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mental phase II
mental health
| Question | Answer |
|---|---|
| ID | basic innate drive for survival and pleasure, demands constant gratification |
| ID | goals are to reduce tension, to increase pleasure, and to keep discomfort to a minimum |
| EGO | reality factor, perceives conditions accurately, decides how and when to act |
| EGO | stand for reason and good sense, whereas the id stands for untamed passion |
| SUPEREGO | parental or societal value system, perfection and morality, judge and censor over thought/activities of the ego. |
| personality | the relatively consistent set of attitudes and behaviors particular to an individual |
| personality | consist of unique patterns of mental,emotional, and behavioral traits, woven together. influenced by genetic and interactions with the environment |
| preconsciousness | thoughts, feelings, drives and ideas that are outside our awareness but we easily recall to consciousness |
| preconsciousness | helps to screen certain thoughts and repress unpleasant thoughts and desires. |
| unconsciousness | holds memories, feelings, and thoughts that are not available to the conscious mind. |
| self | complex concept comprising four distinct parts that influence behavior . |
| self | personal identity, body image, role, self esteem |
| manifestation of body image include | stance, posture, clothing and jewelry |
| role performance | expected behavior of an individual in a social position. |
| ascribed roles | no personal choice (male/female) |
| assumed role | selected by an individual (occupation) |
| self esteem | comprises the thoughts and feelings each of us holds about ourselves |
| self concept | more than the total of the four parts of self |
| self concept | all perceptions and values each of us holds and our behaviors and interaction |
| disturbances in self concept | arise in those of us with mental illness or emotional problems. |
| stress | nonspecific response of the body to any demand made on it. |
| our response to a stressful situation or event | often a result of learned or conditioned behavior. |
| stressor | a situation, activity, or event that produces stress. |
| stress | highly subjective, uniquely perceived by the person experiencing it |
| anxiety | vague feeling of apprehension that results from a perceived threat to the self. produces fight/flight |
| anxiety | a universal emotion and is a response to a stressful event. assess the vital signs to assess the level of anxiety |
| anxiety | an internal process we experience when there is a real or perceived threat to our physical body or self concept. |
| mild anxiety | increased vital signs and an awareness of danger,ready for action, increased motivation, think-make connections, alert |
| moderate anxiety | tension, decreased perception, alert to specific info, argue-teasing-complaining, |
| moderate anxiety | headache, diarrhea, nausea, vomiting, low back pain, increased vital signs |
| severe anxiety | feels impending danger, tunnel/ distorted vision, communication distorted/difficult to understand |
| severe anxiety | feels fatigue, changes in vital signs evident on assessment |
| panic | extreme terror, immobilized, reality distorted,personality disintegrates,can cause harm to self and others |
| anxiety | major component of all mental health disturbances. |
| mild anxiety | readies the body for action and reaction to danger |
| motivation | gathering of personal resources or inner drive to complete a task or reach a goal. |
| frustration | anything that interferes with goal directed activity. |
| compensation | a boy who is small in stature places emphasis on academics rather than attempting sports |
| conversion | the individual who witnesses a murder then experiences sudden blindness with no organic cause |
| denial | the patient who suffered a heart attack is told to restrict physical activity is found doing push-ups and sit-ups |
| displacement | the person has an argument at work at work and comes home and yells at his family |
| dissociation | person who has been victimized retells the situation laughing and joking |
| identification | person dresses like their hero |
| introjection | person that follows commands without the authority figure present |
| projection | a student who does poorly on an examination and states, "the test was unfair. the teacher did not present the material correctly." |
| rationalization | dad was in a hurry this morning so I did do what I was told so that I could catch a ride to school |
| reaction formation | a person who is excessively polite to an individual who is disliked |
| regression | an 8 year old who reverts to bed-wetting and thumb-sucking while hospitalized |
| repression | a patient who is incontinent after surgery dismisses the event due to embarrassment. |
