Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
36 Cards in this Set
- Front
- Back
Axis I: |
Acute Mental Disorders |
|
Axis II: |
Personality Disorders and Mental Retardation |
|
Axis III: |
Medical Disorders |
|
Axis IV: |
Stressors |
|
Axis V: |
Global Assessment of Functioning (GAF) Score 0-100 |
|
5150 |
72 hour hold because they have a mental disorder is a danger to himself or others or is gravely disabled and they are placed for treatment and evaluation-for 72 hours |
|
5250 |
14 day hold if they feel after 5150 they need to be followed up with more intense treatment if the person is found to be a danger to himself or others or gravely disabled. They will have a hearing within the first 4 days to see if they should continue with it. The hearing attendees include patient, patient right advocate, family member or friend, facility staff member, and a hearing officer. The hearing officer will hear from all parties then determine course of action. Outcomes include-immediate release, changed from 5250 to voluntary hold, and patient remains involuntary (so still a 5250) the patient may frequent the writ of habeas corpus and go before judge to argue their case. |
|
5260 |
during the 14 days if the patient attempts suicide, doc may put them on another 14 day hold, patient has right for habeas corpus but no hearing will be held for this hold |
|
5270 |
involuntary 30 day hold – 30 days after the 14 days of 5250 |
|
“word salad” |
(incoherent jumble of speech) nurse asks “what is your name?” patient goes “penis radioactive apple brain” |
|
Clang |
when they like to rhyme their words – nurse asks “what’s your name” the pt goes “the brain train rained on me” |
|
Echolalia |
repeating words or phrases nurse says “whats ur name” pt. says “what’s your name” |
|
Blocking |
When person interrupts in the middle of a sentence- example “my name is…mmmm..what was the question again?” |
|
Perseveration |
an ability to switch ideas, nurse goes” what’s ur name” pt goes “my name is Gordon I like trains” nurse goes “tell me about ur family” pt goes “I like trains they go really fast” and carries convo to places they wanna go. |
|
Loose association |
ideas are loosely apparent or inapparent logical connection nurse “what’s ur name” pt “the sun is yellow” |
|
flight of ideas |
Bunch of ideas |
|
Tangential |
pt attempts to answer the question but gets sidetracked and never goes back to the original question ex: whats ur name? pt goes my name is Gordon my son is La and is also named Gordon, I love LA I’m a big lakers fan. |
|
Circumstantial |
speech that is highly detailed and very delayed-takes a long time to answer the question. |
|
NEOLOGISMS |
words made up by the patients. |
|
Know the phases of the Nurse-Patient Relationship First phase |
(p.129)The pre-interaction phase- preparation for first interaction with client. Obtain avail info from his chart, signif others, example: nurse might not like dealing with an alcoholic client if they grew up in an alcohol household. |
|
Know the phases of the Nurse-Patient Relationship Second phase |
Orientation phase - participants may experience anxiety, several visits may be required, get acquainted and make a plan |
|
Know the phases of the Nurse-Patient Relationship Third phase |
Working phase- The Working PhaseThe therapeutic work of the relationship is accomplished during this phase. |
|
Know the phases of the Nurse-Patient Relationship Last phase phase |
Termination phase-Termination of the relationship may occur for a variety of reasons: the mutually agreed-on goals may have been reached; the client may be discharged from the hospital; or, in the case of a student nurse, it may be the end of a clinical rotation. Termination can be a difficult phase for both the client and nurse. The main task involves bringing a therapeutic conclusion to the relationship. |
|
Yalom’s Curative Group Factors 1. Instillation of Hope |
encouragement that recovery is possible |
|
Yalom’s Curative Group Factors 2. Universality |
feeling of having problems similar to others; not alone |
|
Yalom’s Curative Group Factors 3. Imparting of Information |
teaching about problem and recovery |
|
Yalom’s Curative Group Factors 4. Altruism |
helping and supporting others |
|
Yalom’s Curative Group Factors 5. Corrective Recapitulation of the Primary Family Group- |
identifying and changing the dysfunctional patterns or roles one played in primary family |
|
Yalom’s Curative Group Factors 6. Development of Socializing Techniques |
learning new ways to talk about feelings, observations and concerns |
|
Yalom’s Curative Group Factors 7. Imitative Behavior |
- modeling another’s manners and recovery skills |
|
Yalom’s Curative Group Factors 8. Interpersonal Learning |
finding out about themselves and others from the group |
|
Yalom’s Curative Group Factors 9. Group Cohesiveness |
feeling of belonging to the group, valuing the group |
|
Yalom’s Curative Group Factors 10. Catharsis- |
release of emotional tension |
|
Yalom’s Curative Group Factors 11. Existential Factors- |
life & death are realities |
|
Yalom’s Curative Group Factors 12. Guidance |
nurturing support and assistance |
|
Yalom’s Curative Group Factors What is Milieu therapy |
A scientific structuring of the environment in order to effect behavioral changes and to improve the psychological health and functioning of the individual (Skinner, 1979). |