Psych Test 1

Front 1

“enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal contexts.”

Back 1

Personality

Front 2

includes all memories that remain within an individual’s awareness. It is the smallest of the 3 categories. Incidences that are easily remembered or retrieved are considered to be in one’s conscious awareness.

Back 2

Conscious

Front 3

includes all memories that may have been forgotten or within present awareness, but can be retrieved with little attention. (Telephone numbers or addresses). The preconscious enhances awareness by helping to suppress unpleasant memories from the conscious.

Back 3

Preconscious

Front 4

all memories that one is unable to bring to conscious awareness. It is the largest of all 3 categories. It consists of unpleasant or nonessential memories that have been repressed and can only be retrieved through therapy. It can also emerge through dreams.

Back 4

Unconscious

Front 5

the process by which the id invests energy into an object in an attempt to achieve gratification.

Back 5

Cathexis

Front 6

the use of psychic energy by the ego and the superego to control id impulses.

Back 6

Anticathexis

Front 7

Freud's Stage;
birth to 18 months, relief anxiety trough oral gratification needs

Back 7

Oral Stage

Front 8

Freud's Stage;
18mths-3yrs, learning independence and control, with focus on the excretory function

Back 8

Anal

Front 9

Freud's Stage;
3-6yrs, identification with parent of same sex; development of sexual identity; focus on genital organs

Back 9

Phallic

Front 10

Freud's Stage;
6-12yrs, sexually repressed, focus on relationships with same sex peers

Back 10

Latency

Front 11

Freud's stages;
13-20yrs, libido reawakened as genital organs mature; focus on relationships with members of the opposite sex.

Back 11

Genital

Front 12

a feeling of emotional discomfort, toward the relief or prevention of which all behavior is aimed. He believed the anxiety is the chief disruptive force in interpersonal relations and the main factor in the development of serious difficulties in living

Back 12

Anxiety

Front 13

is the fulfillment of all requirements associated with an individual’s physicochemical environment.

Back 13

Satisfaction of needs

Front 14

is the feeling associated with relief from anxiety. When all needs are met, one experiences a sense of well being.

Back 14

Interpersonal Security

Front 15

is a collection of experiences or security measures adopted by an individual to protect against anxiety. There are 3 components to the self-system; the “good me” which develops into response to positive feedback, the “bad me” which develops in response to negative feedback, and the “not me” which develops in response to situations that produce anxiety

Back 15

Self-system

Front 16

Sullivans Stages of Personality Development:
to develop a basic trust in the mothering figure and learn to generalize it to others

Back 16

Trust vs. Mistrust

Front 17

Sullivans Stages of Personality Development:
to gain some self control and independence within the environment.

Back 17

Autonomy vs. shame and doubt

Front 18

Sullivans Stages of Personality Development:
to develop a sense of purpose and the ability to initiate and direct own activities

Back 18

initiative vs. guilt

Front 19

Sullivans Stages of Personality Development:
to achieve a sense of self-confidence by learning, competing, performing successfully, and receiving recognition from significant others, peers, and acquaintances.

Back 19

industry vs. inferiority;

Front 20

Sullivans Stages of Personality Development:
to integrate the task mastered in the previous stages into a secure sense of self

Back 20

identity vs. role confusion

Front 21

Sullivans Stages of Personality Development:
to inform an intense, lasting relationship or a commitment to another person, cause, institution or creative effort.

Back 21

intimacy vs. isolation

Front 22

Sullivans Stages of Personality Development:
to achieve the life goals established for oneself, while also considering the welfare of future generations.

Back 22

Generativity vs. Stagnation

Front 23

Sullivans Stages of Personality Development:
to review one’s life and derive meaning from both positive and negative events, while achieving a positive sense of self-worth.

Back 23

Ego Integrity vs. despair

Front 24

Erikson's Stages:
to develop a basic trust in the mothering figure and learn to generalize it to others.

Back 24

Trust vs. Mistrust: birth to 18 months

Front 25

Erikson's Stages:
to gain some self-control and independence within the environment.

Back 25

Autonomy vs. Shame and Doubt:18 months to 3yrs

Front 26

Erikson's Stages:
to develop a sense of purpose and the ability to initiate and direct one’s own activities.

Back 26

Initiative vs. Guilt: 3 – 6 yrs

Front 27

Erikson's Stages:
to achieve a sense of self-confidence by learning, competing, performing successfully, and receiving recognition from significant others, peers, and acquaintances.

Back 27

Industry vs. Inferiority: 6 – 12 yrs

Front 28

Erikson's Stages:
to integrate the tasks mastered in the previous stages into a secure sense of oneself

Back 28

Identity vs. Role confusion: 12-20yrs

Front 29

Erikson's Stages:
to form an intense, lasting relationship or a commitment to another person, a cause, an institution, or a creative effort.

Back 29

Intimacy vs. Isolation: 20-30 yrs

Front 30

Erikson's Stages:
achieve the life goals established for oneself while also considering the welfare of future generations.

