Exam Questions Death, Dying, and Grieving Ch17

Chapter 17

Test Bank

1. People, places or contexts, times, objects, and symbols are all components of a culture's death ________A. stages.B. system.C. prevention strategy.D. definition.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System2. Memorial Day in the United States and the Day of the Dead in Mexico are part of which death system component?A. placesB. timesC. objectsD. symbolsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System3. Which of the following religions believes in reincarnation?A. Evangelical ChristianB. CatholicC. MormonD. HinduAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System4. What do members of the Gond culture of India believe causes death?A. magic and demonsB. natural forcesC. a supreme beingD. selective fateAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System5. Differences between the Gond culture of India and the Tanala culture of Madagascar highlight the fact thatA. the reaction to death is influenced by the perception of its causes.B. the perception of death is influenced by lifestyle.C. the reaction to death is influenced by age.D. the perception of death is influenced by its relationship to the victim.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System6. Compared to many other cultures, people in the United StatesA. are death avoiders and death deniers.B. have deeper religious beliefs associated with death.C. have a greater exposure to rituals associated with death.D. experience a greater sense of loss when a family member dies.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System7. U.S. culture uses euphemistic terms for death. This is an indication ofA. reverence.B. denial.C. naïveté.D. anger.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System8. Using all the life-prolonging methods possible, even in the face of certain death, is a sign ofA. denial of death.B. medical advancement.C. an intolerance of euthanasia.D. naïveté.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System9. Which of the following is an unintended consequence of the medical community's emphasis on prolonging life?A. Children learn to fear growing older and dying.B. Older adults have unrealistic expectations about what the quality of their life will be.C. Chronically ill patients have time to plan a funeral.D. It allows people to deny or avoid the certainty of death.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System10. Two hundred years ago, approximately what percentage of children died before the age of 10?A. almost 50 percentB. almost 60 percentC. 30 percentD. 20 percentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Early ChildhoodTopic: Historical CircumstancesTopic: InfancyTopic: Middle and Late Childhood11. What was the life expectancy in the United States in 1900?A. 39 yearsB. 47 yearsC. 54 yearsD. 61 yearsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Historical Circumstances12. What is the life expectancy in the United States today?A. 69 yearsB. 73 yearsC. 79 yearsD. 84 yearsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Historical Circumstances13. Bob is dying of cancer. He will MOST likely dieA. at home.B. in a hospice.C. in a hospital or institution.D. under the care of a family member.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Historical Circumstances14. Velma lives in the United States and is nearing the end of her life. Where is she MOST likely to die?A. at homeB. in a hospice facilityC. in a hospitalD. in the home of one of her childrenAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Historical Circumstances15. Twenty-five years ago, definitions of death centered onA. neurological signs.B. breathing and blood pressure.C. electrical activity in the brain.D. behavioral responses.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Issues in Determining Death16. If all electrical activity of the brain has ceased for a specified period of time, an individual isA. brain dead.B. biologically dead.C. psychologically dead.D. dead.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Issues in Determining Death17. Which portions of the brain often die first?A. lowerB. middleC. higherD. All portions die at the same time.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Issues in Determining Death18. Most physicians define death as the cessation of function in the _____ portion of the brain.A. lowerB. middleC. higherD. higher and lowerAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Issues in Determining Death19. Gary was in a serious automobile accident. The physician informs the family that Gary is brain dead. What criteria for death did the physician most likely use?A. Electrical activity in the lower portions of Gary's brain has ceased.B. Electrical activity in the higher portions of Gary's brain has ceased.C. Electrical activity in the higher and lower portions of Gary's brain has ceased.D. Gary’s blood pressure is extremely low and his breathing has stopped.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Issues in Determining Death20. Supporters of the cortical death policy argue that when higher cortical functioning is lost, what aspects of life are gone?A. electrical brain activityB. feeling in lower extremitiesC. respiration and heartbeatD. intelligence and personalityAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Issues in Determining Death21. Beth has late-stage terminal cancer. She understands which procedures she is willing to endure and which ones she does not want to undergo. How can Beth best communicate her desires to her physician and family?A. Beth should wait until she is nearly incapacitated to make any treatment decisions.B. Beth should tell her doctor on her next visit what she has decided.C. Beth should prepare a living will or advanced directive and share it with her family and doctor.D. Beth can assume that her husband's judgment will mirror hers and turn the decision making over to him.