Ethical and Cultural Issues Arising from the Psychology of Terrorism- 3 Credit Hrs.

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TG - Therapy for Children's Grief Post Test

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
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Questions:

1.1 What are three techniques for coping with denial for grieving children?
2.1 What are two techniques for coping with anger?
3.1 What are three concepts regarding guilt?
3.2 What are the steps to the ‘Reassigning Responsibility’ technique?
4.1 What are some ways, grief for murder may present differently in children?
5.1 What are two signs to look for when evaluating a client for depression?
5.2 What are some clinical signs to look for in a grieving child?
5.3 What are two techniques for coping with depression?
6.1 What are three techniques for coping with fear?
7.1 What is an example of positive involvement in change for a grieving child?
8.1 According to Edmund, what are two important reasons for sending grieving children back to school as soon as possible, provided that their grief is progressing?
8.2 According to Edmund, what are three important aspects related to the holidays concerning grieving children?
9.1 What are some guidelines for helping traumatized children?
9.2 What are three guidelines regarding what to say to a traumatized child?
9.3 What are some things to say to a traumatized child?
11.1 What may cause a mother to reject their children?
12.1 What are some questions that may help identify a pattern with a client?
12.2 How is the ‘I think, I feel, I want’ technique helpful for clients?
13.1 What are some ways grief may get delayed?
14.1 What is one reason as to why childhood grief spills into adulthood?
14.2 What are five steps to the ‘Reliving and Early Death Experience’ technique?

Answers:

A. Physical activity, tape recorder
B. Talking to the child, education, play acting
C. Identify the guilty feeling, analyzing the guilty feeling, dispute the guilty feeling, responsibility placement
D. Guilt is common, unrealistic guilt, the reassigning responsibility technique
E. Normal behavior and clinical signs
F. If there is no arrest, grieving children have to live with the knowledge that that person is still around and probably will commit another murder and can present a threat to other members of the family. If the arrest has been made and the killer goes to jail, the killer may not stay in jail forever, if killer is eventually released, it may be difficult for the grieving child to close his or her mind on grief
G. Drawing, focusing on keepsakes
H. Poor concentration, withdrawal, change in eating and sleeping habits, constant sadness and crying
I. a child requesting that he/she has a personal belonging of the loss individual
J. Dreams, balloons, and routines
K. Planning for the holidays, anniversaries, and the first year
L. School is a large part of a child’s life, and returning to school reassures the children that life goes on
M. Give an opportunity to share the actual event, offer practical help, comment on behaviors not typical for the child
N. Encourage but don’t force the child to talk, let the child draw about their feelings, let the child play out their feelings, think about helping your child develop memorial rituals, share your feelings of sadness and grief with the child
O. Immaturity, poor parenting skills, addiction, personal and financial difficulties
P. Don’t tell the child to put it out of his mind, don’t be afraid to ask about the trauma or grief, don’t criticize the child’s reactions or minimize the trauma by saying ‘It could have been worse.’
Q. Is helps clients come up with ways in which they can use assertiveness to replace negative displacement reactions
R. 'What keeps happening? How does it start? What happens next? How does the child seem to feel at the beginning and at the end of the exchange?'
S. Closing eyes, focusing on childhood, focusing on the person who died, focusing on your life in the period following the individuals death, think about what parts of his early death experience have influence his life as an adult
T. Additional life changes, such as relocation or parents who remarry
U. Parents experience grief. If the parent of a grieving child is consumed with their own grief, they overlook the child’s grief and fail to see how shattered their children are, or how much they need to express their grief.

Course Content Manual Questions The answer to Question 22 is found in Section 22 of the Course Content. The Answer to Question 23 is found in Section 23 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

15.1 According to Black, by what age can children appreciate that death is permanent?
15.2 What may result from child and adolescent bereavement?
16.1 What types of symptoms does a child with childhood traumatic grief experience?
16.2 What are some interventions aimed at addressing bereavement tasks?
18.1 What is ‘client-centered therapy’ based on?
19.1 According to Dowdney, what percent of bereaved children may have overall problem scores of clinical significance?
20.1 At what age might depressed children become accident-prone and subject to phobias?
20.2 What percentage of depressed children and adolescents have at least one other psychiatric disorder?
20.3 What might become a cause for children to develop depression?
20.4 What percentage of people who have manic episodes in childhood will also have them in adulthood?
22.1 What may decrease the likelihood that stress would lead to the downward spiral of depression?
23.1 According to Pfeffer, why is suicide and murder thought to complicate the child’s bereavement response?
24.1 What may influence both the emergence and form of child psychopathology?

Answers:

A. Depression, anxiety, behavioral disturbances
B. Five
C. Support groups, self-help groups, Efforts in schools, family, art therapy, and individual therapy
D. Re-experiencing, avoidance, and arousal which are characteristic of post traumatic stress disorder
E. 28%
F. The belief that empathy is one of the most essential aspects of treatment
G. 50%
H. 3-5
I. 90%
J. The death or divorce of parents; a child's inability to conform to an unattainable ideal or live according to rigid moral convictions instilled by parents; failure to establish emotional bonds in infancy because of rejection or neglect; too much punishment and criticism with too little reward and praise; anger turned inward because there is no safe way to express it
K. Child’s age and sex
L. Improved ability to challenge dysfunctional thinking and to develop functional behavior
M. Because of the likelihood images associated with reports of the death or witnessing it