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| 1 | |
The psychosocial effects of war and murder lead to higher levels of |
| | A) | connectedness to God. |
| | B) | creativity in problem solving. |
| | C) | traumatic reactions. |
| | D) | trust in authority figures. |
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| 2 | |
Adolescents' (especially girls) responses to the September 11, 2001 terror attacks included |
| | A) | anger and a renewed sense of patriotism. |
| | B) | fear and concern about dying from other disasters. |
| | C) | a strong desire to marry and have children. |
| | D) | multiple physical complaints. |
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| 3 | |
A parent's death is perceived as a loss of security, affection and |
| | A) | financial stability. |
| | B) | religious continuity. |
| | C) | nurture. |
| | D) | cognitive development. |
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| 4 | |
Coping may become complicated when the death of a parent results from |
| | A) | cancer. |
| | B) | homicide. |
| | C) | kidney failure. |
| | D) | lung disease. |
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| 5 | |
Children can experience "survivor's guilt" as young as |
| | A) | four years old. |
| | B) | eight years old. |
| | C) | twelve years old. |
| | D) | adolescence. |
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| 6 | |
According to David Balk, which of the following is most likely to cause adolescents to ask questions about the nature of life and death, about good and evil, and about the meaning of life? |
| | A) | Death of a pet |
| | B) | Death of a teacher |
| | C) | Death of a sibling |
| | D) | Death of a child |
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| 7 | |
Which is a suggestion for communicating with a seriously ill two year old child? |
| | A) | Provide maximum physical relief and comfort |
| | B) | Evaluate for feelings of guilt |
| | C) | Foster the child's sense of mastery and control |
| | D) | Maintain access to peers in their pre-school setting |
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| 8 | |
According to a study by Myra Bluebond-Langner, seriously ill children in a leukemia ward were able to guess their condition by |
| | A) | having conversations with adults who dropped hints. |
| | B) | comparing themselves to other children on the ward. |
| | C) | interpreting how people behaved toward them. |
| | D) | reading their medical charts when nobody was looking. |
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| 9 | |
Which of the following BEST characterizes the concerns of seriously ill children from roughly ages five to nine? |
| | A) | Discomforting and possibly disfiguring effects of the disease and related medical procedures |
| | B) | Separation from their mother |
| | C) | Anxiety related to the deaths of other children |
| | D) | Being left out of the communication loop when it comes to their course of treatment and treatment options |
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| 10 | |
A coping strategy in which ill children limit the number of people with whom they have a close relationship is |
| | A) | limiting. |
| | B) | distancing. |
| | C) | side-stepping. |
| | D) | reversion. |
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| 11 | |
Sick children competing in a wheelchair race through hospital corridors is an example of what coping mechanism? |
| | A) | Distancing from treatment |
| | B) | Bargaining for a desired outcome |
| | C) | Detachment from other children |
| | D) | Finding a substitute for a desired activity |
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| 12 | |
The Nick Snow Children's Hospice and Palliative Care Act |
| | A) | forbids the use of psychotropic drugs on children under the age of 12. |
| | B) | allows the use of medical marijuana in terminally ill children. |
| | C) | allows children to receive both palliative care and curative care. |
| | D) | allows children ages 7-14 to participate in medical decision making. |
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| 13 | |
Which rule, based on English common law, gives parents and health care providers a guideline for assessing a minor child's capacity to participate in medical decision making? |
| | A) | Rule of Minority |
| | B) | Rule of Sevens |
| | C) | Rule of Consent |
| | D) | Rule of Inclusion |
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| 14 | |
When caring for a seriously ill child, all of the following are true EXCEPT |
| | A) | changes in routine add to the child's anxieties. |
| | B) | parents should focus on the parenting role. |
| | C) | parents should try to play the role of nurse. |
| | D) | parents should try to minimize stress and make the child as comfortable as possible. |
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| 15 | |
All of the following are support groups that help children cope with death and life threatening illness EXCEPT |
| | A) | Camp Jamie. |
| | B) | HUGS. |
| | C) | The Meditational Healing Society. |
| | D) | Starlight Children's Foundation. |
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| 16 | |
In helping children cope with loss, adults must strive to |
| | A) | assure the child that they will see their loved one again and until then, they are always in their heart. |
| | B) | answer questions honestly and directly. |
| | C) | calm the child by using familiar fairy tales and metaphors. |
| | D) | remind the child the good news that their loved one is waiting for them with God in heaven. |
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| 17 | |
When discussing death with a child, an adult should |
| | A) | tell the truth no matter how complex it may be. |
| | B) | tell the truth while considering the child's developmental level and ability to understand. |
| | C) | avoid the issue and divert the child's attention. |
| | D) | make an association like "cancer is like a bad seed growing in your body". |
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| 18 | |
The text uses the example of the young woman who avoided seeds into adulthood to illustrate how |
| | A) | illogical children's perceptions of death can be. |
| | B) | children can become confused by metaphors. |
| | C) | common items can scare children. |
| | D) | children under five don't need explanations about cancer. |
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| 19 | |
When a child is dealing with emotional pain, admonishing the child to "be brave" is |
| | A) | good because it helps teach the child to deal with tragedy. |
| | B) | good because it lends guidance during a time of confusion. |
| | C) | bad because crying is a natural response to loss. |
| | D) | bad because it makes the child feel guilty. |
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| 20 | |
When a child is ill or a death occurs in the family, sudden changes in family communication patterns can be |
| | A) | expected, supportive, and comforting. |
| | B) | alarming to a child and can heighten anxiety. |
| | C) | a welcome diversion. |
| | D) | a warning to the child of future challenges. |
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