Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

NURS3314 Mental Health Nursing > Chapter 3 Psychosocial Theories & Therapy > Flashcards

Chapter 3 Psychosocial Theories & Therapy Flashcards

You may prefer our related Brainscape-certified flashcards:
Nursing Pharmacology flashcards NCLEX-RN® flashcards Nursing Mental Health flashcards Nursing Fundamentals flashcards Nursing Safety & Infection flashcards Nursing Adult Health flashcards NCLEX-PN® flashcards Nursing Management of Care flashcards Nursing Pediatrics flashcards Nursing Maternity flashcards
1
Q

Why were theoretical methods of behavior developed?

A

To explain emotional & mental health

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

Six Psychosocial Theorists

A

1) Psychoanalytic (Freud)

2) Developmental (Erikson, Piaget)

3) Interpersonal (Sullivan, Peplau)

4) Humanistic (Maslow, Rogers)

5) Behavioral (Pavlov, Skinner)

6) Existential (Beck, Ellis, Frankl,
Perls, Glasser)

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

Sigmund Freud

A

Father of Psychoanalysis: All human behavior is influenced by unconscious memories, thoughts, & urges (repressed sexual urges)
- Repressed: Driven form one’s own consciousness

Believed a person could be “cured” by making unconscious thoughts conscious & thereby gaining insight

Personality Components: Id, ego, & superego

Behavior is motivated by subconscious thoughts & feelings
- Conscious, unconscious, preconscious

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

Freudian Slip

A

A term used to describe slips of the tongue
Ex) Accidentally calling your teacher, “Mom”

Freud believes these slips are not accidental or coincidental but, are subconscious thoughts & feelings that emerge in conversation

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

Id

A

The part of one’s nature that reflects basic or innate desires such as pleasure-seeking behavior, aggression, & sexual impulses

Seeks instant gratification, causes impulsive (unthinking) behavior, & has no regard for rules or societal convention

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

Ego

A

Balancing or mediating force between the id & the superego

Represents mature & adaptive behavior that allows a person to function successfully in the world
- Freud believed that anxiety resulted from the ego’s attempts to balance the impulsive instincts of the id & the rigid rules of the superego

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

Superego

A

Part of the person’s nature that reflects moral & ethical concepts, values, & parental and societal expectations
- Direct opposition of the id

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

Freud’s Three Levels of Awareness

A

1) Conscious
2) Preconscious
3) Unconscious

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

Conscious

A

Refers to perceptions, thoughts, & emotions that exist in a person’s awareness
Ex) Being aware of happy feelings or thinking of a loved one

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

Preconscious

A

Thoughts & emotions that are not currently in the person’s awareness, but they can recall them w/ some effort
Ex) Remembering what they did, thought, & felt as a child

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

Unconscious

A

Realm of thoughts & feelings that motivate a person even though they are totally unaware of them

Includes most ego defense mechanisms

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

Dream Analysis

A

A primary technique used in psychoanalysis that involves discussing a patient’s dreams to discover their true meaning and significance
- Freud believed that a person’s dream reveals their subconscious & have significant meaning

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

Free Association

A

The therapist tries to uncover the client’s true thoughts and feelings by saying a word and asking the client to respond quickly with the first thing that comes to mind

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

Ego Defense Mechanisms

A

Methods of attempting to protect the self & cope w/basic drives or emotionally painful thoughts, feelings, or events

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

Alturism

A

Dealing w/anxiety by reaching out to others

Adaptive Use: A mother who lost a son to a drunk
driver starts Mothers Against Drunk
Driving (MADD)

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

Sublimation

A

Dealing w/ unacceptable feelings or impulses by unconsciously substituting acceptable & constructive forms of expression

Adaptive Use: A person who just had an argument
w/ his girlfriend goes for a five-mile run

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

Suppression

A

Voluntarily blocking unpleasant thoughts & feelings from consciousness

Adaptive Use: A worker who just saw the Twin Towers get hit by airplanes on 911 goes back to their desk and focuses on some important work they need
to get done that morning

