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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

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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

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3
Q

Type I bipolar

A

Manic episode with or without presence of major depressive episode

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4
Q

Type II bipolar

A

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

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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

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6
Q

Medications for schizophrenia

A

Typical antipsychotics and atypical antipsychotics

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7
Q

Medications for depressive disorders

A

SSR, SNRI, antidepressants

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8
Q

Medications for bipolar

A

Lithium
Mood stabilizers, anticonvulsants

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9
Q

Medications for anxiety disorders

A

Benzodiazepines, SSRI, tricyclic antidepressants

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10
Q

Somatic symptom disorders

A

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

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11
Q

Anorexia nervosa

A

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

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12
Q

Bulimia nervosa

A

Recurrent binge eating and compensatory behaviors

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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

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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

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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

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16
Q

OT interventions for schizophrenia

A

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

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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

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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

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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

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20
Q

Cluster C personality disorders

A

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

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21
Q

OT intervention for personality disorders

A

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

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22
Q

MOHO

A

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

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23
Q

PEOP

A

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

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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

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25
Intentional relationship model
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
26
Principles in intentional relationship model
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
27
Allen cognitive disabilities model
Hierarchical continuum of cognitive abilities derived from piaget's development therapy in which functional abilities improve as cognitive levels increase
28
Behavioral approach to learning
Based on operant conditioning as behavior is shaped by connecting a positive (add +) or negative ( remove -) reinforcement to a behavioral response
29
Cognitive behavioral therapy model
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
30
CBT intervenion strategeis
Goal setting Homework Mindfulness Restructuring cognitive thoughts
31
KAWA model
Centered on cultures effect on mental health intervention using river metaphor
32
Psychoanalytic/psychodynamic theory
Exploration of underlying and deep-seated origins of human emotion and motivation as mechanism for improving self-identify and interpersonal relationships
33
Common interventions using psychodynamic theroy
Creative and expressive media and journaling for reflection
34
Scientific reasoning
Use of applied logical and scientific methods
35
Diagnostic reasoning
Use investigative reasoning and analysis of the cause and nature of conditions
36
Procedural reasoning
Consideration and use of intervention routines for identified conditions
37
Narrative reasoning
Understanding people's illness as it related to their life circumstance
38
Pragmatic reasoning
Practical reasoning used to fir therapy possibilities into realities of service delivery
39
Ethical reasoning
Reasoning directed toward and analyzing ethical dilemmas
40
Interactive reasoning
Reasoning directed toward building positive interpersonal relationships
41
Conditional reasoning
Blending all forms of reasoning to flexibly respond to changing client condition
42
7 elements of therapeutic relationship
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
Elements of therapeutic use of self
1. Rapport 2. Empathy 3. Sympathy 4. Pity
44
Active listening strategies
1. Restating or paraphrasing to confirm accuracy 2. Reflecting to confirm implied feeling 3. Clarifying to clear up confusion by summarizing
45
Activity demands
- Relevance/importance - Objects and their properties - Space demands - Social demands - Sequencing demands - Required performance skills - Required body structure - Required body functions
46
Approaches to altering activities
1. Grading 2. Scaffolding 3. Fading 4. Coaching 5. Adaptation 6. Modification
47
Adaptation
Changing the requirement of the occupation to be more congruent with the client's abilities
48
Modification
Reducing the demands of an occupation without changing the requirement of the occupation
49
Task oriented group vs. activity oriented group
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
Types of group leadership based on cognitive status
Low cognitive ability = directive Fair to good cognitive ability = facilitative Mature cognitive ability = advisory
51
Tuckerman 5 stages of group development
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
Categories of groups based on...
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
Psychodynamic group
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
CBT based group
Focuses shaping, changing and reinforcement of desired behaviors along with repetition and practice
55
Strategies used in CBT group
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
Rule for Allen cognitive based group
All members must function at the same level to have successful group
57
Allen cognitive level 1 group
Participants would NOT benefit from dynamics of group
58
Allen cognitive level 2 group
Participants successful in situations in which they can move about and copy movement that is modeled
59
Allen cognitive level 3 group
Participants focus on elements of repetition and manipulation
60
Allen cognitive level 4 group
Participants work on goal-directed activities such as craft projects
61
Allen cognitive level 5 group
Participants engage in activities with graded structure and exercise control over impulses
62
Construct of developmental approach to groups
Just right challenge
63
Construct of sensorimotor groups
Exposure to multi-sensory experience
64
Construct of MOHO groups
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
Lifestyle performance model
Focuses on configuring activity patterns that make up daily lifestyle to find balance and autonomy within four domains
66
According to lifestyle performance model good quality of life involves a sense of balance and autonomy within four domains...
1. Reciprocal interpersonal connection to others 2. Intrinsic gratification and pleasure 3. Societal contribution 4. Self-care and self-maintenance
67
Clubhouse model
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
7 steps of group leadership
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
When is a parallel group format beneficial
New depression inpatient who would benefit from physical proximity but needs social interaction minimized
70
Side effect of antidepressants
Suicide, mania/hypomania
71
Intervention for acute schizophrenia
Organized task-based activities with brief and specific instructions (communication, independent decision making and educational processing can be difficult at this stage)
72
Common symptoms of borderline personality
Self-mutilation, unstable mood, fear of abandonment, instability
73
Photosensitivty
Common side effect of psychotropic medications
74
MAOI reaction
Foods high in tyramine (can lead to spike in BP)
75
What type of model is place and train
Supportive employment
76
Guided imagery
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
Directive leadership style
Most appropriate for patients with limited cognitive social and verbal skills, OT selects activities, provides feedback and demonstration, focused on task completion
78
Facilitative leadership style
Most appropriate for fair to good cognitive ability, group process shared between members and OT, focused on acquiring skills through experience
79
DSM major depression diagnosis
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
Common cognitive deficits associated with depression
Poor concentration Diminished problem-solving Poor coping
81
Antidepressant medications
SSRIs SNRIs MAOIs
82
OT interventions for depression
Opportunities for self-expression Social skills training Creating meaningful patterns of occ engagement Contract for safety
83
Strategies for working with child with depression
- 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
DSM manic episode diagnosis
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
Medication for manic episode
Lithium
86
OT interventions for mania
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
Strategies for working with adolescent with manic episodes
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
Hypomanic episode
Less severe and disabling manic episode presenting as excessive energy, impaired judgment, irritability, rapid mood swings, difficulty finishing tasks
89
Dysthymia
Less severe depressive symptoms lasting at least 2 years with no more than 2 month spans of being symptom free
90
Hows does dysthymia often present in children
School phobia, difficulty sleeping, negative behaviors at school
91
Oppositional defiant disorder
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
Four components of DBT
Structured individual sessions Skills Group Homework Phone calls (skills coaching in context)
93
Four skills of DBT
Distress tolerance (Radial acceptance) Emotional regulation Interpersonal effectiveness Mindfullness
94
Populations to use DBT
Difficulty with emotional regulation and suicidal thoughts/injurious behaviors: - Boarderline personality - Bipolar - Substance abuse - Eating disorder - Depression
95
Task-oriented groups
Assist members in becoming aware of needs, values, ideas, feelings through completion of a shared task based on psychodynamic approach
96
Developmental groups
Acquire and develop group interaction skills
97
Thematic groups
Learn specific skills
98
Topical groups
Discussion around a topic with no task completion
99
Modular groups
One topic out of of larger category addressed each session
100
Five stage groups
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)

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