2013 Fall with Heaton
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| What drug changed the way of mental health? | thorazine
🗑
|
||||
| Who traveled the country trying to treat mental patients and gaining fame? | Walter Freeman
🗑
|
||||
| What procedure did Walter Freeman perform? | transorbital lobotmy
🗑
|
||||
| The NMA definition of mental health | how a person thinks, feels, and acts when faced life's situations
🗑
|
||||
| Criterion of mental health (7) | happiness, control over behavior, appraisal of reality, effectiveness in work, a healthy self-concept, satisfying relationships, effective coping strategies
🗑
|
||||
| mental illness is | clinically significant behavioral or psychological syndrome or pattern that occurs in a person that can be distress or disability or decreased functioning
🗑
|
||||
| mental illness is not | an expected and culturally sanctioned response to a specific event
🗑
|
||||
| resilience | factors that can affect the mental health of a person as well as the severity of problems and progression of mental illness
🗑
|
||||
| diathesis-stress model | biological predisposition of stress nature & nuture
🗑
|
||||
| levels of investigation | descriptive, analytical, experimental
🗑
|
||||
| case reports | descriptive epidemiology
🗑
|
||||
| cross sectional studies | descriptive epidemiology
🗑
|
||||
| case control studies | analytical epidemiology
🗑
|
||||
| cohort studies | epidemiology
🗑
|
||||
| test assumption & manipulates data | epidemiology
🗑
|
||||
| broad field that addresses what happens to people with illnesses who are seen by health care providers | clinical epidemiology
🗑
|
||||
| treatment strategies | clinical epidemiology
🗑
|
||||
| concerned with the distribution and determinants of health and diseases, morbidity, injuries, disabilities, and mortality in the population | epidemiology
🗑
|
||||
| the existing number of cases present in a population at a given time. total number | prevalence
🗑
|
||||
| new cases during a certain period of time in a population | incidence
🗑
|
||||
| DSM used for | diagnosing a disorder
🗑
|
||||
| levels of awareness | conscious, preconscious, unconscious
🗑
|
||||
| personality structure | id, ego, superego
🗑
|
||||
| intellectual logic | conscious
🗑
|
||||
| not immediate awareness but can recall | preconscious
🗑
|
||||
| not available and not logical and operates on pleasure principle. but effects other levels. | subconscious
🗑
|
||||
| purpose of all behavior is to get needs met through interpersonal interactions and decrease or avoid anxiety | Sullivan's Theory
🗑
|
||||
| measures used to decrease things to defend against anxiety | security operations
🗑
|
||||
| conditioning | How a person thinks, feels, & acts when faced with life’s situations
🗑
|
||||
| Generalization | process of learning to be afraid of familiar objects
🗑
|
||||
| interpersonal theory | Sullivan
🗑
|
||||
| Ego theory | Erickson
🗑
|
||||
| Humanistic Theory | Maslow's
🗑
|
||||
| Psychoanalytical Theory | Freud
🗑
|
||||
| primary process | Id
🗑
|
||||
| problem solver & reality tester | Ego
🗑
|
||||
| moral component | superego
🗑
|
||||
| classic conditioning | Pavlov
🗑
|
||||
| Behaviorism theory | Watson
🗑
|
||||
| operant conditioning theory | Skinner
🗑
|
||||
| levels of anxiety, interpersonal relations, & self-awareness | Hildegard Peplau
🗑
|
||||
| classical psychoanalysis | to guide to independence by assuming responsibility for their behavior. Tries to assign correct meaning in presents
🗑
|
||||
| Transference | pt displaces onto the nurse feelings toward someone else
🗑
|
||||
| Countertransference | nurse displaces onto the patient feelings toward someone else
🗑
|
||||
| Psychodynamic therapy | uses tools psychoanalysis. Therapist is more active in the process & the duration of therapy is usually longer
🗑
|
||||
| Interpersonal psychotherapy | focus on reassurance & improvement in the community
🗑
|
||||
| Cognitive Therapy | therapists helps to correct distorted ideas
🗑
|
||||
| types of behavioral therapy | modeling, operant conditioning, systematic desensitization, aversion therapy
🗑
|
||||
| Aversion therapy | punishment if act is done. a last resort.