| sublimation | teenager who engages in many competitive sports |
| suppression | a student who fails to keep an appointment for academic counseling |
| mind body link | positive thinking to heal the body within |
| placebo effect | positive response to treatment |
| illness | homeostatic imbalance |
| recovery and rehabilitation | the last stage of an illness event |
| denial | refusal to admit being ill. |
| short term denial | useful in mobilizing internal resources |
| long term denial | results in maladaptive behavior patterns |
| shock | emotion that paralyzes the individual's ability ability to process information. incapable of decision making |
| anger | response to emotional/physical injury directed either inward or outward toward others, or both. |
| anger | irrational response to minor events of the day and/or interrupts the person's social functioning |
| withdrawal | removes self from interaction with others and the environment. |
| withdrawal | often a sign of depression |
| social isolation in the older adult | frequently a result of physical or financial limitations |
| losses in the older adult | results in anxiety, fear, or depression |
| relocation to or within the hospital | potential to cause stress in the older person that manifests as behavioral change |
| often causes the loss of the will to live | hopelessness and helplessness |
| hopelessness and helplessness sometimes causes | suicide |
| secondary gain | sometimes a ploy to manipulate and cope with various emotional conflicts. |
| secondary gain | important for you to recognize this in order to plan appropriate interventions to meet emotional/psychological needs of patients playing up the sick role |
| in order to facilitate healthy adaptation | understand the relationship of stressors, anxiety, and culture to a behavior |
| in learning, growth, and movement toward self actualization | recognize constructive aspects of mild or moderate anxiety |
| with the context of perceptions of what is actually happening | analyze current expectations, goals, beliefs, and values |
| positive thinking= | healing power |
| crisis intervention goals | decrease emtional stress and protect victim |
| crisis intervention goals | assist the victim to organize and mobilize resources |
| crisis intervention goals | return to precrisis status or a higher functional level |
| crisis intervention step | assess the situation and individual |
| crisis intervention step | determine possible interventions with input from clergy, family, friends, and health care provider |
| crisis intervention step | implement the intervention plan |
| crisis intervention step | crisis resolve and/or anticipatory plan emerges from the solution to the problem |
| initial phase of crisis | confusion, disbelief, high anxiety that leads into a denial phase |
| once reality of crisis is evident | anger and remorse, sadness and crying and acknowledges that what once was will never be |
| the final phase of reconciliation | life will continue but will be different than it was and adaptation occurs |
| ways to help address the family crises constructively | active listening, restating the facts, and therapeutic communication techniques |
| with or without crises | they resolve in 4-6 weeks |
| result of crises | development of coping skills and roles in life |
| short term active support | focus on problem solving that facilitates a positive resolution to the crises |
| assessment of the emotional status: general appearance | describe dress, make up, and hygiene |
| assessment of the emotional status: general behavior | describe general activity level, posture, gait, and response to examination |
| assessment of the emotional status: speech pattern | describe rate, tone, loudness, and quantity content of speech |
| assessment of the emotional status: speech pattern | (response to questions too detailed; extreme distractibility; unable to complete answer; uses rhyming |
| assessment of the emotional status: content of thought | describe thinking: reality oriented, delusional, evidence of hallucinations, or evidence of ideas or reference or other non-reality-based thinking |
| assessment of the emotional status: mood and affect | describe overall feeling state and affect |
| assessment of the emotional status: sensorial function | describe orientation, memory, attention, ability to think abstractly |
| assessment of the emotional status: insight and judgement | does the individual understand the present situation? what is the individual willing to do about it? |
| assessment of the emotional status: potential for danger | assess the individual's potential for violence or self esteem, degree of impulse control, previous history of violence or aggression toward others |
| frustration | important to understand the patients by questions family and friends |
| self-reflection | tool used when establishing a relationship with a patient with a psychiatric disorder |
| crisis | person suffers a stressor and responds with ineffective coping efforts |
| neurosis | ineffective coping with stress that causes mild interpersonal disorganization. |
| psychosis | out of tough with reality, severe personality, perception, judgement impairment. |
| multiaxial system (DSM-IV-TR) | classifies mental disorders and outlines various disorders and descriptive references |
| DSM-IV-TR | facilitate medical diagnosis and to provide a guide to clinical practice |
| organic psychiatric disorders | dementia, delirium |
| thought process disorders | bizarre non reality-based thinking, defined by reality/communication distortion, withdrawal schizophrenia |
| affective (mood) disorders | major depression, bipolar affective disorder |
| anxiety disorders | generalized anxiety, panic disorder, phobias, obsessive-compulsive disorders, |
| types of delusions | grandeur, ideas of reference, somatic delusions, thought broadcasting,thought insertions, thought withdrawal |
| grandeur | I am God |
| ideas of reference | the lady on tv is telling me to buy soap |
| persecution | they put a transmitter in my tooth to monitor my every word |
| somatic delusions | I have leprosy |
| thought broadcasting | you all know the thoughts I have been having today |
| thought insertion | janie put these thoughts in my head for her own pleasure |
| thought withdrawal | you have been stealing my thoughts |
| organic mental disorders | identifiable brain disease or dysfunction is the basis for the behavior |
| predominant characteristic of this disorder is disorientation | organic mental disorder |
| axis 1 | ID all major psychiatric disorders except developmentally delayed and personality disorderss,depression,schizophrenia, anxiety and substance-related disorders |
| axis 2 | personality and developmental disorders, as well as prominent maladaptive personality features and defense mechanisms |
| axis 3 | general medical conditions that are potentially relevant to the understanding or management of the person's mental disorder |
| axis 4 | psychosocial and environmental disorders that have potential to affect the diagnosis, treatment, and prognosis of mental disorders |
| axis 5 | global assessment of functioning that rates the overall psychological functioning of the person on a scale of 0 to 100 |
| dementia treatment and prognosis | treatment depends on the cause. prognosis is poor; essential feature of this condition is the slow deterioration rate of mental functioning |
| delirium treatment and prognosis | treatment depends on the cause prognosis is guarded |
| organic nursing interventions | orientate, decrease stimuli, safe environment, adequate nutrition, self care support |
| schizophrenia treatment and prognosis | treatment is milieu therapy, psychotherapy, antipsychotic drug therapy, and long-term social support |
| schizophrenia treatment and prognosis | prognosis is variable and depends on the extent of the symptoms and responses to treatments. |
| schizophrenia treatment and prognosis | patient with paranoid type is often reluctant to seek treatment |
| schizophrenia nursing intervention | establish therapeutic relationship,orientation,reduce anxiety, manage positive/negative behaviors, medication management |
| major depression treatment and prognosis | includes antidepressant drug therapy, individual family or group psychotherapy, and ECT when drugs are ineffective or contraindicated |
| bipolar affective disorder treatment and prognosis | treatment possibilities include psychotherapy; antimanic drugs (lithium); and family and individual support/education regarding drugs use |
| bipolar/major depression nursing interventions | be kind but firm,expressive feelings, avoid activities that require attention, well balanced meals and snacks high fiber, avoid lithium toxicity |
| anxiety nursing interventions | decrease stimuli, encourage the individual to share thoughts, remember what ever happens, I can deal with it, relaxation techniques, self care, |
| personality disorder interventions | be firm and consistent, set limits on behaviors, encourage ventilation of feelings, know where the patient is at all times |
| personality disorder interventions | establish consequences for limit violations, positive feedback, decision making and participation, always remain calm, watch for manipulating behaviors |
| Delirium | Change in consciousness that occurs over a short period of time; Acute cognitive disorder that produces a marked change in mental status. It is reversible. |
| delirium | reduced awareness and attention to surroundings,disorganized thinking, sensory misinterpretation and irrelevant speech. |
