decline in cognitive functioning related to impending death is known by what term?

a) brain death

b) memory loss

c) terminal decline

d) plasticity loss

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-23. What happens to the suicide rate for men in late adulthood?

a) It significantly declines.

b) It declines somewhat compared to men in middle adulthood.

c) It climbs steadily, especially for men over the age of 85.

d) It is less than for women in late adulthood.

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-24. Which reason is frequently present when elderly men commit suicide?

a) loss of a spouse

b) loss of employment

c) inability to find a suitable way to spend their time

d) poor relationships with their children

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-25. Some researchers specialize in the study of death and dying; as a group, these scholars are known as __________.

a) morticians

b) developmentalists

c) thanatologists

d) gerontologists

Learning Objective: LO 15.4 Summarize how we can prepare for death.

Topic: Can Death Education Prepare Us for the Inevitable?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-26. Which activity is considered a form of “death education?”

a) hospice care

b) death row counseling

c) educational programs for members of the helping profession

d) educational programs for people and families with pets

Learning Objective: LO 15.4 Summarize how we can prepare for death.

Topic: Can Death Education Prepare Us for the Inevitable?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-27. Which individual has had the greatest influence in our understanding of the way people confront death?

a) Edwin Scneidman

b) Elisabeth Kübler-Ross

c) Jack Kevorkian

d) Charles Corr

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-28. According to Elisabeth Kübler-Ross, what is the first step people pass through as they move toward death?

a) anger

b) bargaining

c) denial

d) depression

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-29. According to Elisabeth Kübler-Ross, what is the second step people pass through as they move toward death?

a) anger

b) bargaining

c) denial

d) depression

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-30. Ingo was told by his physician that his terminal diagnosis had progressed rapidly, and that he only had 6 months to live. “That’s so unfair!” Ingo shouted. “What kind of *#@&* is that?!” What stage of dealing with dying is Ingo in?

a) denial

b) anger

c) bargaining

d) acceptance

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

15-31. According to Elisabeth Kübler-Ross, when people protest and have objections to either learning about their impending death, or the manner of their impending death, they are in which stage of dealing with death?

a) denial

b) bargaining

c) anger

d) depression

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-32. According to Elisabeth Kübler-Ross, what is the third step people pass through as they move toward death?

a) anger

b) bargaining

c) denial

d) depression

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-33. According to Elisabeth Kübler-Ross, what is the fourth step people pass through as they move toward death?

a) anger

b) bargaining

c) denial

d) depression

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-34. Marcello was told by his physician, 6 months ago, that he’d have about 18 months to live. “I’ve been working out a deal,” Marcello told his physician. “Through daily prayer I’ve negotiated with God another year on top of your prognosis. It’s in the bag.” What stage of dealing with dying in Marcello in?

a) acceptance

b) denial

c) bargaining

d) depression

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

15-35. Ingrid was told by her physician that her health was beyond medical treatment, and that her chances of dying within the next 12 months were 90 percent. “I’m sorry,” Ingrid replied, “That’s not right. Please run the tests again while I get a third opinion. I’m not sure why you’re telling me this falsehood.” What stage of dealing with dying is Ingrid in?

a) anger

b) depression

c) denial

d) acceptance

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

15-36. According to Kübler-Ross, when dying people feel sadness over future losses, know that death will bring an end to their relationships, know they will never see future generations, know death is inescapable, and experience a profound sense over the unalterable conclusion of their life, it is an example of which response to dying?

a) denial

b) preparatory depression

c) bargaining

d) reactive depression

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-37. According to Elisabeth Kübler-Ross, what is the final step of the five-step process of dying?

a) denial

b) depression

c) acceptance

d) bargaining

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-38. Mai Ling is an 85-year-old woman who has a long history of stokes that have debilitated her and left her bedridden. She recently had another stroke, and she knows her death is imminent. She has no emotional reaction to this realization and just wants to be left alone. According to Kübler-Ross, it is likely that Mai Ling is experiencing which of the five stages of death and dying?

