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Behavioral Health > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Mirroring

A

Experience feeling affirmed, recognized when we reveal ourselves.

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2
Q

Idealizing

A

Experiencing being part of something admired and powerful

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3
Q

Alterego

A

The feeling of being like others in a significant way

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4
Q

Merger

A

The feeling of being one with someone or thing that affirms us

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5
Q

Adversarial

A

Opposition to an opposing entity in a way that affirms our autonomy

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6
Q

Efficacy

A

Being able to affect others to bring forth an experience that we need

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7
Q

Transference

A

All reactions patient has to clinician, can either help or harm

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8
Q

Counter Transference

A

All reactions clinician has on patient, can either help or harm

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9
Q

Seligman’s three ways towards happiness

A
  1. Savoring sensory experience
  2. Engaging in what you do
  3. Meaning in life
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10
Q

Csicszentmihalyi

A

Concept of “Flow,” sense of complete engagement in a creative or playful activity.

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11
Q

Sonya Lyubomirsky and Robert Emmons

A

Studied gratitude boosters

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12
Q

Common human responses to suggestions

A

Acceptance
Modification
Rejection

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13
Q

Frequent Encountered behavioral presentations

A

Dependency, manipulation, anger, withdrawl, fear, dpression, help rejection.

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14
Q

View non-compliance as a ____ requiring exploration into cause

A

symptom

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15
Q

Patients more likely to cooperate when they

A

Perceive high severity of illness
Feel highly susceptible to the disease
Are capable of performing a behavior to reduce risk
Are confident treatment will reduce risk

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16
Q

Transtheoretical Model Constructs

A 
Process of change
Decisional balance
Stages of Change
Self-efficacy
Temptation
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17
Q

Two processes of change

A

Cog & Emo

Behavioral

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18
Q

Stages of change

A 
Precontemplation
Contemplation
Preparation
Action
Maintenance
Relapse
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19
Q

Open and Closed ended questions

A

Yes/No vs detailed answer
encourages telling a story vs just facts
“Tell me about” vs “did you”

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20
Q

Evocative questions

A

Calls forth something in patient

Helps gather self-motivational statements

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21
Q

Reflective listening is useful for

A

keeping the patient going and thinking, and to help gain understand and perspective, also helps diffuse resistence

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22
Q

Kinds of reflective listening

A 
Repeating
Rephrasing
Empathic repeating
Reframing
Double-sided
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23
Q

What’s the base for change

A

Affirmation
Intention, commitment
Optimism
Summarizing

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24
Q

Motivational Interviewing Approach includes:

A

Focusing on patient concern,
Egalitarian partnership
Ambivalence is seen as a good thing, means they’re thinking

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25
Q

Spirit of motivational interviewing

A

It’s about collaboration
Patient is accepted completely
Patient is shown compassion
Things are brought to the surface instead of lectured

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26
Q

Core Interviewing Skills

A

Open ended Questions
Affirming by other and self
Reframing, positivising
Summarizing

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27
Q

Why is ambivalence important?

A

If done correctly, ambivalence will lead to positive change. If treated with judgement and harshness, patient will be entrenched in it.

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28
Q

T/F Patient objections require a response

A

F

Patient objections or minimization do not demand a response

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29
Q

Psychoanalysis’s goal is

A

to understand the subjective world of the person

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30
Q

T/F Freud’s theory included environmental influences

A

T

It is not just an individually oriented theory

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31
Q

Aspects of the Mind

A

Conscious Mind
Pre-conscious Mind
Unconscious Mind

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32
Q

Conscious Mind

A

Governed by secondary process:
Rational
Logical
Cognitive

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33
Q

Pre-conscious Mind

A

Capable of becoming conscious when attention is focused in its direction

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34
Q

Unconsious Mind

A 
Governed by primary process:
Irrational
Instictual
Closely linked to emotional
Dreams
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35
Q

Psychic Determinism

A

All psychological events are driven by antecedent event

Much of what drives human mind is unconscious and irrational

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36
Q

Mental Structures are

A

constructs that have functions that are not easily changed

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37
Q

Mental structures emphasize

A

anxiety and conflict, and their relationship within the mind

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38
Q

Id functions according to the

A

pleasure principle

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39
Q

Id functions by the ___ process

A

primary

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40
Q

Ego exists in what level?

