Select two of the prompts below to respond to in this week's discussion.

A father of three dies of a sudden heart attack. His wife must explain to their 3-, 7- and 14-year-old sons that their father has died. Using concepts and norms from the readings describe how each of these children might understand their father's death differently. Considering the information you've learned about cognitive developmental stages, how might the living parent/family explain their father's death to the children? (USLO 11.4, 11.5)

A friend of yours has just texted you and states the nurse at the hospital says their grandmother is actively dying and has only weeks to live. Your friend asks what this means. What will you state are expected physical and cognitive changes? Will your friend's grandmother most likely receive hospice or palliative care? Explain your selection. (USLO 11.1, 11.2)

There seems to be a "natural order" of who goes first when it comes to dying. The "expected" order that people die in order of oldest to youngest. When death occurs in this order, many people, though certainly still affected by the loss, feel like they know the norms of grief and bereavement. However, when death occurs "out of order", in unexpected or premature ways, the result is often a complex mix of reactions. What are some types of death and loss that fit this description and how might these losses impact future development for the remaining or surviving person? (USLO 11.3, 11.4, 11.5, 11.7)

Compare and contrast Kbler-Ross's Five Stages of Grief with the Dual-Process Model of Grieving. How can these theories help explain the physical, emotional, cognitive, and behavioral reactions that occur following the loss of a loved one? What informal and formal support mechanisms can be utilized to help the bereaved cope with their loss and find closure? What attitudes, behaviors, or platitudes are not helpful for those in mourning?(USLO 11.3, 11.5, 11.7)