Ssc Mental Health Exam 1 Review

Front 1

A collection of negative attitudes and beliefs that lead people to fear, reject, avoid, and discriminate against people with mental illness.

Back 1

Stigma

Front 2

Mental health and mental illness can be viewed as end points on a:

Back 2

Continuum

Front 3

Agreeing with the stereotype and turning it against oneself

Back 3

Self-stigma

Front 4

Mental disorders are _________________ ________________ that variably affect aspects of cognition, emotion and behavior.

Back 4

Brain disorders

Front 5

4 levels of the mental health continuum

Back 5

1. Physical level; structure and function of the brain
2. Personal level; caring for and about the self
3. Interpersonal level; interactions with others
4. Societal level; social conditions and cultural context

Front 6

Individuals have little voice or power in what happens to them leading to feelings of inadequacy or helplessness

Back 6

Disempowerment

Front 7

A feeling of tension, distress, and discomfort produced by a perceived or threatened loss of inner control rather than from external danger; emotion in response to the fear of being hurt or losing something valued

Back 7

Anxiety

Is a warning of impending danger and a clear message to the ego that unless some palliative steps are taken, it is in danger of being overcome.

Front 8

A commitment and binding together of individuals in interpersonal connections

Back 8

Caring

Front 9

Regular fluctuations of a variety of physiological factors over a period of 24 hours

Back 9

Circadian rhythms

Front 10

In Sullivan's social-interpersonal theory, the development of thinking progresses from unconnected, to causal, to symbolic

Back 10

Cognitive processes

Front 11

Personal controlling beliefs that influence the way people process data about themselves and others.

Back 11

Cognitive schemas

Front 12

The aspect of consciousness, which is the quality or state of being aware, especially of something within oneself or of being conscious of an external object, state, or fact, that encompasses all things that are easily remembered.

Back 12

Conscious

Front 13

A nurse's emotional reaction to a client based on significant relationships in the nurse's past; the process may be conscious or unconscious, and the feelings may be positive or negative

Back 13

Countertransference

Front 14

A turning point in a person's life at which usual resources and coping skills are no longer effective and the person enters a state of disequilibrium

Back 14

Crisis

Front 15

An analytic process used to make reliable observations, draw sound conclusions, create new ideas, solve problems, evaluate lines of reasoning, and improve self-knowledge

Back 15

Critical thinking

Front 16

An unconscious attempt to deny, misinterpret, or distort reality to alleviate anxiety.

Back 16

Defense mechanism

They are thought to safeguard the mind against feelings and thoughts that are too difficult for the conscious mind to cope with.

Front 17

An etiological theory that proposes that stress can trigger symptoms in individuals with biological predisposition to severe mental illness

Back 17

Diathesis-stress model

Front 18

Individuals have little voice or power in what happens to them leading to feelings of inadequacy or helplessness.

Back 18

Disempowerment

Front 19

In intrapersonal theory, the component of the personality that mediates the drives of the id with objective reality, in a way that promotes well-being and survival.

Back 19

Ego

It does not concern itself with moral values or societal taboos

Front 20

Helping people recover their sense of own value, strength, and the ability to cope with life.

Back 20

Empowerment

Means that people have both the authority and the confidence to choose and act on options

Front 21

The belief that personal events and behavior are imposed from the outside and the individual is not responsible for the cause, or the cure.

Back 21

External locus of control

Front 22

In intrapersonal theory, biological and psychological drives with which a person is born; its major concern is the instant gratification of needs

Back 22

Id

Front 23

The recognition that one is responsible for his or her own behaviors, thoughts, and feelings as well as his or her own movement toward health or illness.

Back 23

Internal locus of control

Front 24

A lifelong process that includes a sense of harmony and balance for the individual, family, friends, and community; a growth toward potential; an inner feeling of aliveness

Back 24

Mental health

Front 25

Standardized labels applied to clients' problems and responses to disorders

Back 25

NANDA nursing diagnoses

Front 26

The focus on genetic factors, neuroanatomy, neurophysiology, and biological rhythms as they relate to the cause, course, and prognosis and mental disorders

Back 26

Neurobiologic theory

Front 27

Brain chemical that carries an inhibiting or stimulating message from one brain cell to another across the synapse. Examples are dopamine, serotonin, norepninephrine, and gamma-amionbutyric acid (GABA)

Back 27

Neurotransmitter

Front 28

A comprehensive standardized classification of nursing interventions

Back 28

Nursing Interventions Classifications (NOC)

Front 29

A five-part systematic decision-making method focusing on identifying and treating responses of individuals or groups to actual or potential alterations in health, The organization of scientific data to prescribe practice criteria.

Back 29

Nursing Process

Front 30

The individual qualities, including habitual behavior patterns, that make a person unique; refers to stble patterns of thoughts, feelings, and behaviors

Back 30

Personality

Front 31

The customization of medications based on knowledge from genomics. The identification of genes that affect individuals' responses to medications.

Back 31

Pharmacogenomics

Front 32

The aspect of consciousness that encompasses thoughts, feelings, and experiences that have been forgotten but that can easily be recalled to consciousness; sometimes called the subconscious

Back 32

Preconscious

Front 33

The ability to emerge, relatively unscathed, from negative life events to not only survive and bounce back from difficult and traumatic experiences, but also to continue to grow and develop emotionally and psychologically. It is the rule, not the exception.

Back 33

Resilience

Front 34

The ability to recognize emotions in oneself and others, the ability to manage one's own emotions, and the ability to handle interpersonal relationships

Back 34

Social-emotional Intelligence

Front 35

Spirituality

Back 35

The part of a person that deals with relationships and values and addresses the questions of purpose and meaning of life; the search for meaning and purpose in life through a connection with others, nature, and/or a belief in a higher power

Front 36

Therapeutic alliance

Back 36

The conscious process of working together toward mutually established goals.

Front 37

Therapeutic milieu

Back 37

refers to the client's physical environment and all of the interactions with staff members and other clients.

Front 38

A client's unconscious displacement of feelings for significant people in the past onto the nurse in the current relationship

Back 38

Transference

Transference that is not identified and managed may decrease the effectiveness of the working phase because the meaning of the nurse-client relationship becomes misinterpreted.

Front 39

Unconscious

Back 39

The aspect of consciousness that encompasses thoughts, feelings, experiences, and DREAMS that CANNOT be brought to conscious thought or remembered

Front 40

Unawareness of Illness

Back 40

Anosognosia

Front 41

The electrochemical process that allows nerve signals to pass from one cell to another at the synapse, the microscopic area where two neurons meet

Back 41

Neurotransmission

Front 42

If a person's _________________________ do not function correctly, that person may have great difficulty organizing his or her thoughts.

Back 42

Neurotransmitters

Front 43

6 abilities of social-emotional intelligence

Back 43

1. Recognizing emotions as they occur
2. Managing emotions internally
3. Emotional self-control
4. Recognizing emotions in others
5. Managing relationships
6. Delaying gratification to achieve a goal

Front 44

____% of people with persistent and severe mental illness end up as victim of violent crime

Back 44

25

Front 45

American attitudes toward, and stereotypes about, mental illness often result in the belief that it may be the result of what two things

Back 45

Bad parenting
Sinful behavior

Front 46

The tendency to automatically mimic the emotions we see in another person

Back 46

Emotional contagion

Just seeing someone express an emotion can create that same feeling in us.

Front 47

Full complement of genetic information; tightly packed into 23 pairs of chromosomes, each of which carries thousands of genes

Back 47

Genome

Front 48

Means that there is a progressively earlier onset of mental illness in successive generations or, an increase in the severity of the disorder in successive generations, or both.

Back 48

Genetic anticipation

Front 49

The female brain, while smaller than the male brain, has a larger _________________________, which connects both hemispheres

Back 49

Corpus collosum

It can be surgically severed to reduce the frequency, intensity, and duration of seizures

Front 50

Neurotransmitter that inhibits aggressive behavior; females produce more. It can cause: sedation, decreased anxiety, increases sleep, decreased sex drive, indecision, craving sweets and carbohydrates

Back 50

Serotonin (5-HT)

Front 51

Is located in the suprachiasmatic nucleus in the hypothalamus.

