Exam 14: How Can We Help Caregiving and Death Education
Discuss what is meant by the terms transference and countertransference and explain how these dynamics can influence the nature of the relationship between the professional care provider and the dying patient or client.
Care providers can sometimes contribute to their own stress and frustration when their own feelings become confused with those of the client. Psychologists recognize this possibility as transference which occurs when clients in psychotherapy are inclined to project their own characteristics or characteristics of other people in their lives onto their therapists, who therefore find themselves intensely loved, hated, or both. Countertransference can also occur when therapists, who are also human, project their moods and motives onto their clients. Transference and countertransference are likely to develop during interactions with life-threatened and terminally ill people. For example, a patient might remind us-not quite consciously-of somebody in our own lives with whom we had a strong emotional attachment who also died. Our own hidden anxieties about death might also force themselves into our caregiving activities. The result can be unfortunate. Understanding these concepts can further protect professionals against burnout or feelings of frustration, helplessness, and anger that might arise when assisting particularly difficult clients or grieving individuals.
Ancient death education often had much to do with how one should prepare for travel in the afterlife.
False
According to Kalish (1981), death educators and counselors need to be mindful of creating unrealistic expectations for students or clients who enroll in death education courses.
True
Which of the following was NOT one of Kalish's concerns regarding death educators?
Explain the differences between the messages and emotional tone conveyed about death in relation to the following works: The Arabian Nights, the Old Testament, and the New Testament.
Which of the following is NOT one of Kastenbaum's recommendations to health-care workers for how to protect themselves from burnout?
Compare and contrast the perspective conveyed by Sigmund Freud through the archetype of Binti Jua about how to approach peril and loss with the views of Abraham Maslow.
Only certified educators and counselors can currently teach a course on death.
The image of death as the danse macabre was introduced during medieval times.
Vachon's study of 600 health-care professionals who worked in death-salient situations found that the primary source of stress leading to burnout stemmed from:
The Ars moriendi tradition was concerned mostly with the art of:
Transference and countertransference are likely to develop during interactions between professional caregivers and life-threatened and terminally ill clients.
Kastenbaum and Schneider (1991) found that most hospice staff and volunteers called upon prayer to give them strength in their work with terminal patients.
According to Beatrice Kastenbaum, a pioneer in the hospice movement, nursing students worry about:
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