Back 30

Generativity vs. Stagnation or Self Absorption: 30 – 65 yrs

Front 31

Erikson's Stages:
to review one’s life and derive meaning from both positive and negative event’s, while achieving a positive sense of oneself.

Back 31

Ego Inegreity vs. Despair: 65 yrs – death

Front 32

Piaget's Stages:
With increased mobility and awareness, development of a sense of self as separate from the external environment; the concept of object permanence emerges as the ability to form mental images evolves.

Back 32

Stage 1: Sensorimotor (Birth to 2 yrs)

Front 33

Piaget's Stages:
learning to express self with language; development of understanding of symbolic gestures; achievement of object permanence.

Back 33

Stage 2: Preoperational (2-6 yrs);

Front 34

Piaget's Stages:
Learning to apply logic to thinking; development of understanding of reversibility and spatiality; learning to differentiate and classify; increased socialization and application of rules.

Back 34

Stage 3: Concrete operations (6-12 yrs)

Front 35

Piaget's Stages:
learning to think and reason in abstract terms; making and testing hypotheses; capability of logical thinking and reasoning expand and are refined; cognitive maturity achieved.

Back 35

Stage 4: Formal Operations (12-15+ yrs)

Front 36

Peplau:
learning to communicate in various ways with the primary caregiver in order to have comfort needs fulfilled.

Back 36

Infancy; Learning to count on others

Front 37

Peplau:
learning the satisfaction of pleasing others by delaying self-gratification in small ways.

Back 37

Toddlerhood; Learning to delay satisfaction

Front 38

Peplau:
learning appropriate roles and behaviors by acquiring the ability to perceive the expectations of others.

Back 38

Early Childhood; Identifying oneself

Front 39

Peplau:
learning the skills of compromise, competition, and cooperation with others; establishment of a more realistic view of the world and a feeling of one’s place in it.

Back 39

Late Childhood; Developing skills in participation

Front 40

She provided the framework for psychodynamic nursing

Back 40

Peplau

Front 41

provides specific, needed information that helps the client understand his or her problem and the new situation

Back 41

Resource Person

Front 42

listens as the client reviews feelings related to difficulties he or she is experiencing in any aspect of life

Back 42

Counselor

Front 43

identifies learning needs and provides information to the client and family that may aid in improvement of the life situation.

Back 43

Teacher

Front 44

directs the nurse-client interaction and ensures that appropriate actions are undertaken to facilitate achievement of the designated goals.

Back 44

Leader

Front 45

the phase where the nurse, client and family work together to recognize, clarify, and define the existing problems.

Back 45

Orientation

Front 46

after orientation when the client begins to respond selectively to those who seem to offer the help that is needed.

Back 46

Identification

Front 47

the phase in which the client proceeds to take full advantage of the services offered to him or her

Back 47

Exploitation

Front 48

occurs when the client is freed from identification with helping persons and gathers strength to assume independence.

Back 48

Resolution

Front 49

Who has become known as the first American psychiatric nurse?

Back 49

Linda Richards

Front 50

What are the four humors?

Back 50

Black Bile, Yellow Bile, Blood, and Phlegm.

Front 51

Who is often referred to as the America father of psychiatry?

Back 51

Benjamin Rush

Front 52

Who's goal was to ensure humane treatment for psychiatric patient's?

Back 52

Dorothea Dix

Front 53

What are the two major, primary psychological response patterns to stress?

Back 53

Anxiety and Grief

Front 54

This type of anxiety is seldom a problem.

Back 54

Mild Anxiety

Front 55

This type of anxiety is where the perceptual field diminishes.

Back 55

Moderate anxiety

Front 56

This type of of anxiety is where the perceptual field is so diminished that the concentration centers on one detail only or on many extraneous details.

Back 56

Severe Anxiety

Front 57

This type of anxiety is the most intense state of anxiety.

Back 57

Panic Anxiety

Front 58

What are Kubler-Ross's 5 stages of grief?

Back 58

Denial, Anger, Bargaining, Depression and Acceptance.

Front 59

What are examples of Maladaptive grief response?

Back 59

Prolonged response, Delayed/inhibited response, and Distorted response.

Front 60

What is under the Axis I?

Back 60

Clinical disorders

Front 61

What is under Axis II?

Back 61

Personality disorders

Front 62

What is under Axis III?

Back 62

General Medical Conditions

Front 63

What is under Axis IV?

Back 63

Psychosocial and environmental problems

Front 64

What is under Axis V?

Back 64

The GAF Scale

Front 65

________________ relationship's can occur only when each views the toher as a unique human being. When this occurs, both participant's have needs met by the relationship.

Back 65

Therapeutic nurse-client relationship.

