CH-1-3 Lifting the Pall: The Quest to Uncover Wisdom about Life Through the Study of Death – Death, Dying and Bereavement in a Changing World : Exam Guide

This Document Contains Chapters 1 to 3 Chapter 1: Lifting the Pall: The Quest to Uncover Wisdom about
Life Through the Study of Death Test Questions Part I. Multiple Choice Questions Select the response that best answers the following questions. 1) The study of death, dying, and bereavement is also known as __________. A) astrology B) death ology C) mortology D) thanatology Answer: D 2) It is common for individuals to cover up the realities of death using a process of __________. A) morning B) denial C) labeling D) shame Answer: B 3) Approximately when did the study of death emerge as an academic discipline? A) 1920s B) 1960s C) 1990s D) 2000s Answer: B 4) The concept scholars use to describe ‘fear of death’ is __________. A) death anxiety B) bereavement C) ignorance D) living truth Answer: A 5) The study of death, dying, and bereavement is a(n) __________ endeavor. A) pseudo-scientific B) frugal C) multidisciplinary D) impossible Answer: C 6) __________ is the cessation of life. A) Cremation B) Bereavement C) Dying D) Death Answer: D 7) One can experience __________ in relation to general loss, not just death. A) dying B) the scientific method C) bereavement D) death anxiety Answer: C 8) In general, a hospice nurse would be most focused on the __________ facet of death and dying. A) physical B) psychological C) social D) spiritual Answer: A 9) __________ is a set of organized beliefs about the supernatural. A) Thanatology B) Sociology C) Religion D) Spirituality Answer: C 10) In the scientific method there is an essential relationship between __________ and __________. A) death, dying B) classical methods, grounded theory C) hypotheses, samples D) theory, research Answer: D 11) Conducting research based on a set of predetermined hypotheses that test a theory exemplifies the __________ approach to research. A) deductive B) inductive C) than to logical D) descriptive Answer: A 12) __________ research uses data to create and inform theory. A) Deductive B) Biological C) Inductive D) Religious Answer: C 13) Field research, case studies, and ethnography are examples of __________ research. A) classical B) contemporary C) quantitative D) qualitative Answer: D 14) Quantitative research emphasizes __________. A) social processes B) cause and effect relationships C) naturalistic observations D) phenomenological experiences Answer: B 15) What approach to research is most likely to attempt to “control” for variables in the research process? A) quantitative B) qualitative C) annotated D) observational Answer: A 16) __________ is a theory that helps us explain the denial of death. A) Cultural analysis B) Labeling theory C) Symbolic interaction D) Terror management theory Answer: D 17) An individual’s worldview might be challenged as a result of __________. A) culture clash B) self-esteem C) annihilation D) assimilation Answer: A 18) According to TMT, what saves us from becoming overwhelmed by the reality of death are __________ and __________. A) theory, research B) terror, bereavement C) culture, self-esteem D) life, death Answer: C 19) The dual-defense model of reacting to terror explains __________ types of reactions. A) two B) three C) seven D) twelve Answer: A 20) Scholars use the concept of __________ to study the extent to which humans change their behavior as a result of the awareness of death. A) dying B) inductivity C) distal reactions D) mortality salience Answer: D 21) TMT theorists propose that __________ reactions to terror are likely to emerge over time. A) defensive B) distal C) proximal D) deductive Answer: B 22) The experience of shock immediately after experiencing terror would be characterized by TMT theorists as a(n) __________ reaction to terror. A) adaptive B) conclusive C) distal D) proximal Answer: D 23) TMT theory is useful for __________. A) therapies that help people cope with mortality salience B) understanding qualitative methods C) delineating the differences between death and dying D) people living in poverty in developing nations Answer: A 24) To claim that a research topic is ‘understood’ a researcher must do which of the following? A) eliminate alternative explanations B) conduct inductive research C) disprove research hypotheses D) use classical research methods Answer: A 25) Quantitative research tends to __________, while qualitative research tends to __________ phenomena. A) theorize, quantify B) explain, explore C) describe, quantify D) describe processes, describe measured outcomes of Answer: B Part II. Essay Questions Answer the following questions in your own words. 1) Explain what the author means by the metaphor “lifting the pall” as pivotal to understanding the study of death and dying. Answer: The metaphor "lifting the pall" refers to removing the figurative cover or shroud that conceals or obscures something, in this case, the subject of death and dying. In the study of death and dying, this metaphor signifies the importance of addressing and confronting death openly rather than avoiding or ignoring it. By "lifting the pall," we engage in honest discussions, exploration, and understanding of the realities, processes, and implications of death. This approach is pivotal because it allows individuals and societies to deal with death more effectively, fostering acceptance, preparation, and more compassionate care for the dying and their families. It helps demystify and destigmatize death, making it a more comprehensible and integral part of the human experience. 