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Psychosocial (OCTH 614) Lecture > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What are the 4 dimensions of Recovery?

A

Health
Home
Purpose
Community

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2
Q

What are the supports to recovery?

A
  1. supportive people
  2. effective medication
  3. concrete resources (food, shelter, clothing, medical, etc)
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3
Q

What are the barriers to recovery?

A
  1. substance abuse
  2. environmental context
  3. social disadvantage
  4. age of onset schizophrenia
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4
Q

models of care support the biopsychosocial nature of these illnesses and are shifting to adopt a recovery philosophy

A

Special mental health sector

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5
Q

Biomedical/Biopsychosocial models

A

hospital based care

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6
Q

Rehabilitation model

A

1.psychiatric/psychosocial rehabilitation
2. case management

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7
Q

Continuum of care/ service delivery in specialty mental health sector

A
  1. Inpatient/Residential
  2. Partial Hospital Program
  3. Assertive Community Treatment
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8
Q
  1. involves short stays, averaging 4-10 days; 24- hour supervision/care endanger of hurting self or others)
A

Inpatient Hospital

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9
Q
  1. more long-term and not as common in MH treatment; more for Substance Abuse Tx
    endanger of hurting self or others
A

Residential Hospital

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10
Q
  1. Step down from inpatient or used to prevent inpatient hospitalization; clients go home at night
  2. Time frames vary, but average 3-4 weeks – attend 3-5 groups daily, at least 5 days a week
A

Partial Hospital Program (PHP)

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11
Q
  1. Service delivery model, high intensity, 24 hour/day availability
  2. Multidisciplinary and community based – alternative to inpatient and works well for those who often discontinue attendance at programs
A

Assertive Community Treatment (ACT)

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12
Q
  1. Step down from PHP – often transitioning back to work/school while attending
  2. Usually evening hours, though this depends on the program/facility
  3. Shorter in duration, attend fewer groups
A

Intensive Outpatient Program (IOP)

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13
Q

see psychiatrist or therapist anywhere from once a week to once a month

A

Outpatient Treatment

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14
Q
  1. Least intensive, often long-term attendance but can come and go as wanted (clubhouse model)
  2. Skill based programming; case management services common
  3. OT often functions as a program coordinator, consultant, or supervises students since the level of care may not indicate need for skilled OT, so do not bill for services
A

Psychosocial/ Psychiatric Rehabilitation Program (CRP/PRP)

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15
Q
  1. Least intensive services often consumer/client driven (also viewed as voluntary support network)
  2. Drop- in centers, advocacy and support structures, peer to peer support
  3. Services may or may not be a part of a structured program
    Goal: Community integration as defined by the consumer
  4. OT may be involved in particular aspects, as a consultant or other role–family education/support, other group or individual teaching, etc.
A

Other Community services

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16
Q

Social Determinants of Health by Category:

A
  1. Neighborhood and Built Environment
  2. Health Care Access and Quality
  3. Social and Community Context
  4. Education Access and Quality
  5. Economic Stability
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17
Q

the idea that OT will only do something if there is research showing that it work

A

Evidence Based Practice

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18
Q

EBP in Psychosocial Interventions:

A
  1. Assertive Community Treatment
  2. Social Skills Training
  3. Supported Employment
  4. Cognitive Behavioral Therapy
  5. Family Intervention
  6. Motivational Interviewing
  7. Dialectical Behavior Therapy
  8. Illness Management & Recovery
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19
Q

Promote social functioning/help understand how to mend problems around social areas

A

Social skills training

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20
Q

Person Client Factors:

A
  1. Cognitive skills and beliefs
  2. Motivation
  3. Sensation
  4. Emotion
  5. Communication
  6. Pain
  7. Coping
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21
Q
  1. First developed to treat depression/anxiety
  2. Also used with pharmacology to decrease delusions/hallucinations & prevent relapse
  3. Problem oriented approach to change distorted thinking
  4. Teaches individual adaptive cog/behavioral skills
A

Cognitive Behavioral Therapy (CBT)

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22
Q

Family Intervention:

