Mental Health Flashcards
1
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Discuss the potential benefits of health professionals caring for their own mental health.
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2
Q
Identify a range of complementary approaches to mental health self-care.
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3
Q
Discuss basic principles of mindfulness practice.
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4
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Self-instruct in a basic mindfulness meditation practice.
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5
Q
Discuss how the practice of mindfulness could be beneficial for mental health, work performance and compassionate clinical care.
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6
Q
Understand the historical aspects of psychiatry with respect to diagnosis and treatment.
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7
Q
Apply the key components of history and interviewing to patients in the mental health clinical setting.
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8
Q
Generalise knowledge and skills to patients seen in any clinical setting.
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9
Q
Identify the components of the psychiatric history.
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10
Q
Understand the concept of risk assessment and drug and alcohol assessment.
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11
Q
Recognise how the biopsychosocial formulation relates to the psychiatric history.
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12
Q
Appreciate how the psychiatric history relates to the psychiatric diagnosis (including personality disorders)
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13
Q
Recognise a multi-axial Psychiatric Diagnostic Classification System.
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14
Q
Employ techniques to develop and maintain rapport with patients with a mental illness.
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15
Q
Identify safety issues in the setting of the clinical interview and adapt one’s practice to minimise risk to self.
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16
Q
Reflect on the emotional responses generated in the interviewer and their impact on one’s actions.
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17
Q
Describe the principle clinical features of depression and bipolar disorder, as well as the related disorders.
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18
Q
Discuss the diagnosis and differential diagnosis of mood disorders.
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19
Q
Recognise common co-morbidities and be aware of diagnostic dilemmas and controversies pertaining to the mood disorders.
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20
Q
Describe the epidemiology of the mood disorders, and the significance of this in terms of global burden of disease and service provision.
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21
Q
Critically examine current controversies in the arena of mood disorders.
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22
Q
Summarise some of the dominant aetiological and path-genetic theories regarding mood disorders.
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23
Q
Adumbrate the course and prognosis of the different mood disorders.
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24
Q
Describe and critique different treatment approaches for the mood disorders.
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25
Understand the importance of early mother-infant relationships.
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26
Describe the features and effects of maternal mental illness in pregnancy and the post-natal period.
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27
Understand the potential benefits and risks of treatment of maternal mental illness.
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28
Appreciate the importance of the perinatal period as a kay opportunity for prevention and early intervention to ensure healthy infant and child development.
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29
Appreciate the importance of diagnosis and severity of illness in deciding treatment.
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30
Describe the classes of psychotropic medications and their usual therapeutic dose ranges.
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31
List the principal side effects of psychotropic medications.
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32
Explain the potential drug interactions of psychotropic medications.
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33
Identify the major components of a mental state examination in psychiatry.
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34
Describe the major components and of each subcategory in the mental state in psychiatry.
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35
Identify the normal range for the major components of the mental state examination in psychiatry.
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36
Describe what information should be collected in the interview as distinct from what information should be summarised in the mental state examination in psychiatry.
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37
Demonstrate a confident clinical and ethical grasp of the Victorian Mental Health Act and its practical application.
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38
Demonstrate a balanced approach to the evaluation and management of suicidal and violent patients.
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39
Describe the features of neuroleptic malignant syndrome.
- Life threatening complication of antipsychotic treatment (mortality 10-20%)
- S&S's: Muscular rigidity, autonomic symptoms (elevated temp, sweating, elevated/labile BP, tachycardia), akinesia, mutism, changed level of consciousness
- Ix: Elevated CK, Leukocytosis
- Rx: supportive, cease antipsychotic, dantrolene or bromocryptine, ICU
40
Describe the features of serotonin syndrome.
- Life threatening
- Neurological: myoclonus, nystagmus, headache, tremor, rigidity, seizures
- Mental state: irritability, confusion, agitation, coma
- Other: increased temp, arrhythmias, death
- SSRIs (and other serotonergic agents) combined with MAOIs, lithium, tryptophan
- Rx: supportive, stop all psychotropic medication, 5-HT receptor antagonists (cyproheptadine) or propranolol
41
Discuss the utility and evidence base for electroconvulsive therapy (ECT) in psychiatry.
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42
Appreciate the diversity of symptoms and behaviours that encompass 'schizophrenia'.
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43
Have an understanding of the core symptoms and how they map to neurobiology and neurochemistry.
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44
Weigh the evidence for various putative aetiological factors and how they impact at various stages of neurodevelopment.