2) Identify the key tenants of and explain the “four-facet model of the death and dying experience.” Why is this model important to the study of death, dying, and bereavement? Answer: The "four-facet model of the death and dying experience" offers a comprehensive framework for understanding the complex dimensions of death and dying. Here are the key tenets of this model: 1. Physical Facet: • This facet addresses the biological and physiological aspects of dying, including the symptoms and medical conditions that lead to death. It encompasses pain management, palliative care, and the physical decline associated with terminal illnesses. Understanding this facet is crucial for providing appropriate medical care and ensuring the comfort of the dying person. 2. Psychological Facet: • This facet focuses on the emotional and mental processes experienced by individuals who are dying and their loved ones. It includes dealing with fear, anxiety, depression, and other emotional responses to the prospect of death. Psychological support, counseling, and mental health care are essential components of addressing this facet. 3. Social Facet: • This facet involves the social interactions, relationships, and support systems surrounding the dying person. It examines how family, friends, and caregivers are affected by and respond to the dying process. Social support networks and effective communication are vital in helping both the dying person and their loved ones cope with the experience. 4. Spiritual Facet: • This facet explores the existential and spiritual dimensions of death and dying, including beliefs about the afterlife, the meaning of life and death, and individual or cultural rituals and practices related to death. Spiritual care and addressing existential questions can provide comfort and a sense of peace for the dying person and their family. Importance of the Four-Facet Model: • Holistic Understanding: The model emphasizes a comprehensive approach to death and dying, recognizing that it is not just a physical process but also a deeply emotional, social, and spiritual experience. • Personalized Care: By addressing all four facets, caregivers and healthcare providers can offer more personalized and compassionate care, tailored to the unique needs and preferences of the dying individual and their loved ones. • Improved Communication: It promotes open communication about death and dying, helping to demystify the process and encourage meaningful conversations about end-of-life wishes, fears, and concerns. • Enhanced Support Systems: The model highlights the importance of strong support systems, both social and spiritual, which are crucial for the emotional and psychological well-being of everyone involved. • Educational Framework: For those studying death, dying, and bereavement, the four-facet model provides a structured framework to understand the multifaceted nature of the experience, leading to better preparedness and more effective interventions. Overall, the four-facet model is essential for developing a holistic and empathetic approach to the study and practice of end-of-life care, ultimately improving the quality of life for dying individuals and their families. 3) Compare and contrast the inductive and deductive approaches to research. Explain how each approach can be used to research death, dying, and bereavement. Answer: Inductive Approach Definition: Generates theories based on observations. Process: 1. Observe and collect data. 2. Identify patterns. 3. Develop theories. 4. Test hypotheses. Application: • Example: Observing how families cope with loss. • Develop a theory on social support's impact on grieving. Strengths: Flexible, good for exploring new areas. Weaknesses: Time-consuming, may need further testing. Deductive Approach Definition: Tests existing theories with specific hypotheses. Process: 1. Start with a theory. 2. Form hypotheses. 3. Collect data. 4. Test hypotheses. 5. Draw conclusions. Application: • Example: Testing if bereavement counseling reduces depression. • Confirm or refute the hypothesis with data. Strengths: Provides clear framework, strong evidence. Weaknesses: Can be rigid, depends on accurate initial theory. Comparison Starting Point: • Inductive: Specific observations to theory. • Deductive: Theory to specific hypotheses. Flexibility: • Inductive: Open to new findings. • Deductive: Structured and focused. Application in Death, Dying, and Bereavement: • Inductive: Explore cultural influences on grief, develop new theories on bereavement. • Deductive: Test effectiveness of support groups, validate theories on emotional responses to terminal illness. 4) Explain the nuances of terror management theory (TMT). What are its core tenants? How does the theory operate? Why is this theory significant to the study of thanatology? Answer: Terror Management Theory (TMT) Core Tenets: 1. Cultural Worldviews: Provide meaning and order, helping manage death anxiety. 2. Self-Esteem: Acts as a buffer against the fear of death. 3. Mortality Salience: Awareness of death influences behavior, reinforcing cultural beliefs and self-esteem. How TMT Operates: 1. Triggers: Reminders of death cause anxiety. 2. Defensive Responses: Strengthening cultural beliefs and boosting self-esteem to mitigate anxiety. 3. Behavioral Outcomes: Increased in-group favoritism, out-group hostility, and pursuit of meaningful goals. Significance to Thanatology: 1. Understanding Death Anxiety: Explains how fear of death influences behavior. 2. Cultural Insights: Reveals why cultures develop death-related rituals and beliefs. 3. End-of-Life Care: Informs palliative care and grief counseling approaches. 4. Behavioral Predictions: Predicts responses to existential threats. 5. Research Applications: Applies to various fields, enhancing understanding of death's impact on behavior. Overall, TMT is crucial for understanding the psychological and cultural responses to death, aiding in coping strategies. 