College courses on death, dying, and bereavement are examples of
a. formal education
b. informal education
c. team teaching
d. death-related counseling
e. none of these
Question 2Death education needs to develop special sensitivity and compassion for its participants because
a. they are likely to be at high risk for suicidal behavior
b. they are interested in these subjects for vocational reasons
c. they may display morbid or unhealthy tendencies
d. they may have been recently or currently impacted by a death-related experience
e. they may need therapy in the classroom setting
Question 3A person who enrolls in a course in the field of death, dying, and bereavement because no important person in my life has yet died but I am concerned about what that experience might be like is primarily expressing a concern about:
a. vocational reasons
b. a current death-related experience
c. intellectual curiosity about the subject
d. an unresolved death-related experience
e. all of these
Question 4A person who enrolls in a course in the field of death, dying, and bereavement in order to be better prepared to work as a nurse is primarily expressing a concern about:
a. vocational reasons
b. a current death-related experience
c. intellectual curiosity about the subject
d. an unresolved death-related experience
e. all of these
Question 5A person who enrolls in a course in the field of death, dying, and bereavement because of distress about someone's death a year earlier is primarily expressing a concern about:
a. vocational reasons
b. a current death-related experience
c. intellectual curiosity about the subject
d. an unresolved death-related experience
e. all of these
Question 6A 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:
a. vocational reasons
b. a current death-related experience
c. intellectual curiosity about the subject
d. the aftermath of an unresolved death-related experience
e. all of these
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