Back 51

Biological Clock

Front 52

The component of personality concerned with moral behavior; emphasizes not reality, but the ideal, and its goal is perfection, as opposed to the id's pleasure or the ego's reality.

Back 52

Superego

It concerns itself with moral values or societal taboos

Front 53

The tendency to seek pleasure and avoid pain; how the Id operates

Back 53

Pleasure Principle

Front 54

A learned Ego function by which people develop the capacity to delay the immediate achievement of pleasure; functions to manage the tension of not receiving immediate gratification until the person's needs are met

Back 54

Reality Principle

Front 55

Operate at an unconscious level and alleviate anxiety by denying, misinterpreting, or distorting reality.

Back 55

Defense mechanism

Front 56

Offered the hope of achieving a healthy development pattern sometime during a life span.

Back 56

The Developmental Theory of Personality (Erikson)

Front 57

5 Stages of Psychosocial development

Back 57

Oral
Anal
Phallic
Latency
Genital

Front 58

Believed that personality is manifested only in a person's interactions with another person or with a group.

Back 58

Harry Stack Sullivan

Front 59

The protector of one's security; Sullivan believed that it develops to reduce anxiety

Back 59

Self-system

Front 60

The experience that occurs when a person sees a causal relationship between events that occur at about the same time, but that are not logically related.
Ex: meeting someone at an unlikely location may be thought of as "fate" or a "sign".

Back 60

Parataxic distortion (Cognitive distortion within the Cognitive -Behavioral theory)

It is not an illness or a disease, but a part of everyday, normal human psychology that can become maladaptive in certain situations.

Front 61

The highest cognitive level, involves the validation of symbols, particularly verbal symbols. Become validated when a group of people understands and agrees upon their meaning; enables people to communicate

Back 61

Syntaxic

Front 62

Viewed personality as self-actualizing. Before fulfillment can occur, certain needs must be met. Devised a hierarchy of needs

Back 62

Abraham Maslow

Front 63

Maslow's theory in which people are defined holistically as dynamic combinations of physical, emotional, cognitive and spiritual processes.

Back 63

Humanistic Theory

Front 64

One of the first nurses to analyze nursing action using an interpersonal theoretical model and published this theory in her book, Interpersonal Relations in Nursing

Back 64

Hildegard Peplau

Front 65

Examines how gender roles limit the psychological development of all people and inhibit the development of mutually satisfying and noncoercive intimacy.

Back 65

Gender-bias theory

Front 66

The emphasis of _______________'s theory is functional analysis of behavior, which suggests looking at behavior pragmaticially.

Back 66

B.F. Skinner

Front 67

Is less concerned with understanding behavior in relation to the past events than with the immediate need to predict a trend in behavior and control it.

Back 67

Behavioral theory

Front 68

According to the principle of reinforcement, a response is strengthened when reinforcement is given. This is called:

Back 68

Operant response

Front 69

Believed that intelligence grows by exposing children to the world around them

Back 69

Jean Piaget

Front 70

Gives us a blueprint for the process of learning

Back 70

Cognitive theory

Front 71

Aspect of the cognitive theory where a person focuses on certain information while ignoring contradictory information

Back 71

Selective abstraction

Ex: Person get's 3 A's, a B, and a D and focuses on the D, believing that they are a poor student.

Front 72

Person believes that some unrelated action will magically influence a course of events

Back 72

Superstitious thinking

Front 73

All-or-none type of reasoning that interferes with people's realistic perception of themselves.

Back 73

Dichotomous thinking

Involves opposite and mutually exclusive categories, such as all good or all bad, celibacy or promiscuity, depression or euphoria

Front 74

Fixed false beliefs that cannot be changed by logical reasoning

Back 74

Delusions

Front 75

Disconnected thoughts, verbal ideas shift from one topic to another, there is no apparent relationship between thoughts and the person is unaware that topics are unconnected

Back 75

Loose associations

Front 76

Refers to thinking characterized by a focus on facts and details and inability to generalize or think abstractly

Back 76

Concrete thinking

Front 77

Thoughts veer from main idea and never get back to it

Back 77

Tangential thinking

Front 78

The subjective emotional/feeling state that the client describes

Back 78

Mood

Front 79

The use of words indiscriminately and haphazardly without logical structure or meaning

Back 79

Word salad

Front 80

the emotional expression of a person that others may observe

Back 80

Affect

Front 81

In the mental health status assessment refers to the degree of awareness that one has about their own mental illness

Back 81

Insight

Front 82

Remarks or actions by someone else that in no way refer to the person but that are interpreted as related to her or him (i.e. pt believes that news anchor person is reporting on them)

Back 82

Ideas of reference

Front 83

Refers to speech that is loud and emphatic, increased in amount, accelerated, and usually difficult or impossible to interrupt

Back 83

Pressured speech

Front 84

Refers to speech marked by words grouped by their sound or rhyme and not by their meaning

Back 84

Clanging

Front 85

A disturbance of associative thought and speech processes in which a person digresses into unnecessary, tedious details before communicating the central idea

Back 85

Circumstantial speech

Front 86

Unconsciously filing in memory gaps with imagined material

Back 86

Confabulation

Front 87

Recurring mood-congruent thoughts

Back 87

Ruminations

Front 88

Nearly continuous flow of rapid speech that jumps from topic to topic disorganized and incoherent

Back 88

Flight of ideas

Front 89

A person who has lost a family member to suicide has a lower risk for suicide

True or False

Back 89

False: A family history of suicide is a significant risk factor. Survivors are six times more likely to die by suicide than people that have not been touched by suicide.

Front 90

Mental health professionals are the only ones that can help a suicidal person.

True or False

Back 90

False: Interventions by mental health professionals are very important, but many suicidal individuals never see a therapist. It is important that all people who interact with a suicidal person know how to help.

Front 91

Suicide is more common in people from higher socioeconomic status.

True or False

Back 91

False: Statistics clearly dispel this myth. Suicide crosses all socioeconomic
distinctions. There is no typical suicide victim and anyone could become at
risk and need help.

Front 92

There is no correlation between drug and alcohol abuse and suicide.

True or False

Back 92

False: Alcohol, drug use and suicide often go hand in hand. Over 90% of
suicides are associated with mental illness and/or alcohol and substance
abuse. Even people who don’t usually drink or use drugs will often use
shortly before killing themselves.

Front 93

Experts believe that for every one youth suicide, there are as many as two attempts.

True or False

Back 93

False: The problem is even more common; for every youth suicide, there is
an estimated 25 to 100 attempts by other youth.

Front 94

Most suicidal people are suffering from depression.

True or False

Back 94

True: Depression is often closely associated with suicidal feelings, but not all people who kill themselves are obviously depressed. Over 90% of suicides in the U.S. are associated with mental illness and/or alcohol and substance abuse. Yet it is important to remember that as many as 10% of people who die by suicide do not have any known psychiatric diagnosis. It is also important to remember that 95% of those with mental disorders do not die
by suicide.

Front 95

In Florida, more people die by homicide than by suicide.

True or False

Back 95

False: In Florida, suicide is the 10th leading cause of death, while homicide was 16th. In 2006 more than twice as many died by suicide (2,440) than by
homicide (1,214). It is the 3rd leading cause of death in 15-24 year olds.

Front 96

Most suicidal people have made up their minds that they want to die.

True or False

Back 96

False: Even very depressed people have mixed feelings about death, wavering until the very last moment between wanting to live and wanting to die. Most suicidal people do not want to die; they just want their pain to end. The impulse to end it all, however over powering, does not last forever.

Front 97

Adolescent girls are more likely to attempt suicide than boys, but boys are more likely to die by suicide.

True or False

Back 97

True: Four times as many young men kill themselves as compared to young women. Yet, three to four times as many young women attempt suicide.

Front 98

People who are suicidal tend to hide it very well.

True or False

Back 98

False: Most people who die by suicide have given clues or warning of their intention. In fact, research has shown that in 80% of suicide deaths, a warning sign or signs were given. Knowing the warning signs and verbal clues provide us with the knowledge to identify those at risk of suicide and
the opportunity to intervene.

Front 99

People who talk about killing themselves or make suicide threats should always be treated seriously.

True or False

Back 99

True: Youth suicide rates increased by 300% from the 1950s to the late 1970s. From the late 1970s, the rates for youth suicides remained stable until the early 1990s, but then began to decline until 2003 (by 28%).