5) Define material and non-material culture and explain how each type of culture can be applied to death, dying, and/or bereavement. In other words, identify examples of material and non-material culture that relate to death. Answer: Material and Non-Material Culture Material Culture: • Definition: Physical objects and spaces defining culture. • Examples: • Gravestones and Cemeteries: Physical places for mourning. • Funeral Homes and Caskets: Tangible aspects of handling the deceased. • Memorials and Monuments: Structures for honoring the deceased. • Photographs and Personal Items: Keepsakes of the deceased. Non-Material Culture: • Definition: Ideas, beliefs, practices, and values. • Examples: • Religious Beliefs and Rituals: Practices related to the afterlife. • Grieving Practices: Cultural norms for mourning. • Customs and Traditions: Activities like memorial services. • Symbols: Crosses, candles, and flowers for mourning. • Language and Expressions: Euphemisms for death like "passed away." Application to Death, Dying, and Bereavement Material Culture: • Gravestones and Cemeteries: Places for remembrance. • Funeral Homes and Caskets: Manage the deceased and rituals. • Memorials: Sites for public mourning. Non-Material Culture: • Religious Beliefs: Provide comfort and afterlife explanations. • Grieving Practices: Guide mourning expressions. • Customs and Traditions: Offer support and cultural continuity. • Symbols and Language: Help express grief and honor the deceased. Chapter 2: Death and Dying in a Rapidly Changing World Test Questions Part I. Multiple Choice Questions Select the response that best answers the following questions. 1) Today more than half of Americans die __________. A) at home B) from cancer C) in a hospital D) with family Answer: C 2) Over time the number of people who die in an institutional setting has __________. A) increased B) decreased C) stayed the same D) declined then increased Answer: A 3) In agricultural societies it is common for families to live with __________. A) only the nuclear family members B) extended family members C) pets D) nursing aids Answer: B 4) The rise of __________ and __________ have contributed to more deaths occurring at hospitals than at home. A) modern medicine, the extended family B) the extended family, the nuclear family C) modern medicine, agriculture D) the nuclear family, modern medicine Answer: D 5) What was the world’s first antibiotic drug released in 1935? A) sulfa B) lactose C) aspirin D) antihistamine Answer: A 6) With the rise of modern medicine life expectancy has __________. A) increased B) decreased C) stayed the same D) increased and then decreased Answer: A 7) Life expectancy varies by gender and __________. A) home ownership B) education C) race D) family structure Answer: C 8) Sarah lives in a home with her mother, father, and little brother. What type of family is Sarah’s family? A) extended B) nuclear C) blended D) adoptive Answer: B 9) The perception of tame death was prevalent in which historical time period? A) early middle ages B) the Renaissance C) the Enlightenment D) the 20th century Answer: A 10) In the __________ perspective, death itself becomes invisible in day-to-day life. A) remote and imminent death B) tame death C) death of the other D) invisible death Answer: D 11) Death is considered a family affair in the __________ perspective of death. A) death of the other B) invisible death C) tame death D) death of self Answer: A 12) What is the most widely accepted approach to health care in Western medicine? A) the agricultural model B) comprehensive care C) the biomedical model D) familial practice Answer: C 13) __________ can be described in three eras. A) Medicine B) Industrialization C) Agriculture D) Death Answer: B 14) Durkheim described the sense of confusion and normlessness caused by rapid social change as __________. A) selfless death B) biomedicine C) modernization D) anomie Answer: D 15) Today we live in a __________ world. A) modern B) postmodern C) premodern D) death-blind Answer: B 16) A natural human reaction to rapid social change is __________. A) future shock B) modernism C) capitalism D) tame death Answer: A 17) What is one emphasis of the hospice movement? A) the patient’s right to make decisions about care B) the doctor’s prerogative to make decisions about care C) the positive aspects of the medicalization of death D) the role of the extended family in death planning Answer: A 18) Various professionals in the healthcare and death systems are __________ differently. A) culturally B) acculturated C) socialized D) modernized Answer: C 19) Central to the biomedical model of medicine is __________. A) the nuclear family B) research C) the extended family D) death Answer: B 20) The scientific principle of __________ makes the study of health issues related to death in the real world difficult. A) isolation B) technology C) interdependence D) hypotheses Answer: A 21) One of the primary goals of this program is to enhance physician competency in end-of-life care. A) AARP B) ADDA C) ASA D) EPEC Answer: D 22) In the tame death perspective, death is a __________ event. A) family B) private C) community D) taboo Answer: C 23) What 1910 report facilitated the widespread adoption of modern science and research in medicine? A) The Flexner Report B) The Pasture Report C) The Medicalization Report D) The EPEC Report Answer: A 24) __________ is the process by which a society uses science and technology to extract raw materials and convert them to finished products. A) Agriculturalization B) Industrialization C) PR modernization D) Medicalization Answer: B 25) A central concept to understanding anomie is __________. A) alienation B) biomedicine C) hospice D) science Answer: A Part II. Essay Questions Answer the following questions in your own words. 1) Using a scientific example, explain the role capitalism plays in the contemporary healthcare industry. Answer: Capitalism significantly influences the contemporary healthcare industry, particularly evident in the development and pricing of pharmaceuticals, like insulin. Example: Insulin Pricing in the United States 1. Profit Motive and Innovation: • Capitalism drives pharmaceutical companies to invest in R&D to innovate new drugs, leading to better health outcomes. 