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5 Written questions

5 Matching questions

  1. Suicide definition 4
  2. - CHILDREN AND DEATH
  3. Weisman once wrote
  4. . Effects of unresolved grief
  5. c. fatal suicide
  1. a the type suggested that one may receive too much control by society and feel oppressed under extremely strict rules - associated with over regulation - one dies in despair of being able to make it in a society that allow little opportunity for satisfaction of individual fulfillment
  2. b . physical illness
    2. psychogenic or psychosomatic illness - originates in the mind or in mental or emotional conflict
    3. neurosis - a mental or functional disorder milder in nature than psychosis
    4. psychosis - a fundamentally lasting mental derangement - loss of contact with reality
  3. c Dr WILLIAM LAMERS
  4. d - I realize that not only some deaths were better than others, but that certain deaths were so fitting as to be called appropriate
  5. e the human act of self inflected self intentional cessation of life

5 Multiple choice questions

  1. JOHN BOWLBY AND COLIN MURRAY PARKES
  2. self-killing derived from one's inability or refusal to accept the terms of the human condition
  3. LOFLAND
  4. KUBLER-ROSS
  5. - sometime called inhibited, or postponed grief, the person may have had an emotional reaction at the time of loss but it is not sufficient to the loss

5 True/False questions

  1. 3-5denial of death as a final event - unable to understand the finality of death - death is seen as
    being a sleep or taking a long journey

          

  2. Sudden death 4. involvement of medical and legal authoritiessurvivor are distracted by investigation an may be kept from dealing with their grief

          

  3. this would occur at times of economic depression after defeat in war, after stock market crashthere is a need to understand why any death happened but in sudden death there is an especially strong interest

          

  4. 4. Behaviors- will this happen to me or my family

          

  5. explaining death to childrenbe clear, direct and formulate communication at a level of cognitive complexity that the child demonstrates he or she can comprehend

          

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