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NBCOT > Mental Health > Flashcards

Mental Health Flashcards

1
Q

aphasia, apraxia, agnosia, and loss of executive function are all essential features of this disorder

A

dementia

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2
Q

loss of comprehension of sensations

A

agnosia

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3
Q

chlorpromazine, haloperidol, and flupherazine are all examples of:

A

typical antipsychotics

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4
Q

disorder characterized by major depressive symptoms that are less severe and present chronically for a period of at least 2 years

A

dysthymic disorder

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5
Q

bipolar disorder characterized by one or more manic episode or mixed episode

A

bipolar I

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6
Q

bipolar disorder characterized by one or more major depressive episode and at least one hypomanic episode

A

bipolar I

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7
Q

chronic bipolar disorder lasting at least 2 years with mood disturbances fluctuating hypomanic and depressive symptoms

A

cyclothymic disorder

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8
Q

medication used for depressive disorders

A

selective serotonin reuptake inhibitors (SSRI)

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9
Q

mood stabilizer medication

A

lithium carbonate

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10
Q

how long should one rest after electroconvulsive therapy to treat depression

A

6 hours

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11
Q

cardiac impairment are most likely to be present in which form of anxiety

A

panic disorder

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12
Q

medication used for anxiety

A

benzodiazephines

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13
Q

disorder where physical symptoms are experienced which have a psychiatric source

A

somatoform disorder

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14
Q

cluster of personality disorders that includes paranoid personality, schizoid personality, and schizotypal personality that is characterized by eccentricity, distrust, and lack of interest in social contact

A

cluster A

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15
Q

cluster of personality disorders that include antisocial personality, borderline personality, histrionic personality, narcissistic personality and is characterized by intense emotions, lack of empathy, and unpredictable behavior

A

cluster B

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16
Q

cluster of personality disorders that includes avoidant personality, dependent personality, and obsessive-compulsive personality

A

cluster C

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17
Q

a model that offers a physical space in which people with mental illness can receive support for community living and explore work potential

A

clubhouse model

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18
Q

behavior modification models is based on the use of:

A

operant conditioning

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19
Q

model used in mental health practice that focuses on the therapeutic use of self and the impact of the therapist-client relationship

A

intentional relationship model

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20
Q

model used in mental health practice that focuses on cultural safety and the notion that healing must come from within a same cultural context

A

KAWA model

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21
Q

model of practice that focuses on the goodness of fit between the person, the environment, and the occupation

A

person, environment, occupational performance model (PEOP)

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22
Q

theory of personality organization and the dynamics of personality development that guides psychoanalysis

A

psychoanalytic theory

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23
Q

emphasizes systematic study of the psychological forces that underlie human behavior, feelings, and emotions and how they might relate to early experience and encourages expression of negative emotions to allow for more satisfactory participation; not trying to change the response

A

psychodynamic theory

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24
Q
  1. dignity and worth of the individual
  2. innate potential for change
  3. empathy and empowerment
  4. humor and laughter
  5. adherence to values of the progression
  6. appropriate therapeutic touch
  7. competence in various realms

are all elements of:

A

therapeutic relationship

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25
Q

rapport, empathy, and sympathy are all elements of ___________, which pity can be destructive to

A

therapeutic use of self

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26
Q

describe 3 approaches to active listening

A
  1. restating/paraphrasing
  2. reflecting
  3. clarifying
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27
Q

approach to intervention where the practitioner helps the client by doing parts of the task that are too hard but then has the client do the rest so that the task may be completed

A

scaffolding

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28
Q

approach to intervention where the therapist provides explicit expectations and support to enable the client to complete an activity

A

coaching

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29
Q

changing the requirements of the occupation to be more congruent with the clients abilities

A

adaptation

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30
Q

reduction of the demands of an occupation

A

modification

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31
Q

group that focuses on producing something as a group, feedback is immediate and problems confronted in the group are addressed at they happen

A

task-oriented

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32
Q

groups that focus on function and replicate living in the community or family with an emphasis on direct experience and the use of activity to develop skills