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Advance Care Planning22. Which of the following refers to individuals' rights to determine whether extraordinary means should be used to keep them alive?A. euthanasiaB. durable power of attorneyC. allowing termination of life support in the event of brain deathD. living willAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Advance Care Planning23. Arnold has signed an advanced directive. This means that hisA. preferences for whether or not to use life-sustaining measures have been recorded and must be followed.B. immediate family has legal control over his care.C. family is allowed to engage in active euthanasia.D. physician is required to do everything possible to keep him alive.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Advance Care Planning24. Euthanasia that occurs by withholding available treatment is termedA. passive.B. active.C. overt.D. covert.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Euthanasia25. Euthanasia that occurs when death is deliberately induced is termedA. passive.B. active.C. overt.D. covert.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Euthanasia26. Marilyn suffers a severe stroke and irreversible brain damage. Her husband decides to remove all life support and, subsequently, Marilyn dies. This is an example ofA. active euthanasia.B. passive euthanasia.C. apathetic euthanasia.D. acceptable homicide.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Euthanasia27. Dr. Jack Kevorkian is well known for his support of and participation inA. the cortical death policy.B. California's Natural Death Act.C. passive euthanasia.D. active euthanasia.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Euthanasia28. Which state allows active euthanasia?A. OregonB. MichiganC. AlaskaD. TexasAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Euthanasia29. Patricia, who lives in Texas, is dying of cancer, which gives her severe pain. Which of the following MOST likely is true?A. Patricia will die at home surrounded by loved ones.B. Patricia has been told how long she is likely to live.C. Even though painkillers are available, Patricia may still experience severe pain.D. Patricia will be able to receive physician-assisted suicide if she signs the appropriate legal medical documents.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Care for Dying Individuals30. Modern care providers are concerned with helping individuals experience a "good death," which generally includes all of the following EXCEPTA. privacy from loved ones.B. physical comfort.C. acceptance.D. appropriate medical care.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Care for Dying IndividualsTopic: Late Adulthood31. What is the goal of palliative care?A. cure illnessB. restore cortical functioningC. reduce pain and suffering and help individuals die with dignityD. prolong lifeAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Care for Dying IndividualsTopic: Late Adulthood32. Hospice is a program designed toA. cure illness and prolong life.B. make the end of life as free from pain and anxiety as possible.C. provide a place where people with no living relatives can die.D. lower the cost of medical care by competing with hospitals.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Care for Dying IndividualsTopic: Late Adulthood33. Shane knows he will die soon. He is ready to go but wants to die with dignity and little suffering. Which of the following would be a good fit with his desires?A. herbal remedies and pain reliefB. hypnosis for pain controlC. hospital and physician careD. hospice careAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Care for Dying IndividualsTopic: Late Adulthood34. What is the most common cause of infant death in the United States?A. sudden infant death syndrome (SIDS)B. birth defectsC. secondhand smokeD. car accidentsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Causes of DeathTopic: Infancy35. SIDS refers to the death of an infantA. who had severe neurological injuries.B. from a virulent salmonella infection.C. from septic intravenous respiratory failure.D. with no apparent cause.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Causes of DeathTopic: Infancy36. Alli is 8 years old. Which of the following presents the greatest risk of death for her?A. SIDSB. suicideC. domestic violenceD. accidentsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Causes of DeathTopic: Infancy37. Car accidents, suicide, and homicide cause the most deaths to those inA. childhood.B. adolescence.C. middle adulthood.D. older adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Causes of Death38. Older adults are MOST likely to die fromA. autoimmune diseases.B. genetic disorders.C. accidents.D. chronic diseases.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Causes of DeathTopic: Later Adults39. Marina's dog, Nacho, is killed by a car. When she sees him, Marina asks, "When will Nacho wake up?" Approximately how old is Marina?A. 3–5 years old

