.. Flashcards

1
Q

Refers to the ability to recognize the nature of one’s own behavior, attitude, and emotions.

A

Self Awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

It can be an effective tool when interacting with clients who are exhibiting anxiety, depression, confusion, or psychosis.

A

Self Awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Outgoing person who relates more easily to people and things in the environment.

A

Extrovert

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Likes to take charge of situations.

A

Extrovert

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Has little difficulty in socializing.

A

Extrovert

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Quiet individual who relates better to the inner world of ideas, thoughts, and feelings.

A

Introvert

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Prefer to be a follower, and usually lets others initiate and direct interaction.

A

Introvert

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Open-minded Attitude

A

Do not make decisions until they are aware of all facts pertaining to a certain situation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Are often inflexible.

A

Judgemental Attitude

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Run the risk of neglecting the perception of others.

A

Judgemental Attitude

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Arriving at an opinion based on their own values without enough facts or enough regards for what other people may feel or think.

A

Judgemental Attitude

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Encounter patients with mental and emotional problems.

A

Psychiatric Nursing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

To provide effective care for any patient, you must consider both ______ and _____ aspects of health.

A

psychological and physiological

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Pioneer in stress research

A

Hans Selye

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Found a link between the environment and biological response

A

Hans Selye

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Noted that emotional and physical stress because a pattern of response that unless treated, leads to infection, illness, disease and eventually death.

A

Hans Selye

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

This set of response is called?

A

General adaptation syndrome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are the three stages?

A
  1. Alarm reaction
  2. Resistance
  3. Exhaustion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

During this stage, any type of physical or mental trauma triggers immediate biological responses designed to counteract stress.

A

Alarm stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Begins when the body starts to adapt to prolonged stress.

A

Resistance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

With chronic stress, adoptive mechanisms eventually wear down, and the body can no longer meet the demands of stress.

A

Exhaustion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Some researchers attribute today’s seemingly increased incidence of mental and emotional disorders to social changes that have altered the traditional family structure and contributed to loss of the extended family.

A

Social Factor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

APADSMMDFETR

A

American Psychiatric Associations Diagnostic and Statistical Manual of Mental Disorders, Fourth Education, Text Revision

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Give at least one of the following criteria of American Psychiatric Associations Diagnostic and Statistical Manual of Mental Disorders, Fourth Education, Text Revision

A

Current distress ( a painful symptom)
Disability ( an impairment in one or more important areas of functioning)
A significantly greater risk of suffering, death pain, and disability.
An important loss of freedom.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What are the 5 axes?

A

Axis I – Clinical Disorders
Axis II – Personality Disorders and Mental Retardation
Axis III – General Medical Condition
Axis IV – Psychosocial and Environmental Problems
Axis V – Global Assessment of Functioning (GAF)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Personality disorders and traits as well as mental retardation.

A

Axis II – Personality Disorders and Mental Retardation

Example: Obsessive Compulsive Personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Mental disorders comparable to general medical illness

A

Axis I – Clinical Disorders

Example: adjustment disorder with anxious mood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

General medical illness or injury.

A

Axis III – General Medical Condition

Example: Crohn’s disease, acute bleeding episodes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Life events or problems that may affect diagnosis of mental disorder.

A

Axis IV – Psychosocial and Environmental Problems

Example: recent remarriage, death of father

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Level of functioning reported as a number from 0-100 base on the patient’s over all psychological, social, and occupational function.

A

Axis V – Global Assessment of Functioning (GAF)

Example: GAF – 83

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Roles of a psychiatric nurse?

A
  1. Clinical competence
  2. Patient- family advocacy
  3. Legal ethical parameter
  4. Social accountability
  5. Interdisciplinary collaboration
  6. Fiscal responsibility
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Continuum of Care

A
  1. Inpatient
  2. Partial
  3. Residential
  4. Home
  5. Outpatient
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

The Versatile Nurse Roles

A

Staff Nurse
Primary Care provider
Administrator
Consultant
In-service educator
Clinical fractioned
Researcher
Program evaluator
Liaison between the patient and other health care team member

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

The nurse collects patient health data.

A

Standard I: Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

The nurse analyzes assessment data to determine applicable diagnosis.

A

Standard II: Diagnosis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

The nurse identifies expected outcomes individualized for the patient.

A

Standard III: Outcome Identification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

The nurse develops a care plan that’s negotiated among the patient, nurse, family and significant others, and health care team – the plan prescribes evidence – based interventions to attain expected outcomes.

A

Standard IV: Planning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

The nurse implements the interventions identified in the care plan.