2. Market Competition and Monopolies: • Limited competition among a few dominant companies leads to high insulin prices, despite capitalism ideally encouraging lower prices through competition. 3. Pricing Strategies and Access: • Companies set high prices to maximize profits, limiting access to essential medications for uninsured or underinsured patients. 4. Regulation and Public Policy: • In the U.S., less stringent regulation allows higher prices compared to countries with price controls, highlighting the need for balanced policies to ensure affordable access. Impact on Healthcare • Positive: Encourages innovation and advancement in medical treatments. • Negative: Creates inequities in access and financial burdens for patients. In summary, while capitalism fosters medical innovation, it also leads to high costs and access challenges, necessitating effective regulation to balance innovation with affordability. 2) Discuss the role of culture in the historical perspectives of death in Western society. Specifically discuss what aspects of the culture around death and dying have changed over time. Answer: Culture's Role in Historical Perspectives of Death in Western Society 1. Ancient and Medieval Views: Death was seen as natural, with a focus on spiritual preparation and afterlife beliefs. 2. Renaissance and Enlightenment: Shifted toward more secular views, emphasizing individualism and natural order. 3. Modern Era: Became more medicalized and sanitized, with a focus on prolonging life. Changes in Funeral Practices: • Ancient and medieval funerals were elaborate and community-centered. • Victorian era introduced strict mourning customs. • Modern era saw professionalized, secular, and personalized funeral services. Changes in Mourning Customs: • Ancient and medieval customs included communal expressions of grief. • Victorian era had strict rules for mourning attire and behavior. • Modern era emphasizes private, personalized mourning with support for the bereaved. In summary, cultural perspectives on death in Western society have evolved from spiritual to secular, with changes in funeral and mourning practices reflecting broader societal shifts in attitudes and beliefs. 3) Using specific examples, explain how technology has changed the way our postmodern society perceives and deals with healthcare and death. Answer: Impact of Technology on Healthcare and Death in Postmodern Society Technology has fundamentally transformed the way postmodern society perceives and deals with healthcare and death. Advances in medical technology, communication, and data management have revolutionized healthcare delivery, end-of-life care, and grieving processes. Specific examples illustrate these changes: Healthcare Delivery 1. Telemedicine: • Before: Patients often had to travel long distances for medical consultations. • After: Telemedicine allows remote consultations, improving access to healthcare, especially in rural areas. • Example: During the COVID-19 pandemic, telemedicine became widely adopted for safe and convenient healthcare access. 2. Digital Health Records: • Before: Patient information was stored in paper records, leading to inefficiencies and errors. • After: Electronic health records (EHRs) improve data management, coordination of care, and patient outcomes. • Example: EHRs enable healthcare providers to access a patient's medical history instantly, enhancing diagnostic accuracy and treatment decisions. End-of-Life Care 1. Palliative Care: • Before: End-of-life care was often focused on aggressive treatments rather than quality of life. • After: Palliative care emphasizes comfort and quality of life for terminally ill patients. • Example: Hospice programs provide holistic care, including pain management and emotional support, enhancing the dying process. 2. Advanced Directives: • Before: Decisions about end-of-life care were often made without clear guidance from patients. • After: Advanced directives allow individuals to specify their wishes for medical treatment in advance. • Example: Living wills ensure that healthcare decisions align with a patient's preferences, reducing family conflicts and ensuring dignity in death. Grieving Processes 1. Online Support Groups: • Before: Grieving individuals relied on local support networks for emotional support. • After: Online support groups provide a global network of support, reducing feelings of isolation. • Example: Websites like Grief Share offer virtual support groups and resources for individuals experiencing loss. 2. Digital Memorials: • Before: Memorials were often physical, such as gravestones or plaques. • After: Digital platforms allow for virtual memorials, preserving memories and facilitating collective mourning. • Example: Online memorial websites like ForeverMissed.com enable friends and family to share memories and condolences, transcending geographical boundaries. Conclusion Technology has profoundly influenced healthcare and death in postmodern society, improving access to care, enhancing the quality of end-of-life care, and transforming the grieving process. While these advancements offer numerous benefits, they also raise ethical questions regarding privacy, data security, and the appropriate use of technology in sensitive healthcare and end-of-life contexts. 4) Given what you’ve learned in the chapter about modernization and medicalization, discuss the changing role of religion in the process of death and dying. In what ways do religion and the biomedical model of medicine conflict and complement each other? Answer: Changing Role of Religion in Death and Dying As societies modernize and medicalize, the role of religion in the process of death and dying undergoes significant changes. The biomedical model of medicine, which focuses on scientific explanations and interventions, can conflict with religious beliefs about death and dying. However, religion and the biomedical model can also complement each other in certain aspects. Conflicts between Religion and Biomedical Model 1. Explanation of Death: • Religion: Often provides metaphysical explanations for death, such as an afterlife or reincarnation. • Biomedical Model: Focuses on biological and physiological processes, without addressing spiritual aspects. 