Ethical and Cultural Issues Arising from the Psychology of Terrorism- 3 Credit Hrs.

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HP - Grief: Helping Parents with Grieving Children Post Test

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

1.1 Before a parent begins talking to their child about a death, you may want to take stock of your own history by asking yourself what questions?
2.1 What are three stages of development?
3.1 What are steps to the “New Hero” technique to help a child overcome their depressed feelings after losing someone?
5.1 What are five challenges of a grieving child?
5.2 What may be a helpful technique for a parent to reestablish a sense of security for their child?
6.1 What are three steps to the “Feelings Football” technique for a parent to help their child through mourning of a death?
7.1 What are four steps to the “Tackling Teasing” technique that may help the child find strength while being teased after a death?
9.1 What are five steps to the “Let Go By Holding On” technique to help a child avoid open aggression and violent actions while she/he deals with grief?
10.1 What two types of deaths may the “Touch Therapy” technique be helpful for?
11.1 What are aspects of parenting in step families?
11.2 What are the three stages of a step family development through grief?
11.3 What might be four key challenges for step families?
12.1 What are ways to help parents prepare the child for “the visit” to the hospital to see their relative?
12.2 What might be a benefit of allowing the child to visit the dying person?
13.1 When might it not be counterproductive to take a child to a funeral?

Answers:

A. Ages two to six, six to nine, ten to thirteen
B. “What was my first experience with death? How did I learn about death? How did I feel about my early death experiences? Was I protected from the reality of death as a child? Was I prepared for what I saw at my first funeral? Was I discouraged from displaying grief emotionally? How did religious beliefs influence my understanding of death? What were my childhood superstitions about death?”
C. Security, understanding death, mourning death, staying connected, resuming childhood
D. Being alert to signs and signals, keeping lines of communication open, help discover new role models
E. Begin a game of catch, name a feeling, regulate the pass based on the intensity of the emotion
F. “Worry About Yourself” technique
G. Make a tight fist around a stress ball, count to sixty seconds, begin to increase the strength of the grip with each count beginning at forty seconds, relate discomfort child feels to the emotional pain associated with anger, continue squeezing through discomfort until sixty seconds
H. First, ignore the teasing. Second, practice potential responses to tell the teaser, remind the child that friends or adults can help by telling the teaser to stop teasing, suggest to child that the teaser’s remarks were not necessarily true
I. The three stages of step families, key challenges for step families, coping strategies for the step-parents of grieving children
J. Suicide and murder
K. The grieving children mistaking mom’s role for who she was, being unreasonable loyal, the children’s resurfacing grief may cause the step family development to follow a more chaotic course, jealousy and resentment
L. The early stage of fantasy and immersion, the middle stage of mobilization and action, the final stage of contact and resolution
M. If there is a relative who might be overly emotional and scare the kids
N. Let the child know what’s happening to the individual, tell them what kind of medication is being used, let them know what physical changes they will notice in the person, specifically tell them what the person is dying from
O. By providing the child with the opportunity to begin his grief work before the death occurs

Course Content Manual Questions The answer to Question 16 is found in Section 16 of the Course Content. The Answer to Question 17 is found in Section 17 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

15.1 According to Steen, how many American children under age 15 lose one or both parents due to death?
15.2 What are four concepts involved in a child’s understanding of death?
15.3 According to Naierman, how might many teenagers cope with death?
15.4 What are six types of deaths that may have a long term effect on a child?
16.1 According to Goldman, what are grief issues that children face?
17.1 What are the most common losses for children?
17.2 What may the normal grief process include?
17.3 What are tips for talking about loss with children?
18.1 What are two central challenges for the child during the grieving process?
19.1 What are two ways to intervene for children who are entering the preoperational state, ages 2-4?
20.1 What are two major features of adolescent grief that may be distinguished as different from the grief of adults and should be recognized as normative by mental health counselors?
21.1 What factors make the experience of the mother's death different for adolescent girls and boys?
22.1 According to Silverman, what percentage of widowers remarry within eighteen months of their bereavement?
23.1 What are common signs in children dealing with grief?
23.2 What losses may create complication for the bereaved child?
24.1 According to Bluebond-Langner, at what age might children become mature enough to talk about death?
24.2 What eight physical risks that allow an adolescent to cheat death and simultaneously earn social approval?
25.1 What are helpful guidelines when talking to a child about death?
26.1 According to Johansen, what is one of the central tasks in resolving grief?

Answers:

A. Universality, irreversibility, nonfunctionality, causality
B. 1 out of every 20
C. Suicide, death due to murder, school shooting, drunk driving, freak accident, sibling death
D. Drugs, alcohol abuse, promiscuity, reckless driving, displaying impulsive-compulsive behaviors
E. Moving and divorce
F. Sudden or traumatic deaths, divorce and abandonment, death of a grandparent, loss of a pet
G. Don’t be afraid to talk about death or loss, share some of your own feelings and thoughts, invite children to talk about feelings they have regarding the event or death, during these initial conversations, try to understand what the children think about divorce or death
H. Denial, emotional numbing, anger, irritability, episodic rage, fear and characteristic rushes of anxiety, confusion, difficulty sleeping, regressive behaviors, physical complaints, changes in appetite, transient visual or auditory misperceptions of the loved one’s image or voice
I. Using repetition and consistency in language is appropriate for young children, using physical comforting and touch produces a calming effect
J. Processing the actual event, coping with the loss of the loved one
K. Differences in styles of relationship building, the mother-daughter separation-individuation process, the surviving father’s response to maternal death/gender differences in the grieving process, the daughters’ shirt to the maternal role, sons’ reluctance to acknowledge their grief
L. Adolescents’ grief experience is profoundly personal in nature, their grief may follow a life-long developmental trajectory
M. Withdrawal, sleep disorder, anxiety, difficulty in concentration, regression
N. 52%
O. 7-9
P. Sudden or traumatic death, social stigma and shame, multiple losses, past relationship with the deceased, the grief process of the surviving parent of caretaker
Q. To maintain a supportive social network in the grieving process
R. Reckless driving, binge drinking, diving off high cliffs, trying dangerous drugs, fist fighting, restrictive eating, using deadly weapons, feats of athletic endurance without proper training
S. If at all possible have someone who is close to the child or knows the child well to tell the child, tell the child in an environment where there is minimal noise and no interruptions, be specific, honest, and concrete in your descriptions, answer the child’s questions as clearly as possible. If you do not know the answer, say so! allow the child time to respond. Often children take longer to react to things than adults, avoid euphemisms; they are confusing and misleading.