Front 100

If you ask a suicidal person about his suicidal intentions, you may encourage the idea of suicide.

True or False

Back 100

False: Talking about suicide does not cause someone to become suicidal. Encouraging someone to talk about pent-up emotions through a frank discussion shows that you care and are willing to help.

Front 101

The elderly have the highest suicide rate.

True or False

Back 101

True: There is a common misconception that suicide rates are highest among young people. This is simply not true. People over the age of 65,
especially men, have suicide rates higher than those among teens and the population as a whole. In fact, males over the age of 85 have the highest rate
of suicide.

Front 102

When dealing with a potentially suicidal individual, it is important not to break the trust of confidentiality, not to tell anyone until the person agrees to let you do so.

True or False

Back 102

False: When dealing with a person contemplating suicide you should never pledge nor keep confidentiality. The person’s life may depend on your getting help immediately.

Front 103

Where vocal hallucinations occur in the brain:

Back 103

Auditory area (temporal lobes)

Front 104

One of the major symptoms of hypothyroidism:

Back 104

Depression

Front 105

All of the neurotransmitters, as well as many food substances and drugs are

Back 105

Monoamines

Front 106

Schizophrenics have a surplus of which neurotransmitter?

Back 106

Dopamine

Front 107

Those who have opioid dependence often have a dopamine:

Back 107

Deficity

Front 108

Blocking dopamine can be accomplished by giving antipsychotic drugs, eliminating hallucinations. This may result in blocking dopamine in the the tuberoinfundibular tract, which can cause what in men?

Back 108

Gynecomastia

Front 109

Blocking dopamine in the frontal lobe of the brain can result in what?

Back 109

Flat affect, inability to problem solve

Front 110

Examples of benzodiazapines

Back 110

Ativan
Lorazapam
Librium

Front 111

What do benzodiazapines do?

Back 111

Reduce anxiety

Front 112

Are for reporting any emotional, mental, or personality disorders or other conditions that are a focus of clinical attention. These are the heart of any assessment.

Back 112

Axis I and II dsm-IV diagnosis

Front 113

Is for reporting other general medical conditions that are potentially relevant to the understanding or management of the Axes I and II problems. For example, depression may be caused by a thyroid problem.

Back 113

Axis III dsm-IV diagnosis

Front 114

Is for reporting stressful circumstances that may affect the diagnosis, treatment, or prognosis for mental disorders reported under Axis I and II. Examples of such circumstances are death of a family member, financial problems, job problems, sexual or physical abuse, and inadequate health care. These stressful circumstances are sometimes categorized on a scale that ranges from mild through moderate, severe, and extreme to catastrophic.

Back 114

Axis IV dsm-IV diagnosis

Front 115

Is for reporting clinical judgment of the individual’s overall level of psychological, social, and occupational functioning. How well the subject functions is summarized by a single number on a scale from 1 to 100.

Back 115

Axis V dsm-IV diagnosis

Front 116

Code for a patient who was brought in under a Baker Act

Back 116

Status 52

Front 117

Patient that smells badly, usually due to poor hygiene habits or neglect of self-care

Back 117

Malodorous

Front 118

Behavior that is seductive, inappropriately so.

Back 118

Provocative

Front 119

Untidy or unkempt; messy

Back 119

Disheveled

Front 120

A feeling of tension, distress, and discomfort produced by a perceived or threatened loss of inner control rather than from external danger.

Back 120

Anxiety

Is a warning of impending danger and a clear message to the ego that unless some palliative steps are taken, it is in danger of being overcome.

Front 121

Brain disorders that variably affect aspects of cognition, emotion, and behavior.

Back 121

Mental Disorders

Front 122

American attitudes toward, and stereotypes about, mental illness often result in the belief that it may be the result of what two things

Back 122

Bad Parenting
Sinful behavior

Front 123

When the mentally ill person agrees with the stereotypes and turns them against themself

Back 123

Self-stigma

Front 124

__________________________ and ________________________ can be viewed as end points on a continuum, with movement back and forth throughout life.

Back 124

Mental health
Mental Illness

Front 125

____% of people with persistent and severe mental illness end up as victim of violent crime

Back 125

25

Front 126

If a person's _________________________ do not function correctly, that person may have great difficulty organizing his or her thoughts.

Back 126

Neurotransmitters

Front 127

Allows men to treat women as less worthy members of society

Back 127

Cultural sexism

Front 128

The taking away of the power or authority of the self, of many individuals and groups.

Back 128

Disempowerment

Front 129

Means that people have both the authority and the confidence to choose and act on options

Back 129

Empowerment

Front 130

The tendency to automatically mimic the emotions we see in another person

Back 130

Emotional contagion

Just seeing someone express an emotion can create that same feeling in us.

Front 131

6 abilities of social-emotional intelligence

Back 131

1. Recognizing emotions as they occur
2. Managing emotions internally
3. Emotional self-control
4. Recognizing emotions in others
5. Managing relationships
6. Delaying gratification to achieve a goal

Front 132

The ability to emerge relatively unscathed from negative life events

Back 132

Resilience

Front 133

Focuses on genetic factors, neuroanatomy, neurophysiology, and biological rhythms as they relate to the cause, course, and prognosis of mental disorders

Back 133

Neurobiological Theory

Front 134

The study of all genes, including their function, their interaction, and their role in a variety of disorders

Back 134

Genomics

Front 135

Full complement of genetic information; tightly packed into 23 pairs of chromosomes, each of which carries thousands of genes

Back 135

Genome

Front 136

the structure, function, and other biological characteristics of the cell, in which genes are expressed

Back 136

Phenotype

Can typically be seen

Front 137

Means that there is a progressively earlier onset of mental illness in successive generations or an increase in the severity of the disorder in successive generations, or both.

Back 137

Genetic anticipatioin

Front 138

Proposes that, in a biologically vulnerable person, when exposed to stressors or triggers, disease develops

Back 138

Diathesis-Stress model

Front 139

The science that hopes to be able to examine each person's genomic information and using it to determine which medications are best suited to treat their specific mental illness

Back 139

Pharmacogenetics

Front 140

The female brain, while smaller than the male brain, has a larger _________________________, which connects both hemispheres

Back 140

Corpus callosum

Front 141

Regular fluctuations of a variety of physiologic factors over a period of 24 hours.

Back 141

Circadian Rhythm

Front 142

Is located in the suprachiasmatic nucleus in the hypothalamus.

Back 142

Biological Clock

Front 143

Focuses on the behaviors, feelings, thoughts, and experiences of each person; includes the concepts of consciousness, id, ego, superego, and defense mechanisms

Back 143

Intrapersonal Theory

Front 144

Constitutes the biological and psychological drives that a person is born with. It holds in reserve all psychic energy, which in turn furnishes the power for the ego and the superego

Back 144

ID

Front 145

The component of the personality that mediates the Id with reality, in a way that promotes well-being and survival. It does not concern itself with moral values or societal taboos

Back 145

Ego

Front 146

The component of personality concerned with moral behavior; emphasizes not reality, but the ideal, and its goal is perfection, as opposed to the id's pleasure or the ego's reality.

Back 146

Superego

Front 147

The tendency to seek pleasure and avoid pain; how the Id operates

Back 147

Pleasure Principle

Front 148

3 categories of consciousness

Back 148

Conscious
Preconscious
Unconscious

Front 149

A learned Ego function by which people develop the capacity to delay the immediate achievement of pleasure; functions to manage the tension of not receiving immediate gratification until the person's needs are met

Back 149

Reality Principle

Front 150

The process by which personality develops from birth to adolescence (Freud)

Back 150

Psychosocial development

Front 151

Offered the hope of achieving a healthy development pattern sometime during a life span.

Back 151

The Developmental Theory of Personality (Erikson)

Front 152

5 Stages of Psychosocial Development

Back 152

Oral
Anal
Phallic
Latency
Genital

Front 153

Believed that personality is manifested only in a person's interactions with another person or with a group.