A
  • Purpose: reduce relapse rates; enhance social adjustment; decrease caregiver stress and burden
  • Uses psycho-education, problem solving, crisis management, crisis intervention
  • Multiple family groups more ideal than individual family group
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23
Q

Dialectical Behavior Therapy:

A
  1. Developed by Marsha Linehan for Borderline PD
  2. Based on cognitive and behavioral approaches, combines individual tx and group skills training
  3. Group skills tx is best suited for OT
  4. Dialectic is the coming together of opposites; Major dialectic is acceptance & change
  5. DBT focuses on:
    Mindfulness
    Interpersonal effectiveness
    Emotion regulation
    Distress tolerance
  6. Seek to validate person’s experience of emotions & use interventions to improve tolerance of unpleasant emotions
  7. Emphasizes development of healthy coping skills to decrease self harm, suicidal behaviors, and risk-taking behaviors
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24
Q

Illness Management & Recovery:

A

Goals of IMR:
1. Instill hope that change is possible.
2. Help people establish personally meaningful goals.
3. Teach information about mental illness and treatment options.
4. Develop skills for reducing relapses, dealing with stress, and coping with symptoms.
5. Provide information about where to obtain needed resources.
6. Help people develop or enhance their natural supports for managing their illness and pursing goals

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25
Q

a model that involves the relationship between person and environment

A

PEO Model

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26
Q

degree of congruence or fit as a result of overlap of person, environment, and occupation spheres.

A

Occupational performance

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27
Q

“integrated whole who incorporates spirituality, social and cultural experiences, and observable occupational performance components”

A

Person

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28
Q

beliefs, values, goals, shaped by environment and gives meaning to occupations”

A

Spirituality at the core

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29
Q

beliefs shape your environment and occupations, or occupations shape environment and beliefs

A

Transactive Relationship

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30
Q

the broad construct that encompasses environmental factors and personal factors

A

Context

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31
Q

aspects of the physical, social, and attitudinal surroundings in which people live and conduct their lives

A

Environmental factors

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32
Q

the particular background of a person’s life and living; consist of the unique features of the person that are not part of a health condition or health

A

Personal factors

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33
Q

clusters of activities and tasks in which people engage while carrying out various roles in multiple locations

A

Occupations

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34
Q

What are the occupational based models?

A
  1. Canadian Model of Occupational Performance & Engagement (CMOP-E)
  2. Model of Human Occupation (MOHO)
  3. Ecology of Human Performance (EHP)
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35
Q

Canadian Model of Occupational Performance & Engagement (CMOP-E):

A
  • Occupations
  • Person level components
  • Environmental components
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36
Q

how people experience meaning through occupation; transaction between person and environmental elements.

A

CMOP-E focal point

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37
Q

What do OT’s enable?

A

Occupational engagement

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38
Q

Model of Human Occupation (MOHO):

A

A framework for understanding threats to, or problems with, participation in occupations that people experience whether due to life transitions, changing capacities with aging, ill-health, developmental delay, and environmental restrictions

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39
Q

MOHO Subsystems:

A
  1. Volitional
  2. Habituation
  3. Mind-Brain-Body Performance
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40
Q

Volitional subsystem includes:

A
  • personal causation
  • values
  • interests
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41
Q

Habituation subsystem includes:

A
  • Includes one’s habits and roles
  • Influences occupational behavior
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42
Q

Mind-Brain-Body Performance subsystem includes:

A
  • Musculoskeletal: muscles, joints & bones
  • Neurological: CNS & PNS that carry sensory and motor messages
  • Cardiopulmonary: cardiovascular and pulmonary systems
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43
Q

MOHO Environment:

A

Environment affords opportunities
Environment presses behaviors

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44
Q

MOHO Evaluation:

A

Holistic & Top Down
Interviews plus observation of performance/skills.
Include interaction with the environment.
OT Role: evaluate, plan, monitor, model, teach

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45
Q

MOHO Assessments:

A
  • Occupational Performance History Interview (OPHI)
  • Interest Checklist *Role Checklist *Occupational Questionnaire
  • Assessment of Motor & Process Skills (AMPS)
  • Skills assessments
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46
Q

Ecology of Human Performance (EHP):

A

Interested in the interrelationship of humans and their contexts and the effect of these relationships on performance.