Maladaptive Use: When asked to recount a traumatic event, a patient w/ PTSD is unable to recall key fragments of the event, loses train of thought or describes it in very vague terms

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

Splitting

A

Demonstrating an inability to reconcile negative & positive attributes of self or others into a cohesive image

Maladaptive Use: When a woman’s boyfriend who
was very nice to her at first starts to treat her badly, she still thinks he’s a great guy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Projection

A

Attributing one’s unacceptable ideas, thoughts, & emotions

Maladaptive Use: A husband angrily says to his wife, “You’re so stubborn!” when he is the one who is stubborn

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

Reaction Formation

A

Unacceptable feelings or behaviors are controlled or kept out of awareness by overcompensating or demonstrating the opposite behavior of what is felt

Adaptive Use: An employee who despises his boss
goes to his boss’s annual Halloween Party and acts like he really likes his boss

Maladaptive Use: Man who has thought about same-gender sexual relationship but never had one beats a man who is gay

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

Undoing

A

Performing an act to make up for prior unacceptable thoughts or behavior (most commonly seen in children)

Adaptive Use: An adolescent cleans his room after mouthing off at his parents at dinner

Maladaptive Use: An abusive husband says to his wife,
“I’m so sorry. I love you. I promise - I’ll never do it again” after giving her a black eye when angry & arguing loudly

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

Rationalization

A

Creating reasonable & acceptable explanations for unacceptable feelings or behavior

Adaptive Use: A teenage girl says to herself, “someone
must have just told a good joke” when a group of her peers start laughing as she walks by

Maladaptive Use: A woman who feels guilty after eating a whole box of Girl Scout cookies says, “I had to eat the cookies because nobody else would”

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

Dissociation

A

A disruption in consciousness, memory, identity, or perception of the environment that results in compartmentalizing uncomfortable or unpleasant thoughts, feelings, or experiences

Adaptive Use: A student who is studying in the library
for a test because his roommates are having a party blocks out unexpected construction noise

Maladaptive Use: A person who just experienced a
significant stressor wanders off from home and forgets their identity

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

Repression

A

Unconsciously putting unacceptable ideas, thoughts, & emotions out of conscious awareness

Adaptive Use: A person who was molested as a child
has no recollection of it

Maladaptive Use: A guy who has been wanting to break up w/ his girlfriend for a while forgets he told her they would go out Saturday night

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

Displacement

A

Shifting feelings related to an object, person, or situation to another less threatening object, person or situation

Adaptive Use: A student who is angry about his grade
on a paper goes to a batting cage & swings hard at every ball

Maladaptive Use: A woman who just got in an argument w/ her boyfriend yells at her mother over the phone

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

Denial

A

Pretending the truth is not reality to manage unpleasant, anxiety-causing thoughts or feelings

Adaptive Use: A patient whose breast cancer caused an open wound on her chest says, “it’s just a few cells”

Maladaptive Use: A person who just got their third DUI emphatically says, “I don’t have a drinking problem!”

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

Psychosexual Stages of Development

A

1) Oral (Birth-8 months): Major site of tension and gratification is the mouth, lips, and tongue
- Includes biting and sucking activities.
- Id is present at birth. Ego develops gradually from rudimentary structure present at birth.

2) Anal (18-36 months): Anus and surrounding area are major source of interest
-Potty training (voluntary sphincter control is acquired)

3) Phallic/oedipal (3-5 years): Genital is the focus of interest, stimulation, and excitement
- Discovering one’s genitals, aligning with the parent of the opposite sex

4) Latency (5-11 or 13 years): Resolution of oedipal complex
- Sexual drive channeled into socially appropriate activities such as school work and sports
- Formation of the superego
- Final stage of psychosexual development

5) Genital (11-13 years): Begins with puberty and the biologic capacity for orgasm
- Involves the capacity for true intimacy.