Back 153

Harry Stack Sullivan

Front 154

A long-standing pattern of behavior; may be though of as a habit

Back 154

Dynamism

Front 155

The protector of one's security; Sullivan believed that it develops to reduce anxiety

Back 155

Self-system

Front 156

An image that people have of themselves and others; made up of attitudes, feelings, and perceptions formed from experiences (Sullivan)

Back 156

Personification

Front 157

The development of the thinking process, from unconnected to causal to symbolic (Sullivan)

Back 157

Cognitive Processes

Front 158

The experience that occurs when a person sees a causal relationship between events that occur at about the same time, but that are not logically related.

Back 158

Parataxic distortion (Cognitive distortion)

It is not an illness or a disease, but a part of everyday, normal human psychology that can become maladaptive in certain situations.

Front 159

The highest cognitive level, involves the validation of symbols, particularly verbal symbols. Become validated when a group of people understands and agrees upon their meaning; enables people to communicate

Back 159

Syntaxic

Front 160

Viewed personality as self-actualizing. Before fulfillment can occur, certain needs must be met. Devised a hierarchy of needs

Back 160

Abraham Maslow

Front 161

Maslow's theory in which people are defined holistically as dynamic combinations of physical, emotional, cognitive and spiritual processes.

Back 161

Humanistic Theory

Front 162

One of the first nurses to analyze nursing action using an interpersonal theoretical model and published this theory in her book, Interpersonal Relations in Nursing

Back 162

Hildegard Peplau

Front 163

Examines how gender roles limit the psychological development of all people and inhibit the development of mutually satisfying and noncoercive intimacy.

Back 163

Gender-bias theory

Front 164

A turning point in a person's life, a point at which the usual resources and coping skills are no longer effective and the person enters a state of disequillibrium

Back 164

Crisis

Front 165

The emphasis of _______________'s theory is functional analysis of behavior, which suggest looking a behavior pragmaticially.

Back 165

B.F. Skinner

Front 166

Is less concerned with understanding behavior in relation to the past events than with the immediate need to predict a trend in behavior and control it.

Back 166

Behavioral theory

Front 167

According to the principle of reinforcement, a response is strengthened when reinforcement is given. This is called:

Back 167

Operant response

Front 168

Gives us a blueprint for the process of learning

Back 168

Cognitive Theory

Front 169

Believed that intelligence grows by exposing children to the world around them

Back 169

Jean Piaget

Front 170

Personal controlling beliefs that influence the way people process data abut themselves and others

Back 170

Cognitive schemas

Front 171

Aspect of the cognitive theory where a person focuses on certain information while ignoring contradictory information

Back 171

Selective abstraction

Front 172

Person believes that some unrelated action will magically influence a course of events

Back 172

Cognitive thinking

Front 173

All-or-none type of reasoning that interferes with people's realistic perception of themselves.

Back 173

Dichotomous thinking

Involves opposite and mutually exclusive categories, such as all good or all bad, celibacy or promiscuity, depression or euphoria

Front 174

A client's unconscious displacement of feelings for significant people in the past onto the nurse in the current relastionship

Back 174

Transference

Transference that is not identified and managed may decrease the effectiveness of the working phase because the meaning of the nurse-client relationship becomes misinterpreted.

Front 175

The nurse's emotional reaction to the client based on significant relationships in the nurse's past

Back 175

Countertransference

Awareness of countertransference is critical because it could interfere with understanding the client and providing effective care.

Front 176

Things you should do when talking to patients who are experiencing hallucinations:

Back 176

1. You may need to talk slightly louder than usual
2. Use very short and simple phrases.
3. Identify any possible environmental triggers

Front 177

Clients consistently report the following three interventions as most helpful during the acute phase of hallucinations

Back 177

1. Having someone with them
2. Hearing a real person talk (Having someone call
them by name validates that they are alive)
3. Being able to see the person who is talking

Front 178

Examples of behaviors often perceived as inappropriate, which may be a response to hallucinations

Back 178

1. Inappropriate laughter
2. conversations with an unseen person
3. Paying attention to the task at hand
4. Slow verbal response

Front 179

a state in which a person is unable to comprehend reality and has difficulty communicating and relating to others.

Back 179

Psychosis

Front 180

Psychosis is:

Back 180

a. A nonspecific indicator of severe mental illness
b. Usually characterized by hallucinations, delusions, or gross disorganization of thought or behavior

Front 181

The occurrence of a sight, sound, touch, smell, or taste without any external stimulus to the sensory organs

Back 181

Hallucinations

Front 182

Hallucinations may be considered normal in one culture and abnormal in another, such as:

Back 182

Native Americans

(consider it helpful/insightful)

Front 183

Hallucinations are often associated with schizophrenic disorders, but they also occur in:

Back 183

i. The manic phase of bipolar disorder
ii. Severe depression
iii. Substance dependence
iv. Substance withdrawal

Front 184

Account for 70% of hallucinations; thought to be caused by dysfunction in the centers of the cerebral cortex (temporal lobes)

Back 184

Auditory hallucinations

Front 185

90% of people with delusions also experience:

Back 185

Hallucinations

Front 186

Special type of auditory hallucination that is potentially dangerous

Back 186

Command hallucinations

Front 187

Assessment of hallucinations includes:

Back 187

Frequency, duration, disruption, severity, loudness, intensity, and location of the voices

Front 188

Thought to be caused by dysfunction in the occipital lobes of the brain; are often accompanied by auditory hallucinations

Back 188

Visual hallucinations

Front 189

The failure to resist an impulse or urge to respond after a period of reflection.

Back 189

Impulsivity

Front 190

Impulsive behavior is related to:

Back 190

i. Low levels of serotonin (5-HT)
ii. Inadequate control by the cerebral cortex

Front 191

Any verbal or nonverbal force meant to harm or abuse another person

Back 191

Aggression

Front 192

What should the nurse do when their patient is actively experiencing a hallucination?

Back 192

Nurse should stay with them during this intense and often frightening experience; having a real person to talk and listen to will help clients return to reality.

Front 193

What should you do if the patient asks whether or not they are experiencing the hallucination?

Back 193

Simply point out that they are not experiencing the hallucination

Front 194

False beliefs that cannot be changed by logical reasoning or evidence

Back 194

Delusions

Front 195

Extensively developed central delusional theme from which conclusions are deduced.

Back 195

Systemized delusions

Front 196

Delusions may:

Back 196

a. Be fixed in the person's mind only for a few weeks or months or may fluctuate over time
b. Be a single thought or they can pervade the person's cognitive process

Front 197

An exaggerated of importance or self-worth.

Back 197

Grandiosity (Delusions of Grandeur)

Front 198

the belief that an object, action or circumstance not logically related to a course of events can influence its outcome.

Back 198

Magical thinking (delusion)

Front 199

When a person believes that feelings, impulses, thoughts, or actions are not one's own but are bing imposed by some external force

Back 199

Delusions of Control

Front 200

Beliefs that a person, usually someone famous and of higher status is in love with the person.

Back 200

Erotomanic delusions

Front 201

When people believe something abnormal and dangerous is happening to their bodies

Back 201

Somatic delusions

Front 202

Remarks or actions by someone else that in no way refer to the person but that are interpreted as related to him or her.

Back 202

Ideas of Reference (delusion)

Front 203

When people believe that others can hear their thoughts.

Back 203

Thought Broadcasting (delusion)

Front 204

The belief that others are able to remove thoughts form one’s mind

Back 204

Thought Withdrawal (delusion)

Front 205

The belief that others are able to put thoughts into one's mind.

Back 205

Thought Insertion (delusion)

Front 206

Involve false beliefs with religious or spiritual themes

Back 206

Religious delusions

Front 207

Belief that someone is trying to harm the person

Back 207

Delusions of persecution

Front 208

Newer type of delusion that is being more common

Back 208

Internet

***Is an example of how culture influences delusional content

Front 209

What do you tell the delusional patient if they ask you if you are having the same experience?

Back 209

Simply point out that you do not have that experience

*** Always present reality but do it gently, without implying that the client is wrong

Front 210

Nursing interventions with delusional patients

Back 210

1. Providing an opportunity to discuss delusions
2. Provide comfort and reassurance of safety
3. Monitor delusions for content
4. Identify triggers
5. Teach coping techniques

Front 211

Deliberate destruction of body tissue without conscious intent of suicide

Back 211

Self-mutilation

Front 212

When does self-mutilation usually begin?

Back 212

In adolescence

Front 213

Number of Americans who self-mutilate each year?