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47
Q

EHP Interventions:

A
  1. Establish/Restore: Develop or remediate skills(eg: coping skills).
  2. Alter: change the actual context or environment rather than the person (eg: move to one story home)
  3. Adapt: change the context to support performance (eg: reduce clutter).
  4. Prevent: Prevent problems with performance (eg: stretch before running).
  5. Create: Create circumstances that support performance; does not assume dysfunction (eg: early intervention programs)
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48
Q

What are the five interventions of EHP:

A

Establish/Restore
Alter
Adapt
Prevent
Create

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49
Q

a disorder that may result in some combination of hallucinations, delusions, and extremely disordered thinking and behavior that impairs daily functioning, and can be disabling

A

Schizophrenia

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50
Q

Positive (present) symptoms of schizophrenia:

A
  1. delusions
  2. hallucinations
  3. disorganized thinking (speech)
  4. grossly disorganized motor behavior- odd mannerisms, hyperactivity, waxy rigidity
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51
Q

Negative (absent) symptoms of schizophrenia:

A

Alogia, flat affect, avolition, anhedonia, attentional impairment

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52
Q

distortions in thought or belief

A

Delusions

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53
Q

distortions in perceptions

A

Hallucinations

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54
Q

What are the types of delusions?

A
  1. persecutory
  2. grandiose
  3. referential
  4. somatic
  5. erotomanic
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55
Q

a type of delusion where the person feels harmed/harassed by an individual or organization

A

persecutory

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56
Q

a type of delusion where the person feels exceptional abilities, wealth, or fame

A

grandiose

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57
Q

a type of delusion where the person feels gestures, comments, environmental cues, etc. are directed to them

A

referential

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58
Q

a type of delusion where the person focuses on preoccupations regarding health and organ fx

A

somatic

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59
Q

a type of delusion where the person feels a False belief that another is in love with them

A

erotomanic

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60
Q

Psychotic disorders:

A
  1. Brief psychotic disorder
  2. Schizoaffective disorder
  3. Schizophrenia disorder
  4. Psychosis associated with major depression, bipolar disorder, or other diagnosis
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61
Q

A disorder of thought and perception that may impact all areas of function

A

schizophrenia

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62
Q

Must have 2 or more psychotic symptoms; 1 of these must be delusions, hallucinations, or disorganized speech

A

schizophrenia

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63
Q

What are the positive symptoms of schizophrenia?

A

delusions
hallucinations
disorganized speech
disorganized Bx

64
Q

What are the negative symptoms of schizophrenia?

A

Social withdrawal
Extreme apathy
Lack of drive /initiative
Emotional unresponsiveness

65
Q

a program whose purpose is to reduce disability and enhance the likelihood that a person with early signs of psychosis will be able to manage their illness, move successfully through the appropriate developmental stages of growth, and establish a life of their choosing.

A

Early Intervention Program

66
Q

What is the cognitive impact of schizophrenia?

A

Attention/memory/executive functions
Loose associations or concrete thinking

67
Q

a syndrome characterized by clinically significant disturbance in an individual’s cognition, emotional regulation, or behavior that reflects a dysfunction in the psychological, biological, or developmental processes underlying mental functioning

A

mental disorder

68
Q

Risk factors for mood disorders:

A

: current or past suicidal ideation and/or suicide attempts; previous psychiatric hospitalizations; previous losses; substance use or abuse; lack of social support; family history; hopelessness

69
Q

Protective factors for mood disorders:

A

access to care; strong family or social support; faith; future orientation; coping skills

70
Q

the primary function is to regulate the stress response (Fight or Flight)

A

Hypothalamic-Pituitary-Adrenal (HPA) Axis

71
Q

impact limbic-cortical circuits & stress reactivity = elevated cortisol, difficulty adapting to stress & modulating negative affective states.

