Brainscape's Knowledge GenomeTM

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


See full index

Mental Health > Chapters 25, 26, 27, 28, 29 > Flashcards

Chapters 25, 26, 27, 28, 29 Flashcards

1
Q

Suicidal ideation

A

thinking about personal death including to wish to be dead, considering methods of accomplishing death, and formulating plans to carry the act out

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

Suicide

A

intentional act of killing oneself by any means

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

Suicide attempt

A

carrying out an act or acts with the intention of death, which may or may not prove fatal

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

Completed suicide

A

one in which the acts result in death

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

Med for suicide: Antidepressants

A
  1. used for patients who have a depressive disorder or anxiety disorder
  2. close monitoring is required when patients begin and when dosage change
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Med for suicide: Long term lithium

A
  1. for bipolar disorder and major depression to significantly reduce suicide
  2. patient and family education is important since lithium causes serious side effects and requires a lot of blood work to test therapeutic level
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Med for suicide: Antipsychotics

A
  1. ordered for patients experiencing psychotic or bipolar manic episodes
  2. second gens are preferred to first gens since they have fewer side effects
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Med for suicide: Anti-anxiety

A

can help treat risk factors such as severe anxiety, panic, and agitation

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

Lethality indicates and is used for

A
  1. Indicates how quickly a person would die by that mode

2. used to classify the method as higher or lower risk

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

Higher risk/hard methods

A
  1. using a gun
  2. jumping off of a high place
  3. hanging
  4. poisoning with carbon monoxide
  5. staging a car crash
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Lower risk/soft methods

A
  1. cutting one’s wrist
  2. inhaling natural gas
  3. ingesting pills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

If a person is experiencing a psychotic episode are they high risk?

A

yes

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

Risk factors for suicide

A
  1. Biological
  2. Psychological
  3. Environmental
  4. Cultural
  5. Societal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Psychological risk factor

A
  1. Fraud theorized that suicide resulted from unacceptable aggression toward another person that has turned inward
  2. Menninger also thought there was three aspects of suicidal hostility:
    a. the wish to kill (revenge)
    b. the wish to be killed (guilt)
    c. the wish to die (hopelessness)
  3. Beck identified a central emotional factor underlying suicide intent being hopelessness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Environmental risk factor

A
  1. Diathesis-stress model: lethal combination of suicidal fantasies accompanied by loss (Love, self- esteem, job, freedom due to incarceration), rage, and identification with an individual who completed suicide
  2. copycat suicide follows highly publicized suicide of a public figure, and idle, or appear in the community
    a. adolescents are at high risk for this
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Cultural risk factor

A

religious beliefs, family values, sexual orientation, gender identity, bullying behavior, and attitude toward death, have an impact on suicide rates

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

Societal risk factor

A
  1. Isolation which sets the stage for loneliness and despair
  2. assisted suicide
  3. suicide bombing which is growing exponentially
    a. bombers believe that it’s an honor to die in defense of their faith, that real happiness exists beyond this life, and that for martyrs dying is not real death but an honorable entrance to the afterlife
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Other risk factors

A
  1. Race
  2. religion
  3. marriage
  4. profession
  5. physical health
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Maturational crisis

A
  1. Erikson’s eight stages: each stage represents a time when physical, cognitive, instinctual, and sexual changes prompt an internal conflict or crisis, which results in either psychosocial growth or regression
  2. when a person reaches a new stage, coping styles are no longer effective, and new coping mechanisms have yet to be developed so they are without effective defenses causing increased tension and anxiety which may manifest as variations in the person’s normal behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Examples of maturation crisis examples

A
  1. first time
  2. marriage
  3. birth of a child
  4. retirement
  5. death of a parent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What does the resolution of maturational crisis effect?

A

the way these crises are resolved at one stage affects the person’s ability to pass through to the next stage

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

What is indicated when a person experiences severe difficulty during a maturational crisis?

A

when a person experiences severe difficulty during our maturational crisis professional intervention may be indicated

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

Factors that disrupt maturation

A
  1. factors may disrupt individuals’ progression through the maturation stages like alcohol and drug addiction
    a. when the addictive behavior is controlled the young person’s growth and development will resume at the point of interruption
24
Q

Situational crisis

A

arises from events that are extraordinary, external rather than internal, and often unanticipated

25
Q

Situational crisis examples

A
  1. loss or change of a job
  2. death of a loved one
  3. abortion
  4. change in financial status
  5. divorce
  6. physical or mental illness
26
Q

Does these situations always lead to a crisis?

A

whether these factors precipitate into a crisis depends on factors such as the degree of support available from caring friends, family members, and others

27
Q

Adventitious crisis

A
  1. not a part of everyday life

2. caused by events that are unplanned and may be accidental, caused by nature, or human made

28
Q

What does adventitious crisis results from?