A

Standard V: Implementation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Uses counselling interventions to assist patients in improving or regaining their previous coping abilities, fostering mental health, and preventing mental illness and disability.

A

Standard V a: Counselling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

The nurse provides, structures, and maintains a therapeutic environment in collaboration with the patient and other health care provider.

A

Standard V b: Milien therapy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

The nurse structures interventions around the patient’s activities of daily living to faster self-care and mental and physical well-being.

A

Standard V c: Promotion of self–care abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Applies skills to restore the patient’s health and prevent further injury.

A

Standard V d: Psychobiological Intervention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Through health teaching, the nurse assists patients in achieving satisfying, productive and healthy patterns of living.

A

Standard V e: Health Teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

The nurse provides case management to coordinate comprehensive health services and ensure continuity of care.

A

Standard V f: Case Management

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

The nurse uses strategies and interventions to promote and maintain mental health and prevent mental illness.

A

Standard V g: Health promotion and health maintenance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

The nurse evaluates the patient’s progress in obtaining expected outcomes.

A

Standard VI: Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Who performed Advance Practice Intervention?

A

Advanced Practice Registered Nurse in psychiatric and Mental Health (APRN-PMH) specialist.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

The ARRN-PMH uses individual, group, and family psychotherapy and other treatment to assist patients in preventing mental illness and disability, treating mental health status and functional abilities.

A

Standard V h: Psychotherapy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

The APRN-PMH uses prescriptive authority procedure, and treatment in accordance with state and federal laws and regulations to treat symptoms of psychiatric illness and improve functional health status.

A

Standard V i: Prescriptive authority and treatment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

The APRN-PMH provides consultation to enhance the abilities of other clinicians, provides service for patients, and affect change in the system.

A

Standard V j: Consultation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Freud’s addresses the relationship among inner experiences, behaviour, social roles, and functioning.

A

Psychoanalytical Theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Proposes that conflicts among unconscious motivating forces affect behaviour.

A

Psychoanalytical Theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Defense mechanism is called?

A

Repression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Freud, viewed humankind as stimulus driven

A

Drives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

The two Primary Drives

A

Eros & Thanatos

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Represents psychological energy or “libido”

A

The id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Is primarily a sexual and aggressive drive.

A

The id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Is the first structure to develop in the personality

A

The id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

It operates on the pleasure principle to reduce tension.

A

The id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Characterized by primary process thinking-imaginary

A

The id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

It is irrational and not based on reality

A

The id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Under the unconscious control.

A

The id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

The chief executive officer of the mind.

A

The ego

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Mediates between the id and the super ego.

A

The ego

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Maintains reality orientation

A

The ego

65
Q

Keeps the strong forces of the super ego from being extremely inhibitive.

A

The ego

66
Q

Keeps the strong forces of the id from causing the person overly exhibitionistic.

A

The ego

67
Q

Operates on reality principle.

A

The ego

68
Q

Characterized by secondary process thinking.

A

The ego

69
Q

Provides a means of delaying gratification of needs.

A

The ego

70
Q

Under the conscious control.

A

The ego

71
Q

Functions as reward or punishment

A

The super ego

72
Q

Rewards moral behaviour

A

The super ego

73
Q

Punishes actions that are not acceptable by creating guilt.

A

The super ego

74
Q

Is also known as conscience

A

The super ego

75
Q

A residue of internalized values and moral training of early childhood.

A

The super ego

76
Q

Unconscious control

A

The super ego

77
Q

An overly strict super ego may lead to extremes of guilt and anxiety

A

The super ego

78
Q

Adult character traits, behaviours, and thinking process are a result of crucial events in the development years.

A

Psychosexual Theory of Development

79
Q

Stimulation of the mouth is the primary source of satisfaction.

A

Oral Stage: (birth 18-months)

80
Q

Sexual gratification shifts to the anus

A

Anal Stage: (18months-3 years of age)

81
Q

Psychosexual Theory of Development

A

Oral Stage: (birth 18-months)
Anal Stage: (18months-3 years of age)
Phallic (3-5 years)
Latency (6-12 years)
Puberty and Adolescence (12-15 years)
Genital (15 years – adult)

82
Q

Believed that a person’s social view of self is more important than libidinal urges.

A

Erik Erikson: Eight Stages of Ego Development

83
Q

Eight Stages of Ego Development

A

Stage I: Orally-Sensory (birth- 1 year) Infancy
Stage II: Muscular-Anal (1-3 years) Early Childhood
Stage III: Locomotors-genital (3-5 years) Late Childhood
Stage IV: Latency (6-11 years) School age
Stage V: Adolescence (12-18 years)
Stage VI: Young Adulthood (19-35 years)
Stage VII: Adulthood (35-50 years)
Stage VIII: Maturity (50 + years) Old Age

84
Q

From his study of international myths, arts and folklore, he discovered repeated images that he called “archetypes”.

