Exam 1: Education About Death, Dying, and Bereavement

Explain the difference between formal and informal education in the field of death, dying, and bereavement. Give a specific example of each of these types of education.

The Death Cafe movement and its gatherings:

To say "We would not have this life as we know it if death were not one of its essential parts" is to point most directly to which of the following dimensions of death-related education?

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:

Deaths resulting from a natural disaster or an automobile accident __________.

When children learn about death by finding, touching, and burying a dead bird in the woods, their experience illustrates the potential of:

The letter from Mrs. Koerner reproduced in Personal Insights 1.2 in the eighth edition of Death & Dying, Life & Living thanked the instructor of a course on death and dying for:

Education about death, dying, and bereavement needs to develop special sensitivity and compassion for its participants because:

Teachable moments in which children encounter a dead pet are examples of:

Issues for Critical Reflection #2 in the eighth edition of Death & Dying, Life & Living describes four versions of what really happened to Little Red Riding Hood. What did happen, according to at least some of these versions?

Identify and explain four of the six concerns mentioned in our textbook that might lead people to the study of death-related subjects.

The modern death awareness movement has involved:

When a death and dying course shows how people actually do respond in death- related situations, this exemplifies which dimension of death-related education?

When a death and dying course discusses specific diseases and describes mortality statistics, this exemplifies which dimension of death-related education?

(A question designed to be used when Chapter 1 is taught at the end of a course on death, dying, and bereavement.)Attig (1981)has argued that educators in the field of death, dying, and bereavement have a responsibility of providing care for their students. Give one concrete example of a way in which this responsibility was implemented in your course on death, dying, and bereavement. Explain your answer.

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:

Explain the concept of a "teachable moment." Give an example of such a moment as a form of education about death, dying, and bereavement.

"Thanatology" is __________.

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?

The ending of the story of Little Red Riding was changed apparently because some_________.