2. End-of-Life Care: • Religion: May prioritize spiritual and emotional comfort over aggressive medical interventions. • Biomedical Model: Emphasizes medical treatments to prolong life, sometimes conflicting with religious beliefs about the sanctity of life and natural death. 3. Ethical Issues: • Religion: Provides moral guidelines for issues like euthanasia and organ donation, often based on religious teachings. • Biomedical Model: Relies on ethical principles like autonomy and beneficence, which may not always align with religious beliefs. Complementarity between Religion and Biomedical Model 1. Emotional Support: • Religion: Offers comfort, hope, and meaning to individuals and families facing death. • Biomedical Model: Focuses on physical aspects but can benefit from religious practices that provide emotional support. 2. Holistic Care: • Religion: Emphasizes the holistic nature of health, including spiritual and emotional well-being. • Biomedical Model: Recognizes the importance of addressing patients' spiritual and emotional needs in addition to physical care. 3. Community Support: • Religion: Provides a community of support during times of grief and loss. • Biomedical Model: Can work alongside religious communities to provide comprehensive care for patients and families. Conclusion The changing role of religion in death and dying reflects broader societal shifts towards modernization and medicalization. While conflicts between religion and the biomedical model can arise, they can also complement each other by providing holistic care and support for individuals and families facing death. Collaborative efforts between religious and medical communities can help navigate these complexities and ensure that individuals' spiritual and emotional needs are met alongside their medical care. 5) Discuss the relationships between societal modernization, family structure, and the medicalization of death. Specifically, how have institutional changes altered cultural norms regarding the death and dying experience? Answer: Relationships between Societal Modernization, Family Structure, and Medicalization of Death Societal modernization, changes in family structure, and the medicalization of death are interconnected processes that have transformed cultural norms regarding the death and dying experience. Institutional changes, such as the rise of hospitals and the professionalization of healthcare, have played a significant role in altering these norms. Societal Modernization and Family Structure 1. Shift in Family Roles: • Before: Families were primarily responsible for caring for the sick and dying at home, often with the help of extended family and community members. • After: Modernization has led to smaller nuclear families, increased geographic mobility, and a decreased reliance on extended family for caregiving. 2. Impact on Caregiving: • Before: Care of the dying was a communal responsibility, with family members providing physical, emotional, and spiritual care. • After: Modernization has shifted caregiving responsibilities to healthcare professionals, as families may lack the time, resources, or expertise to provide care at home. Medicalization of Death 1. Rise of Hospitals: • Before: Death often occurred at home, with minimal medical intervention. • After: Hospitals became the primary site of death, with medical professionals playing a central role in end-of-life care. 2. Professionalization of Healthcare: • Before: Care of the sick and dying was often provided by family members or community healers. • After: Healthcare became professionalized, with specialized training and expertise required to care for the dying. Institutional Changes and Cultural Norms 1. Shift in Perceptions of Death: • Before: Death was often viewed as a natural part of life, with cultural rituals and traditions guiding the dying process. • After: Medicalization has led to a more clinical and often sanitized view of death, with a focus on prolonging life rather than accepting death as a natural outcome. 2. Impact on Grieving Process: • Before: Grieving was a communal process, with rituals and traditions providing support and guidance. • After: Grieving has become more individualized, with less emphasis on communal support and more on professional counseling or therapy. Conclusion Societal modernization, changes in family structure, and the medicalization of death have collectively reshaped cultural norms regarding the death and dying experience. While modernization has led to advances in medical care and improved quality of life, it has also altered traditional practices and rituals surrounding death. Understanding these relationships is crucial for addressing the evolving needs of individuals and families facing death in contemporary society. Chapter 3: For Everything There Is a Season Test Questions Part I. Multiple Choice Questions Select the response that best answers the following questions. 