Psychosocial midterm Flashcards
Denial
Refusing to believe something that causes anxiety
Projection
Believing that an unacceptable feeling of one’s own belong to someone else
Rationalization
Making excuses for unacceptable behavior or feelings
Conversion
Conflicts turned into real physical symptoms
Regression
Functioning at a more primitive developmental level than previously, going back to an immature pattern or behavior
Undoing
Trying to reverse the effects of what one has done by doing the opposite
Idealization
Overestimating someone or valuing him or her more than the real personality and person seem to merit
Identification
Adopting the habits of characteristics of another person
Sublimation
Unacceptable wishes channeled into socially acceptable activities
Substitution
A realistic goal or object substituted for one that cannot be achieved.
Compensation
Efforts to make up for personal deficits; this can also be a conscious effort
Denial example
A mother plans for her child who has an intellectual disability to be doctor
Projection example
A self-isolating patient in a work group says that other patients won’t talk to him.
Rationalization example
A teenager says he didn’t do his homework because he didn’t have the right kind of paper.
Conversion example
A girl with poor coordination gets a migraine headache when it is time for volleyball.
Regression example
A 7 year old child who is hospitalized for major surgery begins to walk on tiptoes and suck his thumb.
Undoing example
A patient accuses the therapist of trying to run his life. Later he brings her flowers.
Idealization example
A woman says that the group leader is the most handsome and kindest man in the world.
Identification example
A teenage girl begins to wear her hair just like her therapist does.
Sublimation example
A child who wants to cut things up to see how they work grows up to her a surgeon.
Substitution example
A young man fails the examination for the police department, and then takes a job as a security guard.
Compensation example
A women blind from birth, learns to travel without a can or any other aid.
Id
the part of the personality that contains the drives to self-preservation
object
Anything towards which the id directs its energies to satisfy a drive. Objects may be human or nonhuman
Superego
Part of the personality contains standards for behavior. Rules learned from parents and other authorities.
Ego
The part of the personality that regulates behavior by compromising among the demands of the id, the superego, and reality. Memory, perception, reality testing, and defense mechanisms. Work together in process of adapting to reality.
Action-consequence
person tries to change the person’s behavior(action) by the changing the consequences of the behavior. Therapist reward new adaptive behavior or ignore or not award the maladaptive behavior.
Reinforcement
therapists response to the client’s performance of the desired behavior.
Forward and backward chaining
Begin with the first step or the last step
Systematic desensitization
Technique for reducing fear(desensitizing) by guiding the person to relax and then gradually increasing exposure to the fear-provoking stimulus
Steps in behavioral treatment program
- identify terminal behavior 2. Determine the baseline by counting frequency of behavior. 3. Select a method counting and recording the behavior 4. Select a reinforcer that is meaningful to the patient. 5. determine schedule of reinforcement.
Cognitive behavioral therapy(CBT)
work based on Aaron Beck. Human behavior is based on what we think and believe. What we think(cognition) determines how we act(behavior). Helps the person understand and change negative cognitions and this process brings about a change in behavior.
automatic thoughts
negative cognitions that occur without the person recognizing them or challenging their logic.
Attribution
thoughts meaning to an event.
Dialetical Behavioral Therapy(DBT)
form of CBT Marsha Linehan for borderline personality disorder patients. helps the patient acknowledge and tolerate unpleasant thoughts and self-destructive impulses and not act on impulses, even though it may be strong.
Role acquisition and Social Skills training
Mosey is the learning of the daily life, work, and leisure skills that enable one to participate in roles that are social and/or productive. Examples: student worker, family member, leisure participants and many others. Social skills training on the interpersonal skills needed to relate to other people, effectively in situations as varied as dating and applying for a job. Here and now behaviors how the person is functioning in the present.
Role acquisition and social skills training principles
- Client participation 2. Personalized goals 3. Ability-based goals 4. Increasing challenges 5. Natural progression 6. Client knowledge 7. Client awareness 8. Practice makes perfect 9. Parts of the whole 10. Imitation
Psychoeducation model
Not an OT model. An education approach used by many service providers to improve the skills of persons with mental disorders.Direct teaching and training. Therapist acts as an educator, providing lessons similar to classroom course, with objectives, learning activities, and homework. Training and development of skills on functional performance of everyday activities.
initiator-contributor
suggest new ideas or new ways of looking at a problem
information seeker
asks for facts and further explanation of them
Opinion seeker
Ask for opinions and feelings about issues under discussion
Information giver
provides facts or information from own experience
opinion giver
expresses feelings or beliefs not necessarily based on facts
elaborator
spells out suggestions by giving examples or developing scenarios of how it might work out.
coordinator
pulls ideas together by showing relationship among different ideas expressed
Orienter
Focuses group on its goals, keeps discussion from wandering off the point, and so on.
Evaluator critic
assesses accomplishments of group in relation to some standard
Energizer
prods or arouses group to act, stimulates and boosts morale
Procedural technician
performs routine tasks that help group accomplish its task
Recorder
writes down main points or discussion, records group decisions
Encourager
praises, accepts, and supports others in group; encourages different points of view
Harmonizer
Settles differences between other members by reconciling disputes or relieves tension by joking
Compromiser
Gives in to a dispute and changes his or her position to preserve group harmony
Gatekeeper
Keeps communication going; this may mean asking others to speak or suggesting ways to give everyone a chance to talk.
Help seeker
tries to get sympathy of group by acting helpless, victimized, or insecure
Recognition seeker
calls attention to self by boasting, talking about own talents, insisting on having a powerful position and so on.
Domestic violence cycle
- build up of tension 2. violent actions 3. contrition and appeasement of the victim
recovery model
person-centered, person directed, perspective that demands that therapists take a back seat and allow the individual to direct and manage his or her own recovery. SAMHSA four major dimensions. Health, home, purpose, and community.