B. 5–7 years oldC. 6–9 years oldD. 8–10 years oldAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Early Childhood40. Six-year-old Britton probably sees death asA. universal.B. humorous.C. inevitable.D. reversible.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle and Late Childhood41. At his grandfather's funeral, Rick cries, "Grandpa's not coming back." Approximately how old is Rick likely to be?A. 3–5 years oldB. 5–7 years oldC. 6–8 years oldD. 9 years oldAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle and Late Childhood42. At what age do children usually gain an understanding of the universality and finality of death?A. 3 years oldB. 6 years oldC. 9 years oldD. 12 years oldAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle and Late Childhood43. Arlene is not sure how to handle her son's questions about his grandfather's death. How would a psychologist advise Arlene?A. She should tell her son that such questions are inappropriate.B. She should ignore the questions and change the subject.C. She should discuss the topic honestly and at an age-appropriate level.D. She should tell him that his grandfather will wake up in a few years.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle and Late Childhood44. Robert Kastenbaum and John Bowlby agree that young children areA. acutely aware and concerned about separation and loss.B. heavily influenced by media and thus believe that death is reversible.C. unable to emotionally deal with death.D. able to cognitively comprehend death but not express this knowledge.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Early Childhood45. Five-year-old Matthew asks many questions about the recent death of his grandmother. Kastenbaum would say that he isA. too cognitively immature to understand separation and loss.B. concerned about loss and separation and striving to understand death.C. emotionally unable to deal with the finality of death.D. trying to learn how he can remedy the circumstances.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Early Childhood46. Ten-year-old Denise has just suffered the death of her father. What impact will this have on her life?A. Assuming she still has a mother, Denise's father's death will be a minor emotional speed bump in her life. She will recover completely within 1 to 2 months.B. Denise will experience a serious drop in school performance and long-lasting symptoms of depression.C. Denise will see her father's death as magic and temporary. She will be confused when he does not wake up.D. The impact on Denise will depend on factors such as the quality of her relationship with her father and on the nature of his death.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle and Late Childhood47. How should Pamela's parents share the news of her grandmother's death with her?A. They should request that a private therapist be present when they tell her.B. They should read her a book about death. If Pamela gets emotional, they should tell her later.C. They should be euphemistic and brief.D. They should be sensitive, honest, and open with Pamela.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle and Late Childhood48. Jeffrey has just begun to contemplate religious and philosophical stances on life after death. What stage of life is he in?A. middle childhoodB. adolescenceC. early adulthoodD. middle adulthoodAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Attitudes toward Death49. What spurs an adult to become more conscious of death?A. first major illnessB. seeping awareness of vulnerabilityC. recognition of agingD. first major failure (school, job, relationship, etc.)Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Emerging Adulthood50. Karen is 45 years old. She likely fears deathA. less than her 16-year-old daughter.B. less than her 72-year-old mother.C. more than her 47-year-old husband.D. more than both her 16-year-old daughter and 72-year-old mother.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle Adulthood51. Older and middle-aged adults differ in their views on death in that middle-aged adults typicallyA. fear death more.B. talk about death more.C. think about death more.D. accept death more readily.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Middle Adulthood52. Patients who are dying experience different feelings. Younger adults are likely to grieve what they _____; older adults grieve losing what they _____.A. have; might achieveB. might achieve; haveC. love; meant to doD. meant to do; loveAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Early AdulthoodTopic: Late Adulthood53. What is a major difference between the feelings of younger adults and those of older adults who are dying?A. Younger adults feel more anger.B. Older adults feel more guilt.C. Younger adults feel cheated.D. Older adults feel resigned to the inevitable.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward DeathTopic: Early AdulthoodTopic: Late Adulthood54. Emerging adults are _____ adolescents to commit suicide.A. not as likely asB. equally likely asC. more likely thanD. There is not enough research in this area to answer.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Early AdulthoodTopic: Suicide55. What is the third leading cause of death among 10- to 19-year-olds in the United States?A. suicideB. car accidentsC. cancerD. homicideAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Suicide56. The results of a 2015 national survey revealed that _____ of U.S. adolescents had thought about committing suicide.A. 2 percentB. 5 percentC. 18 percentD. 25 percentAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Suicide57. Low self-esteem, social isolation, illegal drug use, and depression are risk factors forA. Attention Deficit/Hyperactivity Disorder.B. Generalized Anxiety Disorder.C. suicide.D. homelessness.