A

Carl Jung (1967)

85
Q

“a powerful archetype” which is a public personality, the aspect of a self that one’s reveals to others. The role that society expects one to play.

A

Persona

86
Q

Contains the opposite of what we feel ourselves to be.

A

Shadow Archetype

87
Q

Recognizes that humans are psychologically bisexual, that is “masculine” and “feminine” qualities are found in both sexes.

A

Shadow Archetype

88
Q

Reflects the prehistoric fear of wild animals and represents the animal side of human nature.

A

Shadow Archetype

89
Q

feminine archetype in men.

A

Anima

90
Q

masculine archetype in women.

A

Animus

91
Q

The Two Basic Personality Orientations

A

Introversion & Extroversion

92
Q

The inward, cautions, shy, timid and reflective.

A

Introversion

93
Q

The outgoing, sociable, assertive and energetic.

A

Extroversion

94
Q

Emphasizes the importance of social forces or what one does in relation to others than internal or biological factors.

A

INTERPERSONAL SOCIAL THEORY

95
Q

Believed that one’s social environment shape personality and interactions and that people actively guide their own growth and development.

A

Alfred Adler

96
Q

Emphasizing the conscious as the core of personality.

A

Alfred Adler

97
Q

Proposed that inferiority feelings are stimulates for growth.

A

Alfred Adler

98
Q

exaggeration of feelings of inadequacy and insecurity resulting in defensive and neurotic behaviour.

A

Inferiority complex

99
Q

3 Categories of Problems in a Person’s Life Time

A
  1. Problems involving behaviour toward others
  2. Problems of occupation
    3.Problems of love
100
Q

4 Basic Styles in Working through Problems

A
  1. Avoiding
  2. Expecting to get anything from others
  3. Dominating others
  4. Cooperating with others
101
Q

Cultural environment greatly shapes personality and that personality development does not end at 5 of age but continues until young adulthood.

A

Harry Stack Sullivan (1940)

102
Q

Emphasized in the development of the self-concept which be called personification.

A

Harry Stack Sullivan (1940)

103
Q

The persona is what one talking about when one refers to “I or me”. This starts to develop from?

A

infancy

104
Q

The persona, or self- concept begins with the idea of ?

A

“good me”, “bad me”, and “not me”.

105
Q

Perceived when the mother is rewarding the infant.

A

good me

106
Q

arises in response to the negative experiences with the mother.

A

bad me

107
Q

arises out of extreme anxiety that the child rejects as part of the self.

A

not me

108
Q

Sullivan’s Stages of Healthy Interpersonal Development from Birth to Maturity

A

Infancy
Childhood
Juvenile
Preadolescence
Early adolescence
Late adolescence

109
Q

Experiences maternal tenderness and intuits maternal anxieties, struggles to achieve feelings of security and to avoid anxiety.

A

Infancy

110
Q

Modifies actions to suit social demands in sex-role training, peer play and family events. Uses movement and language to avoid anxiety.

A

Childhood

111
Q

Learns to accept subordinate to authority figures outside the family. More concepts of self-status and role.

A

Juvenile

112
Q

Capable of participating in genuine love relationship with others.

A

Preadolescence

113
Q

Develops consideration and concerns outside the self.

A

Preadolescence

114
Q

Heterosexual contacts enter into personal relationship.

A

Early adolescence

115
Q

Attempts to integrate sex with other personal relationship.

A

Early adolescence

116
Q

Masters expression of sexual impulses. Forms satisfying and responsible associations. Uses communication skills to protect self from conflicts with others.

A

Late adolescence

117
Q

Believed that people are dependent on each other.

A

Karen Horney (1937)

118
Q

3 Ways People Relate with each other

A
  1. Move toward others – seeking love support and cooperation.
  2. Move away from others – to be independent, self-sufficient.
  3. Against each other’s – to be competitive, critical and domineering.
119
Q

The person’s perceptions and interpretations influence subsequent biological and behavioural responses.

A

COGNITIVE THEORIES

120
Q

Emphasizes the mental processes involved in knowing.

A

Aaron Beck (1991)

121
Q

Beck’s six common cognitive distortions that result in maladoptive behaviours

A

Arbitrary interference
Selective abstraction
Overgeneralization
Magnification and Minimization
Personalization
Absolutist (dichotomous) thinking

122
Q

The process of drawing a specific conclusion in the absence of evidence to support the conclusion: the evidence may be contrary to the conclusion.