A

Pre-conscious

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41
Q

Ego’s main goals is to

A

satisfy Id’s goals in a socially appropriate manner

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42
Q

Superego is often referred as the

A

conscience

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43
Q

Superego is composed of

A

morals, values, behavioral injunctions, and prohibitions

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44
Q

Superego can sometimes be

A

harsh and punative

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45
Q

Psychological symptoms often come from

A

Unmet desires of the Id
Compromising the Ego
Harsh injunctions made by the Super Ego

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46
Q

Every symptom has two things, what are they?

A

A problem component, and an adaptation

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47
Q

<p>

| What&#39;s the main idea of Freud&#39;s psychosexual stages of development?</p>

A

<p>
During development, a part of the body becomes a source of attention and pleasure, and each new stage presents a potential conflict between child and parent</p>

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48
Q

Progression is

A

normal movement from one stage to the next

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49
Q

Regression is

A

movement back to a previous stage of maturation

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50
Q

Fixation is

A

getting stuck on a stage

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51
Q

Describe oral stage

A

From birth to 1 year, the mouth becomes the focus of attention. Breast feeding is the primary source of pleasure

52
Q

Fixation at oral stage

A 
Lack ability to delay gratification
Clinging to relationships
Sense that others aren't caring enough
Lacking ability to soothe self
Lacking sense of safety
Being demanding or fearful
53
Q

Describe anal stage

A

From 1 year to 3 years, the anus becomes the focus of attention. Pooping involves control and the sense of autonomy is a source of pleasure.

54
Q

Fixation at anal stage

A

control/lacking control
assertion/submission
obedience/defiance
giving/withholding

55
Q

Describe Phallic-Oedipal Stage

A

From 3 to 5 years, the penis/clitoris becomes a source of attention. Pleasure is gained from masturbatory exploration.

56
Q

What are Oedipal and Electra conflicts?

A

Child begins to realize parents’ relationship is exclusive.

Dilemma: Child loves and hates parent, and is afraid of being punished, or lose parent’s affection.

57
Q

Fixation on Phallic-Oedipal Stage

A

Triangulation
Relationships with “unavailable” partners
Relationships as a conquest

58
Q

Describe Latency

A

During school age, the sexual desire of a child is delayed by activities such as school or play.

59
Q

Describe Normal Symbiosis Stage

A

During months 1-5 after birth, baby recognizes mother as a source of pleasure, and is one with her. Also discovers things that are not self exist.

60
Q

Three sub stages of separation-individuation

A

Hatching
Practicing
Rapproachment

61
Q

Hatching sub stage

A

Months 5-10, recognizing mother’s face, and the estrangement of others. Fear of loss of mother

62
Q

Practicing sub stage

A

Months 10-16, walking develops, and exploration begins. Sense of invulnerability countered and challenged by the notion of shame and humiliation (separation anxiety)

63
Q

Rapproachment sub stage

A

Months 16-24, back and forth between separation and attachment to mother, ambivalence. Fearing loss of object during separation, fearing loss of self during merge.

64
Q

Describe object constancy

A

Months 24-36, good and bad become clearer and is integrated into senses of self and object. If sense of self is more positive rather than negative, child is secure.

65
Q

Describe the trust/mistrust stage

A

Between birth and a year, child is concerned about basic needs. If a person meets those needs, she will trust them. During this time, child will explore and wonder if the world is safe to encounter.

66
Q

Describe autonomy/shame,doubt

A

As a child develops during ages 1-3, he will be able to walk, and have basic use of his hands. During this time, the feeling of invulnerability rises, and often he can be challenged and confronted in his abilities, leading to shame.