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Suicide58. Who is the MOST likely to attempt suicide?A. Native American/Alaska Native adolescent femaleB. African American adolescent femaleC. Latino adolescent maleD. Asian adolescent maleAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Suicide59. Who is the LEAST likely to attempt suicide?A. Native American/Alaska Native adolescent femaleB. African American adolescent maleC. Latino adolescent maleD. Asian adolescent maleAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Suicide60. Which of the following psychological traits is NOT associated with adolescent suicide?A. high self-blameB. high self-efficacyC. low self-esteemD. hopelessnessAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: AdolescenceTopic: Suicide61. During which life stage is the rate of suicide the highest in the United States?A. adolescenceB. 25-44 years oldC. 45-64 years oldD. 75 years and olderAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Late AdulthoodTopic: Suicide62. In the Kalish & Reynolds study (1976), people were asked "What would you do if you had only 6 months to live?" Brett answers this hypothetical question by indicating that he would visit the pyramids in Egypt. Brett is likely a(n)A. adolescent.B. young adult.C. older adult.D. child.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Early AdulthoodTopic: Kubler-Ross' Stages of Dying63. In the Kalish & Reynolds study (1976), people were asked "What would you do if you had only 6 months to live," Beth answers that she would spend time meditating. Beth is likely a(n)A. adolescent.B. young adult.C. older adult.D. child.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of DyingTopic: Late Adulthood64. Which of the following lists Kübler-Ross' stages of dying in the correct order?A. denial and isolation, anger, bargaining, depression, acceptanceB. denial and isolation, bargaining, anger, depression, acceptanceC. denial and isolation, anger, grief, bargaining, acceptanceD. anger, bargaining, depression, acceptance, griefAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of DyingTopic: Late Adulthood65. Brenda is surprised that her chemotherapy has not been more effective. "I can't die—not me." Which of Kübler-Ross' stages of dying does this illustrate?A. angerB. denialC. bargainingD. depressionAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of DyingTopic: Late Adulthood66. Hanna stares out the hospital window and wonders why she has to die. She snaps at a worker who arrives to gather her food tray. Which of Kübler-Ross' stages of grief does this illustrate?A. acceptanceB. denialC. angerD. bargainingAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of Dying67. Harold knows he will not live much longer. He asks God to prolong his life and promises to make amends with his estranged children. Kübler-Ross called this stageA. bargaining.B. denial.C. depression.D. acceptance.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of DyingTopic: Middle Adulthood68. Calvin is contemplating imminent death after failed attempts to cure his condition. He cries frequently and often refuses visitors. Which of Kübler-Ross' stages of grief does this illustrate?A. angerB. depressionC. bargainingD. acceptanceAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of Dying69. When a person is dying of a terminal illness, Elisabeth Kübler-Ross believed that depression isA. a phase that friends and family can help the person through by encouraging cheerfulness.B. the first phase a person goes through when he or she learns that death is imminent.C. part of the normal process of detaching oneself from love objects.D. an uncommon reaction signaling a need for counseling and possible antidepressant medication.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of Dying70. Kay knows the end is near. She is calm and ready to let go of her earthly cares. Which of Kübler-Ross' stages of grief does this illustrate?A. depressionB. toleranceC. denialD. acceptanceAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of DyingTopic: Late Adulthood71. Which of the following statements is an accurate criticism of Kübler-Ross' stages of dying?A. She underestimates the amount of time people stay in the anger stage.B. She did not consider that men and women go through each stage differently.C. She failed to validate the five-stage sequence herself or by independent research.D. She ignored that most people do not realize they are dying.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of Dying72. According to a recent Canadian study, most patients nearing death want to dieA. via active euthanasia.B. in a hospital.C. at home.D. in a nursing home.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Contexts in which People Die73. Which of the following is true of Kübler-Ross' stages of dying?A. Some individuals never come to accept their imminent death.B. All individuals go through each stage, but time spent in each stage varies.C. All individuals go through each stage, but the order of the stages varies.D. More positive reactions to dying occur in individuals who have had difficult, meaningless lives.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of Dying74. According to Cottrell & Duggleby, which factor may work as an adaptive strategy or a maladaptive strategy for dealing with impending death depending on how it is employed?A. perceived controlB. acceptanceC. autonomyD. denialAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Perceived Control and Denial75. Betty's doctor allows her to make important decisions regarding treatment of her terminal disease. Betty's perceived control will likely serve toA. make her depressed every time she has to confront another option.B. keep her in maladaptive denial refusing many recommended medications.C. improve her attitude about the situation.D. ignite her immune system and help her conquer the disease.