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

Transference

A

Unconscious process of displaying feelings for significant people in the past onto a healthcare provider in the present

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

Countertransference

A

Emotional reaction by a healthcare provider to a patient based on feelings the provider had for significant people in the past

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

Psychoanalysis

A

Focus on discovering causes of client’s unconscious, repressed thoughts, feelings, conflicts related to anxiety

Skills Utilized: Free association, dream analysis, interpretation of behavior used to gain insight into and resolve these conflicts, anxieties

Lengthy, expensive, practiced on limited basis today

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Erikson’s Psychosocial Stages of Development

A

Trust vs Mistrust (Infant): Viewing the world as safe & reliable
- Virtue: HOPE

Autonomy vs Shame & Doubt (Toddler 18 months-3 years of age): Achieving a sense of control & free will
- Virtue: WILL

Initiative vs Guilt (Preschool): Beginning development of conscience
- Virtue: PURPOSE

Industry vs Inferiority (School Age): Emerging confidence in own abilities
- Taking pleasure in accomplishments
- Virtue: COMPETENCE

Identity vs. Role Confusion (adolescence): Formulating a sense of self and belonging
- Virtue: Fidelity

Intimacy vs. Isolation (young adult): Forming adult, loving relationships, and meaningful attachments to others
- Virtue: LOVE

Generativity vs. stagnation (middle adult): Being creative and productive; establishing the next generation
- Virtue: CARE

Ego integrity vs. despair (maturity): Accepting responsibility for oneself and life
- Virtue: Wisdom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Piaget’s Cognitive Stages of Development

A

Sensorimotor (Birth–2 years old): Sense self as separate from the environment, object permanence

Preoperational (2 years old–7 years old): Express self w/language , understand symbolic gestures, classify objects

Concrete Operations (7-11 years old): Apply logic to thinking
- Understand spatiality & reversibility
- Increase sociability
- Apply rules
- Still think concretely

Formal Operations (11-15 y.o. +): Think & reason in abstract terms
- Expand & refine logical thinking &
reasoning
- Achieve cognitive maturity

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

Maslow’s Hierarchy of Needs (Listed in Order of Needs that Must Be Met 1st)

A

1) Physiological Needs: Oxygen, food, water, sleep,
shelter, sex, freedom from pain

2) Safety & Security: Protection, security, & freedom from harm or threatened deprivation

3) Love & Belonging: Enduring intimacy, friendship, & acceptance

4) Self-Actualization (Highest Level): Need for beauty, truth, & justice

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

Interpersonal Theories

A

Sullivan: Significance of interpersonal relationships
- Therapeutic milieu: Patients participating in groups

Peplau: Therapeutic Nurse–Client Relationships
- 4 Phases: Orientation, identification, exploitation, resolution
- Nurses’ roles
- Mild Phase of Anxiety
- Moderate Phase of Anxiety
- Severe Phase of Anxiety
- Panic Anxiety: Distorted perceptions, fight-flight-freeze

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

The (4) Phases of Therapeutic Nurse-Client Relationship

A

1) Orientation Phase: Directed by the nurse & involves engaging the patient in treatment, providing explanations and information, and answering questions.

2) Identification Phase: Begins when the patient works interdependently w/ the nurse, expresses feelings, and begins to feel stronger

3) Exploitation Phase: The patient makes full use of the services offered

4) Resolution Phase: The patient no longer needs professional services & gives up dependent behavior
- The relationship ends

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

Humanities

A

Focuses on a person’s positive qualities, their capacity to change (human potential), and the promotion of self-esteem

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

Humanistic Theories

A

Begin to focus on the positive aspects of the patient (what tools can be given to help improve mental health)

Abraham Maslow: Hierarchy of Needs
- Basic physiological, safety and security, love and belonging, esteem, self-actualization

Carl Rogers: Client-centered therapy (focus on client’s role)
- Unconditional positive regard, genuineness, empathetic understanding

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

Roles of the Nurses in Therapeutic Relationships

A

Stranger: Offering the patient the same acceptance and courtesy that the nurse would to any stranger

