Question 1

A person who enrolls in a course in the field of death, dying, and bereavement because his or her Grandmother is terminally ill is primarily expressing a concern about:

Accepted Answer

A)   vocational reasons
B)   a current death-related experience
C)   intellectual curiosity about the subject
D)   the aftermath of an unresolved death-related experience
E)   all of theseF) A) and C)
G) B) and D)

Question 2

According to our textboook, "thanatology"

Accepted Answer

A)   refers to myths about death
B)   is an ancient Latin word referring to obsession with death
C)   comes from two Greek words and refers to a scientific study of death
D)   began as a science in the eighteenth century
E)   refers to a dying scienceF) B) and D)
G) A) and E)

Question 3

When a death and dying course discusses specific diseases and describes mortality statistics, this exemplifies which dimension of death-related education?

Accepted Answer

A)   affective
B)   behavioral
C)   cognitive
D)   effective
E)   valuationalF) A) and E)
G) D) and E)

Question 4

The use of audiovisuals in a death and dying course can be an example of which dimension of death-related education?

Accepted Answer

A)   affective
B)   behavioral
C)   cognitive
D)   valuational
E)   all of theseF) A) and E)
G) B) and C)

Question 5

The children's librarian in the vignette at the beginning of Chapter 1 gave examples of death-related books for children about:

Accepted Answer

A)   an elephant facing death
B)   a pirate who had a pet that died
C)   a grandmother who described the death of her granddaughter
D)   all of these
E)   none of theseF) A) and D)
G) A) and B)

Question 6

A person who enrolls in a course in the field of death, dying, and bereavement because "no important person in my life has yet died but I am concerned about what that experience
Might be like" is primarily expressing a concern about:

Accepted Answer

A)   vocational reasons
B)   a current death-related experience
C)   intellectual curiosity about the subject
D)   an unresolved death-related experience
E)   all of theseF) B) and C)
G) A) and D)

Question 7

Taking a course on death, dying, and bereavement and then continuing to have multiple sex partners without appropriate precautions against infection is

Accepted Answer

A)   appreciating the personal significance of death education
B)   exhibiting consistency between knowledge and actions
C)   other-centered behavior
D)   all of these
E)   none of theseF) B) and C)
G) A) and E)

Question 8

"Death education" has to do with

Accepted Answer

A)   teaching and learning about death, dying, and bereavement
B)   exposing the dangers of "thanatology"
C)   teaching and learning about life after death
D)   all of these
E)   none of theseF) A) and B)
G) D) and E)

Question 9

Visiting a grieving mother to offer support after her son's sudden death from a car accident is

Accepted Answer

A)   an outward expression of personal feelings and beliefs
B)   an example of a behavior admired in death education
C)   showing awareness of affective needs of the bereaved
D)   all of these
E)   none of theseF) A) and B)
G) C) and D)

Question 10

When death education helps people make individual choices about health care and funeral services, it is serving which of the following goals?

Accepted Answer

A)   preparing individuals for their public roles as citizens and professionals in society
B)   informing and guiding people in their personal transactions with society
C)   enriching the personal lives of participants
D)   all of these
E)   none of theseF) All of the above
G) A) and E)

Question 11

In studying the "affective dimension" of death education

Accepted Answer

A)   one studies beliefs and teachings about life after death
B)   one examines how the death of someone loved will affect a survivor's behavior
C)   one must be totally objective about someone's personal beliefs about an after-life
D)   one studies feelings, emotions and attitudes about death, dying and bereavement
E)   none of the aboveF) A) and D)
G) B) and D)

Question 12

Socrates is reported to have said, "The really important thing is not to live, but to live well." This supports which of the following goals of death education:

Accepted Answer

A)   to assist individuals in appreciating how development across the human life course interacts with death-related issues
B)   to enhance the ability of individuals to communicate effectively about death-related matters
C)   to prepare individuals for their public roles as citizens
D)   to help modern societies understand assisted suicide and euthanasia
E)   to enrich the personal lives of individualsF) All of the above
G) A) and E)

Question 13

The booklet, Lessons from Lions, uses slides from the Disney movie, The Lion King to encourage discussions about such common but unhelpful
Reactions following a loss as:

Accepted Answer

A)   acknowledging that a bad thing has happened
B)   never telling anyone about your grief reactions
C)   facing the problem and the pain you are experiencing
D)   all of these
E)   none of theseF) C) and D)
G) A) and B)

Question 14

Death education needs to develop special sensitivity and compassion for its participants because