a) acceptance

b) depression

c) denial

d) bargaining

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

15-39. According to theorist Charles Corr, people who are dying face a set of psychological tasks including which of the following?

a) pushing themselves physically as the body fights to live

b) financially preparing for the security of loved ones

c) ending relationships with others

d) fostering hope through spiritual searching

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-40. What do the letters “DNR” on a patient’s medical chart mean?

a) “Documents Not Retained”

b) “Deteriorating Neuronal Responses”

c) “Deficient Nitrogen Reserves”

d) “Do Not Resuscitate”

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-41. Although one-third of patients ask not to be resuscitated, how many of these people’s physicians state that they know of their patients’ preferences?

a) less than a fifth

b) less than a third

c) less than half

d) less than three-fourths

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-42. What is the name of the legal document designating what medical treatments people want or do not want if they cannot express their wishes themselves?

a) terminal directive

b) force majeure

c) mortal establishment

d) living will

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-43. When a person designates a specific person to act as a representative in making healthcare decisions, what is that designee called?

a) sui generis

b) presumptive attorney

c) health care proxy

d) de facto retainee

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-44. In which legal document is a health care proxy authorized?

a) testament ipso fatso

b) final determination

c) durable power of attorney

d) will-in-probate

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-45. Which term refers to the practice of assisting people who are terminally ill to die more quickly?

a) protracted suicide

b) terminalization

c) premature dying

d) euthanasia

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-46. Which country supports and has legalized assisted suicide performed by medical personnel?

a) Russia

b) Mexico

c) Brazil

d) the Netherlands

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-47. When a respirator or other medical equipment that is sustaining a patient’s life is removed, it is known as which process?

a) proxy euthanasia

b) voluntary active euthanasia

c) death wish fulfillment

d) passive euthanasia

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-48. When medical staff act to end a person’s life before death would normally occur, it is known as which process?

a) proxy euthanasia

b) voluntary active euthanasia

c) suicide regression

d) passive euthanasia

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-49. Which outcome lies somewhere between passive euthanasia and voluntary active euthanasia?

a) natural death

b) mercy killing

c) assisted suicide

d) homicide

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-50. In a survey of nurses working in intensive care units, what percent of nurses had deliberately hastened a patient’s death at least once?

a) 75 percent

b) 50 percent

c) 35 percent

d) 20 percent

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go?

Difficulty Level: Difficult

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-51. An alternative to hospitalization, in which dying people stay in their homes and receive treatment from their families and visiting medical staff, is known by which term?

a) hospice care

b) home care

c) euthanasia

d) nursing care

Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Topic: Caring for the Terminally Ill: The Place of Death

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-52. The care provided for the dying in places devoted to those who are terminally ill is known by which term?

a) hospice care

b) home care

c) euthanasia

d) nursing care

Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Topic: Caring for the Terminally Ill: The Place of Death

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-53. What is the main purpose of hospice care?

a) to extend every possible moment of life at any cost

b) to provide treatments to prolong life, even though the treatments may be painful or extraordinarily invasive

c) to provide a warm, supportive environment for the dying and help make life as full as possible

d) to add to the burden of family members as they care for their dying relatives

Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Topic: Caring for the Terminally Ill: The Place of Death

Difficulty Level: Moderate

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-54. Why do people overspend on funerals?

a) People want to be sure they themselves will receive a lavish funeral.

b) The bereaved are in an especially vulnerable emotional state.

c) In order to avoid paying inheritance taxes.

d) The complexities of governmental regulations related to burying the dead are poorly understood.

Learning Objective: LO 15.8 Describe how survivors react to and cope with death.