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Middle AdulthoodTopic: Perceived Control and Denial76. What percentage of Americans die in hospitals?A. 20 percentB. 30 percentC. 40 percentD. over 50 percentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Contexts in which People Die77. What percentage of Americans dies in nursing homes?A. 10 percentB. 20 percentC. 30 percentD. 40 percentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Contexts in which People Die78. In some cases, denial of death may be a positive response. Which of the following could be a reason for this?A. It can help one accept the reality of one's death.B. It can soften the emotional impact of impending death.C. It can help one prepare family members for one's death.D. It can prevent one from receiving unnecessary medical interventions.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Perceived Control and Denial79. Which of the following was given the highest rating on a scale measuring life stressors that require the most adjustment?A. death of a spouseB. death of a parentC. death of a siblingD. death of a childAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Communicating with Dying PersonTopic: Late AdulthoodTopic: Middle Adulthood80. After speaking to the physician, Pablo understands that his father is dying. How should he communicate this news to his father?A. He should let the physician and a hospital social worker tell his father.B. He should be open and honest.C. He should tell him his illness is serious but keep the details secret and explain away any procedures and treatments his father will go through.D. He shouldn't tell him.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Communicating with Dying PersonTopic: Late Adulthood81. Which of the following is an advantage of an individual knowing that he or she is dying?A. They can seek more aggressive medical interventions.B. They are able to move through the stages of dying more quickly.C. They can construct more effective means of denying their death.D. They have time to reflect on their lives and make decisions about dying.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Communicating with Dying Person82. Most psychologists believe that it is best for dying individuals toA. be unaware of their condition.B. limit their interaction with others.C. know that they are dying.D. distance themselves from family and friends.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Communicating with Dying Person83. Janae worries, "I should go see Bonnie, but I have no idea what to say to someone who is dying." What should Janae do?A. pop in for a short visit and discuss Janae's own health problems.B. arrange a long visit to talk about the treatments Bonnie is receiving.C. encourage Bonnie to reminisce and talk about happy memories.D. send a message rather than going to see Bonnie so that Janae won't tire her.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Communicating with Dying PersonTopic: Middle Adulthood84. Grief is aA. term interchangeable with pining.B. simple emotional state.C. reaction to death that lasts anywhere from 3 to 9 months as defined by the DSM.D. complex, evolving process with multiple dimensions, including separation anxiety, pining, and sadness.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Grieving85. Holly's friend, Lori, died 3 years ago. Holly suffers from sleep problems, restlessness, and irritability. She often weeps uncontrollably because she misses Lori so much. Which of the following is TRUE of Holly's grieving process?A. She is recovering quickly from her friend's death.B. She is still moving through the stages of grief and will recover within the next year.C. She is as recovered as one can hope to be from the death of a loved one.D. She is experiencing "prolonged grief disorder" and may benefit from therapy.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Dimensions of Grieving86. Edie's daughter was killed in a car crash nearly 2 years ago. Since her daughter's death, Edie has been unable to cope and move forward with her life. She feels numb and detached and says that life has no meaning. Edie is likely experiencingA. complicated grief.B. disenfranchised grief.C. healthy grief.D. denial.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Dimensions of GrievingTopic: Middle Adulthood87. Jim is an older adult who has been divorced from his wife for more than 30 years. When Jim's son calls to tell him that his ex-wife has died. Because Jim has not spoken or see her in all that time, he feels uncomfortable showing his sadness openly. Jim is experiencingA. prolonged grief.B. disenfranchised grief.C. healthy grief.D. denial.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Dimensions of GrievingTopic: Late Adulthood88. Amanda had an abortion in college and every Mother's Day she feels a sense of grief, even twenty years later. This would be a form ofA. prolonged grief.B. disenfranchised grief.C. healthy grief.D. denial.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Dimensions of GrievingTopic: Early Adulthood89. Susan's husband had always managed their finances. After his death, Susan starts going through his files and receipts so she can learn his system and figure out her own. This is an example of aA. loss-oriented stressor.B. positive reappraisal.C. negative reappraisal.D. restoration-oriented stressors.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Dual-Process Model of Coping/BereavementTopic: Late Adulthood90. Individuals more often experience intrusive thoughts, flashbacks, nightmares, and problems in concentrating when a loved one's death isA. slow and prolonged.B. discussed openly with a doctor.C. sudden or untimely.D. occurring in a hospital or institution.