Mental Health 2

Question 0

Conduct Disorder

Answer 0

Disregard for the rights of others leading to aggression toward people and animals, destruction of property, theft, or serious violation of rules

Question 1

Oppositional defiant disorder

Answer 1

Negativistic, hostile, and defiant behaviors that result in functional impairment

Question 2

OT considerations for disruptive behavior disorders

Answer 2

Evaluate contributing disorders, assist in skill development, behavioral approaches, assist family and teachers with behavior management

Question 3

Rett’s Syndrome

Answer 3

Motor and social skills are age appropriate from 6 months to 2 years of development when the onset of progressive encephalopathy develops causing deterioration of language, social, and motor skills. Muscle tone becomes hypotonic, then progresses to spasticity and rigidity.

Question 4

Indicators of pathogenic care

Answer 4

1. Persistent disregard of child’s basic emotional needs
2. Persistent disregard for child’s basic physical needs
3. Repeated change of primary caregiver preventing stable attachment

Question 5

Reactive attachment disorder - inhibited type

Answer 5

Persistent failure to initiate or respond in a developmentally appropriate fashion to most social interactions. Interactions are excessively inhibited, hypervigilant, or highly ambivalent and contradictory in nature.

Question 6

Reactive attachment disorder - disinhibited type

Answer 6

Indiscriminate sociability with inability to exhibit appropriate selective attachments. Demonstrated by excessive familiarity with relative strangers or lack of selectivity

Question 7

Reactive attachment disorder - impact on function

Answer 7

Very difficult to parent. Children have a need for control, frequently lie, affectionate with strangers, frequent episodes of hoarding and gorging of food, deny responsibility for their actions.

Question 8

OT considerations for reactive attachment disorder

Answer 8

Collaborate closely with family, assist child in forming a secure sense of self, limit number of caregivers, provide high level of structure and routine, set realistic attainable goals.

Question 9

Mild ID

Answer 9

IQ of 55-69. Focus on social and vocational skills to function independently. Require minimal support.

Question 10

Moderate ID

Answer 10

IQ of 40-54. Focus on independence in routine daily skills and skills for supported vocation. May require limited assistance on a daily living. Supervised living required.

Question 11

Severe ID

Answer 11

IQ of 25-39. Focus on communication skills and basic health habits. Assist required foremost tasks. Significant impairments in motor functioning awe typical.

Question 12

Profound ID

Answer 12

IQ of 25 or below. Ongoing assist and supervision required for basic survival skills. Significant motor impairment are common.

Question 13

Mental health intervention - acute hospitalization

Answer 13

1. Manage behaviors that threaten safety
2. Stabilize behaviors to allow for engagement in intervention
3. Grade activities to enable success and encourage realistic thinking
4. Relaxation and stress management
5. Skills for desired occupations
6. Activities to encourage communication and self-expression
7. Discharge planning

Question 14

Mental health intervention - long term hospitalization

Answer 14

1. Use plan for self-determined goal achievement
2. Provide normalizing environment that allows participation in meaningful occupations
3. Engage person in treatment process
4. Grade activities to develop skills
5. Relaxation and stress management
6. Continuous assessment
   Develop external supports needed after discharge for occupational roles, environment, and continued improvement

Question 15

Mental health intervention - community settings

Answer 15

1. Facilitate recovery and maintenance of existing skills
2. Continue to develop skills for community living, social participation, and pursuit of valued roles
3. Develop skills and provision of assistance to obtain concrete practical resources to support community living

Question 16

MOHO

Answer 16

Three elements that are inherent to humans: volition, habituation, and performance capacity.

Evaluation should focus on occupational history, goals, volition, habits, and occupational performance.

Question 17

Lifestyle Performance Model

Answer 17

Proposes a method for looking at the match between the environment and the individual’s needs. Performance is measured in four domains: self-care/maintenance, intrinsic gratification, service to others, and reciprocal relationships.