Topic: Mourning and Funerals: Final Rites

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-55. The acknowledgement of the objective fact that one has experienced a death is known by which term?

a) euthanasia

b) depression

c) grief

d) bereavement

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-56. The emotional response to one’s loss is known by which term?

a) depression

b) anxiety

c) bereavement

d) grief

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-57. In the second stage of grief, people tend to engage in which behavior?

a) cycle back to numbness if the pain is too severe

b) pick up the pieces of their lives and construct new identities

c) fully experience grief and acknowledge the reality that the separation from the dead person is permanent

d) avoid the situation by carrying on with usual routines of life

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-58. In the final stage of grief, people tend to engage in which behavior?

a) avoid the reality of the situation through denial

b) pick up the pieces of their lives and construct new identities

c) cycle back to numbness if the pain is too severe

d) experience grief for the first time and acknowledge the reality that the separation from the dead person is permanent

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-59. What percent of people show relatively deep depression following the loss of a loved one?

a) 50 to 65 percent

b) 15 to 30 percent

c) 10 to 20 percent

d) 5 to 10 percent

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-60. Among widowed people, what is their own risk of death during the first year after the death of their spouse?

a) 30 times higher than normal

b) 20 times higher than normal

c) 12 times higher than normal

d) 7 times higher than normal

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS

15-61. Describe different cultural conceptions of death.

• Reaction to death is diverse.
• Christian and Jewish youth view death from a “scientific” point of view, whereas Sunni Muslim and Druze children view death in spiritual terms.
• Native Americans see death as a continuation of life. Lakota parents believe that when people die they move to the spirit land called Wanagi Makoce inhabited by people and animals.
• Children of Northern Ireland and Israel understand the finality of death at an earlier age than U.S. and British children.

Learning Objective: LO 15.3 Describe how dying is affected by culture.

Topic: Cultural Responses to Death

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-62. Explain three types of death education.

• Crisis intervention education deals with people’s anxieties regarding death after a sudden, unexpected, and tragic event.
• Routine death education deals with curricular materials about death and is taught in high schools, colleges, and universities.
• Death education for members of the helping professions deals with providing information to those people working daily in professions that deal with life and death.

Learning Objective: LO 15.4 Summarize how we can prepare for death.

Topic: Can Death Education Prepare Us for the Inevitable?

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-63. Describe several criticisms of Elisabeth Kübler-Ross’s theory of death and dying.

• Kübler-Ross’s concepts are limited to those people who know they are dying and are dying in a relatively leisurely fashion.
• Not every person passes through every step or stage on their way to death; some people move through the steps in a different sequence, and some go through certain stages multiple times.
• Critics report that perhaps Kübler-Ross may have too limited a set of factors in her theory, especially when it comes to the emotion of anxiety which many people experience.
• There are substantial individual differences in people’s reactions to impending death.

Learning Objective: LO 15.5 Describe ways in which people face their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-64. Explain the consequences of grief and bereavement for the loved ones of the deceased. How are these consequences related to relationships during life?

• Bereavement is more likely to produce depression or other negative consequences if the person who has lost a loved one is already insecure, anxious, or fearful, and is therefore less able to cope effectively.
• People whose relationships were marked by ambivalence before death are more likely to suffer poor post-death outcomes than those who were secure in their relationships.
• Those who were highly dependent on the person who died are apt to suffer more after their death.
• Bereaved people who lack social support are more likely to experience feelings of loneliness and are more at risk.
• People who are unable to make sense of the death show less overall adjustment.
• People who lose loved ones suddenly are less able to cope than those who anticipate the death.

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZZES

The following questions appear at the end of each module and at the end of the chapter in Revel for Life Span Development, Fourth Edition.

Quiz: Dying and Death Across the Life Span

EOM Q15.1.1

The absence of a heartbeat and breathing is the definition of __________ death.

a) brain

b) physical

c) functional

d) coronary

Learning Objective: LO 15.1 Review the difficulties in defining death.

Difficulty: Easy

Skill: Remember

EOM Q15.1.2

How does the United States compare to other countries regarding the infant mortality rate?

a) The United States has the lowest rate in the world.

b) The United States has the second lowest rate in the world.

c) The United States has the third lowest rate in the world.

d) The rate is fairly high in the United States.

