SOLVED

11. Between _________, the majority of children develop some understanding that life functions stop with death, and that death is irreversible and universal. a. two and four years b. five and seven years c. eight and 11 years d. 12 and 14 years 12. By age ______, most children have a mature concept of death. a. four b. seven c. ten d. 12 13. Which of the four concepts of death usually is/are NOT understood by over 75 percent of children until third grade? a. irreversibility b. non-functionality c. personal mortality d. all of these 14. Which of the following tends to influence a child’s understanding of death? a. age b. the death of a friend or close relative c. one’s religious culture d. all of these 15. Which of the following statements is FALSE regarding children’s understanding of death? a. Young children can be very disturbed by the concept of death. b. After an experience that leads a child to contemplate death, it is not uncommon for them to talk repeatedly about dying. c. Adults usually report vivid memories of their reactions to the death of a pet or grandparent. d. The most frequent emotion reported regarding childhood recollections of death is confusion. 16. When adults recall childhood memories of the death of a pet or a grandparent, the most frequent emotion reported tends to be  a. anger. b. confusion. c. overwhelming sadness. d. fear. 17. Which of the following is FALSE regarding discussions of death by children, adolescents, and adults? a. Older children and adolescents tend to mix biological and religious themes into their dialogues about death. b. When older children ask their parents questions about death, they are usually satisfied and encouraged by their parent’s comments, such “Don’t worry, I won’t die for a long, long time.” c. Parents may have trouble talking to their children about death because they have not completely resolved the meaning of death for themselves. d. It is not uncommon for children to become anxious, fearful, or aggressive after terrorist attacks or natural disasters expose them to images of death. 18. Parents and teachers can help children cope with images of death due to natural disasters or terrorist attacks by  a. acting calm. b. maintaining routines. c. limiting television viewing of the disaster. d. doing all of these. 19. Which of the following is FALSE regarding the effects on children of viewing death in the media?  a. Adults often underestimate the impact of the media coverage of a disaster on children. b. On average, children who had more exposure to negative and graphic images of death experienced more behavior changes. c. After the September 11 tragedy, three-fourths of the children who lived in New York City showed signs of major mental disorders, such as depression or separation anxiety. d. Children are less likely to be troubled by media depictions of tragedy if adults act calmly and provide ongoing, consistent routines. 20. Which of the following would NOT be a good suggestion for parents to help their children to cope with effects of media coverage of a disaster, such as the Virginia Tech tragedy?  a. Tell the children the truth, but stick to the facts. b. Offer to discuss the events with older children and adolescents, without forcing a conversation. c. Change the children’s routine to distract them from the tragedy. d. Remind the children that trustworthy people are in charge.