• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Child and Death

Extracts from this document...


Children learn about death in different ways. They have vivid imaginations and can develop negative behaviors towards death if not dealt with properly. Inappropriate ways to describe death to a child under age of 12 include the use of euphemisms such as "Mommy went to heaven", "Nanny went away", or "Daddy is sleeping." The problem with euphemisms is that they tend to confuse the child. A child who is told that "Daddy is sleeping" believes that daddy would wake up again, since people wake up after they go to sleep. ...read more.


The child walked up to the casket in the church where his father was laid and started shaking the corpse trying to arouse his father from his sleep. Imagine the wave of emotion the misunderstanding created! It is better to help the child understand that the person has died. Being honest, simple and direct helps more than 'beating around the bush'. Using the correct words and language is preferable to using euphemisms, albeit difficult for adults. Other inappropriate ways include trying to avoid the subject or postponing the explanation of death and dying when it comes to the loss of a pet or somebody not too close to the family. ...read more.


Do not hide emotions. Explain feelings as a way to help children understand their own, but keep expression of strong, dramatic feelings for private times with other adults as this will cause more harm than good. Offer avenues of comfort to the child when they show emotion. Being straightforward with the child is the best approach in describing death to a child. Using appropriate words and language according to the level of the child is better than using euphemisms in explaining death to a child. Be simple and when answering questions that may arise from the child concerning death. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Here's what a star student thought of this essay

3 star(s)

Response to the question

This essay is in response to a question about the delicate matter of Child/Death revelations. The candidate does well to address numerous issues about why it can be challenging for a parent/guardian to speak to children under the age of ...

Read full review

Response to the question

This essay is in response to a question about the delicate matter of Child/Death revelations. The candidate does well to address numerous issues about why it can be challenging for a parent/guardian to speak to children under the age of 12 about death. There is a consistent focus on the various other methods that are available and a subjective commentary about their success rates, though it is not enough to simply use subjective evidence and personal anecdotes as evidence for analytical points. As an analytical essay, the evidence should be as objective as possible and should be drawn from psychological research, as using personal anecdotes draws the focus of the question away from the centre.

Level of analysis

The Level of Analysis shown here is good, but there is a limit to which the essay can be described as thorough as a lot of the analysis shown does not delve to a very deep level of appropriate appreciation about children understanding death. I would like to see more evidence of psychological theory and evidence backing up most of the points though, as a lot of the answer appears very poorly evidenced with nothing but personal anecdotes. These are by no means bad, but evidence must be as objective as possible and the use of subjective interpretation is not acceptable as appropriate analysis.
I would also like to see a better structure given to the answer. I did however, like the use of the introductory paragraph which first discusses the issues with explaning death to children before discussing the alternative methods. But even so, there is no clear structure given and when interspersed with much subjective information, the focus is lost. This needs to be addressed and the candidate must be wary that everything they say directly pertains or contributes to the question and their answering it.

Quality of writing

The candidate here does not challenge themself very much. Their Quality of Written Communication (QWC) is very basic and as such, there are very few spelling, grammar and punctuation errors made. Whilst this is good, it limits their QWC mark. To improve, the candidate should aim to use a variety of more challenging written expressions such as long vs. short sentences to keep and answer interesting; colons and semi-colons in order to demonstrate confidence with more complex punctuation; and even a wider range of vocabulary that is wholly appropriate to the question and topic of intrest.

Did you find this review helpful? Join our team of reviewers and help other students learn

Reviewed by sydneyhopcroft 14/03/2012

Read less
Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Psychology essays

  1. Marked by a teacher

    In this essay I will evaluate and explain the Social Learning Theory (SLT), which ...

    5 star(s)

    This makes it easier to analyse the results. * However, the narrow focus and following of the planned structure means that the interviewer can't prompt the interviewee to expand on any answers they provide. Unstructured interviews * These do not follow a planned rigid structure. * The focus isn't narrow.

  2. What is forensic science? How can it's study help in the detection and prevention ...

    Mostly they concentrate on the theory of experience and learning as the main principle to explain their actions and accepting that their social conditions, unconscious motivations and their biological pre-dispositions are all factors.

  1. Memory. In this investigation, my aim is to see whether shallow processing or deeper ...

    Furthermore, it is easier to replicate, an example is Murdock's research on free recall. IV and DV In my investigation, I need to have an Iv and a DV. An IV stands for "independent variable". A DV stands for "dependent variable".

  2. In what way is the technique of 'Free Association' valuable for the practice of ...

    The patient was in therapy before and his main complaint was about his panic in becoming a warewolf and going to hell. Dreams with wolves and warewolves were also experienced by him. This started when he was a child and as an adolescent just after he started masturbation he replaced

  1. Personality Psychology

    To do otherwise would be like a chemist judging one atom to be "good" and another "bad" or a physicist judging gravitational forces to be "good" while electrical forces to be "bad." (Pervin, 2003) What is Personality? What is personality?

  2. Critical Appreciation of Wollheim, R., and

    It is at this point Wollheim sets himself two aims in the writing of the study. Firstly, to bring out what Freud actually said and secondly, to show the relevance of the chronological order in which he said it (Wollheim 1971).

  1. How would you apply Stanislavski's principles of tempo rhythm, emotion memory, action and 'magic ...

    The busy market place would be played by a group of people that would need to show a complicity of lives that intermingle with other characters just as if they were a real community. This would be hard to show, as they are not a real community.

  2. 'Old age is a shipwreck' refers to a stigma of an historical view of ...

    Sinnott (1998) believes that post formal thought comes before the more practical, personal thinking of adults. Adult thinking differs from adolescent thinking in many ways. Adolescent thought is less abstract and absolute, is more adaptive and more dialectical. There are also many other areas of cognition in which early adults differ from their older counterparts.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work