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Difficulty: Moderate

Skill: Understand

EOM Q15.1.3

A significant drop in cognitive performance that foreshadows death in old age is known as __________.

a) the cognitive slope

b) preparing to exit

c) the final tide

d) terminal decline

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Difficulty: Easy

Skill: Remember

EOM Q15.1.4

Compared to Sunni Muslim and Druze children, Christian and Jewish children view death in terms of __________.

a) a scientific viewpoint, seeing death as a cessation of physical activity

b) economic loss

c) spiritual factors

d) a continuation of life

Learning Objective: LO 15.3 Describe how dying is affected by culture.

Difficulty: Moderate

Skill: Understand

EOM Q15.1.5

In the United States, death education is commonly provided to __________.

a) children in the elementary school years

b) high school teachers

c) children admitted to critical care in hospitals

d) members of the helping professions

Learning Objective: LO 15.4 Summarize how we can prepare for death.

Difficulty: Moderate

Skill: Understand

Quiz: Confronting Death

EOM Q15.2.1

According to Kübler-Ross, people who lash out at others or at God after a diagnosis of death are in the __________ stage of dying.

a) denial

b) anger

c) bargaining

d) argument

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Difficulty: Easy

Skill: Remember

EOM Q15.2.2

Justin has been told by his doctor that he does not have long to live. After some time of difficulty with this news, he decides that he is ready for death, and he wants to be left alone. Which of the stages in Kübler-Ross's theory is Justin experiencing?

a) depression

b) acceptance

c) anger

d) bargaining

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Difficulty: Difficult

Skill: Apply

EOM Q15.2.3

A major criticism of Kübler-Ross’s theory is that __________.

a) people who do not experience the stages may have a feeling of failure

b) foreknowledge of the stages of death may heighten fear among the dying

c) not everyone passes through all the stages once and in sequence

d) expectations for experiencing the stages may hasten resignation

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Difficulty: Difficult

Skill: Analyze

EOM Q15.2.4

Which of the following is one of the significant problems with Do Not Resuscitate orders (DNRs)?

a) There is a finality to the "extraordinary measures" definition.

b) DNRs are illegal in most U.S. states.

c) Most people sign the DNR order under coercive circumstances.

d) Medical personnel are reluctant to act on DNRs.

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Difficulty: Moderate

Skill: Understand

EOM Q15.2.5

Hospice care __________.

a) focuses on extending life

b) provides care for the dying in hospital settings

c) focuses on making people’s final days comfortable

d) provides aggressive care to delay death

Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Difficulty: Moderate

Skill: Understand

Quiz: Grief and Bereavement

EOM Q15.3.1

The universal function of funeral rites across cultures is to __________.

a) demonstrate publicly the extent of one’s sorrow

b) provide an occasion for sharing grief and comfort

c) encourage the outward show of emotion

d) celebrate the assurance of an afterlife

Learning Objective: LO 15.8 Describe how survivors react to and cope with death.

Difficulty: Moderate

Skill: Understand

EOM Q15.3.2

The fact that the initial stage of grief usually includes numbness may be beneficial because __________.

a) avoiding emotional pain is healthy for the survivor

b) it provides the survivor with amnesia regarding the details of the death

c) the pain can build up and be released all at once

d) it permits the survivor to accomplish emotionally difficult post-death tasks

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Difficulty: Difficult

Skill: Analyze

EOM Q15.3.3

In the second stage of grief, people begin to __________.

a) fully realize their loss and experience their grief

b) reduce their sorrow to manageable levels

c) heal and construct new lives without the deceased

d) experience considerable numbness

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Difficulty: Moderate

Skill: Understand

EOM Q15.3.4

After the loss of her husband, Sheila has been feeling significant grief nonstop for over two years. She is experiencing __________.

a) perpetual loss

b) extended bereavement

c) complicated grief

d) morbid depression

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Difficulty: Moderate

Skill: Apply

EOM Q15.3.5

The people who are most likely to have adjustment difficulties and health problems after a death are those who __________.

a) show very little distress after the death

b) have not passed through the three stages of grief

c) show the most intense distress after the death

d) were aware that the death was imminent

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Difficulty: Moderate

Skill: Understand

Chapter Quiz: Death and Dying

EOC Q15.1

The legal definition of death in most U.S. states is __________.

a) absence of brain functioning

b) irreversible brain damage

c) absence of any hope of recovery

d) irreversible loss of consciousness

Learning Objective: LO 15.1 Review the difficulties in defining death.