A

activity groups

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33
Q

describe the developmental stages of groups described by Tuckman

A 
forming
storming: challenging
norming: trust
performing
reforming
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34
Q

describe the developmental stages of groups described by Cara and MacRae

A

initial stage
transition stage
working stage
final stage

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35
Q

group described by Mosey as stage 1 where participants complete tasks side by side with little or no interaction between or among them

A

paralel groups

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36
Q

group described by Mosey as stage 2 where the groups emphasis is on the task and some interactions occur among participants

A

project group

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37
Q

group described by Mosey as stage 3 where interaction among participants is expected

A

egocentric-cooperative group

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38
Q

group described by Mosey as stage 4 where taking care of each others needs is part of the group process

A

cooperative group

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39
Q

group described by Mosey as stage 5 where participants assume leadership roles and address one another’s needs

A

mature group

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40
Q

type of group that allow participants to explore the symbolic meaning of activities and group process (ex. impulse control and self expression)

A

psychodynamic group

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41
Q

the best activities for a psychodynamic group include

A

projective media

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42
Q

shaping, chaining, reinforcement, and practice are principles of what type of group

A

cognitive-behavioral

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43
Q

Allen’s cognitive level where participants would not benefit from the dynamics of a group

A

level 1

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44
Q

Allen’s cognitive level where participants will be successful in groups in which they can move about and copy movement that is needed

A

level 2

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45
Q

Allen’s cognitive level where group participants focus on elements of repetition and manipulation

A

level 3

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46
Q

Allen’s cognitive level where group participants work on goal-directed activities such as craft projects

A

level 4

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47
Q

Allen’s cognitive level where group participants engage in activities with graded structure, which allow participants to exercise control over the medium and require them to control their impulses

A

level 5

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48
Q

approach to groups that provide the just-right challenge and foster progression to the next sequence; group members should be homogenous

A

developmental groups

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49
Q

assessment that can assist in clarifying the perceived value placed on roles

A

role checklist

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50
Q

groups which seek to enhance occupational behavior and thus adaptation by mobilizing dynamic group forces that have the potential to positively shape people’s understanding of themselves and their abilities

A

MOHO groups

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51
Q

model that can be used in groups that emphasizes self-actualization, exploration of values, and a focus on the present

A

humanistic model

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52
Q

model that can be used in groups focuses on the configuration of activity patterns that constitutes a persons day to day and includes reciprocal interpersonal relatedness, intrinsic gratification, societal contribution, and self-care and maintenance

A

lifestyle performance model

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53
Q

model that can be used in groups that helps participants participate in the groups in their lives by effectively dealing with the challenges that face that interfere with their life

A

KAWA model

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54
Q

7 steps of groups leadership described by Cole

A 
introduction
activity
sharing
processing
generalizing
application
summary
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55
Q

can sensory integration be administered in groups

A

no

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56
Q

poor ability to conceptualize, plan, and execute motor actions associated with signs of poor perception of touch and body position

A

soamtodyspraxia

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57
Q

what kind of environment is emphasized in sensory inteegration

A

naturalistic

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58
Q

occupation focused assessment for pediatrics that determines whether volition, habituation, skills, and environment facilitate or restrict occupational participation

A

short child occupational profile

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59
Q

client-directed assessment that covers everyday activities including self-care, school tasks, social activities, and family related activities

A

child occupational self-assessment

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60
Q

self-report survey of play and leisure interests for children

A

pediatric interest profile

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61
Q

pediatric observational assessment to understand volition

A

pediatric volitional questionnaire

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62
Q

collaborative interview that describes student-environment fit in multiple school settings

A

school setting interview

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63
Q

model for pediatric mental health that is focused on the person (desire for mastery), the occupation (demand for mastery), and the interaction between the person and environment (press for mastery); describes a normative process that is prominent in periods of transition; occupational readiness and activities the focus of intervention

A

occupational adaptation

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64
Q

model of practice with a strong focus on the environment

A

ecology of human performance

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65
Q

intervention principles used in the ecology of human performance model

A 
adapt
create/promote
alter
prevent
establish
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66
Q

school-based intervention use what kind of approach

A

response to intervention (RTI)

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67
Q

RTI that include assisting in school wide prevention efforts, collaborating with school personnel to create positive environment, and observing all children’s behavior

A

tier 1

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68
Q

RTI that include interventions for developing and running programs for at-risk students and consulting with teacher to modify learning demands for at-risk students

