mental health quiz 2 Flashcards
Object Relations theory
Sigmund Freud
Psychiatric Rehabilitation
Wm. Anthony and Farkas
Developmental Theory
Erik Erikson, Jean Paiget, Arnold Gesell
Behavioral Theory
Pavlov, Skinner
Cognitive Behavioral theory
Beck, Ellis, Bandura
Client centered therapy/Humanistic
Rogers, May, Perls, Maslow
Development of Adaptive skills model
Mosey; associated with #3 developmental theory
Role acquisition/ social skills training model
Anne Cronin Mosey; associated with developmental/ behavioral theory
Psychoeducation Approach model
Lillie/Armstrong “life skills program associated with a variety of theories, cognitive and behavioral
Sensory Integration model
Ayers, king, 1960-1970; associated with neuroscience theory
Cognitive disabilities model
Allen 1980 associated with neuroscience theory
Model of human occupation model moho
kielhofner 1980 volition habituation and performance capacity
Object relations model
id, super ego, ego, ego seeks to balance the id/superego and the demands of reality
unconscious effort to ward off or defend against anxiety or other uncomfortable feelings
techniques- analysis of symbols/dreams
therapy- try to bring unconscious conflict to consciousness and help pt be aware
Psychiatric Rehabilitation theory
eclectic- draws on many theories, does not explain how mental illness occurs, but how to help the pt function
develop functional skills
environmental modification
*must know discharge enviroment
Developmental theory
humans mature through a series of stages that occur in a fixed sequence
Erik eriksons eight stages
- basic trust to mistrust- 0-18 months
- autonomy vs shame/doubt-2-4 years
- initiative vs guilt- 3-5 yrs
- industry vs inferiority- 6-12 yrs
- identity vs role confusion-adolescence
- intimacy vs isolation- early/ young adult
- generativity vs stagnation- middle adult
- egointegrity vs despair- old age
Behavioral theory
people learn from consequences of behavior= all behavior is learned
pleasurable actions tend to be repeated normal behavior is learned if good behavior is rewarded, bad behavior is punished or ignored
techniques- continuous reinforcement, intermittent, chaining,shaping
cognitive behavioral theory
what we do (behavior) comes from what we think (cognitive) and believe
seek to change negative, unrealistic, thoughts to improve patients
client centered theory
client instead of pt, freely choose, can act because one is aware of feeling
techniques- unconditional positive regard, open invitation to talk, minimal response, reflection of feelings, paraphrasing, withhold judgment
neuroscientific
behavior: anatomical or physiological defect trect somatic (body)
theory is based on the assumption that normal human functioning requires a brain that is anatomically normal, normal neurophysiology, correct proportion of brain chemicals
development of adaptive skills model
-stage by stage repeating of development
-six areas of adaptive skills
si skills
cognitive skills
dyadic interactional
group interaction skills
self identity
sexual identity
over the developmental span
Purpose- to help the individual master step by step skills not yet acquired
Role acquisition/ social skills training model
role acquisition- - to help a person gain specific skills needed to function I occup/social roles
teaching of daily life roles 10 principles
social skills training- interpersonal skills needed to relate effectively to other people
4 key skills: self expression skills, other enhancing skills, assertive skills, communication
psychoeducation approach model
educational approach- group or individual classroom teaching homework assignments quizzes/exams films, video tape, role play pre-post tests goals increase as each level is passed skill development must be achieved at lower levels to succeed at higher levels
Sensory Intergration model
proprioception, kinesthesia, vestibular model focus is on important of balance posture ROM spontaneity of movement correct abnormal movement patterns also focus on the activity rather that the movement