Difficulty: Moderate

Skill: Understand

EOC Q15.2

Children come to accept the universality and finality of death at around age __________.

a) 5

b) 7

c) 9

d) 11

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Difficulty: Easy

Skill: Remember

EOC Q15.3

Because of a developmental belief in their invulnerability, the typical response of adolescents to the possibility that they may have a terminal illness is __________.

a) grim humor

b) anger or denial

c) emotional shutdown

d) blaming of doctors

Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Difficulty: Moderate

Skill: Understand

EOC Q15.4

Kasem's daughter is very sick, so he attaches strings to her body in an effort to symbolically reattach her soul to her body. With which culture does Kasem likely identify?

a) contemporary Druze

b) contemporary Sunni Muslim

c) traditional Native American

d) traditional Thai

Learning Objective: LO 15.3 Describe how dying is affected by culture.

Difficulty: Moderate

Skill: Apply

EOC Q15.5

People who study death and dying are known as __________.

a) morticians

b) gerontologists

c) terminalists

d) thanatologists

Learning Objective: LO 15.4 Summarize how we can prepare for death.

Difficulty: Easy

Skill: Remember

EOC Q15.6

If a student is killed or commits suicide, it is common for schools to provide __________ education.

a) suicide prevention

b) crisis intervention

c) routine death

d) spiritual consolation

Learning Objective: LO 15.4 Summarize how we can prepare for death.

Difficulty: Easy

Skill: Remember

EOC Q15.7

According to Kübler-Ross, people who vow to live better lives if they do not die are in the __________ stage of dying.

a) denial

b) anger

c) bargaining

d) acceptance

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Difficulty: Easy

Skill: Remember

EOC Q15.8

According to Kübler-Ross, people who have made peace with their impending death are in the __________ stage of dying.

a) denial

b) anger

c) bargaining

d) acceptance

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Difficulty: Easy

Skill: Remember

EOC Q15.9

Dying people who feel deep sadness over future losses, such as the fact that death will end their good relationships with others, are experiencing __________ depression.

a) projective

b) reactive

c) preparatory

d) proactive

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Difficulty: Easy

Skill: Understand

EOC Q15.10

A legal document in which a person expresses his or her wishes relating to death is called a __________.

a) living will

b) power of attorney

c) terminal instruction

d) healthcare proxy

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Difficulty: Easy

Skill: Remember

EOC Q15.11

Care for the dying that is provided in institutions specifically reserved for terminally ill patients is called __________ care.

a) home

b) critical

c) hospice

d) intensive

Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Difficulty: Easy

Skill: Understand

EOC Q15.12

The main reason that most people choose expensive and elaborate funerals for their loved ones is that __________ such services.

a) state and federal laws mandate

b) social norms and customs call for

c) funeral parlor operators insist upon

d) dying people request

Learning Objective: LO 15.8 Describe how survivors react to and cope with death.

Difficulty: Moderate

Skill: Apply

EOC Q15.13

Which of the following statements about the grieving process is true?

a) Grieving proceeds in a series of universal, predictable stages.

b) The grieving period should last no longer than a year.

c) Less than 30 percent of people experience deep depression after a loved one dies.

d) Remarriage after a death increases the risk of death for survivors.

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Difficulty: Difficult

Skill: Analyze

EOC Q15.14

The stage of grief in which people accept the death and begin to construct new identities is called the __________ stage.

a) accommodation

b) survival

c) confrontation

d) rebirth

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Difficulty: Easy

Skill: Understand

EOC Q15.15

Which of the following is an effective way to help a child cope with grief?

a) Say that a dead person is “sleeping” or “on a long trip.”

b) Provide reassurance that the child is not to blame.

c) Do not discuss death with children under the age of 16.

d) Discourage outward expressions of grief.

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Difficulty: Moderate

Skill: Apply