1) As a result of modernization it is increasingly rare for __________ to die. A) adults B) children C) men D) women Answer: B 2) The experience of death is __________ for adults and children. A) qualitatively the same B) qualitatively different C) quantitatively similar D) quantitatively different Answer: B 3) Since the 1980s death rates are lowest for what U.S. age group? A) 65 years old and over B) 45-64 years old C) 25-44 years old D) 1-4 years old Answer: D 4) When children are born with structural deformities in the developing fetus they have __________. A) a congenital malformation B) Type 2 diabetes C) TB D) heart disease Answer: A 5) Between the ages of 1 and 44 the most common cause of death for Americans is __________. A) heart disease B) congenital malformation C) unintentional injury D) suicide Answer: C 6) The acronym SIDS stands for _________. A) sudden injury death syndrome B) serious illness death symptoms C) secondary infant deformity syndrome D) sudden infant death syndrome Answer: D 7) Crib death is also known as __________. A) SIDS B) ADHD C) HIV D) TB Answer: A 8) The common term for malignant neoplasm is __________. A) infant respiratory syndrome B) sudden infant death syndrome C) cancer D) hepatitis Answer: C 9) __________ are the most common cause of accidental death. A) Sexually transmitted infections B) Medical malpractices C) Drug overdoses D) Car accidents Answer: D 10) Cognitive development refers to the maturity of one’s __________. A) thinking B) body C) finances D) sexual self Answer: A 11) According to Piaget’s theory of cognitive development between birth and 1.5 years old children are in the __________ stage. A) preoperational B) concrete operations C) sensorimotor D) formal operations Answer: C 12) According to Piaget, children enter the formal operations stage of cognitive development around age __________. A) 3 B) 7 C) 11 D) 18 Answer: C 13) What scholar was among the first to explicitly try to draw a conclusion about age, cognitive development, and understanding death? A) Nagy B) Piaget C) Foucault D) Kinsey Answer: A 14) Irreversibility, universality, and inevitability are the basic elements of __________. A) an immature understanding of mortality B) cognitive development theory C) biomedical science D) a mature understanding of death Answer: D 15) __________ describes the belief that some form of personal existence will continue after death. A) Causality B) Noncorporeal continuity C) Personal mortality D) No functionality Answer: B 16) A deeper understanding that all living things eventually die, including ourselves, is referred to as __________. A) personal mortality B) continuity C) no functionality D) causality Answer: A 17) There is empirical evidence that gravely ill children’s understanding of death __________. A) deviates from the standard development account B) is similar to the standard development account C) can be explained with medicalization theory D) occurs in the personal mortality stage of cognitive development Answer: A 18) Professional therapists often use __________ therapy to treat children. A) family B) physical C) talk D) creative Answer: D 19) What prominent scholar developed an influential model of social development? A) Freud B) Erickson C) Piaget D) Nagy Answer: B 20) According to Erickson’s model of social development, an individual in their late 20s is likely to be struggling with __________. A) guilt B) stagnation C) isolation D) inferiority Answer: C 21) When someone reflects on their own life at the end of it they are engaging in the process of __________. A) life review B) social development C) isolation D) inferiority Answer: A 22) According to Erickson’s theory of social development, the main struggle of preschool children is __________. A) role confusion B) shame C) isolation D) guilt Answer: D 23) Joan Erickson elaborated a __________ stage of life in the social development model. A) third B) fifth C) ninth D) fifteenth Answer: C 24) Adolescent males are __________ as likely to die from traffic accidents as adolescent females. A) twice B) three times C) six times D) ten times Answer: A 25) What is the leading cause of death for Americans age 65 and older? A) unintentional injury B) heart disease C) congenital malformation D) homicide Answer: B Part II. Essay Questions Answer the following questions in your own words. 1) Describe the five stages of Piaget’s theory of cognitive development and explain how Nagy contributes to our understanding of Piaget’s theory of cognitive development. Answer: Piaget's theory of cognitive development outlines four main stages of development that individuals progress through as they grow and mature. These stages are: 1. Sensorimotor Stage (Birth to 2 years): During this stage, infants learn about the world through their senses and actions. They begin to understand object permanence, the idea that objects continue to exist even when they are out of sight. They also develop basic motor skills and learn to coordinate their sensory experiences with their motor actions. 2. Preoperational Stage (2 to 7 years): In this stage, children begin to use symbols to represent objects and events. They develop language and the ability to engage in pretend play. However, they still struggle with logic and are often egocentric, meaning they have difficulty seeing things from other people's perspectives. 3. Concrete Operational Stage (7 to 11 years): During this stage, children begin to think more logically about concrete events. They understand conservation, the idea that certain properties of objects (such as volume, mass, and number) remain the same even when their outward appearance changes. They also begin to understand concepts like reversibility and classification. 4. Formal Operational Stage (11 years and older): In this stage, individuals develop the ability to think abstractly and hypothetically. They can engage in logical reasoning and understand complex concepts such as morality, politics, and philosophy. Nagy's contribution to our understanding of Piaget's theory of cognitive development lies in his work on cognitive development in children. Nagy emphasized the role of social interaction and language in cognitive development, which aligns with Piaget's later acknowledgment of the importance of social factors in development. Nagy also highlighted the importance of children's self-regulation and control over their cognitive processes, which complements Piaget's view of children as active participants in their own development. Overall, Nagy's work helps to deepen our understanding of the complex interplay between cognitive development, social interaction, and language acquisition in children. 