Back 213

2 million (30 times the suicide attempt rate)

Front 214

How often do people self-mutilate?

Back 214

Can be once, sporadically, or become repetitive

Front 215

Self-mutilation is a symptom associated with:

Back 215

a. Childhood sexual and physical abuse
b. Borderline personality disorder
c. Cognitive impairment disorders
d. OCD
e. PTSD
f. Dissociative identity disorder

Front 216

What is the most common form of self-mutilation?

Back 216

Skin cutting

Front 217

What is a major factor in severe self-mutilation?

Back 217

Psychosis

Front 218

Examples of severe self-mutilation

Back 218

i. Eye enucleation
ii. Castration
iii. Amputation

Front 219

Type of self-mutilation that occurs in fixed patterns that are often rhythmic, such as head banging and finger biting

Back 219

Stereotypic self-mutilation

***occurs most often in people who are instiutionalized for cognitive impairment

Front 220

What is the purpose of assessing those who self-mutilate?

Back 220

To understand the unique meaning of the behavior for each patient

Front 221

Possible reasons for self-mutilating (examples)

Back 221

Reenacting childhood trauma
Punishing oneself
Crying for help
Seeking distraction from emotional pain

Front 222

Interventions for patients who self-mutilate

Back 222

1. Establish a trusting relationship
2. Have a nonjudgmental and accepting attitude
3. Have a caring approach
4. Limit setting to minimize the potential for physical injury

Front 223

Three basic goals in helping self-mutilators manage their behavior:

Back 223

1. Encourage communication
2. Improve the related quality of life (such as shame and isolation)
3. Diminish or extinguish the use of self-mutilation

Front 224

Aggression may be related to:

Back 224

A lower level of activity in the cingulate gyrus and the frontal cortex, resulting in an underactive executive system

Front 225

Reduced activity of serotonin (5-HT), which is a risk factor for aggression (but not enough by itself) may be caused by:

Back 225

A genetic disorder
Early brain injury (fetal alcohol exposure)

Front 226

What neurotransmitter is released with the onset of environmental stressors, that may contribute to an increase in aggressive behavior?

Back 226

Norepinephrine

Front 227

When can a person get addicted to aggressive behavior as a way to solve problems and relieve frustration?

Back 227

When their experiences teach them that acting on aggressive behavior brings a kind of relief

Front 228

What may be the result of organic disease, such as temporal lobe epilepsy, dementia, delirium, hypoxia, or hypoglycemia?

Back 228

Explosive behavior.

May also be related to substance abuse, withdrawal, and antisocial personality disorder

Front 229

A DSM IV TR diagnosis, in which the affected person has episodes of aggressive impulses that result in serious assaultive acts or destruction of property

Back 229

Intermittent Explosive Disorder

Front 230

May be consequence of poor frustration tolerance, ineffective individual coping, impulsivity, and real or imagined threats

Back 230

Violence

Front 231

Violence occurs at a higher rate in which clinical settings?

Back 231

Settings in which staff members have an authoritarian or controlling approach to clients.

**When people are accustomed to contolling their environments with aggression and violence, one can predict an escalation of violent behavior.

Front 232

The best predictor of future violence in a patient is:

Back 232

A history of violent behavior.

Front 233

6 Phases of aggression:

Back 233

1. Triggering
2. Transition
3. Crisis
4. Destructive
5. Descent
6. Transition

Front 234

signs of escalating aggressive behavior

Back 234

a. Sarcastic comments
b. Pacing, refusing to sit
c. Rapid, jerky gestures
d. Threatening gestures
e. Clenching fists
f. Intense staring

Front 235

Interventions for aggressive behavior

Back 235

1. Teach nonviolent coping mechanisms when the client is not angry or tense.
2. Help identify the function that anger, frustration, and rage serve for the client.
3. Teach the client to develop appropriate methods to express feelings
4. Plan strategies to prevent inappropriate expression of anger.
5. Behavioral contract

Front 236

Way to present the rules of the milieu and help the aggressive patient become engaged in the treatment process

Back 236

Behavioral contract

Front 237

unwanted, persistent thoughts or impulses; logic will not purge them from consciousness; experienced as intrusive and senseless

Back 237

Obsession

Front 238

Morbid worrying about his or her own health, feels sick with no actual basis for that assumption

Back 238

Hypochondriasis

Front 239

unwanted repetitive, purposeful act; driven to do it; behavior thought to neutralize or prevent discomfort or some dreaded event

Back 239

Compulsion

Front 240

coining a new word, invented word has no real meaning except for the person; may condense several words

Back 240

Neologism

Front 241

round-about expression, substituting a phrase when cannot think of name of object

Back 241

Circumlocution

Front 242

round-about expression, substituting a phrase when cannot think of name of object

Back 242

Echolalia

Front 243

Is a therapeutic community in which the entire social structure of the unit or residence is designed to be part of the helping process.

Back 243

Milieu Therapy

Front 244

Persistent repeating of verbal or motor response, even with varied stimuli

Back 244

Perseveration

Front 245

a disturbance of associative thought and speech processes in which a person digresses into unnecessary, tedious details before communicating the central idea

Back 245

Circumstantial

Front 246

unconsciously filing in memory gaps with imagined material

Back 246

Confabulation

Front 247

Refers to speech that is loud and emphatic, increased in amount, accelerated, and usually difficult or impossible to interrupt

Back 247

Pressured

Front 248

a normal non-depressed, reasonably positive mood

Back 248

Euthymic

Front 249

Inability to experience pleasure from activities usually found enjoyable, e.g. exercise, hobbies, music, sexual activities or social interactions

Back 249

Anhedonia

Front 250

Loss of identity, feels estranged, perplexed about own identity and meaning of existence

Back 250

Depersonalization

Front 251

Rapid shift of emotions

Back 251

Labile

Front 252

Misconception of an actual existing stimulus, by any sense

Back 252

Illusions

Front 253

Group therapy curative factor where members begin to have a sense of hope for themselves when they observe the successes of others

Back 253

Instillation of hope

Front 254

Group therapy curative factor where through interaction with other members, clients realize they are not alone in their problems

Back 254

Universality

Front 255

Group therapy curative factor where clients recognize that they have something to give to the other group members

Back 255

Altruism

Front 256

Group therapy curative factor where clients often model their behavior after the leader or ther group members

Back 256

Imitative learning

Front 257

Group therapy curative factor in which clients learn how to express their own feelings in a goal-directed way and express strong feelings about other members in a responsible way.

Back 257

Catharsis

Front 258

Abnormally increased arousal, responsive to stimuli and scanning of the environment for threats

Back 258

Hypervigilant

Front 259

seeking to please somebody, designed to win sombody’s approval especiall in order to gain an advantage

Back 259

Ingratiating

Front 260

Slowing of thought and reduction of physical movements

Back 260

Psychomotor retardation

Front 261

A nurse is conversing with a client who says, “I have a secret that I want to tell you. You won’t tell anyone about it, will you?" You say...

Back 261

I can't promise to keep a secret, if it isn't in your best interest

Front 262

A client who attempted suicide says to the nurse, “ I should have died. I’ve always been a failure. Nothing ever goes right for me?" You say...

Back 262

You've been feeling like a failure for awhile?

Front 263

Affect type that represents significant reduction in the intensity of emotional expression

Back 263

Blunted

Front 264

Group therapy curative factor that occurs when members feel a sense of belonging

Back 264

Group cohesiveness

Front 265

Group therapy curative factor where the group provides opportunities for clients to explore the meaning of their life and their place in the world

Back 265

Existential factors

Front 266

Spiritual plan for recovery consisting of prescribed beliefs, values, and behaviors

Back 266

Twelve step program

Front 267

Produces a deliberate, artificially induced grand mal seizure of the brain lasting about a minute.

Back 267

Electroconvulsive therapy

Front 268

What does ECT do?

Back 268

Increases slow-wave activity, reduces regional cerebral blood flow and glucose metabolism, and increases blood-brain permeability. Also thought to enhance dopamine sensitivity and reduce uptake of serotonin

Front 269

Levels of care available in different community mental health settings.

