Brainscape's Knowledge GenomeTM

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


See full index

Exam Prep > Mental Health > Flashcards

Mental Health Flashcards

1
Q

Major neurocognitive disorders (dementia) DSM-5 criteria

A

Loss of cognitive function that decreases independence in occupational performance in one or more of the following domains:
- Complex attention
- Executive function
- Learning and memory
- Language
- Perceptual-motor
- Social cognition

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

Schizophrenia spectrum DSM-5 criteria

A

At least 2 of the following symptoms lasting for at least one month:
- Delusions
- Hallucinations
- Disorganized thinking
- Abnormal motor behavior
- Negative symptoms

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

Type I bipolar

A

Manic episode with or without presence of major depressive episode

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

Type II bipolar

A

Hypomanic state with a major depressive episode and no episodes of mania

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

Cyclothymic disorder

A

Chronic mood disturbances with fluctuating between hypomanic and depressive symptoms that is not as severe as bipolar I or II

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

Medications for schizophrenia

A

Typical antipsychotics and atypical antipsychotics

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

Medications for depressive disorders

A

SSR, SNRI, antidepressants

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

Medications for bipolar

A

Lithium
Mood stabilizers, anticonvulsants

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

Medications for anxiety disorders

A

Benzodiazepines, SSRI, tricyclic antidepressants

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

Somatic symptom disorders

A

Significant physical symptoms such as pain or weakness without any underlying medical condition

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

Anorexia nervosa

A

Intense fear of being overweight, disturbance of body image, obsession with food and thinness

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

Bulimia nervosa

A

Recurrent binge eating and compensatory behaviors

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

OT intervention for eating disorders

A

Menu planning/meal preparation
Lifestyle redesign
Communication and assertiveness training
Stress mgmt
Projective artwork and use of crafts
Relapse prevention
Body image improvement

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

OT interventions for anxiety disorders

A

Cognitive behavioral training to approach situation that cause anxiety, understand fear cycle and challenge disordered cognitions

Relaxation therapy including breathing, meditation, visualization, progressive muscle relaxation

Expressive writing to help understanding and acceptance of stressors

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

OT interventions for mood disorders

A

Cognitive behavioral therapy to uncover distorted beliefs and faculty thinking patterns

Interpersonal psychotherapy to improve interpersonal and psychosocial function

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

OT interventions for schizophrenia

A

Illness management and recovery
Assertive community reintegration
Family psycho-education
Supported employment

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

OT interventions for substance abuse disorders

A

Coping and stress mgmt
Social skills training
Cognitive-based interventions to increase motivation and control of life

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

Cluster A personality disorders

A

Distorted thinking, odd/eccentric, social withdrawal
1) Paranoid personality disorder
2) schizoid personality disorder
3) schizotypical personality disorder

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

Cluster B personality disorders

A

Emotional, erratic, impulse, poor emotional regulation
1) Anti-social personality disorder
2) Borderline personality disorder
3) Histrionic personality disorder
4) narcissistic personality disorder

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

Cluster C personality disorders

A

Anxious, fearful, low social drive
1) Avoidant personality disorder
2) Dependent personality disorder
3) Obsessive personality disorder

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

OT intervention for personality disorders

A

Promotion of self-concept, self-esteem, judgement
Development and maintenance for change
Development of interpersonal relationships

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

MOHO

A

Describes effect of volition, performance and habituation on engagement in occupations

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

PEOP

A

Emphasizes interaction between person, performance desired, meaningful occupation and the context in which the person engages in the occupation

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

Canadian model of occupational performance and engagement

A

Human spirit is the central organizing structure impacted by physical, cognitive and affective factors. Occupations surrounding spirituality are critical in producing client centered outcomes centered on self-care, productivity and leisure

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

Intentional relationship model

A

Focuses on therapeutic use of self and effect of therapist-client relationship on improving function - triad among the client, OT and occupation following set of principles

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

Principles in intentional relationship model

A
  1. OT self-awarness and interpersonal self-discipline is critical for use of self
  2. OT must keep head before heart
  3. OT practice mindful empathy
  4. Client defines successful relationship
  5. OT balance focus on activity and focus on interpersonal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Allen cognitive disabilities model

A

Hierarchical continuum of cognitive abilities derived from piaget’s development therapy in which functional abilities improve as cognitive levels increase

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

Behavioral approach to learning

A

Based on operant conditioning as behavior is shaped by connecting a positive (add +) or negative ( remove -) reinforcement to a behavioral response

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

Cognitive behavioral therapy model

A

Based in idea that distored thining leads to behavioral and emotional problems related to mental illness. Focus of therapy is to increase awareness and change cognitive distortions to alter behavior adn emotional impact on function

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

CBT intervenion strategeis

A

Goal setting
Homework
Mindfulness
Restructuring cognitive thoughts

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

KAWA model

A

Centered on cultures effect on mental health intervention using river metaphor

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

Psychoanalytic/psychodynamic theory

A

Exploration of underlying and deep-seated origins of human emotion and motivation as mechanism for improving self-identify and interpersonal relationships