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Coping and Type of Death91. What is the BEST way to grieve?A. It is best to break bonds with the dead person as quickly as possible after a funeral.B. Prolonged contemplation of a close person's death leads to the best adjustment.C. Belief in an afterlife affords the most comfort in dealing with death.D. There is no one best way to grieve.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Coping and Type of Death92. After the funeral, three children discuss their mother's death. They talk in detail about her illness and her day-to-day decline. Such conversation most likely indicatesA. an effort to emotionally deny the death.B. our society's morbid fascination with death.C. an effort to use grief to better understand the death.D. contemporary society's lack of respect for the deceased.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Coping and Type of DeathTopic: Early AdulthoodTopic: Middle Adulthood93. Following an accident, homicide, or suicide, individuals discuss details surrounding the death in an attempt toA. put death into a perspective they can understand and accept.B. blame the death on something or someone.C. avoid complicated grief.D. come to terms with their own death.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Coping and Type of Death94. As of 2015, _____ of people 65 and older in the United States were widowed.A. 50 percentB. 33 percentC. 14 percentD. 25 percentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life PartnerTopic: Middle Adulthood95. Which of the following is shown to reduce the level of grief after the loss of a spouse?A. letting go of a search for meaning in the deathB. a quick remarriageC. an increase in spiritual and religious beliefsD. social withdrawalAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life PartnerTopic: Middle Adulthood96. Which of the following strategies can serve to decrease depressive symptoms after the loss of a loved one?A. inward contemplationB. helping behaviors and volunteerismC. denialD. visiting the gravesite several times during the first year after the deathAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life PartnerTopic: Middle Adulthood97. Which of the following statements about widows is TRUE?A. Widows outnumber widowers by a ratio of 8 to 1.B. Widowed women usually receive large insurance settlements at the death of their spouse.C. A widowed woman is more likely to remarry than a widowed man.D. Older widows adjust better than younger widows.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life PartnerTopic: Middle Adulthood98. Women generally adjust better than men after the death of a spouse becauseA. women are used to managing the finances and material goods of their family.B. men are without purpose when they no longer need to support a spouse.C. women have more money than men do after the death of a spouse.D. women have better social networks, closer family relationships, and more psychological coping strategies.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life PartnerTopic: Middle Adulthood99. John is an older adult who is adjusting to the recent death of his wife. What is likely to help him through this difficult time?A. volunteering, religiosity, and psychological coping skillsB. remarriageC. training in household management skills and routinesD. the Widow-to-Widow programAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life Partner100. _____ provides support for newly widowed women.A. The Widow-to-Widow programB. Project Head StartC. The Cremation AssociationD. TanalaAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life Partner101. In the United States, in 2015, approximately what percentage of corpses were disposed of by cremation?A. about 10 percentB. 20.2 percentC. 25.3 percentD. 48.6 percentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning102. The crux of the controversy surrounding the funeral industry centers on whether or notA. cremation is prohibitively expensive.B. closed caskets truly allow mourners to grieve in a healing way.C. funeral directors are simply out to benefit financially.D. funeral arrangements can be made in advance of death.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning103. The traditional Amish and Jewish cultures are similar in how they cope with death in that they bothA. provide community support for the family over several months.B. have elaborate funeral ceremonies to symbolize the passage from Earth.C. believe that grief is stronger for the whole community than for the individual family.D. expect families to cope with minimal support or interference from the community.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning104. Emily attended her aunt's funeral in a barn. For weeks following the funeral, Emily and others participate in quilting activities and various projects to offer support to the grieving family. Emily is likely living in which type of community?A. IrishB. AmishC. JewishD. HutteriteAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning105. Calm acceptance of death in the Amish culture is engendered byA. lack of financial concerns.B. a month set aside for isolated grieving.C. deep religious faith.D. a rapid return to social activities and likely remarriage.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning106. In which culture/religion is the grieving process divided into graduated time periods?A. BuddhistB. MuslimC. AmishD. JewishAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning107. Aninut, avelut, and shivah are parts of the grieving process forA. the Amish.B. the Jewish.C. Muslims.D. Protestants.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning108. How do the Gond of India and Tanala of Madagascar cultures differ in their views of death, and how do their views affect the way they react to death?