A
  1. a natural disaster like flood fire or earthquake
  2. a national disaster like terrorism war riots airplane crashes
  3. a crime of violence like rape assault or murder
29
Q

What serious post trauma responses can result from adventitious crisis

A
  1. acute stress disorder
  2. PTSD
  3. major depressive disorder
30
Q

Crisis intervention: Psychological

A

Focuses on the present problem only and has two initial goals:

  1. patient safety
  2. anxiety reduction
31
Q

Primary level of care

A
  1. promotes mental health and reduces mental illness to decrease the incidence of crisis
  2. Nurses role is to work with the patient to recognize potential problems, teaching the patient coping skills, and assisting the patient in evaluating the timing or reduction of life changes to decrease the negative effects of stress as much as possible
32
Q

Secondary level of care

A
  1. Establishes intervention during an acute crisis to prevent prolonged anxiety from diminishing personal effectiveness and personality organization
  2. nurses role: ensure safety, and assess the patient problem, support systems, and coping styles
33
Q

Tertiary level of care

A
  1. provide support for those who have experienced a severe crisis and are now recovering from a disabling mental state like rehab centers, sheltered workshops, day hospitals, and outpatient clinics
  2. goal is to facilitate optimal levels of functioning and prevent further emotional disruptions
  3. critical incident stress debriefing
34
Q

Assessing situational supports

A
  1. Nurse determines resources by assessing the patient’s support systems
  2. when available family and friends can be involved by offering emotional or material support
  3. if these resources are unavailable the nurse acts as a temporary support person while assisting the patient to establish relationships with individuals or groups in the community
35
Q

Questions to include when assessing support

A
  1. is there anyone family or friends you would like to have involved in your care?
  2. Have you ever used a community agency for support?
  3. Do you have a religious affiliation?
  4. Are you active in a religious group?
36
Q

Anger

A
  1. emotional response to frustration of desires, a threat to one’s needs(emotional or physical), or a challenge
  2. a normal emotion that can even be positive when it’s expressed in a healthy way
  3. can be a motivator to try harder or an aid in survival
37
Q

Aggression

A
  1. action or behavior that results in a verbal or physical attack
  2. usually used synonymously with violence but aggression is not always inappropriate and is sometimes necessary for self protection
38
Q

Violence

A

objectionable act that involves intentional use of force that results in, or has the potential to result in, injury to another person

39
Q

When is seclusion implemented?

A
  1. Implemented only when a patient creates a risk of harm to self or others and no less restrictive alternative is available
  2. used after alternative interventions have been tried and failed
40
Q

Goal of seclusion

A

safety of the patient and others and is less restrictive then restraint and may be helpful in reducing sensory overstimulation

41
Q

Contraindications for seclusion

A
  1. patients have extremely unstable medical and psychiatric conditions
  2. COPD
  3. spinal injury
  4. seizure disorder
  5. pregnancy
42
Q

Avoid seclusion in patients w/

A
  1. Patients are overtly suicidal

2. those who require monitoring for severe drug reactions or overdoses

43
Q

Teams and roles during seclusion

A
  1. team should be organized before approaching the patient so that there is a clear leader in each team member knows his or her individual responsibility
  2. the team leader should be the only one talking to the patient
44
Q

Reintegration

A
  1. Monitor patient to decide if they can be reintegrated into unit activities
  2. Gradual process
  3. Patient needs to be able to follow commands and control behaviors
  4. Patient needs to be given every opportunity to regain control so less restrictive methods can be used
45
Q

Debrief after seclusion.

A
  1. After seclusion and restraint staff must engage in debrief
  2. This ensures quality care was provided
46
Q

Physical abuse

A

infliction of physical pain or bodily harm such as slapping, punching, hitting, choking, pushing, restraining, biting, throwing and burning

47
Q

Sexual abuse

A

any form of sexual contact or exposure without consent or in circumstances in which the victim is incapable of giving consent

48
Q

Emotional abuse

A
  1. undermining of a person’s self worth
  2. constant criticism, humiliating, diminishing ones abilities, name calling, intimidating, isolating, and damaging relationships with others
49
Q

Neglect

A

failure to provide for physical, emotional, educational, and medical needs

50
Q

economic abuse

A
  1. controlling a person’s access to economic resources making an individual financially
  2. forbidding school attendance or employment
51
Q

Self-assessment

A
  1. Working with those who experience violence may arouse intense and overwhelming feelings
  2. strong negative feelings toward abuse may cloud your judgment and interfere with objective assessment and intervention no matter how you try to cover or deny personal bias
  3. personal history of abuse may cause you to identify too closely with the victim and personal issues connected with the abuse may surface further clouding judgment
  4. sharing perceptions and feelings with other professionals can help reduce feelings of isolation and discomfort
52
Q

Common responses of health care professionals to violence

A
  1. anger
  2. embarrassment
  3. confusion
  4. fear
  5. anguish
  6. hopelessness
  7. discouragement
  8. blame the victim mentality
53
Q

Date rape drugs: GHB

A
  1. Also called G, Georgia homeboy, liquid ecstasy, salty water
  2. Produces relaxation euphoria and disinhibition
  3. causes in coordination confusion deep sedation and amnesia
54
Q

Date rape drugs: Rohypnol

A
  1. Also called forget me pill, roofies, club drug, roaches, R2, and rophies
  2. potent when combined with alcohol
  3. causes sedation psycho motor slowing muscle relaxation and amnesia
55
Q

Date rape drugs: katamine

A
  1. Also called black hole, bump, K, Kit Kat, purple, Special K
  2. causes dissociative reaction with a dreamlike state leading to deep amnesia and analgesia and complete compliance of the victim
  3. may become confused paranoid delirious combative with drooling and hallucinations
56
Q

Sane nurse

A
  1. Specialized sexual assault services
  2. registered nurse who has specialized training and caring for sexual assault patients, has demonstrated competency in conducting medical and legal evaluations, and has the ability to be an expert witness in court

Mental Health (7 decks)

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