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45
Appreciate the breadth of psychosocial problems associated with schizophrenia.
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46
Be able to articulate comprehensive management plan for a person with schizophrenia, encompassing biological and psychosocial domains and including a multidisciplinary approach.
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47
Understand the importance of consumer perspectives of mental health and illness.
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48
Understand the role of the doctor in working respectfully with consumers, and challenge the stigma associated with mental illness.
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49
Appreciate the concept of recovery models.
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50
Establish whether a patient is exhibiting a normal or abnormal MSE after observing a patient being interviewed by a psychiatrist.
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51
If the patient's MSE is abnormal, identify which features of the MSE appear to be abnormal and report these using appropriate terminology and a structured MSE report format, including the relevant normal and abnormal findings.
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52
Demonstrate knowledge of how to appropriately and tactfully probe for important MSE features such as suicidality, homicidality, delusions, hallucinations, thought disorder, depressed or elevated mood.
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53
Apply the MSE findings in developing a differential diagnosis.
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54
Apply the MSE findings in assessing a patient's response to treatment.
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55
Apply the MSE findings in developing a risk assessment.
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56
Define the common organic psychiatric syndromes that occur in the general hospital setting.
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57
Describe the common causes (pathological processes, diseases etc.) for the main syndromes.
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58
Discuss the skills needed to effectively diagnose and manage organic psychiatric disorders, including bedside cognitive assessment.
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59
Describe the psychological impact of organic psychiatric disorders on patients, staff, family, carers etc,. and understand their role in mitigating these impacts.
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60
List the names and roles of the main services specialising in organic psychiatric disorders in your hospital and in Melbourne.
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61
Demonstrate a structured approach to taking a psychiatric history within a meaningful timeframe.
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62
Demonstrate the ability to inquire about important and common psychiatric diagnoses, including mood, anxiety, psychotic, cognitive and substance disorders.
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63
Explain confidentiality to a patient (mental health).
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64
Enquire about risk issues for psychiatry.
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65
Provide a list of psychiatric differential diagnoses for common presentations and justify these diagnoses.
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66
Demonstrate knowledge of Indigenous Australian history and its influence on the determinants in Indigenous Australians' mental health outcomes.
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67
Demonstrate an ability to assess and incorporate into a formulation Indigenous Australian patients presenting with mental health issues.
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68
Explain management strategies for the provision of mental health care to indigenous Australians.
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69
Understand short term and long term drug treatment issues in achieving response, preventing relapse and maximising safety.
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70
Understand principles of drug prescribing in a wide range of patients and the need to individualise treatment regimens.
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71
Describe the basic mechanisms of drug actions particularly in relation to affective and psychotic disorders.
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72
Recognise clinical factors in adherence to psychopharmacotherapy and ways to address them.
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73
Recognise the ways that genetic polymorphisms and concomitant medications can impact on the effects of psychotropic medications.
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74
Describe the features of the major psychological therapies.
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75
Understand the features common to all psychotherapies.
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76
Describe the indications for psychotherapy.
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77
Explain the factors which make a patient suitable for psychotherapy.
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78
Appreciate the potential adverse consequences of psychotherapy.
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79
Understand the basics of counselling, crisis intervention and supportive psychotherapy.
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80
Interview a patient who has had psychotherapy; ask them about their understanding of the experience and benefits.
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81
Understand the principles of a psychotherapy relationship in a medical practice.
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82
Understand the principles of psychotherapy as a special type of relationship between patient and doctor.
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83
Define the main psychiatric syndromes that are forms of somatisation.
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84
Appreciate the relevant prevalence of the main psychiatric syndromes of somatisation in the hospital and other health care settings (both somatisation as part of high-prevalence anxiety and depressive syndromes; and rarer specific disorders, such as conversion disorder).
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85
Recognise that often unhelpful reactions of medical and other staff to these patients and what can be done about this.
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86
Appreciate that somatisation frequently coexists with organic bodily disease.
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87
Describe the kinds of skills that they will have to acquire to manage somatising patients effectively, including the skills of interviewing somatising patients and of conveying somatoform diagnoses.
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88
Understand substance misuse, and recognise this in a history of a patient.
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89
Describe the patterns of substance use in the population.
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90
Take a substance use history from a patient and perform the relevant physical and mental state examinations.
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91
Describe harm minimisation and harm reduction (e.g. substance use).
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92
Understand the new DSM5 approach to "Substance Use and Addictive Disorders" diagnoses.
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93
Distinguish between substance intoxication, dependence, withdrawal and addiction.