67
Q

Describe initiative/guilt

A

During the ages of 3-5 a child will have a concept that he is a part of a group or community. Zis autonomy will now have a self component, and a societal component. Ze will begin to identify based on zis surroundings, as well as learn sex roles, particularly in preschool.

68
Q

Describe industry/inferiority

A

During the ages of 5-11, competency becomes significant. “Am I good enough” among peers? This is an age where child begins to develop a sense of self -esteem, and requires parents’ affirmations.

69
Q

Describe identity/role confusion

A

At age 11-21, the main question is “who am I?” This is an age where a person begins to find a sense of self, and is a difficult time of growing.

70
Q

Describe isolation/intimacy

A

During young adulthood, a person will seek meaningful friendships and potentially a mate.

71
Q

Describe generativity/stagnation

A

During middle adulthood, a person has greater opportunity to raise the next generation or to invest in meaningful work.

72
Q

Describe integrity/despair

A

From old age to death, a person has a choice to recollect youth or to fear death.

73
Q

Sensory Motor

A

Birth to 2, infant learns to correlate mind with movement.

74
Q

Preoperational

A

Ages 2-6, child learns that he can use his mind to represent the world, like playing with dolls or firetrucks. Egocentrism begins at this age. Confused about causation.

75
Q

Concrete Operational

A

Ages 6-12, child is able to manipulate reality with mind, addition, subtraction. Experienced learning. A thing can have more than one attribute.

76
Q

Formal Operational

A

Ages 12-19, abstract thought develops, will solve problems systematically, thoroughly.

77
Q

Preconventional

A

two substages, heteronomous morality, and instrumental reality.

78
Q

Heteronomous morality

A

Preschool

“right” defined by external sources
main reason to do right is to avoid punishment

79
Q

Instrumental morality

A

Starts age 7

“right” determined by acting in one’s own interest, allowing others to do the same, fairness

“I have needs, and others have other needs.”

80
Q

Conventional

A

two substages, Good child morality, law and order mentality

81
Q

Good child morality

A

Starts age 10

Right determined by the good of a group rather than self.

82
Q

Law and order mentality

A

Starts age 20

Right determined by following law and helping society.

Do right to promote rules to group as a whole.

83
Q

Postconventional

A

two substages, social-contract reasoning, universal principles

84
Q

Social-contract reasoning

A

starts early adulthood

right is defined by a universal, constant value system.

do right because it promotes social welfare

85
Q

Universal principles

A

More ideal than reality

Right is defined by the individual, not society. The principles are constant, but what is considered right is personal.

Do right because universal moral principles are valid

86
Q

How did Gilligan critique Kolhberg?

A

Gilligan differentiated the morality system of boys vs girls. Girls are more nurturing, compassionate, and less judgmental. Subsequent research failed to uphold Gilligan’s strong gender-based claim.

87
Q

We are often ____ seeking, rather than _____ seeking.

A

object, pleasure

88
Q

Human context is one of ______.

A

relatedness

89
Q

To be is _______ to someone else.

A

to mean something

90
Q

Attaching involves

A

connecting to another person in an emotionally significant manner

91
Q

Detaching involves

A

disconnection from another, It is a strategy of defense and a a normal rhythmic process.

92
Q

Why is attachment and detachment important to consider?

A

It’s basic to survival/development
It plays a role in mental development
Styles/patterns of both develop over time

Patient concerns often relate to attachment or loss

93
Q

Attachment is a relatively ____ ____ _____ with another person that forms a response to _____, ______, and _______.

A

enduring emotional bond, exposure, interaction, familiarity

94
Q

Attachment bonds 5 characteristics?

A 
Person-specific,
Proximity seeking
Persistent
Emotionally significant
Separation rebellion
95
Q

Which two do attachment characteristics are not expressed in children abused by parents?

A

Proximity seeking

separation rebellion

96
Q

Examples of attachment seeking behavior?

