W14 Reading Reflections Study Guide PDF

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PSYCH 201 W14 Focus: Reading Reflections Study Guide Instructions: Use Chapter 19, "Dying, Death, & Bereavement" on pages 644–673, to thoroughly complete this study guide, which will help you study for the exam. If you understand these answers (and can explain them to someone else), you will be more prepared to do well on the unit exam.

Question:

Answer:

1. Define brain death, agonal phase, clinical death and mortality.

1. Brain death: a. Irreversible death process of all brain activity and in the brain stem 2. Agonal phase: a. The dying phase in which muscle spasms and gasps occur in the first moments where the normal heartbeat vanishes. It is distinguished from mortality and clinical death 3. Clinical death: a. The dying phase in which brain functioning, breathing, circulation, and heartbeat halt, it is still possible for resuscitation to occur 4. Mortality: a. The dying phase where the person passes into permanent death.

2. What five concepts must a child grasp in order to fully understand death?

1. Causation: death occurs due to the disintegration of bodily functions 2. Applicability: Death occurs to all living things 3. Inevitability: All living things will die eventually 4. Cessation: All brain processes will cease at death 5. Permanence: once an organism die, it cannot be revived

3. Discuss why teenagers’ understanding of death is not yet fully mature.

List at least 5 points: 1. Adolescence is a period of time of fast growth and an onset of reproductive capacity. 2. Attainments are the opposite of death 3. Attainments could possibly be beyond reach of death 4. As teens build a personal identity and go through their chosen live, they can be enamored by romantic death notions. 5. Romantic death notions challenge logic

4. Explain why older adults think and talk more about death than do younger people but feel less anxious about it.

Give at least two reasons: 1. Adults do not have a vague conception of death because of education 2. Adults are much closer to naturally experience death than children are because adults’ bodies have started to deteriorate.

5. Why is the stage notion an inaccurate account of dying patients’ mental and emotional reactions?

Describe at least 4 reasons: 1. It is purely inaccurate 2. The stage notion identifies dying patients 3. The stage notion should identify living patients so they can receive accurate results 4. Feelings and thoughts that are outside of context provide them with meaning

6. Family members often find letting go very difficult. What are some suggestions you can offer to help them communicate with a dying family member?

List at least four suggestions: 1. Be honest about the diagnosis and the path of the disease 2. Perceptively listen and acknowledge their feelings 3. Maintain realistic hope 4. Support in the final transition

7. Define hospice and list its main features.

1. Hospice: a. A comprehensive program that includes support services for people that are terminally ill and their families 2. Main features (at least 5): a. Family and the patient are one unit b. There is an emphasis on maintaining every health aspect about the patient including self-worth c. An interdisciplinary team provides care with a volunteer, social worker, home health aide, a nurse, and doctor d. The patient is kept at home to feel the most relaxed e. The service can be easily called 24/7 for assistance

8. Compare and contrast ending lifesustaining treatment, medical aid-indying, voluntary and involuntary euthanasia. Give an example of each. What legal documentation is tied to these options?

1. Ending life-sustaining treatment: a. Treatment which purpose is to extend life without recalling the medical condition b. Example: Chemotherapy 2. Medical aid-in-dying: a. Permits adults that are terminally ill to ask and get a prescription to die peacefully b. Example: Secobarbital 3. Voluntary euthanasia: a. The doc terminates suffering in the patient’s life only if the patient wants to.

b. Example: Doctor injects lethal doses of drugs 4. Involuntary euthanasia: a. Ending the patient’s life without their knowledge or consent. b. Example: a doctor injecting lethal drugs when the patient is asleep 5. Legal documentation: a. The Dutch Termination of Life on Request and Assisted Suicide Act has all of the guidelines that both parties must follow so nobody gets in trouble 9. Explain the difference between the following terms: bereavement, grief, and mourning. Describe the three phases of grieving.

1. Bereavement: a. Experience of losing a family member or friend by death 2. Grief: a. Intense psychological and physical distress 3. Mourning: a. Culturally specified expression coming from the bereaved person’s feelings and thoughts 4. Three phases of grieving: a. Accept the circumstance b. Hit the grief straight on c. Create an inner bond with the person who passed away

10. What circumstances are likely to induce bereavement overload? Cite examples.

1. Circumstances: a. A person experiences grief due to several deaths of friends or family in close succession. b. Several losses reduce coping resources of even mentally strong people 2. Examples: a. Terrorist attacks b. Natural disasters c. School shootings

11. Describe dual-process model of coping with loss.

Describe the model in your preferred format (i.e.. in a bulleted list or complete sentences): 1. Boosting a student’s understanding of the psychological and physical alterations that accompany dying. 2. Assist students on learning how to mentally cope with the passing of a loved one. 3. Preparing students to be educated on consuming medical & funeral services. 4. Promote a complex understanding of social & ethical issues with death....