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94
Recognise the nature of the relationship between substance use and mental illness.
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95
Recognise the impact of dual diagnosis on mental illness.
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96
Understand the relationship between cannabis and psychosis.
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97
Utilise empathy to adopt a hopeful and positive approach to patients with substance use problems.
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98
Take a history with the purpose of diagnosing an anxiety disorder, including Obsessive-Compulsive Disorder (OCD), Post-Traumatic Stress Disorder (PTSD), social anxiety disorder, panic disorder, and generalised anxiety disorder.
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99
Demonstrate an awareness of common psychiatric co-morbid conditions, such as major depressive disorder and substance disorders.
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100
Differentiate between obsessions and compulsions.
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101
Demonstrate an understanding of common types of obsessions and compulsions.
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102
Form a basic management plan for anxiety disorders, including psychosocial and pharmacological interventions.
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103
Explain Cognitive-Behavioural Therapy (CBT) to a patient.
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104
Explain Selective Serotonin Reuptake Inhibitor (SSRI) treatment to a patient.
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105
Recognise positive psychotic symptoms of schizophrenia.
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106
Identify risks associated with the acutely psychotic individual.
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107
Demonstrate knowledge on the Mental Health Act and the criteria for involuntary treatment.
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108
Demonstrate an understanding of anti-psychotics and their side effects.
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109
Demonstrate an understanding of Neuroleptic Malignant Syndrome (NMS).
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110
Demonstrate an awareness of expressed emotion.
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111
Describe common reasons for non-compliance with psychiatric medication.
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112
Describe the long-term biopsychosocial management issues in chronic schizophrenia.
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113
Describe the principles of motivating interviewing.
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114
Obtain informed consent from a simulated patient with a mental illness.
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115
Identify depression and associated risks.
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116
Identify delirium and enquire about common causative factors.
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117
Provide adequate explanations and practical management plans to nursing staff.
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118
Take a history from a simulated patient with weight loss and disordered eating.
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119
Negotiate an interview with difficult family dynamics.
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120
Make a diagnosis of anorexia nervosa.
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121
Distinguish anorexia nervosa from bulimia nervosa.
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122
Discuss psychiatric and medical reasons for inpatient admission for patients with eating disorders.
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123
Demonstrate an awareness of common psychiatric comorbid conditions found in patients with eating disorders.
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124
Demonstrate an awareness of common and life-threatening physical sequelae found in patients with eating disorders.
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125
Explain the broad difficulties associated with treating patients with anorexia nervosa.
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126
Describe an understanding of the development of personality disorders.
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127
Describe some defence mechanisms in borderline personality disorder.
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128
Demonstrate an awareness of ethical issues, such as professional boundaries.
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129
Demonstrate a basic level of empathic communication skills.
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130
Describe the features of borderline personality disorder and its longitudinal nature.
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131
Describe management of presentations of deliberate self-harm in patients with borderline personality disorder in the emergency setting.
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132
Apply some basic techniques of psychological clinical skills for anxiety management, including relaxation exercises and CBT for insomnia.
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133
Describe the common anxiety disorders and their incidence and common co-morbidities.
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134
Demonstrate the capacity to briefly screen for the common anxiety disorders.
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135
Demonstrate the capacity to be able to provide initial psychoeducation around the common anxiety disorders.
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136
Describe the common forms of treatment for these anxiety disorders.
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137
Discuss the process of individualising care of the common anxiety disorders for a given patient.
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138
Define intellectual disability.
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139
Understand the different categories of intellectual disability.
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140
Discuss the relationship between intellectual disability and mental illness.
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141
Have a basic understanding of the issues involved in intellectual disability/mental health in Victoria and the services available.
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142
Describe the principles of assessment and management for the dual disability (intellectual disability + mental health) patient group.
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143
Incorporate targeted questions into a general mental health assessment to elicit an eating disorder diagnosis.
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144
Incorporate into their diagnostic assessment a basic understanding of the range of biopsychosocial factors that may be relevant to a patient suffering from an eating disorder.
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145
Apply this understanding when developing a treatment plan for patients with eating disorders.
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146
Discuss the evidence base and consensus for eating disorder treatment.
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147
Discuss an understanding of eating disorders in a broader cultural and developmental context.
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148
Describe the common psychological problems and mental disorders occurring in the general hospital.
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149
Outline the management of common psychological problems and mental disorders in the general hospital.
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150
Describe the role of the consultation-liaison psychiatry service in the general hospital.
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