A

tier 2

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69
Q

TRI that includes interventions for providing individual or group intervention for students with mental health concerns and collaborating with school-based mental health providers

A

tier 3

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70
Q

cognitive behavioral therapy strategy that involves educating the patient and family about the disorder

A

psychoeducation

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71
Q

cognitive behavioral therapy strategy that involves teaching skills to identify and recognize emotions and influences on emotions

A

affective education

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72
Q

cognitive behavioral therapy strategy that involves teaching skills to recognize faulty or anxious thinking

A

cognitive restructuring

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73
Q

cognitive behavioral therapy strategy that involves reaching progressive muscle relaxation techniques, deep breathing, and guided imagery

A

relaxation training

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74
Q

cognitive behavioral therapy strategy that involves providing exposure involving gradual introduction of feared events and reward for brave behaavior

A

exposure and contingency management

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75
Q

can observation substitute for formal evaluation for ASD

A

yes

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76
Q

self-regulation program for ASD that decreases disruptive behaviors and increases functional behaviors through sensory-perceptual interventions

A

ALERT program

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77
Q

components of praxis that involves ability to plan and organize a series of intentional motor actions in response to environmental demands

A

motor organization

78
Q

components of praxis that involves the process of sending a motor plan to the brain, comparing previous performance, and detecting potential errors in the plan before or after execution

A

feed forward praxis

79
Q

components of praxis that involves performance of motor responses with precision

A

execution

80
Q

components of praxis that involves recognition of and response to a motor act and its consequences

A

feedback

81
Q

what skills are present in asperger syndrome that differentiates it from ASD

A

language, cognitive, self-help, and adaptive behaviors

82
Q

speech with little regard for the interest of the listener typical for Asperger syndrome

A

professorial speech

83
Q

sensory processing is a focus for Asperger syndrome; what does this typically look like

A

hypersensitivity

84
Q

inability to feel pleasure

A

anhedonia

85
Q

MAOI’s such as Nardil, Marplan, Parnate, and Emsam used for depression require what:

A

observation of life threatening side effects which can raise BP and cause a stroke as a result of not adhering to a strict diet

86
Q

characteristics of cyclothymia include

A

substance abuse and poor time management

87
Q

5 characteristic of optimal treatment for oppositional defiant disorder

A 
clear and simple
time ins 
time outs
brief/intense practice 
incidental teaching
88
Q

an intervention for ODD that encourages the child to articulate a rationale for his or her decisions

A

socratic questioning

89
Q

inability to perform calculations

A

acalculia

90
Q

inability to write and sign ones name

A

agraphia

91
Q

inability to read

A

alexia

92
Q

inability to name objects or retrieve names of people

A

anomia

93
Q

unawareness of a motor deficit or lack of insight regarding abilities

A

anosognosia

94
Q

loss of kinesthetic memory and motor planning

A

ideomotor apraxia

95
Q

inability to recognize objects, forms, shapes, and sized by touch alone although sensation is in tact

A

stereognosis

96
Q

diminished awareness of body structures and failure to recognize body parts

A

somatoagnosia

97
Q

difficulty finding one way in space secondary to memory dysfunction or inability to interpret sensory stimuli

A

topographical disorientation

98
Q

assessment for adults with neurobehavioral cognitive-perceptual deficits that involves structured observation of BADLs and mobility with error analysis used; requires training

A

Arnadottir OT Neurobehavioral Evaluation (A-ONE)

99
Q

assessment of functional competence in 2-3 familiar BADLs/IADLs; requires training

A

assessment of motor and process skills (AMPS)

100
Q

assessment for adults with unilateral neglect to identify presence and impact with 9 activity based tests and 6 pen/paper tests

A

behavioral inattention test

101
Q

standardized checklist to detect presence/degree of unilateral neglect by measuring self awareness of behavioral neglect during 10 items related to neglect in life

A

Catherine Bergego Scale

102
Q

assessment of performance in brain/behavioral relations which assesses level of consciousness, orientation, attention, language, constructional ability, memory, calculations, and reasoning; takes less than 45 minutes

A

Cognistat Neurobehavioral Cognitive Status Examination

103
Q

assessment for individual with stroke/tumor/TBI to assess for basic cognitive function for everyday tasks which looks at orientation, visual, spatial perception, visual motor organization, and thinking operations