Resource person: Providing specific answers to questions w/in a larger context

Teacher: Helping the patient learn either formally or informally

Leader: Offering direction to the patient or group

Surrogate: Serving as a substitute for another, such as a parent or sibling

Counselor: Promoting experiences leading to health for the patient, such as expression of feelings

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

Client-Centered Therapy

A

Focuses on the role of the client, rather than the therapist, as the key to the healing process

Rogers believed that each person experiences the world differently and knows their own experience best

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

Behavioral Theories

A

Focuses on observable behaviors & behavior changes

Does NOT focus on how the mind works

Ivan Pavlov: Classical conditioning

B.F. Skinner: Operant Conditioning

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

Mild Anxiety Level (Peplau)

A

A positive state of heightened awareness & sharpened senses, allowing the person to learn new behaviors and solve problems
-The person can take in all available stimuli (perceptual field)

Signs & Symptoms:
- Sharpened senses
- Increased motivation
- Alert
- Enlarged perceptual field
- Can solve problems
- Learning is effective
- Restless
- Gastrointestinal “butterflies”
- Sleepless
- Irritable
- Hypersensitive to noise

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

Moderate Anxiety Level (Peplau)

A

Involves a decreased perceptual field (focus on immediate task only)
- The person can learn new behavior or solve problems only with assistance
- Another person can redirect the person to the task

Signs & Symptoms:
- Selectively attentive
- Perceptual field limited to the immediate task
- Can be redirected
- Cannot connect thoughts or events independently
- Muscle tension
- Diaphoresis
- Pounding pulse
- Headache
- Dry mouth
- Higher voice pitch
- Increased rate of speech
- GI upset
- Frequent urination
- Increased automatisms (nervous mannerisms)

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

Severe Anxiety Level (Peplau)

A

Involves feelings of dread or terror
- The person cannot be redirected to a task; they focus only on scattered details and have physiologic symptoms of tachycardia, diaphoresis, and chest pain.
- A person with severe anxiety may go to an emergency department, believing they are having a heart attack

Signs & Symptoms:
- Perceptual field reduced to one detail or scattered details
- Cannot complete tasks
- Cannot solve problems or learn effectively
- Behavior geared toward anxiety relief and is usually ineffective
- Feels awe, dread, or horror
- Doesn’t respond to redirection
- Severe headache
- N/V, diarrhea
- Trembling
- Rigid stance
- Vertigo
- Pale
- Tachycardia
- Chest pain
- Crying
- Ritualistic (purposeless, repetitive) behavior

44
Q

Panic Level of Anxiety

A

Can involve loss of rational thought, delusions, hallucinations, and complete physical immobility and muteness

The person may bolt and run aimlessly, often exposing themself to injury

Signs & Symptoms:
- Perceptual field reduced to focus on self
- Cannot process environmental stimuli
- Distorted perceptions
- Loss of rational thought
- Personality disorganization
- Doesn’t recognize danger
- Possibly suicidal
- Delusions or hallucination possible
- Can’t communicate verbally
- Either cannot sit (may bolt and run) or is totally mute and immobile

45
Q

Crisis

A

A turning point in an individual’s life that produces an overwhelming emotional response

Individuals experience a crisis when they confront some life circumstance or stressor that they cannot effectively manage through the use of their customary coping skills

46
Q

Stages of Crisis

A

1) The person is exposed to a stressor, experiences anxiety, and tries to cope in a customary manner

2) Anxiety increases when customary coping skills are ineffective

3) The person makes all possible efforts to deal with the stressor, including attempts at new methods of coping

4) When coping attempts fail, the person experiences disequilibrium and significant distress

47
Q

Maturational Crisis

A

Sometimes called Developmental Crisis

Predictable events in the normal course of life, such as leaving home for the first time, getting married, having a baby, and beginning a career

48
Q

Situational Crisis

A

Unanticipated or sudden events that threaten the individual’s integrity, such as the death of a loved one, loss of a job, and physical or emotional illness in the individual or family member.