A

Adverse Childhood Experiences (ACE)

72
Q

5 or more signs/symptoms occurring nearly every day for a 2-week period; reflects a change in the usual level of function

A

Major depressive disorder

73
Q

Signs/Symptoms of major depressive disorder:

A

Sign weight loss or weight gain
Increased or decreased sleep
Psychomotor agitation or retardation
Fatigue or energy loss
Feelings of worthlessness
Decreased ability to concentrate
Thoughts of death
Psychosis (may be present in 20%

74
Q

Treatment for depressive disorders:

A
  1. inpatient hospitalization
  2. antidepressant medications and Electroconvulsive Therapy (ECT
  3. cognitive behavioral therapy (CBT), interpersonal therapy, family psychoeducation, peer support programs
75
Q

identifying and changing negative thinking patterns

A

Cognitive restructuring

76
Q

ID automatic thoughts/cognitive distortions and replace them with neutral or positive thoughts

A

thought stopping

77
Q

establish a schedule of enjoyable and goal-directed activities

A

activity scheduling

78
Q

a disorder that has severe fluctuations in mood; including episodes of both mania and depression

A

bipolar disorder

79
Q

A type of Bipolar disorder that has intermittent manic and major depressive episodes. Most debilitating

A

Bipolar 1

80
Q

A type of Bipolar disorder that has intermittent hypomania and major depressive episodes, spend long periods of depression, and mood instability.

A

Bipolar 2

81
Q

A type of Bipolar disorder that has longstanding hypomanic and depressive periods without meeting criteria for other mood d/o

A

Subthreshold bipolar

82
Q

Manic episode:

A

Signs/symptoms: abnormally elevated or irritable mood; abnormally increased activity or energy lasting at least a week; significant impairment in function; may be abrupt.
* grandiosity or inflated self-esteem
* pressured speech
* decreased need for sleep
* distractibility
* racing thoughts
* impulsivity (spending, promiscuity, gambling, substances

83
Q

Treatment for bipolar disorder/manic episode:

A
  • inpatient treatment
  • antipsychotic medication, mood stabilizers, anticonvulsants
  • Individual and/or group cognitive behavioral therapy,
    Housing support & other community resource identification, Employment support, Case management
84
Q

Mood disorders: OT treatment

A

Establish/reestablish healthy routines (sleep, exercise, nutrition)
Goal setting and sense of meaning/purpose
Engagement in productive occupations
Sleep hygiene
Sensory modulation/sensory coping
Structured leisure
Establish/reestablish social engagement
Experience success and feelings of competence

85
Q

Bipolar disorder: OT-focused strategies and intervention

A
  1. Set limits, but do not engage in arguments
  2. Ignore comments about superior skills and gently encourage to engage in meaningful tasks
  3. If possible, allow autonomy
  4. Redirect energies to physical activity
  5. Simple, structured, engaging tasks to improve attention
  6. Decrease sensory stimuli if needed; avoid music during group, minimize loud noises, fewer people, etc.
  7. Sensory based strategies to manage mood and energy
  8. Develop routines and structure in their daily schedule
  9. Structured leisure opportunities
86
Q

a human experience; a warning signal; an adaptive function.

A

Anxiety

87
Q

Symptoms of anxiety:

A

physical, nervousness/fright, confusion/misperceptions of the situation; may be intense.

88
Q

the body’s 3 stage reaction to a stressor = arousal/adaptation/exhaustion (from prolonged stress); may lead to impaired immune response or other illnesses.

A

General Adaptation Syndrome (GAS)

89
Q

persistent irrational fear about one or more social situations: social interactions, being observed, or performing in front of others

A

Social anxiety

90
Q

recurrent, unexpected panic attacks after which a state of persistent worry of another attack or significant maladaptive change in behavior lasts 1 month or more.

A

Panic disorder

91
Q

irrational fear involving avoidance of objects/situations extremely unlikely to cause harm and that most people approach without discomfort.

A

Phobia

92
Q

fear of open spaces, or enclosed spaces, or crowded spaces; includes fears that escape might be difficult or help not available in case of panic.

A

Agoraphobia

93
Q

marked fear or anxiety about a specific object/situation; may be less debilitating if one can avoid the thing; the typical person with specific phobia fears 3 things/situations; Claustrophobia is a specific phobia.

A

Specific phobia

94
Q

recurrent, intrusive thoughts, feelings, ideas, sensations; increases anxiety.

A

obsession

95
Q

recurrent thought/behavior, such as counting, checking or avoiding; decreases anxiety; when compulsions are resisted, anxiety increases.