A

Crying, clinging, checking

97
Q

How are attachment seeking behavior activated?

A

Internal and external distress

98
Q

How do we express attachment? (hierarchy determinants)

A 
We spend time with others
We offer quality care
We invest in each other's emotions
We respond to each other's emotions
We are repeatedly present with each other
99
Q

What are some functions of attachment?

A

Protection (a safe haven, a secure foundation)
Regulation of arousal and distress
Creating a sense of self
Provides base or mentalizing

100
Q

Discuss the Safe Haven concept of attachment, how does it serve the individual?

A

It is a place where:

Hurts are healed,
Safety is savored
One's best interests are considered
We are not afraid to be seen
We are loved
We can escape the world's difficulties
101
Q

A Secure Base is good for three things:

A

Exploration, refueling and support

102
Q

Regarding regulation, how does a child benefit from a caregiver’s comfort?

A

Helps maintain a child’s emotions

Fosters child’s self-regulatory capacities

103
Q

How does a child gain a sense of self?

A

Key is mirroring
Parents and caregivers respond to child
The response gives child a context and helps him know himself
He sees himself in the face of his caregivers

104
Q

We develop our minds from the ____ _____, and not from the _____ _____.

A

Outside in, inside out

105
Q

Primary predictors of depression in adults? (3)

A

Heredity
Severe situational stress
Early attachment trauma (loss, abuse, neglect)

106
Q

Attachment malfunction can be caused by two things:

A

Child temperament can lead to decreased attachment seeking behavior

Parent distance, neglect can lead to disorganization

107
Q

What problem arises when a child experiences an abusive caregiver?

A

The need for attachment increases while the safe haven and secure base dwindles.
The more the threat, the greater the need for attachment

108
Q

Four stages of grief?

A

Numbness/protest
Yearning/searching
Disorganization
Reorganization

109
Q

What does healthy grieving look like

A

A person is able to talk about what he lost, and maintain a connection to the figment of it even if it is no longer present.

110
Q

What indicated chronic grief?

A

Opposite of health grief, person gets anxious or angry when having to talk about the loss, they withdrawl from others to avoid talking about loss, and is unable to continue life

111
Q

Attachment styles is a combination of what two aspects?

A

Varying anxiety and avoidance

112
Q

Between ___ months and ____ years, many disorganized infants _____ their attachment behaviors toward the parent.

A

18, 6, reorganize

113
Q

How can a disorganized child recover?

A

Humiliating or punitive behavior
or
Solicitation

114
Q

A secure child looks like this:

A

active attachment system

emotionally connected

115
Q

An anxious/ambivalent child has these attributes

A 
lacks trust in authoritative figures,
stays close and vigilant
appears demanding
fears being alone
indiscriminany friendliness
116
Q

An avoidant child has these attributes

A 
suppressed anger at parent
cool
detached
shut down
focused on inanimate objects
117
Q

A disorganized child has these attributes

A

overwhelming emotional states
dissociates from parents and own needs
shifting, unintegrated mental states

118
Q

How do secure people view relationships?

A

True love is possible

119
Q

How do anxious/ambivalent people view relationships?

A

They fall in love often

120
Q

How do avoidant people view relationships

A

They are rare and temporary

121
Q

What is object permanence

A

belief that an object is there even though it is out of sight

122
Q

What are SIDS?

A

Sudden infant death syndrome

123
Q

Which group is SIDS most common?

A

Native Americans

124
Q

What can lead to SIDS?

A

Smoking/drinking/drug use during pregnancy
Sleeping on belly
Teenage pregnancy
Low birth weight or premature birth

125
Q

Distinguish between primary and secondary enuresis

A

Primary, can’t sustain dryness

Secondary, wetting after achieving sustained dryness

126
Q

What is Encopresis?

A

Bowel incontinence after control is achieved

127
Q

What are childhood “red flags”?

A

child sets fire
child expresses violence
child tortures animals

Behavioral Health (2 decks)

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