Back 269

1. Hospitals
2. Outpatient services support systems within the home or community
3. Housing
4. Schools
5. Home care

Front 270

Last-ditch option for people whose conditions have not responded to other treatments, particularly people with severe and unremitting obsessive-complusive disorder, and Tourette syndrome

Back 270

Psychosurgery

Front 271

Uses very high frequency rTMS to induce a therapeutic seizure, similar to the process of ECT.

Back 271

Magnetic seizure therapy

Front 272

Involves the surgical implant of a small generator which provides intermittent stimulation to the left vagus nerve. It is used for treatment-resistant depression.

Back 272

Vagus nerve stimulation

Front 273

Used for seasonal affective disorder, involves 30 minutes a day of exposure to full-spectrum fluorescent lamps.

Back 273

Light therapy

Front 274

A noninvasive tool using magnetic fields; used with clients who have a nonpsychotic mental illness and sometimes for people who are trying to quit smoking.

Back 274

Repetitive transcranial magnetic stimulation

Front 275

It is a scale between mental health and mental illness and throughout life there will be movement back and forth to each side.

Back 275

The mental health/illness continuum.

Front 276

Levels of consciousness for assessment:

Back 276

Alert
Lethargy
Supor
Coma

Front 277

Flexion and INTERNAL rotation of upper extremity joints and legs

Back 277

Decorticate rigidity

Front 278

Neck and elbow extension (hyper), wrist and finger flexion

Back 278

Decerebrate rigidity

Front 279

Patient is able to open eyes and respond, but it is drowsy and falls asleep readily.

Back 279

Lethargy

Front 280

Patient is responsible and able to fully respond by opening eyes and has a normal tone of voice and rhythm of speech. Answers questions spontaneously and appropriately

Back 280

Alert

Front 281

Patient requires vigorous or painful stimuli to elicit a brief response. May not be able to respond verbally

Back 281

Stupor

Front 282

No response can be achieved from repeated painful stimuli

Back 282

Coma

Front 283

Levels of care available in different community mental health settings.

Back 283

1. Hospitals (3-8 days); people in crisis.
2. Outpatient services; within home or community
3. Housing; some degree of assistance
4. Schools; more natural for children
5. Home care: allows family interaction/treatment

Front 284

Things you are looking at when assessing behavior

Back 284

Affect: objective expression of mood (e.g. flat)
Mood: provides info about the emotion being felt

Front 285

Different levels along the continuum of mental health

Back 285

1. Physical level: in the structure and function of the brain
2. Personal level: in caring for and about the self
3. Interpersonal level: in interactions with others
4. Societal level: in social conditions and the cultural context

Front 286

Refers to the relationship between a healthcare professional and a client (or patient). It is the means by which a therapist and a client hope to engage with each other, and effect beneficial change in the client.

Back 286

Therapeutic relationship

Front 287

Patient's reluctance or avoidance of verbalizing or experiencing troubling aspects of oneself. Caused by unwillingness to change, moving too fast, secondary gain.

Back 287

Resistance

Front 288

What therapeutic communication technique is being used in this nurse-client interaction?
Client: "When I get angry, I get into a fistfight with my wife or I take it out on the kids."
Nurse: "I notice that you are smiling as you talk about this physical violence."

Back 288

Making observations.
The technique of making observations encourages the client to compare personal perceptions with those of the nurse.

Front 289

A client diagnosed with post-traumatic stress disorder is admitted to an inpatient psychiatric unit for evaluation and medication stabilization. Which therapeutic communication technique used by the nurse is an example of a broad opening?

Back 289

The nurse's statement, "What would you like to talk about?" is an example of the therapeutic communication technique of giving broad openings. Using a broad opening allows the client to take the initiative in introducing the topic and emphasizes the importance of the client's role in the interaction. 

Front 290

This examination is used to objectively assess a client's cognitive status by evaluating:
1. orientation to time and place
2. attention span and ability to calculate by counting backwards from 7
3. Registration and recalling of objects
4. Language, abilities to write, follow commands, and name objects

Back 290

Mini-mental state exam

Front 291

Is used to obtain a baseline assessment of a client's level of consciousness, and ongoing assessment. Range is from 3-15

Back 291

Glascow Coma Scale

Front 292

When using this effective communication techique, It is appropriate to acknowledge your confusion and ask clients to rephrase what they just said

Back 292

Clarifying

Front 293

This effective communication technique allows clients to stay with specifics and analyze problems without jumping from topic to topic

Back 293

Focusing

Front 294

This effective communication technique employs the use of newer and fewer words to paraphrase the basic content of client massages

Back 294

Restating

Front 295

This effective communication technique involves understanding the affective component of communication and reflecting these feelings back to clients without repeating their exact words.

Back 295

Reflection

Front 296

This effective communication technique gives clients an opportunity to validate or correct your understanding of what is being communicated.

Back 296

Validating perceptions

Front 297

This effective communication technique introduces the problem-solving process; it is an offer to help clients work through each step of the process and to brainstorm alternative solutions to their problems.

Back 297

Suggesting collaborations

Front 298

This effective communication technique lets clients know that the nurse comprehends their thoughts and feelings.

Back 298

Accepting

Front 299

is an active process that involves:
being a presence in an interaction
setting a listening purpose
focusing on understanding
asking questions
paying attention to verbal signposts
knowing what helps and hinders listening.

Back 299

Active/Effective listening

Front 300

Which defense mechanism is described?
a client is angry at his doctor, does not express it, but becomes verbally abusive to the nurse.

Back 300

Displacement

the transfer of feelings from one target to another that is considered less threatening or that is neutral

Front 301

Which defense mechanism is described?
the voluntary blocking of unpleasant feelings and experiences from one's awareness

Back 301

Suppression

Front 302

Which defense mechanism is described?
Jane hates nursing. She attended nursing school to please her parents. During career day, she speaks to prospective students about the excellence of nursing as a career.

Back 302

Reaction Formation

Front 303

Which defense mechanism is described?
Attributing feelings or impulses unacceptable to one's self to another person.

Back 303

Projection

Front 304

Which defense mechanism is described?
A woman drinks alcohol every day and can't stop, failing to acknowledge that she has a problem

Back 304

Denial

Refusing to acknowledge the existence of a real situation or the feelings associated with it

Front 305

Which defense mechanism is described?
an attempt to increase self worth by acquiring certain attributes and characteristics of an individual that one admires

Back 305

Identification

Front 306

Which defense mechanism is described?
An accident victim can remember nothing about the accident

Back 306

Repression

Front 307

Which defense mechanism is described?
John tells the rehab nurse, "I drink because it's the only way I can deal with my bad marriage and my worse job."

Back 307

Rationalization

Attempting to make excuses or formulate logical reasons to justify unacceptable feelings or behaviors

Front 308

Which defense mechanism is described?
A physically handicapped boy is unable to participate in football, so he excels in school instead.

Back 308

Compensation

Front 309

Which defense mechanism is described?
Joe is nervous about his new job and yells at his wife. On his way home, he stops and buys her some flowers.

Back 309

Undoing

Symbolically negating or canceling out an experience that one finds intolerable

Front 310

Which defense mechanism is described?
An attempt to avoid expressing actual emotions associated with a stressful situation by using the intellectual processes of logic, reasoning, and analysis.

Back 310

Intellectualization

Front 311

Which defense mechanism is described?
A 2 year old is hospitalized with tonsilitis and will only drink from a bottle even though the mother states he has been drinking from a cup for months.

Back 311

Regression

Responding to stress by retreating to an earlier level of development and the comfort measures associated with that level of functioning

Front 312

Which defense mechanism is described?
Children integrate their parent's value system into the process of conscience formation. A child says to a friend, "Don't cheat; it's wrong."

Back 312

Introjection

Integrating the beliefs of another individual into one's own ego structure

Front 313

Which defense mechanism is described?

A mother whose son was killed by a drunk driver channels her anger and energy into being the president of Mothers Against Drunk Drivers (MADD)

Back 313

Sublimation

Rechanneling of drives or impulses that are personally or socially unacceptable into activities that are constructive

Front 314

Which defense mechanism is described?
Without showing any emotion, a young woman describes being attacked and raped.

Back 314

Isolation

Front 315

Which defense mechanism is described?
Scarlet O'Hara says, I don't want to think about that now. I'll think about that tomorrow.

Back 315

Suppression

Front 316

What defense mechanism is described?
Sue feels a strong sexual attraction to her track coach and tells her friend, "He's coming on to me."