A

lowenstein occupational therapy cognitive assessment (LOTCA)

104
Q

initial evaluation of memory function and monitor memory through rehabilitation

A

Rivermead Behavioral Memory Test

105
Q

assessment for those with visual-perceptual deficits after a head injury/stroke for those age 16+

A

Rivermead Perceptual Assessment Battery

106
Q

the use of tabletop activities for cognitive perceptual intervention would be using what approach

A

remediation

107
Q

approach to cognitive-perceptual intervention that emphasized transferring information from one situation to the next in various contexts with an emphasis on metacognition and transfer of learning through graded tasks that decrease in similarity; uses processing and self-monitoring skills; awareness questioning, error detection, estimation, prediction

A

dynamic interactional approach

108
Q

knowing the meaning of words and ability to classify information

A

semantic memory

109
Q

capacity to remmeber to carry out actions in the future (important for safety and independent living)

A

prospective memory

110
Q

inability to recall past experience of personal identity

A

amnesia

111
Q

meaningless initiation of another persons movement

A

echopraxia

112
Q

repetition of fixed patterns of movement and speech (echolalia)

A

stereotypy

113
Q

restlessness with urgent need for movement, often the side effect of medication

A

akathisia

114
Q

inability to carry out specific motor tasks in the absence of sensory/motor impairment

A

apraxia

115
Q

inability to perform rapidly alternating movements

A

adiadochokinesia

116
Q

serious depersonalization in which a person travel and relocates and takes on a new identity with amnesia for the old identity

A

fugue

117
Q

separation of a mental/behavioral process from the rest of psychic activity

A

dissociation

118
Q

speech that is limited in amount

A

poverty of speech

119
Q

speech that is adequate in amount but coveys little information, is vague, or non-specific

A

poverty of content

120
Q

thought that is delayed in reaching the point and includes excess and irrelevant details

A

circumstantiality

121
Q

thought that chances abruptly to focus on a loosely associated topic

A

tangentiality

122
Q

interruption of a though process before it is carried through to completion

A

thought blocking

123
Q

lack of energy

A

anergia

124
Q

disorder characterized by uninterrupted period of illness with a major depressive, manic, or mixed episode with concurrent positive/negative symptoms of schizophrenia

A

schizoaffective disorder

125
Q

disorder that meets the criteria for schizophrenia that lasts > 1 month but < 6 months

A

schizophreniform

126
Q

complications of this medication can include agranulocytosis (decrease in white blood cells) and can be fatal; weekly blood-monitoring initially then bi-weekly after 6 months and monthly after 1 year

A

clozaril

127
Q

provision of supports and tools to enable recovery for mental health disorders

A

wellness and recovery action plan (WRAP)

128
Q

high levels of this medication can cause nerve damage and death; early symptoms include motoric disturbances; monitor blood levels to maintain narrow therapeutic window

A

lithium

129
Q

severe headache and palpitations can be a life threatening sign of what medication

A

monoamine oxidase inhibitors (MAOIs)

130
Q

what is required for CBT

A

self-awareness, cognition, and active participation

131
Q

disorder characterized by affective lability, irritability/anger, interpersonal conflicts, depressive symptoms, mood, and anxiety with median age of onset at 32

A

pre-menstrual dysphoric disorder 2

132
Q

disorder characterized by continuous antisocial or criminal acts with inability to conform to social norms and lack of regard for the safety and feelings of others; can develop from untreated conduct disorder

A

antisocial personality disorder

133
Q

disorder characterized by extreme sensitivity to rejection, socially withdrawn, and inferiority complex

A

avoidant personality disorder

134
Q

disorder characterized by extraordinary unstable affect, mood, behavior, relationships, and self-image; fear of abandonment leads to frantic behavior and unstable relationships

A

borderline personality disorder

135
Q

subordinating need to those of others and assuming responsibility in their life; lack self-confidence and experience discomfort when alone

A

dependent personality

136
Q

colorful, dramatic, extroverted behavior and finding deep long-lasting attachment as difficult

A

histrionic personality

137
Q

heightened sense of self importance and grandiose feelings that they are in some way special