A

compulsion

96
Q

Four Themes/Dimensions: Obsessive-compulsive

A
  1. Obsession of contamination and compulsive cleaning.
  2. Obsession of harm and compulsive checking or avoiding.
  3. Forbidden or taboo thought obsessions and related compulsions.
  4. Symmetry obsessions and repeating, ordering and counting compulsions.
97
Q

individual must have been exposed to emotional stress that would be traumatic for anyone (6 y/o or older).
Exposure may include direct experience; witnessing trauma to others; learning about trauma of a close friend/family; combat veterans, 1st responders

A

Post-traumatic stress disorder

98
Q

Treatment for anxiety disorders:

A
99
Q

Treatment for trauma:

A
100
Q

What are the characteristics of autism?

A
  1. social communication
  2. restrictive and repetitive behaviors of interests
  3. sensory
  4. cognitive
  5. motor
  6. emotional vulnerability
101
Q

appears unresponsive, has poor eye contact, has difficulty making friends or joining activities, has difficulty recognizing the thoughts and feelings of others, has difficulty understanding language with multiple meanings such as humor or sarcasm, and has difficulty reading facial expressions and other nonverbals.

A

social communication characteristic of autism

102
Q

strong need for sameness, problems with transition and change, repetitive motor movements or speech

A

Restricted and Repetitive Behaviors and Interests characteristic of autism

103
Q

hyper or hypo-sensitive to sounds, smells, and textures, seeks to avoid activities that provide touch, pressure, or movement

A

sensory characteristic of autism

104
Q

excellent memory for details, challenges with organization or problem-solving, literal understanding of concepts

A

cognitive characteristic of autism

105
Q

awkward motor movements, difficulty grasping/holding objects, poor motor coordination, balance, and starting or completing actions

A

motor characteristic of autism

106
Q

anxious, depressed, stressed with novel situations, SIB, low frustration tolerance and low self-esteem

A

emotional vulnerability characteristic of autism

107
Q

What are the co-occurring conditions of autism?

A

Epilepsy
Mood disorders
Anxiety disorders
Attention-Deficit/Hyperactivity Disorder (ADHD)
Obsessive-Compulsive Disorder (OCD)
Tourette Syndrome/Tic Disorders
Oppositional Defiant Disorder (ODD)
Learning Disabilities

108
Q

What are the theoretical perspectives of autism?

A

1.Executive Dysfunction
2.Theory of Mind (ToM)
3. Central Coherence
*Advantages and disadvantages?

109
Q

task initiation, planning sequencing, time management, task completion, mental flexibility, self-regulation

A

Executive dysfunction

110
Q

ability to understand the mental states of others (beliefs, thoughts, feelings) and predict the actions of others; related to mindblindness (difficulty recognizing the feelings and thoughts of others)

A

Theory of Mind (ToM)

111
Q

ability to integrate information into a meaningful whole; focuses on the details, but unable to understand the bigger picture

A

Central Coherence

112
Q

DSM-V Autism diagnosed

A

Deficits in social communication and interaction (three areas)
Restrictive and repetitive behaviors (two out of four)
Present in early development
Functional impairment
Social
Occupational
Not explained by intellectual disability

113
Q

Treatment for Autism:

A

Behavioral
Developmental
Educational
Social-Relational
Pharmacological
Psychological
Complementary/Alternative

114
Q

encourages desired behaviors and discourages undesired behaviors

A

Behavioral treatment for Autism

115
Q

improving language and physical skills (OT, PT, Speech)

A

Developmental treatment for Autism

116
Q

improve academic outcomes; verbal instructions complimented with visual or physical demonstrations

A

Educational treatment for Autism

117
Q

improve social skills and emotional bonds

A

Social-Relational Treatment for Autism

118
Q

help with treating co-occurring symptoms to improve functioning (anxiety, depression, seizures, sleep, GI issues)

A

Pharmacological treatment for Autism

119
Q

CBT (thoughts, feelings, behaviors); coping with anxiety, depression, and other mental issues

A

Psychological treatment for Autism

120
Q

special diets, herbal supplements, animal and/or art therapy, mindfulness

A

Complementary/Alternative Treatment for Autism

121
Q

OT Occupations for Autism:

