1. Death education has to do with

MULTIPLE CHOICE

• “Death education” has to do with
• teaching and learning about death, dying, and bereavement
• exposing the dangers of “thanatology”
• teaching and learning about life after death
• all of these

ANS: A PTS: 1 REF: p. 2

• The Dead Bird is a story book about
• finding the body of a dead bird and burying it
• a child whose friend was killed in an automobile accident
• the illness and death of a school child
• the death of the son of a child’s teacher

ANS: A PTS: 1 REF: p. 3

• In the vignette at the beginning of Chapter 1 a children’s librarian gave examples of books for

children about topics including:

• conducting an autopsy on the body of a dead bird
• a child whose friend was killed in an automobile accident
• the illness and death of a school child
• grandparents and animals

ANS: D PTS: 1 REF: p. 3

• The children’s librarian in the vignette at the beginning of Chapter 1 gave examples of

death-related books for children about:

• an elephant facing death
• a pirate who had a pet that died
• a grandmother who described the death of her granddaughter
• all of these

ANS: B PTS: 1 REF: p. 3

• The children’s librarian in the vignette at the beginning of Chapter 1 warned us about

death-related books for children that:

• recommended the prompt replacement of a pet that died
• depended upon stage theories of grief
• equated death with sleep
• all of these

ANS: D PTS: 1 REF: p. 3 MSC: WWW

• The ending of the story of Little Red Riding was changed apparently because some
• thought that the original ending was too gentle to Little Red Riding Hood herself
• wanted to emphasize the party at the end of later versions
• sought to be gentler to the wolf in later endings
• none of these

(Death & Dying, Life & Living 7e Charles Corr, Donna Corr ) (Test Bank all Chapters)

CHAPTER 1 1 / 4

ANS: D PTS: 1 REF: pp. 3-4

• The ending of the story of Little Red Riding was changed apparently because some
• thought that the original ending was too gentle to Little Red Riding Hood herself
• wanted to emphasize the party at the end of later versions
• wanted to remove Grandmother from the later endings
• thought that children would be upset by human death in the first version of the story

ANS: D PTS: 1 REF: pp. 3-4

• Focus On 1.1 describes three versions of what really happened to Little Red Riding Hood. What

did happen, according to these versions?

• the wolf ate Little Red Riding Hood up
• a woodsman killed the wolf with an axe, cut him open, and out stepped Little Red Riding

Hood

• a hunter shot the wolf before he could reach Little Red Riding Hood
• all of these

ANS: D PTS: 1 REF: p. 4

• To say that death was a “taboo topic” in American society during the 1960s and early 1970s

means that

• a fundamental and defining aspect of human life had largely been removed from

investigation and critical study

• this subject is a branch of “thanatology”
• this topic is most closely associated with sorcery and witchery
• all of these

ANS: A PTS: 1 REF: p. 5

• “Thanatology” is
• the study of taboo topics
• the examination of Greek origins of words
• a way of exploring literature for children
• the study of death-related topics

ANS: D PTS: 1 REF: p. 5

• According to our textboook, “thanatology”
• refers to myths about death
• is an ancient Latin word referring to obsession with death
• comes from two Greek words and refers to a scientific study of death
• began as a science in the eighteenth century

ANS: C PTS: 1 REF: p. 5

• The modern death awareness movement, emphasizing research and writing about death-related

experiences, began around

• the end of the 19th century
• the third decade of the twentieth century
• the early 1800s
• the late 1950s through the early 1970s

• / 4

ANS: D PTS: 1 REF: p. 5

• The beginning of the modern death awareness movement involved
• new programs of care for the dying
• research on attitudes toward death
• new ways of assisting bereaved persons
• all of these

ANS: D PTS: 1 REF: p. 5

• 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:

• vocational reasons
• a current death-related experience
• intellectual curiosity about the subject
• the aftermath of an unresolved death-related experience

ANS: B PTS: 1 REF: p.5

• A person who enrolls in a course in the field of death, dying, and bereavement because of distress

about someone's death a year earlier is primarily expressing a concern about:

• vocational reasons
• a current death-related experience
• intellectual curiosity about the subject
• an unresolved death-related experience

ANS: D PTS: 1 REF: p. 5

• A person who enrolls in a course in the field of death, dying, and bereavement in order to be

better prepared to work as a nurse is primarily expressing a concern about:

• vocational reasons
• a current death-related experience
• intellectual curiosity about the subject
• an unresolved death-related experience

ANS: A PTS: 1 REF: p. 5

• 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:

• vocational reasons
• a current death-related experience
• intellectual curiosity about the subject
• an unresolved death-related experience

ANS: C PTS: 1 REF: p. 6

• Death education needs to develop special sensitivity and compassion for its participants because
• they are likely to be at high risk for suicidal behavior
• they are interested in these subjects for vocational reasons
• they may display morbid or unhealthy tendencies
• they may have been recently or currently impacted by a death-related experience

ANS: D PTS: 1 REF: p. 6-7 MSC: WWW 3 / 4

• College courses on death, dying, and bereavement are examples of
• formal education c. team teaching
• informal education d. death-related counseling

ANS: A PTS: 1 REF: p. 6

• Education about death, dying, and bereavement arising out of interactions within a family or

similar social group is

• formal education c. team teaching
• informal education d. death-related counseling

ANS: B PTS: 1 REF: pp. 8-9

• 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:

• acknowledging that a bad thing has happened
• never telling anyone about your grief reactions
• facing the problem and the pain you are experiencing
• all of these

ANS: B PTS: 1 REF: p. 7-8

• When children learn about death by finding, touching, and burying a dead bird in the woods, their

experience illustrates the potential of

• formal education c. a near-death experience
• teachable moments d. vocational motivation

ANS: B PTS: 1 REF: p. 9 MSC: WWW

• Deaths resulting from a natural disaster or an automobile accident
• should never be used as a basis for education about death and grief with children

younger than eight years old

• can provide “teachable moments” for a discussion with children about death and grief
• should not be used as a form of formal education in a classroom with children younger

than twelve years old

• should only be discussed with children by their parents

ANS: B PTS: 1 REF: p. 9

24. Death education typically involves four central dimensions:

• physical, psychological, social, and spiritual
• cognitive, affective, behavioral, and valuational
• religious, medical, intrapersonal, and interpersonal
• all of these

ANS: B PTS: 1 REF: p. 9-10

• The use of audiovisuals in a death and dying course can be an example of which dimension of

death-related education?

• affective c. cognitive
• behavioral d. all of these

ANS: D PTS: 1 REF: p. 9-10

• / 4