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

Common interventions using psychodynamic theroy

A

Creative and expressive media and journaling for reflection

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

Scientific reasoning

A

Use of applied logical and scientific methods

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

Diagnostic reasoning

A

Use investigative reasoning and analysis of the cause and nature of conditions

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

Procedural reasoning

A

Consideration and use of intervention routines for identified conditions

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

Narrative reasoning

A

Understanding people’s illness as it related to their life circumstance

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

Pragmatic reasoning

A

Practical reasoning used to fir therapy possibilities into realities of service delivery

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

Ethical reasoning

A

Reasoning directed toward and analyzing ethical dilemmas

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

Interactive reasoning

A

Reasoning directed toward building positive interpersonal relationships

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

Conditional reasoning

A

Blending all forms of reasoning to flexibly respond to changing client condition

42
Q

7 elements of therapeutic relationship

A
  1. Respect dignity and worth of the individual
  2. Belief in clients innate potential for change and growth
  3. Effective communication of empathy and empowerment
  4. Humor and laughter
  5. Adherence to ethics
  6. Appropriate therapeutic use of touch
  7. Competence in theoretical, technical, practical and cultural realms
43
Q

Elements of therapeutic use of self

A
  1. Rapport
  2. Empathy
  3. Sympathy
  4. Pity
44
Q

Active listening strategies

A
  1. Restating or paraphrasing to confirm accuracy
  2. Reflecting to confirm implied feeling
  3. Clarifying to clear up confusion by summarizing
45
Q

Activity demands

A
  • Relevance/importance
  • Objects and their properties
  • Space demands
  • Social demands
  • Sequencing demands
  • Required performance skills
  • Required body structure
  • Required body functions
46
Q

Approaches to altering activities

A
  1. Grading
  2. Scaffolding
  3. Fading
  4. Coaching
  5. Adaptation
  6. Modification
47
Q

Adaptation

A

Changing the requirement of the occupation to be more congruent with the client’s abilities

48
Q

Modification

A

Reducing the demands of an occupation without changing the requirement of the occupation

49
Q

Task oriented group vs. activity oriented group

A

Task oriented focus on process of producing something as a group to provide a shared working experience and activity focus on replicating specific living environment with emphasis on direct experience

50
Q

Types of group leadership based on cognitive status

A

Low cognitive ability = directive
Fair to good cognitive ability = facilitative
Mature cognitive ability = advisory

51
Q

Tuckerman 5 stages of group development

A
  1. Forming (familiarize task and people)
  2. Storming (challenge group participants)
  3. Norming (develop trust)
  4. Performing (work as cohesive unit)
  5. Reforming/transforming (reflect and evaluate)
52
Q

Categories of groups based on…

A

Populations (people who are homeless)
Occupations (cooking)
Contexts (support groups, social networking)
Performance skills (muscle strengthening, social skills)
Performance patterns (new habits)
Occupational therapy process (safety for discharge)

53
Q

Psychodynamic group

A

Explore symbolic meaning of activities and group process that focus on self-expression and impulse control. Activities may include media, painting, magazine collage, poetry

54
Q

CBT based group

A

Focuses shaping, changing and reinforcement of desired behaviors along with repetition and practice

55
Q

Strategies used in CBT group

A

Relaxation and stress mgmt
Role playing
Teaching and learning with handouts/slide show about CBT strategies to implement
Learning and modeling of activities
Trigger identification / journal
Psychoeducation

56
Q

Rule for Allen cognitive based group

A

All members must function at the same level to have successful group

57
Q

Allen cognitive level 1 group

A

Participants would NOT benefit from dynamics of group

58
Q

Allen cognitive level 2 group

A

Participants successful in situations in which they can move about and copy movement that is modeled

59
Q

Allen cognitive level 3 group

A

Participants focus on elements of repetition and manipulation

60
Q

Allen cognitive level 4 group

A

Participants work on goal-directed activities such as craft projects

61
Q

Allen cognitive level 5 group

A

Participants engage in activities with graded structure and exercise control over impulses

62
Q

Construct of developmental approach to groups

A

Just right challenge

63
Q

Construct of sensorimotor groups

A

Exposure to multi-sensory experience

64
Q

Construct of MOHO groups

A

Participation in occupations and roles, adapting to environment and process feedback, often designed around specific roles using role checklist to clarify perceived value placed on roles and understanding of abilities in relation to occupation

65
Q

Lifestyle performance model

A

Focuses on configuring activity patterns that make up daily lifestyle to find balance and autonomy within four domains

66
Q

According to lifestyle performance model good quality of life involves a sense of balance and autonomy within four domains…

A
  1. Reciprocal interpersonal connection to others
  2. Intrinsic gratification and pleasure
  3. Societal contribution
  4. Self-care and self-maintenance
67
Q

Clubhouse model

A

Community centers that provide support to individuals with persistent mental illness with activities focused on strengths and abilities with no clinical members on staff and programing determined based on member consensus

