Unit 1 & 2 Flashcards
Infancy
Birth to 18 months Trust versus mistrust POS. Learning to trust others NEG. Mistrust, withdrawal, estrangement
Toddler
18 months to 3 years
Autonomy versus shame and doubt
POS.Self-control without loss of self esteem
NEG. Compulsive self-restraint or compliance
Preschool
3 to 6 years
Initiative versus guilt
POS. Learning the degree to which assertiveness and purpose influence the environment
Beginning ability to evaluate one’s own behavior
NEG. Lack of self-confidence
Pessimism, fear of wrongdoing
Overcontrol and over-restriction of own activity
School age
6 to 12 years
Industry versus inferiority
POS. Beginning to create, develop, and manipulate
Developing sense of competence and perseverance
NEG. Loss of hope, sense of being mediocre
Withdrawal from school and peers
Adolescence
12 to 20 years Identify versus role confusion POS. Coherent sense of self Plan to actualize one’s abilities NEG. Confusion, indecisiveness, and inability to find occupational identity
Young Adult
20 to 30 years Intimacy versus isolation POS. Intimate relationship with another Commitment to work and relationships NEG. Impersonal relationships Avoidance of relationships, career, or lifestyle commitments
Middle adult
30 to 65 years
Generativity versus stagnation
POS. Creativity, productivity, concern for others
NEG. Self-indulgence, self-concern, lack of interests and commitments
Later adult
65 years to death Ego integrity versus despair POS. Acceptance of worth and uniqueness of one’s own life Acceptance of death NEG. Sense of loss, contempt for others
Compensation
Covering up for weakness, or overemphasizing, or making up a desirable trait.
Example: A withdrawn patient becomes known for his paintings.
Conversion
Unconscious expression of psychological problem in a physical way.
Example: A depressed patient witnesses a robbery and can no longer see.
Denial
Unconscious refusal to admit an inappropriate behavior or idea.
Displacement
Discharging pent-up feelings to a less threatening object.
Example: A patient yells at the nurse after the doctor refuses to order Valium.
Dissociation
Unconscious separation of painful emotions from thoughts
Example: Person describes her rape with no facial expressions.
Identification
Unconscious or conscious attempt to model oneself after a respected person.
Example: A patient with mental disorder states she wants to become a psychologist when she gets well.
Introjection
Unconscious incorporation of other beliefs as if they were your own.
Example: A patient takes over group therapy without realizing it, and analyzes other patients.
Projection
Blaming someone else for your problems or placing your beliefs on someone else.
Example: A patient blames his Xanax addiction on his wife because “she makes me take it with her.”
Rationalization
Attempt to prove one’s behavior as justifiable.
Example: A patient states she cannot take her medication because “it is poison.”
Reaction formation
Conscious behavior that is the exact opposite of the unconscious feeling.
Example: A patient who dislikes her mother unconsciously always brags about her to the staff
Regression
Return to an earlier and more comfortable developmental level.
Example: A teenage patient sucks her thumb when she gets upset.
Repression
Unconscious and involuntary forgetting of painful ideas, events, or conflicts.
Example: A patient who was a victim of incest from her father never understands why she hates her father.
Sublimation
Channeling instinctual drives into acceptable activities
Example: A nurse who has a history of chemical dependency leads the local AA meetings
Suppression
Voluntary exclusion from anxiety producing situations
Example: A patient states he cannot talk about the death of her mother
. DSM 5
Diagnostic and Statistical Manual
of Mental Disorders May 2013
The purpose of this book is to specify the criteria for diagnosing mental disorders. This includes diagnosing all psychiatric disorders, developmental disorders, and personality disorders. By providing the criteria that must be met in order to diagnose or label a patient with a diagnosis, it eliminates pure subjectivity based on individual practitioner’s opinions. This aids in the prevention of misdiagnosing patients.
Ego
is the organized, realistic part that mediates between the desires of the id and the super-ego
Id
source of our bodily needs, wants, desires, and impulses, particularly our sexual and aggressive drives; acts according to the “pleasure principle”
Super Ego
plays the critical and moralizing role
defense mechanisms
Learned Coping Mechanisms
Focus on positive responses or adaptive (positive)coping mechanisms
Everyone uses them
Negative when overused
Patients often unaware they are using them
Nurses must recognize use and redirect to positive coping mechanisms