A

narcissistic personality

138
Q

lifelong pattern of social withdraw, discomfort with human interaction, bland affect, eccentric, isolated, and lonely

A

schizoid personality

139
Q

odd or strange in thinking or behavior; magical thinking, peculiar ideas, illusions, derealization a part of everyday world

A

schizotypal personality

140
Q

persistent failure to initiate or respond in developmentally appropriate fashion to caregivers; hypervigilant and ambivalent as a result of social neglect, instability, and inconsistency in childhood

A

reactive attachment disorder (RAD): inhibited type

141
Q

indiscriminate sociability with inability to exhibit appropriate attachments; excessive familiarity with strangers and lack of selectivity as a result of social neglect, instability, and inconsistency in childhood

A

reactive attachment disorder (RAD): disinhibited type

142
Q

disturbance of conciousness (environmental awareness) with decreased ability to attend

A

delirium

143
Q

level of dementia characterized by typical age-related memory loss; ADLs and IADLs intact but may require more time, concentration, or compensation

A

Reisberg level 2

144
Q

level of dementia characterized by recognition by individual, caregivers, and assessment, avoiding challenging situations, using activity adaptations and compensations for ADLs and IADLs, and learning/remembering/using new information is difficulty

A

Reisberg level 3

145
Q

level of dementia characterized by expressing concern regarding decline, independent in routine ADLs but requiring verbal cues and demonstration for more complex occupations, can still live at home with assistance, unable to sequence through written cues

A

Reisberg level 4

146
Q

level of dementia characterized by requires assistance and encouragement for all occupations, able to make emotional connections, unable to speak in full sentences and may be incontinent, 24/7 car

A

Reisberg level 5

147
Q

level of dementia chracterized by dependency in ADLs, lost speech and motor abilities, and non responsiveness; 24/ care

A

Reisberg level 6

148
Q

type of ASD with deterioration after normal development as a result of progressive encephalopathy; motor and social skills normal from 6 months-2 years then language, motor, muscle wasting, irregular breathing, cognitive regression, and sezures present

A

Rett’s syndrome

149
Q

Allen’s cognitive level characterized by automatic action, profoundly impaired cognition, seconds of attention, total dependence for all actions; treatment includes sensory sitmulation

A

level 1

150
Q

describe the stages of Allen’s cognitive level 1

A
  1. 0: withdraw from noxious stimuli
  2. 2: respond to stimulation
  3. 4: locate stimuli
  4. 6: rolling in bed
  5. 8: raising body parts
151
Q

Allen’s cognitive level characterized by gross body movements and postural actions, cognition is severely impaired, attention up to 3 minutes, around the clock care for postural actions; treatment includes multi-sensory activities

A

level 2

152
Q

describe the stages of Allen’s cognitive level II

A
  1. 0: overcome gravity
  2. 2: righting reactions
  3. 4: aimless walking
  4. 6: directed walking
  5. 8: grabbing
153
Q

Allen’s cognitive level characterized by manual actions and repetitive tasks with long-term training and manipulation of objects, cognition is severely impaired with attention up to 30 minutes, moderate assistance needed for attention with some spontaneity with tactile cues

A

level 3

154
Q

running stitch is administered at which Allen’s cognitive level

A

level 3

155
Q

Allen’s cognitive level characterized by familiar activity and goal directed actions to carry out simple tasks to completion, cognition moderately impaired with attention up to 1 hour, minimum assistance for familiar task but no new learning or generalization, visual cues and set-up is useful

A

level 4

156
Q

whipstitch is administered at which Allen’s cognitive level

A

level 4

157
Q

describe the stages of Allen’s cognitive level 3

A
  1. 0: grasping objects
  2. 2: distinguishing objects
  3. 4: sustaining actions on objects
  4. 6: noting effects on objects
  5. 8: using all objects
158
Q

describe the stages of Allen’s cognitive level 4

A
  1. 0: sequencing
  2. 2: differentiating features
  3. 4: completing goals
  4. 6: personalizing
  5. 8: rote learning
159
Q

Allen’s cognitive level characterized by learning new activity and exploratory actions, cognition is mildly impaired with stand by assistance needed for new activities for safety and effectiveness, new learning through trial and error and problem solving but may demonstrate poor judgement and impulsive behavior; may live along with weekly checklist