2) Articulate the main tenants of Erickson’s model of social development. How can this model help us understand our lifelong understanding of death? Answer: Erikson's model of psychosocial development outlines eight stages of development that individuals progress through across their lifespan. Each stage is characterized by a specific psychosocial crisis that must be resolved for healthy development to occur. The main tenets of Erikson's model are as follows: 1. Trust vs. Mistrust (Infancy, 0-1 year): The infant learns to trust their caregiver based on the consistency of care they receive. If their needs are consistently met, they develop a sense of trust; if not, they may develop mistrust. 2. Autonomy vs. Shame and Doubt (Early Childhood, 1-3 years): Children begin to assert their independence and autonomy. If they are encouraged and supported in this, they develop a sense of autonomy; if not, they may develop shame and doubt. 3. Initiative vs. Guilt (Preschool, 3-5 years): Children begin to take initiative in activities and interact more with others. If they are encouraged, they develop a sense of initiative; if not, they may develop feelings of guilt. 4. Industry vs. Inferiority (School Age, 6-11 years): Children begin to develop a sense of competence in their skills and abilities. If they are successful, they develop a sense of industry; if not, they may develop feelings of inferiority. 5. Identity vs. Role Confusion (Adolescence, 12-18 years): Adolescents begin to explore their identity and sense of self. If they are able to form a clear identity, they develop a strong sense of self; if not, they may experience role confusion. 6. Intimacy vs. Isolation (Young Adulthood, 19-40 years): Young adults begin to form intimate, loving relationships with others. If they are successful, they develop the capacity for intimacy; if not, they may experience feelings of isolation. 7. Generativity vs. Stagnation (Middle Adulthood, 40-65 years): Adults begin to contribute to society and future generations through work, parenting, and other activities. If they are successful, they develop a sense of generativity; if not, they may experience stagnation. 8. Integrity vs. Despair (Late Adulthood, 65+ years): Older adults reflect on their lives and feel a sense of satisfaction and fulfillment (integrity) or regret and despair (despair) based on their accomplishments and experiences. Erikson's model can help us understand our lifelong understanding of death by highlighting the importance of the final stage, integrity vs. despair, in which older adults reflect on their lives and come to terms with their mortality. Those who have led fulfilling lives and successfully resolved earlier psychosocial crises are more likely to approach death with a sense of integrity, feeling at peace with themselves and their life choices. Conversely, those who have unresolved issues or regrets may experience despair and fear as they confront the end of their lives. Understanding this stage can help individuals and caregivers provide appropriate support and guidance to older adults as they navigate this important life transition. 3) Explain how adolescent egocentrism, the imaginary audience, and personal fables are related to an adolescent’s conceptualization of death and dying. Answer: Adolescent egocentrism, the imaginary audience, and personal fables are all related to how adolescents conceptualize death and dying. These concepts, proposed by psychologist David Elkind, reflect cognitive distortions that are common during adolescence and can influence how adolescents perceive and understand death. 1. Adolescent Egocentrism: This is the belief that one is the center of attention and that others are acutely aware of and interested in one's thoughts and behaviors. Adolescents may believe that their own experiences with death are unique and profound, leading to feelings of isolation or self-importance. This egocentrism can make it challenging for adolescents to empathize with others who are also experiencing grief or loss. 2. Imaginary Audience: This is the belief that there is a constant focus on oneself from others, leading to feelings of being on stage or under a spotlight. Adolescents may believe that their reactions to death are being closely scrutinized by their peers, causing them to feel pressured to respond in a certain way or to hide their true emotions about death and dying. 3. Personal Fables: These are exaggerated beliefs about one's own uniqueness, invulnerability, and destiny. Adolescents may believe that they are somehow immune to the realities of death, either because they see themselves as special and exempt from life's hardships or because they believe that death is something that only happens to others. Together, these cognitive distortions can shape an adolescent's understanding of death and dying in various ways. They may struggle to grasp the finality and universality of death, instead viewing it as something that happens to others but not to themselves. They may also feel isolated in their experiences and beliefs about death, which can impact their ability to seek support or process their grief effectively. Educators, parents, and caregivers can help adolescents navigate these cognitive distortions by providing accurate information about death, encouraging open and honest discussions about grief and loss, and validating their feelings and experiences. By addressing these cognitive distortions, adolescents can develop a more realistic and adaptive understanding of death and dying. 