The Gond culture holds that magic and demons cause death, whereas the Tanala culture believes that death is caused by natural forces. The Gond culture reacts to death angrily. The Tanala culture reacts to death more peacefully.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System109. List four ways that Americans avoid and deny death.

1. glossing over death and fashioning lifelike qualities in the dead by the funeral industry2. using euphemistic terms for death—passing on, exiting, passing away3. persistent searching for a fountain of youth4. rejecting and isolating the aged5. believing in a pleasant and rewarding afterlife6. prolonging life by the medical community instead of diminishing suffering

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe the death system and its cultural and historical contexts.Topic: Death System110. Why do some medical experts argue that the criteria for death should include only higher cortical functioning?

Supporters of cortical death policy argue that the functions associated with being human (such as thinking and personality) are located in the higher cortical part of the brain. They believe that when these functions are lost, the "human being" is no longer alive.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Issues in Determining Death111. Define the two types of euthanasia and give an example of each.

1. Active euthanasia: Death is induced deliberately. Example: injection of a lethal dose of drug.2. Passive euthanasia: Death by withholding an available treatment. Example: turning off a respirator.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Euthanasia112. Explain the concepts of living will and advance directive.

A living will is a legal document that reflects the patient’s advance care planning. An advance directive is a broader term for legally prepared wishes (a living will is a form of advance directive) that express a person’s desires regarding extraordinary medical procedures that might be used to sustain life when death is imminent. It must be signed while the individual is still able to think clearly.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Advance Care PlanningTopic: Late AdulthoodTopic: Middle Adulthood113. What is a hospice program?

Hospice is a humanized program for terminally ill patients. It deemphasizes the use of medical intervention and is committed to making the end of life as free from pain, anxiety, and depression as possible.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Care for Dying IndividualsTopic: Late Adulthood114. How do the goals of hospice programs differ from those of hospitals?

Hospital goals: cure illness, prolong life.Hospice goals: manage pain, decrease anxiety and depression, help individuals die with dignity.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Evaluate issues in determining death and decisions regarding death.Topic: Care for Dying IndividualsTopic: Late Adulthood115. How do younger and older adults who are dying differ in their expectations about death?

Younger adults who are terminally ill are more likely to feel cheated than older adults. They believe they are losing what they might achieve, whereas older adults believe they are losing what they have attained.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Attitudes toward Death116. List three risk factors for suicide.

Students' answers can include any three of the following:1. serious physical illness2. feelings of hopelessness3. social isolation4. failure in school and work5. loss of loved ones6. serious financial difficulties7. drug use8. depression9. prior suicide attempt

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss death and attitudes about it at different points in development.Topic: Suicide117. List, in order, Kübler-Ross' five stages of dying.

1. denial and isolation2. anger3. bargaining4. depression5. acceptance

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Kubler-Ross' Stages of Dying118. Give an example of how denial can be an adaptive or maladaptive way to deal with death.

Adaptive: Denial may insulate the individual from having to cope with intense feelings of anger and hurt. Denial can minimize the destructive shock of learning one will soon die.Maladaptive: Denial is clearly unhelpful if it keeps an individual from seeking or accepting needed treatment.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die.Topic: Perceived Control and Denial119. List two advantages of communicating openly with a person who is dying.

1. They can close their lives in accordance with their own ideas about proper dying.2. They may be able to complete plans or projects and can make arrangements for survivors.3. They can reminisce and review their life.4. They can have more understanding of what is happening within their bodies and of their treatment.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Identify ways to cope with the death of another person.Topic: Communicating with Dying PersonTopic: Late Adulthood120. List five effective strategies for communicating with a dying person.