49
Q

Adventitious Crisis

A

AKA Social Crisis

Include natural disasters like floods, earthquakes, or hurricanes; war; terrorist attacks; riots; and violent crimes such as rape or murder

50
Q

(T/F) True or False: All crises are negative in nature.

A

FALSE

Events like marriage, childbirth, & retirement are often desirable to the individual but may still present overwhelming challenges

51
Q

3 Factors that Determine If an Individual Experiences Crisis

A

1) Perception of the event

2) Availability of emotional support

3) Availability of adequate coping mechanisms

52
Q

Crisis Resolution

A

Usually self-limiting: Lasts usually 4-6 weeks

Can be resolved in (3) ways:
1) Return to precrisis level of functioning
2) Begins to function at a higher level
3) Stabilizes at level lower than precrisis level of functioning

Positive outcomes are more likely to occur when:
- The problem (precipitating event & response) is clearly & thoroughly defined
- Early intervention

53
Q

Crisis Intervention

A

Includes a variety of techniques based on the assessment of the individual

54
Q

Directive Intervention

A

Designed to assess the person’s health status & promote problem-solving, such as:
- Offering the person new information, knowledge, or meaning
- Raising the person’s self-awareness by providing feedback about behavior
- Directing the person’s behavior by offering suggestions or courses of action

55
Q

Supportive Intervention

A

Aim at dealing with the person’s needs for empathetic understanding, such as:
- Encouraging the person to identify and discuss feelings
- Serving as a sounding board for the person
- Affirming the person’s self-worth.

56
Q

Treatment Modalities Using Behavioral Theories

A

Behavior modification

Positive reinforcement

Negative reinforcement

Token economy

Systematic desensitization

Aversion therapy

Meditation

Biofeedback

57
Q

Behavior Modification

A

A method of attempting to strengthen a desired behavior or response by reinforcement, either positive or negative

58
Q

Positive Reinforcement

A

A reward immediately following a behavior to increase the likelihood that the behavior will be repeated

59
Q

Negative Reinforcement

A

Involves removing a stimulus immediately after a behavior occurs so that the behavior is more likely to occur again

60
Q

Systematic Desensitization

A

Behavioral technique used to help overcome irrational fears & anxiety associated w/ a phobia

1) Client is asked to make a list of situations involving the phobic object, from the least to the most anxiety-provoking
- Learns and practices relaxation techniques to decrease and manage anxiety

2) Exposed to the least anxiety-provoking situation and use the relaxation techniques to manage the resulting anxiety
- Gradually exposed to more and more anxiety-provoking situations until they can manage the most anxiety-provoking situation

61
Q

What type of therapy is often used as the last mode of treatment, instead of 1st?

A

Inpatient treatment

Current treatment reflects the belief that it is more beneficial and certainly more cost-effective for clients to remain in the community and receive outpatient treatment whenever possible

The client can often continue to work and can stay connected to family, friends, and other support systems while participating in therapy

62
Q

Under what cases, is hospital admission indicated?

A

1) When the person is severely depressed and suicidal

2) Severely psychotic

3) Experiencing alcohol or drug withdrawal

4) Exhibiting behaviors that require close supervision in a safe, supportive environment.

63
Q

Individual Psychotherapy

A

A method of bringing about change in a person by exploring their feelings, attitudes, thinking, and behavior

Involves a one-to-one relationship between the therapist and the client

People generally seek this kind of therapy based on:
- Their desire to understand themselves and their behavior
- To make personal changes
- To improve interpersonal relationships
- To get relief from emotional pain or unhappiness

64
Q

What is the key to success in individual psychotherapy?

A

The therapist-client relationship

Both the client and the therapist must be compatible for therapy to be effective.
- Therapists vary in their formal credentials, experience, and model of practice

Selecting a therapist is extremely important in terms of successful outcomes for the client
- The client must select a therapist whose theoretical beliefs and style of therapy are congruent with the client’s needs and expectations of therapy

The client may also have to try different therapists to find a good match

65
Q

What influences a therapist’s style of therapy?