🗑
|
||||
| Used for: Alcoholism, shoplifting, sexual deviation | Aversion therapy
🗑
|
||||
| Milieu Therapy | safe supportive environment group therapy
🗑
|
||||
| Mental Health Team meets when? | within 72 hrs of admission
🗑
|
||||
| Case Manager Role | Coordinates care
Establishes nurse-client relationship
Communicates daily/weekly with insurer
Provides treatment team with guidance of resource availability
🗑
|
||||
| Goal of Case Manager | Recovery from acute symptoms
Reduce recidivism
Enhance quality of life
🗑
|
||||
| Management #1 Responsibility | safety
🗑
|
||||
| Ethical dilemma | conflict between actions with favorable & unfavorable consequences
🗑
|
||||
| Ethics | study of philosophical beliefs of right & wrong
🗑
|
||||
| Bioethics | used in ethical dilemmas for healthcare
🗑
|
||||
| Beneficence | duty to promote good
🗑
|
||||
| Autonomy | respecting right to make own decisions
🗑
|
||||
| Justice | distributing resources equally
🗑
|
||||
| Fidelity | maintain loyalty & commitment & do good
🗑
|
||||
| Veracity | duty to communicate truthfully
🗑
|
||||
| Conditional release | outpt. & must follow up for certain time
🗑
|
||||
| Forensic nursing | applying nursing to court of law for accurate decisions, collects evidence, etc.
🗑
|
||||
| 5 Principles of Bioethics | -Beneficence
-Autonomy
-Justice
-Fidelity
-Veracity
🗑
|
||||
| Voluntary | 16 years & older, durable power of attorney, mental health treatment
🗑
|
||||
| Involuntary admission | emergency, evaluated in community, risk for serious harm
🗑
|
||||
| pt rights | treatment, refuse treatment, informed consent
🗑
|
||||
| Mood | what pt. tells you about how they feel
🗑
|
||||
| Affect | emotional tone looks to you
🗑
|
||||
| Neologisms | made up unintelligible words
🗑
|
||||
| Thought Blocking | stops abruptly thought is pulled out
🗑
|
||||
| Circumstantialities | pattern of wandering with excessive details
🗑
|
||||
| Hallucinations | hearing or seeing what no one else can
🗑
|
||||
| Illusions | something reality is misinterpreted like lamppost is a man
🗑
|
||||
| recall | few mins
🗑
|
||||
| recent | a few days
🗑
|
||||
| remote | long time ago
🗑
|
||||
| Social Relationships | communication gives advice or asks for help, content is superficial, mutually met needs, & little evaluation
🗑
|
||||
| Intimate Relationships | mutual goals that are agreed upon, mutual needs are met, emotional commitment to each other, personal info & intimate desires are shared
🗑
|
||||
| Genuineness | ability to communicate one’s feelings & listening without distorting the message. Key in building trust
🗑
|
||||
| Self-awareness | ability to examine personal feelings, understand & accept self, increase self-knowledge, increases capacity to experience new things with self-disclosure
🗑
|
||||
| Empathy | feelings & ideas of client accurately perceived & understood. Feeling with the person
🗑
|
||||
| Positive Regard | respect communicated indirectly by actions, works with client to develop personal resources, & is nonjudgmental focus
🗑
|
||||
| Blurred Boundaries | relationship shifts from therapeutic to social
🗑
|
||||
| Transference | person unconsciously displace onto individual current life emotions & behaviors from childhood that originated in relationships with significant others. Intensified with authority figure.
🗑
|
||||
| Countertransference | nurse displaces onto client feelings related to people in nurses past. Often result of transference
🗑
|
||||
| Personal Characteristics of Nurse to Promote & Grow Relationship | Genuiness, Empathy, & Positive Regard
🗑
|
||||
| Orientation | supports & encourage articulation of problems & begins termination
🗑
|
||||
| Working phase | o maintains relationship
o gathers data
o promotes self-esteem
o guide & supports through problem solving
🗑
|
||||
| Termination | o Verbally deal with intense feelings regarding experiences
o Summarizes goals & objectives
o Finalizes phase
🗑
|
||||
| Communication | an interactive process between 2 or more persons
🗑
|
||||
| Convey | interests & understanding or insult & judgment, messages clearly or conflicting or implied messages, clear, honest feeling or disguised distorted feeling
🗑
|
||||
| attending behaviors | eye contact, body language, & touch that are culturally & individually appropriate
🗑
|
||||
| paraphrasing | restating
🗑
|
||||
| reflecting | form of a question
🗑
|
||||
| exploring | to find out more info
🗑
|
||||
| process recording | increases interview & communications skills by recording a segment of nurse-pt. session
🗑
|
||||
| communication process | sender->msg->receiver->media
🗑
|
||||
| Symmetrical | factors equal ie. 2 friends
🗑
|
||||
| complementary | factors equal ie. 2 friends
🗑
|
||||
| intimate distance | 0-18"
🗑
|
||||
| personal distance | 40"
🗑
|
||||
| social distance | 4-12'
🗑
|
||||
| clarifying techniques | paraphrasing, reflecting, exploring
🗑
|
||||
| 7 characteristics of a group | size, defined purpose, degree of similarity, rules, boundaries, content, & process
🗑
|
||||
| group | 2 or more people that come together for the purpose of pursuing common goals &/or interests
