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1 points
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 8 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 12 years old
should only be discussed with children by their parents
2 points
When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of:
Formal education
Teachable moments
A near-death experience
Vocational motivation
3 points
When a death and dying course tries to sensitize the non-bereaved to the depth and complexities of grief, this exemplifies which dimension of death-related education?
Affective
Behavioral
Cognitive
Effective
4 points
A person who enrolls in a course in the field of death, dying, and bereavement because their grandparent 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
5 points
Comprehensive education about death, dying, and bereavement typically involves four central dimensions:
Physical, psychological, social, and spiritual
Cognitive, affective, behavioral, and valuational
Religious, medical, intrapersonal, and interpersonal
Religious, affective, social, and valuational
6 points
When people say that death is not a taboo topic, they mean .
that it is not a fit subject for education and research
ours is a death-denying society
it is a topic that is not shunned or avoided
that death is a depressing or morbid subject
7 points
“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
8 points
When a death and dying course shows how people actually do respond in death-related situations, this exemplifies which dimension of death-related education?
Affective
Behavioral
Cognitive
Valuational
9 points
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
100% 100 19:31
Out of 100 points Time for this attempt
Take
This assessment has unlimited attempts.
Attempt History
Your Answers:
1 points
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 8 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 12 years old
should only be discussed with children by their parents
2 points
When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of:
Formal education
Teachable moments
A near-death experience
Vocational motivation
3 points
When a death and dying course tries to sensitize the non-bereaved to the depth and complexities of grief, this exemplifies which dimension of death-related education?
Affective
Behavioral
Cognitive
Effective
4 points
A person who enrolls in a course in the field of death, dying, and bereavement because their grandparent 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
5 points
Comprehensive education about death, dying, and bereavement typically involves four central dimensions:
Physical, psychological, social, and spiritual
Cognitive, affective, behavioral, and valuational
Religious, medical, intrapersonal, and interpersonal
Religious, affective, social, and valuational
6 points
When people say that death is not a taboo topic, they mean .
that it is not a fit subject for education and research
ours is a death-denying society
it is a topic that is not shunned or avoided
that death is a depressing or morbid subject
7 points
“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
8 points
When a death and dying course shows how people actually do respond in death-related situations, this exemplifies which dimension of death-related education?
Affective
Behavioral
Cognitive
Valuational
9 points
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