Back 316

Projection

Front 317

Mild, moderate, severe anxiety or panic?
Physical – increased HR, BP, muscle tension accompanied by restlessness, body ache Emotional – sense of foreboding, impending doom
Cognitive – racing thoughts

Back 317

Moderate

Front 318

Mild, moderate, severe anxiety or panic?
Physical – hyperventilation, tremors, GI upset Emotional – fearful, “nervous”, sense of dread
Cognitive – flight of ideas, inability to focus

Back 318

Severe

Front 319

Mild, moderate, severe anxiety or panic?

Physical - erratic VS, aggression, suicidal
Emotional – fear of dying, fear of injury
Cognitive – irrational, illogical, delusional

Back 319

Panic

Front 320

The subjective state of emotional, physical, and social responses to the loss of a valued entity. The loss may be real or perceived.

Back 320

Grief

Front 321

Non-verbal components of the communication process

Back 321

Body Language
Eye contact
Personal space
Touch

Front 322

Behaviors found in various mental disorders

Back 322

Psychosis
Hallucinations
Delusions
Aggression
Impulsivity
Self-mutilation

Front 323

What type of hallucination is described?
Special type of auditory hallucination that is potentially dangerous

Back 323

Command

Front 324

What type of hallucination is described?
Part of problem solving as people thing of solutions, consider consequences, and make decisions

Back 324

Self-talk (part of auditory)

Front 325

What type of hallucination is described?
Are thought to be caused by dysfunction in the occipital lobes of the brain

Back 325

Visual

Are often accompanied by auditory hallucination

Front 326

What type of hallucination is described?
Involve feeling body processes such as blood pulsing through the veins, food digesting, or urine forming

Back 326

Kinesthetic
**typically associated with organic changes that occur in strokes, brain tumors, seizures, substance dependence or withdrawal

Front 327

What type of hallucinations are described?
Typically consist of putrid, foul and rancid tastes or repulsive smells

Back 327

Gustatory or Olfactory

Front 328

What type of hallucination is described?
Account for 70% of hallucinations; thought to be caused by dysfunction in the centers of the cerebral cortex (temporal lobes)

Back 328

Auditory

Front 329

What type of delusion is described?
the belief that others are able to put thoughts into one's mind.

Back 329

Thought insertion

Front 330

What type of delusion is described?
Beliefs that a person, usually someone famous and of higher status is in love with the person.

Back 330

Erotomanic delusions

Front 331

What type of delusion is described?
When people believe something abnormal and dangerous is happening to their bodies

Back 331

Somatic delusions

Front 332

What type of delusion is described?
The belief that others are able to remove thoughts form one’s mind

Back 332

Thought withdrawal

Front 333

What type of delusion is described?
Remarks or actions by someone else that in no way refer to the person but that are interpreted as related to him or her.

Back 333

Ideas of Reference

Front 334

What type of delusion is described?
The belief that others are able to put thoughts into one's mind.

Back 334

Thought insertion

Front 335

What type of delusion is described?
When a person believes that feelings, impulses, thoughts, or actions are not one's own but are bing imposed by some external force

Back 335

Delusions of Control

Front 336

What type of delusion is described?
Belief that someone is trying to harm the person

Back 336

Delusions of Persecution

Front 337

The deliberate destruction of body tissue without conscious intent of suicide

Back 337

Self-mutilation

Front 338

Type of self-mutilation that occurs in fixed patterns that are often rhythmic, such as head banging and finger biting

Back 338

Stereotypic self-mutilation

Front 339

Individuals at risk for committing suicide

Back 339

a. Those with persistent psychiatric disorders
b. Previous suicide attempts
c. Sense of hopelessness or desperation
d. Chronic medical disease
e. Elderly men
f. Adolescents and college students
g. Young persons who are gay, lesbian, bisexual
or transgendered.

Front 340

Four factors by which suicide lethality is measured:

Back 340

i. The degree of effort it takes to plan the suicide
ii. The specificity of the plan
iii. The accessibility of the weapon or method
iv. The ease by which one may or may not be recued

Front 341

Refers to thinking characterized by a focus on facts and details and inability to generalize or think abstractly

Back 341

Concrete thinking

Front 342

Thoughts veer from main idea and never get back to it

Back 342

Tangential speech

Front 343

The existence of opposing emotions toward an idea, object, person

Back 343

Ambivalence

Front 344

Characteristics of Resilient People

Back 344

• Insight
• Independence
• Relationships
• Initiative
• Creativity
• Humor
• Optimistic approach to life
• Morality

Front 345

This alternative mental health therapy uses very high frequency rTMS to induce a therapeutic seizure, similar to the process of ECT.

Back 345

Magnetic seizure therapy (MST)

Front 346

This alternative therapy is used for seasonal affective disorder, involves 30 minutes a day of exposure to full-spectrum fluorescent lamps.

Back 346

Light therapy

Front 347

This alternative therapy involves the surgical implant of a small generator which provides intermittent stimulation to the left vagus nerve. It is used for treatment-resistant depression.

Back 347

Vagus nerve stimulation

Front 348

The characteristics of the therapeutic milieu are:

Back 348

1. Clear communication
2. Safe environment
3. Activity schedule with therapeutic goals
4. Support network

Front 349

A therapeutic community in which the entire social structure of the unit or residence is designed to be part of the helping process.

Back 349

Milieu

Front 350

What type of therapy is described?
is a combination therapy, the behavioral aspect helps people identify habitual reactions to troublesome behaviors and the cognitive aspect focuses on disoriented thinking patterns that cause unpleasant feeling or symptoms of mental disorders.

Back 350

Cognitive-behavioral therapy

The goal is that clients develop sound health practices, nondestructive behaviors, positive attitudes, safe relationships, and beneficial sense of spirituality.

Front 351

What type of therapy is described?
behavior is changed by conditioning; a process of reinforcement, punishment, and extinction. Nurses are in an ideal position to evaluate client response to treatment because they spend a great deal of time with clients, nurses can see developing patterns of behavioral change.

Back 351

Behavioral therapy

Front 352

What type of therapy is described?
The purposeful use of play to provide information for assessment and subsequent interventions. Used with children under 12, the nurse must first establish objectives for the use of play as well as consider the age and needs of the child.

Back 352

Play therapy

Front 353

What type of therapy is described?
Is a therapeutic community in which the entire social structure of the unit or residence is designed to be part of the helping process. Because of the many settings, nurses spend more time with clients than do any other staff members, they often have the most influence on the effectiveness of the milieu.

Back 353

Milieu therapy

The nurse should establish an open, confirming, and dignified place for people to be ill and get well.

Front 354

What type of therapy is described?
The use of painting, drawing, sculpting, or other media as a way for patients to express what is contained in the unconsciousthe nurse may ask a client to draw or paint a picture of themselves or to draw family members, feelings or a hero.

Back 354

Art therapy

Art therapy provides information on how people perceive themselves and others and how they interact with significant others in their life.

Front 355

What type of therapy is described?
Is a reciprocal agreement between client and therapist to enter into a therapeutic relationship. The process helps clients develop better coping strategies such as stress reduction and crisis management.

Back 355

Individual psychosocial therapy

Front 356

What type of therapy is described?
The nurse encourages members to remain in the group, helps the group develop a sense of cohesion, establishes a code of behavior and norms with the group, acts as a technical support expert and models appropriate adaptive behavior.

Back 356

Group therapy

Front 357

What type of therapy is described?

Many therapies fall under this umbrella including ECT, rTMS, MST, VNS, DBS, psychosurgery, light therapy, gene therapy, seclusion and restraint.

Back 357

Biological therapy

For most treatments the nurse is to teach client and family about the treatment and side effects and to stay with client before and after treatment

Front 358

Disorders associated with cerebellum dysfunction include:

Back 358

Asperger disorder
ADHD
mood disorders
schizophrenia.

Front 359

Disorders associated with frontal lobe dysfunction include:

Back 359

Schizophrenia
Depression
OCD
Substance abuse disorders

Front 360

Dysregulation of the parietal lobe may result in:

Back 360

Repeating the same mistake over and over and the inability to recognize sensations.