A

Arbitrary interference

123
Q
  1. Focusing on a detail taken out of context, ignoring more salient features of the situation, and conceptualizing the whole experience on the one detail.
A

Selective abstraction

124
Q

The pattern of drawing a general rule or conclusion from one or more isolated incidents and applying the concepts across the board to related and unrelated situation.

A

Overgeneralization

125
Q

Errors in evaluating the significance or magnitude of an event that is as gross as to constitute a distortion.

A

Magnification and Minimization

126
Q

The productivity to relate external events to oneself when there is no basis for making such a connection.

A

Personalization

127
Q

Places all experiences in one of two opposite categories, e.g. saint or sinner, flawless or defective. In describing himself, the patient selects the extreme negative categorization.

A

Absolutist (dichotomous) thinking

128
Q

Proposed a sequence of cognitive development that emphasized the relationship between action and thought.

A

Jean Piaget (1958)

129
Q

Stages that are characterized by distinctive features in the pattern of a person’s reasoning

A

First Stage – sensor motor
Second Stage – preoperational stage (2-7 years)
Third stage (5-6 years)

130
Q

Characteristic of child’s thinking from birth to about 2 years of age.

A

First Stage – sensor motor

131
Q

The young infant appears to think that the only object that exist are the objects that can be seen.

A

First Stage – sensor motor

132
Q

Moves through three periods

A

Second Stage – preoperational stage (2-7 years)

133
Q

The rigid and irreversible intellectual structures begin to become more flexible, and children begin the transition of the 3rd stage of through.

A

Third stage (5-6 years)

134
Q

All behaviours are a reflection of brain function and all thought processes represents a range of functions mediated by nerve cells in the brain.

A

NEUROBIOLOGICAL THEORIES

135
Q

Is primarily responsible for fine motor movement, sensory integration, cognition, memory, and emotional behaviour.

A

Dopamine (DA)

136
Q

Is the precursor of adrenaline, the main ingredient in the sympathetic “fight or flight” response.

A

Norepinephrine (NE)

137
Q

Secreted in the raphe nuclei and hypothalamus.

A

Serotonin

138
Q

They modulate wakefulness and alertness.

A

Serotonin

139
Q

Influence the transmission of sensory pain.

A

Serotonin

140
Q

Controls the temperature, sleep, hunger.

A

Serotonin

141
Q

Is an inhibitory neurotransmitter that serves as the brain’s modulator

A

Gamma – amino butyric acid (GABA)

142
Q

main excitory neurotransmitter

A

Glutamate

143
Q

Needs motivates the behavior of a person

A

HUMAN NEEDS THEORY

144
Q

Are considered protective barriers used to manage instinct and affect in stressful situations.

A

Ego Defense Mechanism

145
Q

unconscious use of a specific behaviour to make up for a real or imagined in ability or deficiency, thus maintaining self-respect or self-esteem.

A

Compensation

146
Q

unconscious expression of a mental conflict as a physical symptom to relieve tension or anxiety.

A

Conversion

147
Q

unconscious refusal to face thoughts feeling, wishes, needs, or reality factors that is intolerable.

A

Denial

148
Q

unconscious shifting of feelings such as hostility or anxiety from one idea, person, or object to another.

A

Displacement

149
Q

Separation and detachment of a strong emotionally charged conflict from ones consciousness.

A

Dissociation

150
Q

unconscious attempt to identity with personality traits or actions of another to preserve one’s self-esteem or to reach a specific goal.

A

Identification

151
Q

unconscious application of the philosophy, ideas, customs, and attitudes of another person to one’s self.

A

Introjections

152
Q

8.unconscious assignment of unacceptable thoughts or characteristics of self to others.

A

Projection

153
Q

unconscious demonstration of the opposite behaviour, attitude, or feeling of what one would normally show in a given formation.

A

Reaction – formation

154
Q

unconscious justifications of one’s ideas, actions, or feelings to maintain self-respect, prevents feelings of guilt, or obtain social approval

A

Rationalization

155
Q

retreat to past developmental stages to meet basic needs.

A

Regression

156
Q

negation of a previous consciously intolerable action or experiences.

A

Restitution

157
Q

unconscious rechanneling of intolerable or socially unacceptable impulses or behaviours into activities that are personally or socially acceptable.

A

Sublimation

158
Q

unconscious replacement of unacceptable impulses, attitudes, needs, or emotions with those that are more acceptable.

A

Substitution

159
Q

voluntary rejection of unacceptable thoughts and feelings from conscious awareness.

A

Suppression

160
Q

act or communication that partially negates previous ones, a primitive defense mechanism.A

A

Undoing