1. Establish your presence.2. Eliminate distraction.3. Don't stay too long and overtax them.4. Don't insist that the dying person feel acceptance.5. Encourage the expression of feelings.6. Appropriately discuss the expected outcome of their illness and any unfinished business.7. Ask if there is anyone that the dying person would like to see.8. Encourage the dying person to reminisce.9. Be available and reliable.10. Express your regard for the dying individual.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Identify ways to cope with the death of another person.Topic: Communicating with Dying PersonTopic: Late Adulthood121. Define grief and describe its symptoms.

Grief is the emotional numbness, disbelief, separation anxiety, despair, sadness, and loneliness that accompany the loss of someone we love. It is a complex, evolving process with multiple dimensions and may include pining, anxiety, despair and sadness.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Identify ways to cope with the death of another person.Topic: Grieving122. Distinguish between prolonged grief and disenfranchised grief.

Prolonged grief: involves enduring despair and is still unresolved over an extended period of time.Disenfranchised grief: describes an individual's grief over a deceased person that is a socially ambiguous loss that can't be openly mourned or supported, as in the death of an ex-spouse.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Identify ways to cope with the death of another person.Topic: Grieving123. List two strategies for preserving one's well-being following the death of a spouse.

Engage in volunteerism or other helping behaviors.Participate in a social group.Participate in religious groups and activities.Attend a grief support group.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Identify ways to cope with the death of another person.Topic: Late AdulthoodTopic: Losing a Life Partner124. Briefly describe traditional Amish mourning of the death of a group member.

The funeral service is held in a barn or home. Calm acceptance through deep religious faith is abundant. A high level of support is given to the bereaved family for at least a year, including frequent visits, service projects, and the giving of sentimental and handmade items.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning125. Briefly describe the process of mourning in traditional Judaism.

Mourning is divided into graduated time periods, beginning with Aninut, which is the period between death and burial.Following this is Avelut, or mourning proper, is made up of shivah and sheloshim.Shivah begins with the burial and lasts 7 days.Sheloshim follows shivah and lasts 30 days following the burial (including the period of shivah).The end of sheloshim marks the end of formal mourning for all but parents, who continue to mourn for 11 months.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Identify ways to cope with the death of another person.Topic: Forms of Mourning

Category # of Questions

Accessibility: Keyboard Navigation 125

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 37

APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 125

APA Outcome: 1.3: Describe applications of psychology 29

APA Outcome: 4.1: Demonstrate effective writing for different purposes 12

Bloom's Taxonomy: Analyze 4

Bloom's Taxonomy: Apply 36

Bloom's Taxonomy: Remember 49

Bloom's Taxonomy: Understand 36

Difficulty Level: Basic 65

Difficulty Level: Difficult 20

Difficulty Level: Moderate 40

Learning Objective: Describe the death system and its cultural and historical contexts. 16

Learning Objective: Discuss death and attitudes about it at different points in development. 30

Learning Objective: Evaluate issues in determining death and decisions regarding death. 24

Learning Objective: Explain the psychological aspects involved in facing one's own death and the contexts in which people die. 19

Learning Objective: Identify ways to cope with the death of another person. 36

Topic: Adolescence 8

Topic: Advance Care Planning 4

Topic: Attitudes toward Death 16

Topic: Care for Dying Individuals 7

Topic: Causes of Death 5

Topic: Communicating with Dying Person 7

Topic: Contexts in which People Die 3

Topic: Coping and Type of Death 4

Topic: Death System 11

Topic: Dimensions of Grieving 4

Topic: Dual-Process Model of Coping/Bereavement 1

Topic: Early Adulthood 6

Topic: Early Childhood 4

Topic: Emerging Adulthood 1

Topic: Euthanasia 6

Topic: Forms of Mourning 9

Topic: Grieving 3

Topic: Historical Circumstances 5

Topic: Infancy 4

Topic: Issues in Determining Death 7

Topic: Kubler-Ross' Stages of Dying 12

Topic: Late Adulthood 28

Topic: Later Adults 1

Topic: Losing a Life Partner 8

Topic: Middle Adulthood 14

Topic: Middle and Late Childhood 7

Topic: Perceived Control and Denial 4

Topic: Suicide 9