# For each nursing response to a grieving adolescent, identify whether it is supportive now or needs correction.

> source: MyMerci (mymerci.kr)  
> url: https://mymerci.kr/pages/nclex_q.php?qn_id=547009&lang=en  
> language: en  
> subject: Grief and Loss  
> category: PSI

## Question

For each nursing response to a grieving adolescent, identify whether it is supportive now or needs correction.

|  | Supportive now | Needs correction |
| --- | --- | --- |
| Use clear language about the death, invite questions, and accept that the adolescent may choose when to talk. |  |  |
| Ask about cultural or family traditions, preferred support people, and choices for remembering the sibling. |  |  |
| Tell the adolescent to be strong and avoid crying so the parents will not become more upset. |  |  |
| Assess sleep, school function, substance use, hopelessness, and self-harm thoughts without imposing a fixed timetable. |  |  |
| Avoid mentioning the sibling because talking about the death will intensify grief. |  |  |
| Explain that every person must complete the same grief stages in order before normal activities resume. |  |  |

## Explanation

Grief in adolescents may move between sadness, ordinary activity, questions, anger, and temporary withdrawal. Helpful nursing care uses clear language about death, invites but does not force discussion, asks about the family's culture and preferred supports, offers choices, and assesses safety and functioning directly. The nurse should not prescribe a fixed timetable, demand emotional strength, or avoid the deceased person's name. Ongoing severe impairment, escalating risk behavior, persistent hopelessness, or self-harm thoughts require additional mental health evaluation.

## In-depth explanation

Correct Answer
Support combines honest communication, culturally responsive choices, permission for varied emotions, and direct safety assessment.

Why It Fits
Adolescents need developmentally appropriate facts and autonomy while adults monitor function and risk without imposing a rigid grief sequence.

Clinical Picture
Laughing or returning to activities can coexist with grief and does not mean the deceased has been forgotten.

Memory Link
Name it, invite it, individualize it, and assess safety.

NCLEX Rule
Use clear age-appropriate communication and flexible support while identifying prolonged impairment or safety concerns that need referral.

Why the Alternatives Fail
Silence, forced positivity, and fixed stages can isolate the adolescent and suppress disclosure of distress or risk.

Sources
1AAP Supporting the Grieving Child and Family Clinical Report
2NCSBN 2026 NCLEX-RN Test Plan

## Clinical scenario

Pediatric clinic
A 15-year-old returns to school 3 weeks after a sibling died suddenly. The adolescent alternates between wanting to talk and wanting privacy, worries about upsetting the parents, and asks whether periods of laughing with friends mean the sibling has been forgotten. There is no stated self-harm plan, but the nurse will assess safety directly.

## Key concepts

- **Bereavement** — The condition of having experienced the death of someone significant.
- **Grief** — A multidimensional response to loss that can include emotional, cognitive, physical, social, and spiritual changes.
- **Safety assessment** — Direct evaluation of self-harm thoughts, plans, access, protective factors, and immediate support needs.

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