Front 66

_________________ are goal- oriented and directed at learning and growth promotion.

Back 66

Therepeutic relationships

Front 67

1. Identify the client's problem
2. Promote discussion of desired changes.
3. Discuss aspects that cannot realistically be changed and ways to cope with them more adaptively.
4. Discuss alternative strategies for creating changes that client desires to make.
These are all a part of?

Back 67

The problem-solving model of the nurse-client relatioship.

Front 68

Which two interpersonal therapist emphasized the importance of relationship development in the provision of emotional care.

Back 68

Peplau and Sullivan

Front 69

1. Weigh benefits and consequencs of each alternative.
2. Help client select an alternative.
3.Encourage client to implement the change.
4. Provide positive feedback for client's attempts to create change.
5. Help client evaluate outcomes of the changes and make modifcations as required.
These are all examples of?

Back 69

Dynamic of a Therapeutic Nurse-client relationship.

Front 70

ability to uses one's personality consciously and in full awareness in an attempt to establish relatedness and to strcuture nursing interventions.

Back 70

Therapeutic Use of Self

Front 71

Ideals that one holds to be true.

Back 71

Beliefs

Front 72

Beliefs may be?

Back 72

Rational, Irrational, Held on faith, and stereo typical.

Front 73

frames of reference around which an individual organizes knowledge about his or her world.

Back 73

Attitudes

Front 74

Attitudes may be?

Back 74

Judgemental, slective, and biased.

Front 75

Abstract standards, positive or negative, that represent an individuals ideal mode of conduct and ideal goals.

Back 75

Values

Front 76

How do values differ from attitudes and beliefs?

Back 76

They are acion-oriented or action-producing.

Front 77

This is the representation of the self and a tool that can beused to increase self-awareness.

Back 77

The Johari Window

Front 78

What are the 4 quads of the Johari window?

Back 78

1. The open or public self.
2. The unknowing self.
3. The private self.
4. The unknown self.

Front 79

What conditions are essential to Development of a therapeutic relationship?

Back 79

1. Rapport
2. Trust
3. Respect
4. Genuineness
5. Empathy

Front 80

What are the phase of a Therapeutic Nurse-Client Rlationship?

Back 80

1. Pre-interaction phase
2. Orientation Phase
3. Working Phase
4. Termination Phase

Front 81

A transaction between the sender and the reciever. Both persons participate simultaneously.

Back 81

Interpersonl Communication

Front 82

The unnate tendency to own space.

Back 82

Territoriality

Front 83

The number of people within a given environmental space

Back 83

Density

Front 84

The means by which various cultures use space to communicate.

Back 84

Distance

Front 85

What are the four kinds of distance in intepersonal interactions?

Back 85

1. Intimate Distance
2. Personal Distance
3. Social Distance
4. Public Distance

Front 86

What are some preexisting conditions that can affect communication?

Back 86

Values, attitudes, beliefs, culture or religion, social status, gender, and age or developmental level.

Front 87

The closest distance that individuals allow between themselves and others.

Back 87

Intimate distance

Front 88

The distance for interactions that are personal in nature, such as close conversations with friends.

Back 88

Personal distance

Front 89

The distance for conversation with strangers or acquaintances.

Back 89

Social distance

Front 90

The distance for speaking in public or yeling to someone some distane away.

Back 90

Public distance

Front 91

What are the components of nonverbal communication?

Back 91

Physcial appearance and dress, body movement and posture, touch, facial expressions, eye behavior, and vocal cues or paralanguage.

Front 92

What does S-O-L-E-R mean?

Back 92

S-sit squarely facing the client.
O- observe an open posture.
L- lean foward towar the client.
E- establish eye contact.
R- relax

Front 93

Written reports of verbal interactions with clients.

Back 93

Process recordings

Front 94

___________ is descriptive rather than evaluative and focused on th ebehavior rather than on the client

Back 94

Feedback

Front 95

The science that deals with the rightness and wrogness of actions.

Back 95

Ethics

Front 96

Term applied to ethics when they refer to concepts within the scope of medicine, nursing, and allied health.

Back 96

Bioethics

Front 97

Ideals or concepts that give meaning to the individual's life.

Back 97

Values

Front 98

Conduct that results from serious critical thinking about how individuals ought to treat others.

Back 98

Moral behavior

Front 99

A Process of self-discovery by which people identify their personal values and their vlaue rankings.

Back 99

Values clarification

Front 100

A valid, legally recognized claim or entitlement, encompassing both freedom from government interfernece or discriminatory treatment and entitlement to a benefit or service.

Back 100

Right

Front 101

When there is no restriction whatsoever on te individual's entitlement.

Back 101

Absolute Right

Front 102

A right on which the society has agreed and formalized into law.

Back 102

Legal Right

Front 103

What are the ethical issues in Psychiatric/mental health nursing?

Back 103

The right to refuse meds and the right to the least restrictive treatment alternative.

Front 104

What are some legal issues in Psych nursing?

Back 104

Assault and Battery, False Imprisionmet, and Invasion of Privacy.