A

level 5

160
Q

describe the stages of Allen’s cognitive level 5

A
  1. 0: continuous adjustment
  2. 2: activity discrimination
  3. 4: self-directed learning
  4. 6: consideration of social standards
  5. 8: consulting with others
161
Q

Allen’s cognitive level characterized by planned actions with no global impairment in cognition and is independent, can anticipate and prevent mistakes, and plan activities based on desires rather than objects

A

level 6

162
Q

cordovan stitch is administered at what Allen’s cognitive level

A

level 5

163
Q

assessment that measures adjustment and how needs are met and the demands society has placed on them through self-report or semi-structured interview

A

Oregon QOL questionnaire

164
Q

assessment that measures self esteem, power, activism, control, and anger and is useful for developing strategies to regain control over ones life

A

empowerment scale

165
Q

widely used screen of cognitive function where structured tasks are presented in interview format (orientation, memory, attention, write a sentence, name objects, follow directions, copy design)

A

mini mental state examination

166
Q

assessment of intellectual function with 9 questions and a subtraction task

A

short portable mental status questionnaire

167
Q

assessment of severity of depression and change over time; includes interview and consultation with family, staff, and other informed individuals (depersonalization, paranoia, obsession, diurnal variation)

A

Hamilton Depression Rating

168
Q

describes regular mood changes throughout the day

A

Diurnal variation

169
Q

assessment of cognitive, affective, performance, and social interaction skills required to perform ADLs for adults with psychiatric, neurological, and developmental disabilities; includes a task oriented assessment, a social interaction scale, and a perceptual motor screen

A

Bay Area Functional Performance Evaluation (BAFPE)

170
Q

observational assessment of general, interpersonal, and task skill behaviors and behavior changes for adults with acute psychiatric diagnosis

A

Comprehensive Occupational Therapy Evaluation Scale (COTE Scale)

171
Q

assessment that identifies level and amount of involvement in IADLs, leisure, and social activities through picture cards

A

activity card sort

172
Q

assessment to measure time use patterns, configurations of activities, roles, skills, and habits through a color coded chart to depict time spent during the week as well as a questionnaire and interview

A

Activities Health Assessment

173
Q

assessment to measure time use, roles, and underlying skills/habits

A

Barth time construction (BTC)

174
Q

assessment that measures nature and extent of occupational adaptation through interview that explores 12 areas of adaptation

A

occupational circumstance assessment interview rating scale (OCAIRS)

175
Q

assessment of life history, past and present occupational performance, impact and incidence of disability, illness, or other traumatic events for adolescents to older adults

A

occupational performance history interview (OPHI)

176
Q

self-report checklist of self efficacy in occupational performance for ages 18+

A

occupational self-assessment

177
Q

for which population should projective assessment and intervention not be used

A

psychotic disorders

178
Q

describe the group sequence as described by Mildred Ross

A 
orientation
gross motor 
calming
cognitive activity
closure
179
Q

approach to addressing abuse and developing a trusting relationship

A 
RADAR
Routinely ask
Affirm and task 
Document
Assess safety
Review options
180
Q

what are the 4 principles of motivational interviewing

A

roll with resistance
express empathy
develop discrepancy
support self-efficacy

181
Q

focus on educating professional providing services for substance abuse clients

A

ProjectMAINSTREAM

182
Q

what is a primary intervention for an individual with PTSD

A

relaxation

183
Q

understanding the client’s dimensions of occupational participation and performance is an aspect of which model of practice

A

MOHO

184
Q

frame of reference commonly applied in social and life skills groups where clients can focus on self-regulation through observational learning and modeling of skills.

A

cognitive-behavioral

185
Q

frame of reference that focuses on skilled performance of activities in context

A

MOHO

186
Q

frame of reference that focuses on multi-contextual tasks in environmental conditions that are similar with consistent strategies and transfer of skills

A

dynamic interactional

187
Q

what condition commonly co-occurs with ODD

A

ADHD

188
Q

what is the time frame for goals on an IEP

A

one year

189
Q

ability to perceive information from inside the body

A

interoception

190
Q

at what age can the COPM be administered

A

7

NBCOT (12 decks)

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