Priniciples of recovery
Hope, person-driven, many pathways, holistic, peer support, relational, culture, addresses trauma, strengths/responsibility, and respect
Substances in DSM-5
alcohol, caffeine, inhalants, cannabis, hallucinogens, opioids, sedatives, hypnotist, anxiolytics, stimulants, including cocaine, tobacco
opiod
pain relievers include heroin,morphine, and meperidine(demerol). Oxycodone, hydrocodone, PCP, LSD,poppers
Punning
think they are funny
Clanging
words together that rhyme
Grandiose
type-involves delusions that one is special or talented in some way or has made an important discovery.
Erotomanic
type-delusional about another person being in love with the individual.
Issues related to medication adherence
Patients adjust medications on their own to achieve balance and manage side effects in relation to the demands of everyday life.
Monitor client functional skills and invite client to discuss them.
Detect and report the use of other medications or substances.
Report any unusual findings to supervisory staff.
Fentanyl
100 times more potent than Morphine!)
Heroin
3 times more potent than Morphine)
Manage pain
Oxycontin Vicodin Morphine Fentanyl Illegal street drug: heroine
Substance use disorders
are patterns of symptoms resulting from the use of a substance that you continue to take, despite experiencing problems as a result.
Substance-induced disorders
including intoxication, withdrawal, and other substance/medication-induced mental disorders, are detailed alongside substance use disorders.
opiod diagnostic criteria
Taken in larger amounts over longer periods of time
Persistent desire or unsuccessful efforts to cut down
Spending a great deal of time on obtaining, using and recovering
Cravings
Recurrent use resulting in failure to fulfill life roles
Given up important occupations
Risky use
Increased tolerance
Withdrawal
NAS
s what happens when babies are exposed to drugs in the womb before birth. Babies can then go through drug withdrawal after birth. The syndrome most often applies to opioid medicines.
Developmental theory
Eriksons’s eight stages of psychosocial development.birth to 18mo trust vs. mistrust
Emotional mind
reasoning and logical thinking difficult, uses only emotions to make decisions, reactive, tells us how we really are doing, use core psychological needs.
Wise mind
intuitive thinking, arrangement and balance between rational and emotional mind, living mindful
Rational mind
Approaches knowledge intellectually, thinks logically and uses past experience, uses facts and research as well as planning, focused.
OT practice models
Sensory integration (SI) Sensory processing Cognitive disabilities Model of human occupation (MOHO) Person-environment-occupational model (PEO) Lifestyle Performance Ecology of Human Performance Occupation Adaptation
Development of adaptive skills
stage by stage progression of developmental concepts. Six areas sensory integration skill, cognitive skill, dyadic interaction skill, group interaction skill, self-identity skill, sexual identity skill
Principle 1 Client participation
the person should participate in identifying problems and goals for treatment and in evaluating his or her own progress.
Principle 2 Personalized goals
choose goals and activities that reflect the client’s interests, personal, and cultural values, and present and future life roles.
Principle 3 Ability based goals
choose goals and activities that provide a realistic challenge but are consistent with the client’s present level of ability.
Principle 4 Increasing challenges
Increase challenges and demands as the person’s capacity increases
Principle 5 Natural progression
Present skills in their natural developmental sequence.
Principle 6 Client Knowledge
Clients should always know what they are supposed to be learning and why
Principle 7 Client awareness
Client should be made aware of the effects of their actions.
Principle 8 Practice makes perfect
Skills must be practiced repeatedly and then applied to new situations.
Principle 9 Parts of the whole
If a task is too complex or time consuming to learn all at one time, teach one part at a time, but always do or show the whole activity.
Principle 10 Imitation
People learn how to do things by imitating others
DBT skills
Mindfulness,distress tolerance, emotional regulation, interpersonal effectiveness.
Gradation of activity
introduction, attention span, decision making, self-awareness, social conduct and interpersonal skills, independence and self-direction
Criteria substance use disorder
Taking the substance in larger amounts or for longer than you’re meant to.
Wanting to cut down or stop using the substance but not managing to.
Spending a lot of time getting, using, or recovering from use of the substance.
Cravings and urges to use the substance.
Not managing to do what you should at work, home, or school because of substance use.
Continuing to use, even when it causes problems in relationships.
Giving up important social, occupational, or recreational activities because of substance use.
Using substances again and again, even when it puts you in danger.
Continuing to use, even when you know you have a physical or psychological problem that could have been caused or made worse by the substance.
Needing more of the substance to get the effect you want (tolerance).
Development of withdrawal symptoms, which can be relieved by taking more of the substance.
Mild use disorder
2-3 symptoms
Moderate use disorder
4-5 symptoms
Severe use disorder
6 or more symptoms.
OT focus substance use disorders
Performance patterns
Time management and leisure participation
Relapse prevention
Cognition
Social interaction and communication skills
Daily living skills
Acquisition, development and maintenance of valued occupational and social roles
Opiod epidemic
Government oversight: measuring pain and treating pain, patient satisfaction goes up and opiod help manage pain and use judicially may be useful. Big Pharma: you want more pain medication can provide it.. Were creating pain medicatoin that is not addictive. Oxycotin less likely to be abused we now know was not true. Major legislation and lawsuits. Lawsuit with companies knew the addiction of medication. 3 of those things were a disaster. Early 2000 to 2012 opiod use rose 70%.
Pain management interventions
Medication NARCAN- life saving Methadone Suboxone Vivitrol- 1x month
OT Intervention Routines/Time management Leisure exploration Values exploration Stress and emotion regulation Relaxation Sleep hygiene Community mobility (drivers license) Health management Vocational skills