A

A therapist’s theoretical beliefs

66
Q

Group

A

A # of persons who gather in a face-to-face setting to accomplish tasks that require cooperation, collaboration, or working together

Each person in a group is in a position to influence and to be influenced by other group members

67
Q

Group Content

A

Refers to what is said in the context of the group, including educational material, feelings and emotions, or discussions of the project to be completed

68
Q

Group Process

A

Refers to the behavior of the group & its individual members, including seating arrangements, tone of voice, who speaks to whom, who is quiet, and so forth.

69
Q

Group Leadership

A

Formal leader usually for therapy groups & education groups

Informal leader may emerge in support groups & self-help groups.

Effective leaders focus on group process & group content

70
Q

Initial Stage of Group Development

A

Commences as soon as the group begins to meet

Members introduce themselves, a leader can be selected (if not done previously), the group purpose is discussed, and rules and expectations for group participation are reviewed

Group members begin to “check out” one another and the leader as they determine their levels of comfort in the group setting

71
Q

Working Stage of Group Development

A

Begins as members begin to focus their attention on the purpose or task the group is trying to accomplish

This may happen relatively quickly in a work group with a specific assigned project but may take two or three sessions in a therapy group because members must develop some level of trust before sharing personal feelings or difficult situations

During this phase, several group characteristics may be seen
- Group cohesiveness: The degree to which members work together cooperatively to accomplish the purpose

Cohesiveness is a desirable group characteristic and is associated with positive group outcomes
- It is evidenced when members value one another’s contributions to the group; members think of themselves as “we” and share responsibility for the work of the group.

When a group is cohesive, members feel free to express all opinions, positive and negative, with little fear of rejection or retribution.
- If a group is “overly cohesive,” in that uniformity and agreement become the group’s implicit goals, there may be a negative effect on the group outcome.

In a therapy group, members do not give one another needed feedback if the group is overly cohesive. In a work group, critical thinking and creative problem-solving are unlikely, which may make the work of the group less meaningful.

72
Q

Termination Stage of Group Development

A

Occurs before the group disbands

The work of the group is reviewed, with the focus on group accomplishments or growth of group members or both, depending on the purpose of the group

73
Q

Monopolizer

A

A group member who makes excessive verbal contributions -> prevent equal participation of other members

Decide if, how, and when to intervene
Ex) Politely interrupt by acknowledging contribution then redirect the discussion

May choose to limit discussion time per member

74
Q

“Yes, but…”

A

Avoid problem-solving

Encourage person to develop own solutions

75
Q

Disliked Member

A

Show respect for the disliked member

Acknowledge contribution

Stay neutral

Avoid displaying negative verbal / nonverbal behaviors

76
Q

Silent Member

A

Respect the person’s silent manner

Understand the meaning of the member’s silence before encouraging interaction

77
Q

Group Conflict

A

Determine if the conflict is a natural part of group process or whether the group needs to address issues

With leader-to-member conflict, be sensitive to the power differential
- If necessary, handle conflict through conflict resolution

78
Q

Therapeutic Results of Group Therapy

A

Gaining new information, or learning

Gaining inspiration or hope

Interacting with others

Feeling acceptance and belonging

Becoming aware that one is not alone and that others share the same problems

Gaining insight into one’s problems and behaviors and how they affect others

Giving of oneself for the benefit of others (altruism)

79
Q

Psychotherapy Groups

A

Goal: For members to learn their behavior & make positive changes via interacting & communicating w/others

May be organized around a specific medical diagnosis (ex: depression) or a particular issue (ex: improving interpersonal relationships)

Often formal in structure

1 or 2 leaders that are therapists
- One task of the group leader or the entire group is to establish the rules for the group
- Rules deal w/ confidentiality, punctuality, attendance, and social contact between members outside group time.