🗑
|
||||
| 4 advantages of group work | saving costs, benefit understanding from peers, safe setting, promote feeling of belonging
🗑
|
||||
| 3 disadvantages of group work | time constraints, confidentiality concern, & disruptive behaviors
🗑
|
||||
| group content | info shared in group
🗑
|
||||
| group process | how people talk to one another in the group
🗑
|
||||
| group norms | expected behavior in a group giving it structure
🗑
|
||||
| group themes | common emotion or problem shared by many of the group members
🗑
|
||||
| feedback | letting people know how they affect each other
🗑
|
||||
| conflict | a disagreement in the group
🗑
|
||||
| heterogeneous groups | group full of differences
🗑
|
||||
| homogenous | share a common trait like specific gender or disorder
🗑
|
||||
| closed group | only people with membership is allowed no new members are added
🗑
|
||||
| open group | new members are welcome & are added when others leave
🗑
|
||||
| subgroup | a smaller group withing a larger group that functions separetly
🗑
|
||||
| identified factors that make group therapeutic | Irvin Yalom
🗑
|
||||
| instillation of hope | leader shares optimism about group treatment & members share their improvements
🗑
|
||||
| universality | members realize they are not alone in their problems, feelings, or thoughts
🗑
|
||||
| imparting of info | participants receive formal teaching by by the leader or advice from peers
🗑
|
||||
| altruism | members feel a reward from giving support to others
🗑
|
||||
| imitative behavior | members may copy behaviors from the leader or peers & can adopt healthier habits
🗑
|
||||
| interpersonal learning | members gain insight into themselves based on the feedback from others. this is a complex process that occurs later in the group after trust is established
🗑
|
||||
| group cohesiveness | arises in mature groups when each member feels connected to the other members, leader, & group as a whole. member can accept + feedback & constructive criticism. powerful factor
🗑
|
||||
| catharsis | intense feelings are shared
🗑
|
||||
| group leadership responsibilities | initiating, maintaining, and terminating group
🗑
|
||||
| autocratic leadership | exerts control over the group & does not encourage much interaction among members
🗑
|
||||
| democratic leadership | supports extensive group interaction in the process of problem solving
🗑
|
||||
| laissez-faire leadership | allows the group members to behave in any way chosen & doesn't attempt to control
🗑
|
||||
| psychoeducational groups | increases knowledge or skills about a specific somatic or psychological subject. members communicate emotional concerns
🗑
|
||||
| medication education group | teaches about medications, answers questions, & preps for self-management
🗑
|
||||
| health education | teaches them about a topic ie. sex education
🗑
|
||||
| dual diagnosis group | incorporate learning about co-existing mental illnesses & substance abuse
🗑
|
||||
| symptom management groups | common symptom resulting from a disorder the group focuses on sharing +/- experiences in coping to learn from another
🗑
|
||||
| stress management group | teach about various relaxation techniques like deep breathing, exercise, music, & spirituality
🗑
|
||||
| self-help groups | provide pts with opportunity to maintain or enhance personal & social functioning through cooperation & shared understandings
🗑
|
||||
| group psychotherapy | treatment intervention where trained leader establishes purpose of treating pts
🗑
|
||||
| psychodrama group | members are encouraged to act out life experiences of situations for purpose of learning & insights
🗑
|
||||
| dialectical behavior treatment | pt seen each wk with goal of improving skills & reduce self-destructive behaviors. discouraged from making observations
🗑
|
||||
| group therapy is about what? | working through problem & behaviors
🗑
|
||||
| monopolizing member | talkative inhibits chance to be heard
🗑
|
||||
| fix for monopolizing member | remind equal chance to talk, request someone who haven't heard speak, speak to that member in private
🗑
|
||||
| complaining member | rejects help but continually brings environmental or somatic problems & takes pride in it
🗑
|
||||
| fix for complaining member | acknowledge pessimism but maintain neutral affect
🗑
|
||||
| demoralizing member | - behavior & refuses to take any responsibilities. challenges the group leader
🗑
|
||||
| fix for demoralizing member | talk to them in private, focus on + members, empathize in a matter-of-fact manner
🗑
|
||||
| silent member | observing for safety 1st. can't benefit from feedback & insights if uncomfortable or mistrust
🗑
|
||||
| fix for silent member | give more time to think & come back to them, assign a topic for all to respond, break up groups into pairs
🗑
|
||||
| expected outcomes | vary between group types
🗑
|
||||
| education outcome | demonstration of knowledge
🗑
|
||||
| therapy outcome | focus on insights, behavior changes, & reduction of symptoms
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
midnight1854
Popular Nursing sets