4) Outline how Joan Erickson added to her husband, Erik Erickson’s, social development model. What elements of social development emerge late in life? How are these characteristics similar and different to other stages of social development? Answer: Joan Erikson, wife of Erik Erikson, contributed to her husband's social development model by extending it to include the later stages of life, particularly focusing on the stages beyond middle adulthood. She emphasized the importance of continued growth and development throughout the lifespan, even in the face of challenges such as aging and illness. Joan Erickson identified three additional stages of psychosocial development beyond those outlined by Erikson: 1. Stage 8: Wisdom vs. Despair (Old Age, 65+ years): This stage involves reflecting on one's life and accepting its successes and failures. Those who successfully navigate this stage develop a sense of wisdom and acceptance, while those who struggle may experience feelings of despair and regret. 2. Stage 9: Integrity vs. Despair (Very Old Age, 80+ years): This stage occurs in the very late stages of life and involves coming to terms with one's life as a whole. Individuals reflect on their legacy and the impact they have had on others. Those who achieve a sense of integrity feel at peace with themselves and their life, while those who experience despair may feel a sense of hopelessness or bitterness. 3. Stage 10: Transcendence vs. Despair (End of Life): This stage occurs in the final months or weeks of life and involves transcending the physical limitations of the body and achieving a sense of spiritual or existential peace. Those who achieve transcendence are able to accept death as a natural part of life and find meaning and purpose in their existence. These late stages of social development are characterized by a focus on reflection, acceptance, and finding meaning in life. They differ from earlier stages in that they often involve a greater emphasis on introspection and spiritual or existential concerns. However, they also share similarities with earlier stages, such as the importance of resolving conflicts and achieving a sense of self-acceptance. Overall, Joan Erickson's contributions to her husband's model highlight the ongoing nature of social development throughout the lifespan and the potential for growth and development even in the later stages of life. Her work emphasizes the importance of addressing the unique challenges and opportunities of each stage of life in order to achieve a sense of fulfillment and well-being. 5) Compare and contrast Piaget’s theory of cognitive development and Erickson’s theory of social development. How are the two models similar and different? Concurrently, what can they tell us about how adolescents and adults understanding death and dying differently? Answer: Piaget's theory of cognitive development and Erikson's theory of psychosocial development are two influential theories that describe how individuals develop and change over time. While they focus on different aspects of development, there are some similarities and differences between the two theories. Similarities: 1. Both theories are stage theories, meaning they propose that development occurs in distinct stages, with each stage building on the previous one. 2. Both theories emphasize the importance of social interaction in development, although Piaget focuses more on cognitive development and Erikson focuses more on social and emotional development. 3. Both theories acknowledge the role of maturation in development, suggesting that as individuals grow older, they are able to think and behave in more complex ways. Differences: 1. Piaget's theory focuses primarily on cognitive development, specifically how children construct knowledge and understand the world around them. In contrast, Erikson's theory focuses on psychosocial development, which encompasses both psychological and social aspects of development. 2. Piaget's theory emphasizes the role of individual exploration and discovery in development, while Erikson's theory highlights the importance of social interactions and relationships in shaping development. 3. Piaget's theory is more specific in its description of the stages of development, outlining distinct cognitive milestones that individuals pass through. Erikson's theory is more flexible, allowing for variation in the timing and order of stages for different individuals. Understanding Death and Dying: According to Piaget, adolescents may understand death and dying differently depending on their stage of cognitive development. In the formal operational stage, adolescents are able to think abstractly and consider hypothetical situations. This may lead them to ponder existential questions about the nature of life and death and to develop more complex understandings of death. In contrast, Erikson's theory suggests that adolescents' understanding of death and dying is influenced by their stage of psychosocial development. In the identity vs. role confusion stage, adolescents are exploring their own identity and may be more likely to engage in risky behaviors or exhibit a sense of invulnerability. This may affect their understanding of death, leading them to believe that they are immune to the consequences of their actions. In adulthood, both theories suggest that individuals' understanding of death and dying continues to evolve. According to Piaget, adults may develop more nuanced understandings of death as they continue to mature cognitively. Erikson's theory suggests that older adults may reflect on their lives and come to terms with their mortality, leading to a greater sense of acceptance and wisdom. Overall, while Piaget's theory focuses more on cognitive development and Erikson's theory focuses more on social and emotional development, both theories offer insights into how individuals' understanding of death and dying may change over the lifespan. Test Bank for Death, Dying and Bereavement in a Changing World Alan R Kemp 9780205961009