| delirium | possible causes are physical treat the underlying cause. illnesses such as fever, heart failure, pneumonia, azotemia, or malnutrition |
| dementia | Changes in mental status are caused by physical changes in the brain Loss of multiple abilities, including long and short memory loss, language, and the ability to understand (conceptualize). |
| dementia | alzheimer's is the most common form of ________ in the U.S. |
| dementia | vascular________is the second most common form in the U.S |
| orientation techniques and safe environment | dementia key nursing interventions |
| Schizophrenia | group of psychotic disorders characterized by gross distortion of reality, disturbance of language, and communication, withdrawal from social interaction, and the disorganization and fragmentation of thought, perception, and emotional reaction. |
| Schizophrenia | Leading hypothesis regarding the neurobiology of schizophrenia; Excess of Dopamine in the center of the brain; Lowered Dopamine levels in the prefrontal cortex region. |
| Schizophrenia | Hallucinations; Delusions; Formal thought disorder; Incoherence; Derailment; Illogical thinking; Repeated instances of bizarre or disorganized behavior. |
| schizophrenia subtypes | Paranoid Type; Catatonic Type; Disorganized Type; Undifferentiated Type; Residual Type. |
| negative behavior patterns of schizophrenia | apathy, social withdrawal, flat affect, anhedonia |
| positive behavior patterns of schizophrenia | delusion, hallucination, disordered thinking, concreteness |
| stages of schizophrenia | prodromal phase, acute phase, residual phase |
| mood disorders | also known as affective disorders |
| mood disorders | severe and inappropriate emotional responses, prolonged and persistent disturbances of mood and related thought distortions, and other symptoms associated with either depressed of manic states |
| mood | prolonged emotion that affects a person's psyche. ranges from manic to depression |
| mood | neurotransmitter insufficiency or excess of nor/epinephrine is sometimes the result of heredity or environmental factors such as prolonged stress or brain trauma |
| depression | mood disturbance characterized by exaggerated feelings of sadness, despair, lowered self esteem, loss of interest and pessimistic thoughts |
| depression | _____is so severe at times, it can cause you to contemplate or succeed at committing suicide |
| coping skills | teaching _________ is essential to guard against suicide |
| incurable or painful illness | diagnosis causing suicide in the hospital setting |
| unipolar depression | major depressive disorder defined by repeating, severe, depressive episodes lasting more than 2 years |
| dysthymic disorder | daily moderate depression that last more than 2 years. able to function but not enjoy life |
| bipolar disorder | manic-depressive disorder |
| hypomanic episode | early phase of a manic episode when symptoms are not severe |
| mania | if untreated, delirium will possibly ensue, and death from exhaustion or accident is possible |
| cyclothymic disorder | pattern that also involves repeated mood swings of hypomania and depression, though less intense |
| cyclothymic disorder | no periods of normal function |
| seasonal affective disorders and postpartum depression | connected to hormonal imbalances |
| seasonal affective disorder | also known as winter depression is treated with phototherapy |
| further investigate if lasting more than two weeks | postpartum depression |
| antidepressants, lithium, ECT, and psycho therapy | treatment for mood disorders |
| antidepressants that take 2-4 weeks to work | prozac, desyrel, elavil, effexor, meds ending in -ine |
| best taken in the a.m | prozac |
| best taken at bedtime | elavil |
| lithium | used to treat bipolar disorder |
| signal anxiety | learned response to an event such as test taking |
| free floating anxiety | associated with feelings of dread that are not possible to identify |
| anxiety trait | learned aspect of personality |
| generalized anxiety disorder (GAD) | high degree of anxiety and/or avoidance behavior |
| GAD | tend to worry or fret over many things and finds it difficult to concentrate on the task at hand |
| panic attack | heart palp, tachycardia, sweating, trembling or shaking; feelings of dyspnea or choking, chest pain, nausea, chills or hot flashes |
| agoraphobia | a type of panic disorder |
| agoraphobia | high anxiety bought on by panic attack. tend to avoid people, places, or events. fears not getting help during an attack. |
| treatment for agoraphobia | coping mechanisms, medication, emotional support and reassurance |
| obsessions | recurrent, intrusive and senseless thoughts |
| compulsions | behaviors that are performed in response to an obsessive thought. |
Created by:
SGT.MOSS
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