Front 361

Dysfunction of the temporal lobe may result in:

Back 361

Auditory hallucinations
Memory impairment
Problems with aggression
Difficulty understanding spoken words
Types of aphasia.

Front 362

Dysfunction of the occipital lobe includes:

Back 362

Visual hallucinations
Loss of visual memory
Inability to understand written words.

Front 363

Serotonin re-uptake inhibitors and norepinephrine reuptake inhibitors

Back 363

Zoloft, paxil ,prozac, celexa, lexapro

Front 364

Which DSM-IV-TR axis pertains to delirium, dementia, emnestic and other cognitive disorders, eating disorders, somatiform disorders, dissociative disorders, and sleep disorders?

Back 364

Axis I: Clinical disorders and other conditions that may be the focus of clinical attention

Front 365

Which DSM-IV-TR axis pertains to infectious and parasitic diseases, neoplasms, diseases of the circulatory system and congenital anomalies

Back 365

Axis III: General medical conditions

Front 366

Which DSM-IV-TR axis pertains to encompasses paranoid personality disorder, schizoid personality disorders, and schizotypal personality disorder,

Back 366

Axis II: Personality disorders and mental retardation

Front 367

Which DSM-IV TR axis pertains to possible negative life events, and environmental dificulty, familial or other interpersonal stress?

Back 367

Axis IV: Psychosocial and environmental problems

Front 368

Which DSM-IV-TR axis is used to report a clinician's judgment of a person's level of function through the global assessment of functioning scale?

Back 368

Axis V: Global assessment of functioning (GAF)

Front 369

What is the primary difference between a nursing dx and DSM dx?

Back 369

Nursing dx can be for individuals, groups, families, or even communities, while a DSM dx is solely for an individual.

Front 370

Which neurotransmitter regulates abstract thinking , decision making , pleasure , reward systems, integration of thoughts and emotions

Back 370

Dopamine

Front 371

This neurotransmitter regulates alertness, ability to focus, ability to be oriented necessary for learning and memory. Fight or flight response

Back 371

Norepinephrine

Front 372

The use of words indiscriminately and haphazardly without logical structure or meaning

Back 372

Word Salad

Front 373

Unconsciously filing in memory gaps with imagined material

Back 373

Confabulation

Front 374

Which neurotransmitter deficit causes these :
Lack of inhibition , euphoria, poor short term
memory, antisocial behaviors, Parkinson disease?

Back 374

Acetylcholine

Front 375

Which neurotransmitter regulates anxiety, reduces aggression, maintains calmness/contentness?

Back 375

GABA (Gamma aminobutyric acid)

Front 376

Something is taken personally that is not relevant or only marginally so

Back 376

Personalization

Nursing response- point out another interpretation

Front 377

Attribute a high level of importance to insignificant events

Back 377

Magnification

Find a way to suggest that the patient may be over exaggerating the importance of the event

Front 378

Take information, impression (usually negative) from one event or experience assume it will apply to other/future experiences

Back 378

Overgeneralization

Nursing response- ask about other situations in which it doesn’t apply

Front 379

Reject positive experiences by insisting they “don’t count”. If you do a good job, you may tell yourself that it wasn’t good enough or that anyone could have done as well.

Back 379

Discounting the Positive

Discounting the positive takes the joy out of life and makes you feel inadequate and unrewarded.

Front 380

The actions of this neurotransmitter include:
Preparation for action
Emotional regulation
Social play, exploration
Control of muscle tone by balance with dopamine

Back 380

Acetylcholine

Front 381

Tell yourself that things should be the way you hoped or expected them to be.

Back 381

Should statements

Front 382

Assume that your negative emotions necessarily reflect the way things really are

Back 382

Emotional reasoning

Front 383

A deficit of this neurotransmitter will cause depression, dullness and low energy:

Back 383

Norepinephrine

Front 384

A deficit of this neurotransmitter will result in:
Irritability
Hostility
Insomnia
Decreased impulse control
Increased suicidal tendencies
Increased sex drive

Back 384

Serotonin

Front 385

An excess of this neurotransmitter will result in:
Hyperalertness
Anxiety, panic
Paranoia
Loss of appetite

Back 385

Norepinephrine

Front 386

This neurotransmitter causes:
Abstract Thinking, decision making
Pleasure and reward system
Integration of thoughts and emotions

Back 386

Dopamine

Front 387

Brain stem areas and the neurotransmitters they supply:

Back 387

Raphe nuclei - source of 5-HT
Locus Coeruleus - source of NE
Substantia nigra -source of DA

Front 388

A type of organic compound including the neurotransmitters NE, epinephrine, DA, 5HT2 as well as many food substances and drugs

Back 388

Monamines

Front 389

Enzyme that destroys neurotransmitters, often resulting in a deficit with the associated behaviors and manifestations

Back 389

Monamine oxidase

Front 390

Which theory of mental health and illness emphasizes the concepts of Sigmund Freud, focuses on the individual, and recognizes the use of defense mechanisms?

Back 390

Intrapersonal theory

Front 391

Which theory of mental health and illness emphasizes Erickson's developmental tasks, Sullivan's developmental stages, Maslow's Hierarchy of Needs, and Peplau's Nursing theory?

Back 391

Social-Interpersonal theory

Front 392

Which theory of mental health and illness emphasizes the concepts of B.F. Skinner, Positive reinforcement, Point systems on child/adolescent units (token economy), and Behavioral Contracts?

Back 392

Behavioral Theory

Front 393

Which combination therapy emphasizes the concepts of Jean Piaget and Aaron Beck, including schemas and distortions? The goal of this therapy is accurate and rational thinking based on logic and available facts.

Back 393

Cognitive-behavioral theory

Front 394

Which dopamine blocker can cause hypotension, QT interval changes, and seizures, thus making monitoring necessary every one to two hours?

Back 394

Haldol

Front 395

This antipsychotic that blocks dopamine is used to treat symptoms of schizophrenia and bipolar disorder, and is used together with other medications to treat major depression disorder?

Back 395

Abilify

Front 396

This medication, which is prescribed to help manage the manic phases of bipolar disorder, has many side effects that are often the cause for patients becoming non-compliant?

Back 396

Lithium

Front 397

Center of the brain that coordinates the actions of the autonomic nervous system adn the endocrine system and is involved in the control of emotions

Back 397

Amygdala

Front 398

The brain's ability to reorganize itself by forming new neural connections throughout life; allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment.

Back 398

Neuroplasticity

Front 399

What part of brain development is absent in infancy, but forms to make more functional and efficient axons?

Back 399

Myelination

Front 400

An excess of this neurotransmitter can result in:
Hyperalertness
Anxiety, panic
Paranoia
Loss of appetite

Back 400

Norepinephrine

Front 401

The reward center of the brain; abnormally low DA receptors in this area, the person has a decreased ability to experience pleasure

Back 401

Nucleus accumbens

Front 402

The critical information processing station between the parts of the brain that receive sensory experiences and the parts of the brain that translate these experiences into action.

Back 402

Hippocampus

Front 403

Part of the brain that has a role in regulating stress through changes in the autonomic nervous system; it receives more input form the thalamus than any other cortical region.

Back 403

Cingulate gyrus

Front 404

Part of the brain that enables us to have impressions of agreeableness or disagreeableness in response to sensations. Dysfunction makes it difficult for people to sense or interpret pain.

Back 404

Thalmus

Front 405

Part of the brain that is a neuroendocrine group of nuclei vital to homeostasis; it converts thinking and feeling into hormones.

Back 405

Hypothalamus

Front 406

Areas of brain nuclei that lie in the center of each cerebral hemisphere deep in the temporal lobe; they participate in many higher functions in concert with the cerebral cortex.

Back 406

Basal Ganglia

Front 407

What part of the brain is the site of a person's ability to think and plan, and is partially responsible for executive functions; it regulates emotions and behavior and stability of personality and inhibits primitive emotional responses?

Back 407

Frontal lobe

Front 408

Is a complex set of direct influences and feedback interactions; a major part of the NEUROENDOCRINE system that controls reactions to stress and regulates many body processes, including digestion, the immune system, mood and emotions, sexuality and energy storage and expenditure.

Back 408

Hypothalmic – Pituitary – Adrenal Axis

Front 409

A perception in the absence of apparent stimulus that has qualities of real perception.

Back 409

Hallucination