A

ADLs
IADLs
Rest/sleep
Education
Work
Leisure
Social participation

122
Q

puts the person ahead of the diagnosis; frames the diagnosis as something the person “has” rather than something they “are”

A

Person first language

123
Q

puts the diagnosis or identity at the forefront (example : blind woman)

A

Identity first language

124
Q

Bias, prejudice, and discrimination against people with disabilities

A

ableism

125
Q

Types of albeism

A

Institutional
Interpersonal
Internal

126
Q

a type of ableism that affects medical institution’s teaching, policy, and patient care

A

Institutional ableism

127
Q

a type of ableism that takes place in social interactions and relationships (Ex: a parent with a disabled child might try to cure the disability rather than accept it)

A

Interpersonal ableism

128
Q

a type of ableism where the person consciously or unconsciously believes in harmful messages they hear about disability and applies them to themselves. (Ex: a person may feel that disability accommodations are a privilege and not a right)

A

internal ableism

129
Q

Actively working to dismantle ableism
Recognizing that nondisabled people benefit (privilege)

A

Anti-ableism

130
Q

A person with privilege on a particular axis who makes a conscious choice to work against oppression on the axis

A

Ally

131
Q

How Do I Become a Disability Ally?

A

Self-education
Awareness Raising and Advocacy
Direct Action

132
Q

conceptualizes how multiple systems of oppression uniquely shape people’s experiences based on one’s identities

A

Intersectionality

133
Q

Benefits of the Intersectional Approach:

A

Recognizes the heterogeneity among, between, and within disabled populations
Highlights concepts such as “double disadvantage” and “prominence”
Acknowledges that power affects one’s identity

134
Q

describes an accumulation of disadvantages that occurs for marginalized individuals who are multi-marginalized

A

double disadvantage theory

135
Q

occurs when a person is stigmatized or oppressed based on an identity factor that is perceived as most salient within a given context

A

prominence

136
Q

Models of disability:

A
  1. Medical model
    *Rehabilitation model
  2. Social model
  3. Identity model
  4. Neurodiversity model
  5. Moral/religious model
  6. Charity model
  7. Empowering model
  8. Human rights-based model
  9. Economic model
137
Q

a type of disability model that views disability as a problem or disease that needs to be fixed: aim for a cure.

A

medical model

138
Q

a type of disability model that views disability as needing to be fixed by a professional

A

rehabilitation model

139
Q

a type of disability model that “disability” is socially created by the environment which includes barriers from people participating in areas of social life and favors the able-bodied

A

social model

140
Q

a type of disability model that claims disability as a positive identity

A

identity model

141
Q

a type of disability model where people are morally responsible for their disability; punishment of sins

A

moral/religious model

142
Q

a type of disability model that views people with disability as victims of circumstance; deserving pity

A

charity model

143
Q

a type of disability model disabled person decides the course of their treatment while the provider offers guidance

A

empowering model

144
Q

a type of disability model that shifts from dependence to independence where the individual addresses social justice and discrimination

A

human-rights based model

145
Q

a type of disability model that defines disability as the person’s inability to participate in work

A

economic model

146
Q

18th-19th Century

A

asylums with deplorable conditions; evolution of moral treatment

147
Q

20th Century

A
  • Emergence of the mental hygiene movement
  • Arts and crafts movement, pre-WWI
148
Q

Mid-1940’s

A

Most state hospitals delivered long-term custodial care

149
Q

When was the Mental Health Act enacted?

A

1946

150
Q

When was the National Institute of Mental Health enacted?

A

1949

151
Q

When was the Community Mental Health Centers Act enacted?

A

1963

152
Q

When was the Community Mental Health Centers Act Amendment enacted?

A

1965

153
Q

When was Medicare and Medicaid enacted?

A

1965

154
Q

When was the Rehabilitation Act enacted?

A

1963

155
Q

When was the Mental Health Parity Act enacted?

A

1996

156
Q

When was the Passage of the Affordable Care Act enacted?

A

2010

157
Q
A

Psychosocial (OCTH 614) Lecture (3 decks)

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