Question 18

EHP

Answer 18

Emphasizes the interaction between the person, tasks, and environment. Interventions include: establish and restore, alter, adapt/modify, prevent, and create.

Question 19

Occupational Adaptation a Model

Answer 19

Concerned with the process an individual goes through to adapt to their environment. Intervention focuses on increasing the skills needed for occupational adaption, addressing both the individual and the environment.

Question 20

Cognitive Behavioral FOR

Answer 20

Thinking influences behavior and change occurs through clients’ involvement in learning and developing skills for self regulation. Three components: didactic aspects, cognitive techniques, and behavioral techniques. Effective for depression, as well as other mental health disorders. The Beck Depression Inventory.

Question 21

Cognitive Behavioral Intervention

Answer 21

1. Assist client in identification of current problems and potential solutions.
2. Use collaborative OT/client interaction.
3. Teach to identify distorted thinking patterns, change inaccurate beliefs, and relate to others in a more positive way.
4. Acquire insight into condition, coping skills, and meaningful occupations.
5. Provide homework and structures assignments to facilitate active role in therapeutic process.
6. Scheduling activities
7. Cognitive rehearsal
8. Self-reliance training
9. Role playing
10. Diversion techniques and visual imagery
11. Engaging in work, social, leisure, and physical occupations

Question 22

Dialectical Behavior Therapy

Answer 22

A form of CBT. Addresses suicidal thoughts and self-injurious behaviors. Commonly used with borderline personality disorder, as well as depression,substance abuse, and eating disorders. Teaches assertiveness, coping, and interpersonal skills. Rapport is essential.

Question 23

Four patterns of sensory threshold:

Answer 23

1. Sensory-seeking
2. Sensory-avoiding
3. Sensory sensitivity
4. Low threshold

Question 24

Somatization

Answer 24

The conversion of psychological symptoms into physical illness

Question 25

Reaction formation

Answer 25

The switching of unacceptable impulses into the opposite (hugging someone you would like to hit)

Question 26

Sublimination

Answer 26

Redirecting energy from socially unacceptable impulses to socially acceptable activities (exercising when angry)

Question 27

Ross’ Five Stage Group

Answer 27

1. Orientation
2. Movement
3. Perceptual motor
4. Cognitive
5. Closure

Question 28

Psychoeducational group

Answer 28

Uses a classroom format to provide information and teach skills to members.

Question 29

Managing Hallucinations

Answer 29

Create an environment free of distractions that interfere with reality-based thought. Use simple, concrete, highly structured activities. When a person appears to be hallucinating, attempt to redirect to reality-based thoughts and actions.

Question 30

Managing Delusions

Answer 30

Redirect thoughts to reality-based thinking. Avoid discussions and experiences that focus on and reinforce delusions.

Question 31

Managing Akathisia

Answer 31

Allow the person to move around as needed if it is not disruptive to the goals of the group. When possible, select gross motor activities rather than fine motor or sedentary ones.

Question 32

Managing Offensive Physical or Verbal Behaviors

Answer 32

Set limits and immediately address the behavior during a session. Clearly and non-judgmentally present reasons the behavior is unacceptable and the consequences. Protect all patients and keep the needs of the entire unit in mind.

Question 33

Managing Lack of Initiation/Participation

Answer 33

With the individual, identify reasons. Identify motivators and choose activities that are of interest to the individual.

Question 34

Managing Manic or Monopolizing Behavior

Answer 34

Select highly structured activities that hold the individuals attention and require a shift of focus from patient to patient. Thank the patient for participation and redirect to another group member. Set limits.

Question 35

Managing Escalating Behavior

Answer 35

Avoid challenging behavior (eye contact, standing directly in front if patient, etc.), maintains a comfortable distance, and actively listen. Speak in a soft, calm tone and clearly present what you would like them to do. If necessary, remove other patients from the area and send for other staff.

Question 36

RADAR abuse screening approach

Answer 36

R - Routinely ask
A - Affirm and ask
D - Document findings 
A - Assess and address the person's safety
R - Review options and referrals