68
Q

7 steps of group leadership

A
  1. Introduction: purpose and expectations
  2. Activity: engage in therapeutic activity
  3. Sharing: each member share experience/product
  4. Processing: talk about feelings towards group experience
  5. Generalizing: summarize learning and note common threads
  6. Application: build connections between group and every day life
  7. Summary: reiterate most important points
69
Q

When is a parallel group format beneficial

A

New depression inpatient who would benefit from physical proximity but needs social interaction minimized

70
Q

Side effect of antidepressants

A

Suicide, mania/hypomania

71
Q

Intervention for acute schizophrenia

A

Organized task-based activities with brief and specific instructions (communication, independent decision making and educational processing can be difficult at this stage)

72
Q

Common symptoms of borderline personality

A

Self-mutilation, unstable mood, fear of abandonment, instability

73
Q

Photosensitivty

A

Common side effect of psychotropic medications

74
Q

MAOI reaction

A

Foods high in tyramine (can lead to spike in BP)

75
Q

What type of model is place and train

A

Supportive employment

76
Q

Guided imagery

A

Mindfulness technique that encourages relaxation and practice of skills in situations with less pressure useful for anxiety and stress related disorders (not good for patients with psychosis)

77
Q

Directive leadership style

A

Most appropriate for patients with limited cognitive social and verbal skills, OT selects activities, provides feedback and demonstration, focused on task completion

78
Q

Facilitative leadership style

A

Most appropriate for fair to good cognitive ability, group process shared between members and OT, focused on acquiring skills through experience

79
Q

DSM major depression diagnosis

A

At least 5 of the following:
- Irritability
- Anhedonia
- Unintentional weight loss/gain,
- Insomnia/hypersomnia
- Psychomotor agitation
- Fatigue
- Feelings of guilt or worthlessness
- Poor concentration

80
Q

Common cognitive deficits associated with depression

A

Poor concentration
Diminished problem-solving
Poor coping

81
Q

Antidepressant medications

A

SSRIs
SNRIs
MAOIs

82
Q

OT interventions for depression

A

Opportunities for self-expression
Social skills training
Creating meaningful patterns of occ engagement
Contract for safety

83
Q

Strategies for working with child with depression

A
  • Eliminate decision making to increase activity engagement and decrease stress
  • Offer structured and familiar tasks
  • Encourage daily routines
  • Invite participation instead of forcing
  • Conversations short and direct
  • Just right challenge
  • Stay alert for signs of suicidal ideation
84
Q

DSM manic episode diagnosis

A

Elevated or irritated mood with at 3 three
- Grandiosity
- Decreased need for sleep
- Talkativeness
- Flight of ideas
- Distractibility
- Increased activity
- Excessive involvement in pleasure activities with no regard of consequences

85
Q

Medication for manic episode

A

Lithium

86
Q

OT interventions for mania

A

Monitor behavior changes
Provide structured environment
Help clients set limits for impulsivity
Assist client with coping
Education on signs of episodes
Change in lifestyle

87
Q

Strategies for working with adolescent with manic episodes

A

Encourage clients to reengage in tasks
Ignore comments about inflated skills/superiority
Allow as much autonomy as possible
Redirect energy to physical activity
Simple/structured tasks

88
Q

Hypomanic episode

A

Less severe and disabling manic episode presenting as excessive energy, impaired judgment, irritability, rapid mood swings, difficulty finishing tasks

89
Q

Dysthymia

A

Less severe depressive symptoms lasting at least 2 years with no more than 2 month spans of being symptom free

90
Q

Hows does dysthymia often present in children

A

School phobia, difficulty sleeping, negative behaviors at school

91
Q

Oppositional defiant disorder

A

Often loses temper
Argues with adults
Actively defies or refuses to comply
Deliberately annoys people
Blames others for mistakes
Easily annoyed by others
Angry or resentful
Spiteful and vindictive

92
Q

Four components of DBT

A

Structured individual sessions
Skills Group
Homework
Phone calls (skills coaching in context)

93
Q

Four skills of DBT

A

Distress tolerance (Radial acceptance)
Emotional regulation
Interpersonal effectiveness
Mindfullness

94
Q

Populations to use DBT

A

Difficulty with emotional regulation and suicidal thoughts/injurious behaviors:

  • Boarderline personality
  • Bipolar
  • Substance abuse
  • Eating disorder
  • Depression
95
Q

Task-oriented groups

A

Assist members in becoming aware of needs, values, ideas, feelings through completion of a shared task based on psychodynamic approach

96
Q

Developmental groups

A

Acquire and develop group interaction skills

97
Q

Thematic groups

A

Learn specific skills

98
Q

Topical groups

A

Discussion around a topic with no task completion

99
Q

Modular groups

A

One topic out of of larger category addressed each session

100
Q

Five stage groups

A

Sensorimotor approach
1. orientation
2. GM to stimulate
3. Perceptual-motor to calm
4. Cognitive stimulation for organized thinking
5. Brief discussion of satisfaction and closure

Exam Prep (19 decks)

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