Accepted Answer

A)   they are likely to be at high risk for suicidal behavior
B)   they are interested in these subjects for vocational reasons
C)   they may display morbid or unhealthy tendencies
D)   they may have been recently or currently impacted by a death-related experience
E)   they may need therapy in the classroom settingF) All of the above
G) A) and D)

Question 15

The letter from Mrs. Koerner reproduced in Personal Insights 1.1 thanked the instructor of a course on death and dying for

Accepted Answer

A)   helping people to understand grief
B)   teaching people how to die
C)   preparing physicians and nurses to care for those who are dying
D)   giving challenging examinations
E)   engaging in informal death educationF) A) and E)
G) A) and D)

Question 16

When a death and dying course explores statements such as "life is sacred" or "life is absolute," this exemplifies which dimension of death-related education?

Accepted Answer

A)   affective
B)   behavioral
C)   cognitive
D)   effective
E)   valuationalF) A) and C)
G) A) and E)

Question 17

When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of

Accepted Answer

A)   formal education
B)   teachable moments
C)   a near-death experience
D)   vocational motivation
E)   self-centered behaviorF) A) and D)
G) A) and B)

Question 18

The children's librarian in the vignette at the beginning of Chapter 1 warned us about death-related books for children that:

Accepted Answer

A)   recommended the prompt replacement of a pet that died
B)   depended upon stage theories of grief
C)   equated death with sleep
D)   all of these
E)   none of theseF) A) and D)
G) None of the above

Question 19

"Thanatology" is

Accepted Answer

A)   the study of taboo topics
B)   the examination of Greek origins of words
C)   a way of exploring literature for children
D)   the study of death-related topics
E)   none of theseF) B) and D)
G) A) and C)

Question 20

To say "We would not have this life as we know it if death were not one of its essential parts" is to point most directly to which of the following dimensions of death-related education?

Accepted Answer

A)   affective
B)   behavioral
C)   indubitable
D)   effective
E)   valuationalF) B) and E)
G) A) and C)

Exam 1: Learning About Death, Dying, and Bereavement

The letter from Mrs. Koerner reproduced in Personal Insights 1.1 thanked the instructor of a course on death and dying for

Correct AnswerverifiedShow Answer

"Thanatology" is

Correct AnswerverifiedShow Answer

Taking a course on death, dying, and bereavement and then continuing to have multiple sex partners without appropriate precautions against infection is

Correct AnswerverifiedShow Answer

When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of

Correct AnswerverifiedShow Answer

According to our textboook, "thanatology"

Correct AnswerverifiedShow Answer

The use of audiovisuals in a death and dying course can be an example of which dimension of death-related education?

Correct AnswerverifiedShow Answer

A person who enrolls in a course in the field of death, dying, and bereavement because his or her Grandmother is terminally ill is primarily expressing a concern about:

Correct AnswerverifiedShow Answer

Visiting a grieving mother to offer support after her son's sudden death from a car accident is

Correct AnswerverifiedShow Answer

In studying the "affective dimension" of death education

Correct AnswerverifiedShow Answer

When a death and dying course explores statements such as "life is sacred" or "life is absolute," this exemplifies which dimension of death-related education?

Correct AnswerverifiedShow Answer

A person who enrolls in a course in the field of death, dying, and bereavement because "no important person in my life has yet died but I am concerned about what that experience Might be like" is primarily expressing a concern about:

Correct AnswerverifiedShow Answer

When a death and dying course discusses specific diseases and describes mortality statistics, this exemplifies which dimension of death-related education?

Correct AnswerverifiedShow Answer

Death education needs to develop special sensitivity and compassion for its participants because

Correct AnswerverifiedShow Answer

"Death education" has to do with

Correct AnswerverifiedShow Answer

To say "We would not have this life as we know it if death were not one of its essential parts" is to point most directly to which of the following dimensions of death-related education?

Correct AnswerverifiedShow Answer

The children's librarian in the vignette at the beginning of Chapter 1 warned us about death-related books for children that:

Correct AnswerverifiedShow Answer

When death education helps people make individual choices about health care and funeral services, it is serving which of the following goals?

Correct AnswerverifiedShow Answer

The booklet, Lessons from Lions, uses slides from the Disney movie, The Lion King to encourage discussions about such common but unhelpful Reactions following a loss as:

Correct AnswerverifiedShow Answer

The children's librarian in the vignette at the beginning of Chapter 1 gave examples of death-related books for children about:

Correct AnswerverifiedShow Answer

Socrates is reported to have said, "The really important thing is not to live, but to live well." This supports which of the following goals of death education:

Correct AnswerverifiedShow Answer

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified

Correct Answer
verified