80
Q

Open Groups

A

Ongoing and run indefinitely, allowing members to join or leave the group as they need to

81
Q

Closed Groups

A

Structured to keep the same members in the group for a specified number of sessions

If the group is closed, the members decide how to handle members who wish to leave the group and the possible addition of new group members

82
Q

Family Therapy

A

A form of group therapy in which the client and their family members participate

83
Q

Goals of Family Therapy

A

Include:
- Understanding how family dynamics contribute to the client’s psychopathology
- Mobilizing the family’s inherent strengths and functional resources
- Restructuring maladaptive family behavioral styles
- Strengthening family problem-solving behaviors

84
Q

Areas of Functioning w/in Families

A

Communication

Management

Boundaries

Socialization

Emotions & Support

85
Q

Healthy Communication w/in Families

A

Clear, understandable messages between family members

Each member is encouraged to express thoughts and feelings

86
Q

Dysfunctional Communication w/in Families

A

Blaming: Members blame others to shift the focus away from their own inadequacies

Manipulating: Members use dishonesty to support their own agendas

Placating: One member takes responsibility for problems to keep peace at all costs

Distracting: A member inserts irrelevant information during attempts at problem-solving

87
Q

Management w/in A Healthy Family

A

Adults of a family agree on important issues, such as rule making, finances, and plans for the future

88
Q

Management w/in Dysfunctional Families

A

Management may be chaotic, with a child making management decisions at times

89
Q

Boundaries w/in Healthy Families

A

Boundaries are distinguishable between family roles

Clear boundaries define roles of each member and are understood by all

Each member functions appropriately

90
Q

Boundaries w/in Dysfunctional Families

A

Enmeshed boundaries: Thoughts, roles, and feelings blend so much that individual roles are unclear

Rigid boundaries: These families tend to have members that isolate themselves

91
Q

Socialization w/in Healthy Families

A

All members interact, plan, and adopt healthy ways of coping

Children learn to function as family members, as well as members of society

Members are able to change as the family grows and matures

92
Q

Socialization w/in Dysfunctional Families

A

Children do not learn healthy socialization skills w/in the family and have difficulty adapting to socialization roles of society

93
Q

Emotions & Support w/in Healthy Families

A

Emotional needs of family members are met most of the time, and members have concerns about each other

Conflict and anger do not dominate

94
Q

Emotions & Support w/in Dysfunctional Families

A

Negative emotions predominate most of the time

Members are isolated and afraid and do not show concern for each other

95
Q

Education Group

A

Provide info to members about a specific issue
Ex) stress management, med management, or assertive training

96
Q

Support Groups

A

Organized to help members who share a common problem how to cope w/it

97
Q

Self-Help Groups

A

Members share a common experience but, not in a formal/structured therapy group

98
Q

Complementary Medicine

A

Includes therapies used w/ conventional medicine practices

99
Q

Alternative Medicine

A

Therapies used in place of conventional treatment

100
Q

Integrative Medicine

A

Combines conventional & CAM (complementary & alternative med) therapy that have scientific evidence supporting their safety & efficacy

101
Q

Alternative Medical System Interventions

A

Include homeopathic & naturopathic medicine
- Herbal & nutritional therapy
- Restorative physical exercises (yoga & tai chi)
- Meditation
- Acupuncture
- Remedial massage

102
Q

Biologically-Based Therapies

A

Uses herbs, foods, & medicines

103
Q

Manipulative & Body-Based Therapies

A

Therapeutic massage, chiropractic manipulation

104
Q

Energy Therapies

A

Therapeutic touch, qi-gong, pulsed fields, magnetic fields

105
Q

Psychiatric Rehabilitation

A

Involves providing services to people w/ severe & persistent mental illness to help them live w/in the community

Focuses on client’s strengths

Often called “support services” or programs

Activities involve:
- Med management
- Transportation
- Shopping
- Hygiene
- Finances
- Social support

NURS3314 Mental Health Nursing (30 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions