Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

DSM > Week 3 > Flashcards

Week 3 Flashcards

1
Q

VII. Mental Status Evaluation

General Behavior

A
  • Cooperative, passive, withdrawn, dramatic, hostile, restless
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

VII. Mental Status Evaluation

Attire

A
  • appropriate, seductive, untidy, loud, meticulous
  • Be especially aware of attire change from session 1 to session 2 b/c if you are found attractive by your client, they could “swim their way through Old Spice” on the way to your second session
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

VII. Mental Status Evaluation

Facial expression

A
  • unremarkable, sad, angry, perplexed, fearful, elated, immobile, grimacing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

VII. Mental Status Evaluation

Posture

A
  • rigid, erect, lump, slouchy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

VII. Mental Status Evaluation

Gait

A
  • normal erect, stooped, ataxic, rigid, shuffling, manneristic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

VII. Mental Status Evaluation

Motor activity

A
  • normal, agitated, tremor, tic, mannerisms
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

VII. Mental Status Evaluation

Stream of Thought

A
  • how do they go from one thought to the next
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

VII. Mental Status Evaluation: Stream of Thought

Productivity

A
  • spontaneous, verbose, pressured speech, mute
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

VII. Mental Status Evaluation: Stream of Thought

Progression

A
  • normal, loose, circumstantial (going in circles),
  • perseveration (everything goes back to the reason they came in, always going back to that),
  • halting, blocking, incoherent, fragmented
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

VII. Mental Status Evaluation

Language

A
  • normal, baby talk, peculiar expression, stilted
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

VII. Mental Status Evaluation: Emotional Tone and reaction

Affect

A
  • indifferent, fearful, angry, euphoric,
  • shallow (they act like they get it, but they don’t),
  • blunt, flat, normal, composed, anxious, sad, tearful,
  • labile (up and down)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

VII. Mental Status Evaluation: Mental trend/Content of thoughts

Perception

A
  • normal,
  • auditory hallucination,
  • visual hallucination,
  • depersonalization (experience of being outside of yourself, observing yourself in the situation),
  • illusions,
  • derealization (the attribution of non-human factors to people, so others are things rather than people),
  • hypochondriasis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

VII. Mental Status Evaluation: Mental trend/Content of thoughts

Cognition

A
  • obsessive and ruminative,
  • preoccupied,
  • self-depreciatory,
  • idiosyncratic,
  • stereotyped
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

VII. Mental Status Evaluation: Mental trend/Content of thoughts

Cognition content

A
  • (what are you obsessed about): obsessions, phobias, compulsive rituals, religiosity, ideas of reference (belief that inanimate objects are communicating with you)
    • (i.e. a news reporter says “good night” when closing their news update and a person thinks that reporter is specifically talking to them),
  • passivity feelings (feelings of non-person),
  • nihilistic (pessimism/vague), delusions, self-derogatory delusions, suicidal ideation, bizarre ideas (thoughts of things that couldn’t happen) vs. non-bizarre ideas (thoughts of things that realistically could have happened),
  • paranoid ideation (paranoid beliefs/thoughts)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

VII. Mental Status Evaluation: ● Orientation and Sensorium

Consciousness

A
  • alert, clouded, fluctuating, stuporous, apathetic
  • Patient should be “alert” when you send that bill to BCBS b/c they won’t pay for “stuporous”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

VII. Mental Status Evaluation: ● Orientation and Sensorium

Orientation:

A
  • normal, disoriented to time/place/person
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

VII. Mental Status Evaluation: ● Orientation and Sensorium

Memory:

A
  • normal, impaired (remote/recent/immediate)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

VII. Mental Status Evaluation: ● Orientation and Sensorium

Digit Span

A
  • forward (good-poor),
  • backward (good-poor)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

VII. Mental Status Evaluation: ● Orientation and Sensorium

Disorder of:

A
  • counting,
  • calculation,
  • reading,
  • writing,
  • apperception,
  • attention,
  • concentration,
  • comprehension
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

VII. Mental Status Evaluation: ● Orientation and Sensorium

General knowledge:

A
  • consistent w/ education,
  • inconsistent,
  • able to abstract, concrete
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

VII. Mental Status Evaluation: Orientation and Sensorium

Insight and judgment:

A
  • good,
  • poor,
  • absent,
  • superficial
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

VII. Mental Status Evaluation: General Behavior/Gait

ataxic

A
  • an inability to coordinate voluntary muscular movements;
  • symptomatic of some nervous disorders
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

VII. Mental Status Evaluation: Stream of Thought/Progression

loose

A
  • difficulty staying on track
  • jump from one thing to another
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

VII. Mental Status Evaluation: Stream of Thought/Progression

blocking

A
  • as they speak they completely lose their train of thought.
  • In order to mask this they may use confabulation
  • change the conversation in a dramatic way, begin making things up
  • can be related to amnesia, early dementia and korsocoff’s syndrome
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Perception

depersonalization

A
  • outside yourself
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Perception

hypochondriasis

A
  • morbid condition about health, especially about death
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Perception

obsessions

A
  • always refer to thoughts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Why the emphasis on treatment plan?

Clinicians benefit

A
  • Forced to think analytically about what we’re doing in each case
  • Objective documentation in the event ofagainslitigation
  • Needs of the client are primary (not projecting your issues on them)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Why the emphasis on treatment plan?

Clients benefit

A
  • Direction for treatment is clear (agreed upon direction of treatment)
  • Outcomes are in focus and are generated FOR THE CLIENT
  • Expectation of specific result
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Cognition Content

compulsive rituals

A
  • always refers to behaviors [The compulsion resolves the obsession.]
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Cognition Content

religiosity

A
  • to the extreme
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Cognition Content: ideas of reference

special messages for the person

A
  • it is all about them, ie. books, the Bible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Cognition Content

nihilistic delusions

A
  • delusions of nothingness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

VII. Mental Status Evaluation: Mental Trend, Content of Thought/Cognition Content

should be added

A
  • suicidal ideation
35
Q

VII. Mental Status Evaluation: Orientation and Sensorium/Memory

should be added:

A
  • Digit Span: Forward (Good-Poor),
  • Backward (Good-Poor);
  • Disorder of: counting, calculation, reading, writing, apperception, attention, concentration, comprehension
36
Q

VIII. Integrated Summary [Client has gone home.]

Document what?

A
  • medical, psychological, social and spiritual issues within the context of the illness
37
Q

VIII. Integrated Summary

A narrative that makes the points of the case without the details…

A
  • should not bring up anything new
  • summarizes what is already in the Biopsychosocial History
  • only discuss details that make the case for the primary diagnosis
38
Q

VIII. Integrated Summary

MTP

A
  • master treatment plan.
39
Q

VIII. Integrated Summary

Prognosis:

A
  • it is wise to make this hopeful;
  • it is unwise to make the prognosis hopeless.
  • should always be good at the very least;
  • writing down “poor” or “fair” may mean that the therapist feels a lack of confidence for the client
40
Q

VIII. Integrated Summary

Time:

A
  • means beginning and end time!***
  • This is important due to liabilities in saying if they were in the office or not when they were or weren’t.
41
Q

VIII. Integrated Summary

FIRPP:

A
  • focus,
  • intervention,
  • response,
  • progress,
  • plan.
42
Q

VIII. Integrated Summary : Patient Eligibility/Motivation for Clinical Services

Internal:

A
  • Do NOT put “the patient has no motivation” b/c insurance won’t pay you;
  • Do NOT put “sent by judge” or “court-ordered” b/c insurance won’t pay you
  • the bill should go to the judge in their eyes
43
Q

VIII. Integrated Summary : Patient Eligibility/Motivation for Clinical Services

External:

A
  • could be family, spouse, etc.
44
Q

VIII. Integrated Summary : Patient Eligibility/Motivation for Clinical Services

Limitations:

A
  • often clients are lacking insight
45
Q

Treatment Planning

Psychological Testing (Treatment Recommendations):

A
  • often not paid for by anyone except the person undergoing testing;
  • rarely even used now except for with children
46
Q

Treatment Planning

Schedule history & physical with:

A
  • typically utilized with substance abuse clients so we know how pervasive the symptoms are related to their physiological health
47
Q

Discharge Planning

Talking about discharge when?

A
  • right at the beginning
48
Q

Discharge Planning

Typically use what type of language when talking about termination?

A
  • “number of sessions” vs “anticipated discharge date”
  • make it realistic and subject to change in the future
49
Q

BPS History: Discharge Planning

Discharge criteria:

A
  • this is how you would know to discharge this client; you could write “when client’s mood has stabilized,”
  • “when client has learned to manage the anxiety,”
  • “when client is no longer disturbed by voices,” etc.;
  • this doesn’t mean everything is now great for the client forever, but the reason they came to counseling has been dealt with
50
Q

BPS History: Discharge Planning

Anticipated aftercare plan:

A
  • if its related to an addiction, you can write “continue to attend AA/NA,”
  • if it’s anything else, you can write “return to PCP (write name of client’s PCP)”
51
Q

BPS History: Progress Note

Name for it?

A
  • Called “FIRPP notes”
52
Q

BPS History: Progress Note

Focus:

A
  • what was the focus/main themes of the session;
  • keep it clinical
53
Q

BPS History: Progress Note

Intervention:

A
  • what did you, as the therapist, do to help the client;
    • do NOT write “I listened”; answer the question
  • “How did you intervene?”;
    • implied action here, not passivity;
    • for example, you could say “we explored the idea of starting medication” and patient response was “let’s see how things go here for awhile, then I’ll come back to the idea”
54
Q

BPS History: Progress Note

Response:

A
  • how the client responded to your interventions;
  • you can document if the client didn’t accept/utilize/didn’t work with the interventions you used
  • just make sure you don’t do those interventions again nor put them in the plan
55
Q

BPS History: Progress Note

Progress

A
  • Details of what we’re working on and how we’re handling it
56
Q

Treatment Planning

1960s

A
  • Barebones
  • Psychodynamic therapy prevailed
  • Objectives/treatment plans non-existent
  • concerned more with unconscious behavior
  • Therapist acted more as a tabula rosa and was more passive
  • Lacked detail and direction (“just folks talking”)
  • Simply “following” the client
  • No treatment plan, per se
57
Q

Treatment Planning

1970s

A
  • JCAHO (Joint Commission for the Accreditation of Healthcare Operations) standards established
  • Accreditation
  • must meet JCAHO standards
  • Focus on:
    • Quality of care
    • Thoroughness
58
Q

Treatment Planning

1980s

A
  • Managed Care = someone is “managing” you as you care for your clients
  • Accountability to insurance companies
  • Bit of a collision in the field
  • psychodynamic went off to the side, in came behaviorism, CBT, REBT, etc. (these approaches were able to respond to the managed care approach)
59
Q

Treatment Planning

1990s

A
  • Old Practice: “Follow the client”
  • 90’s to Present: Treatment Plan guides the treatment process and tell us that before the insurance company pays you.
60
Q

The Treatment Plan Elements

Three things in a Treatment Plan:

A
  • Problem,
  • Goals,
  • Objectives
61
Q

The Treatment Plan Elements

The Clinical Problems listed:

A
  • Exactly what needs improvement
    • (conceptualize the case, and pinpoint the central reason why they are there, avoid using diagnostic words)
  • These needs must have been identified in the assessment
  • The problem needs to be properly framed
    • (ex. Mary’s mother died, but Mary is overwhelmed with grief due to her mother’s death, so grief is the issue to help, not the death
    • ensures the client’s treatment gets paid for)
    • Think about reframing problems described by clients in ways that suggest a solution.
  • Don’t need to list every little problem, just write it in 1 sentence/phrase
    • (i.e. client is experiencing periods of delusions/hallucinations)
62
Q

The Treatment Plan Elements

The Clinical Goals

A
  • An expected result that takes time
  • Is related to problems (the goal is always the direct opposite of the problem)
  • Realistic and doable o Provides guidelines for direction of therapy
  • Can be broad in scope and in nature (goals are broad, do not answer “how” – objectives are steps on “how to achieve”)
  • Could say,
    • “Dissolve depressive episodes,”
    • “Learn to manage anxiety,”
    • “Discontinue auditory hallucinations,”
    • “Assist attention and focus (ADD diagnosis)”
    • keep it concise and crisp
63
Q

The Treatment Plan Elements

Objective should be:

A
  • Clearly stated/brief with clinical language.
  • One variable
  • Set out objectives separately
  • Time-lined
  • Realistic for the client
  • Within control of the client
  • Measurable
64
Q

Implications of treatment readiness

Low readiness

A
  • Directive therapist
  • RET or
  • behavioral Modification
65
Q

Implications of treatment readiness

Moderate readiness

A
  • Combined directive and supportive therapist
  • Reality therapy
66
Q

Implications of treatment readiness

Implications of treatment readiness Moderately high readiness

A

Low directiveness and high support Promote understanding Client centered therapy

67
Q

Implications of treatment readiness

Implications of treatment readiness High treatment readiness

A

Limited directiveness sand support Observe and delegate responsibly Psychodynamic therapy

68
Q

Treatment Plan Elements: Types of Objectives

  1. Recall or express knowledge of specific facts
A
  • you can’t change what you don’t understand
  • i.e. Client will define alcoholism
  • Terms: define, choose, identify, indicate, complete, match, repeat
  • all action terms and basic information.
  • The most basic, fundamental type of objective.
69
Q

AEB

A
  • As evidenced by
70
Q

Treatment Plan Elements: Types of Objectives

  1. Comprehension & understanding
A
  • i.e. Client will recognize his drinking pattern on the Jellinek chart
  • Terms: discuss, suggest, learn (internalizing knowledge)
71
Q

Treatment Plan Elements: Types of Objectives

  1. Apply a principle or strategy
A
  • i.e. The client will role-play an alcohol refusal strategy/relaxation strategies
  • Terms: illustrate, demonstrate
    • (applying the knowledge they have to a life situation.)
  • This part is getting at how will the client deal with real-world situations
    • (i.e. a recovering alcoholic gets confronted with a drink at a party → they need to know how to refuse a drink)
72
Q

Treatment Plan Elements: Types of Objectives

  1. Analysis into the parts that are distinguishable
A
  • i.e. Client will distinguish between shame and guilt.
  • Terms: draw conclusions, analyze, distinguish (knowledge)
  • Break things up into constituent parts
    • the more we can distinguish btwn things, the better we can understand them
73
Q

Treatment Plan Elements: Types of Objectives

  1. Evaluate with criteria internal or external entities
A
  • i.e. Client will compare work performance prior to treatment with current performance;
    • on a scale of 1-10 how were you when you first came to therapy and where would you rate yourself now
  • Terms: judge, rate, measure (wisdom);
    • ability to see progress over time
  • We are evaluating progress here
74
Q

Treatment Plan Elements: Types of Objectives: General

Keep in mind….

A
  • **All the “terms” in the above types of objectives are important for treatment plans as proof of action** **Make sure the treatment plan has sprinkles of all the 5 levels**
75
Q

Treatment Plan Elements: Intervention

What the clinician will do

A
  • Know what theoretical orientation you gravitate towards without being a one-trick pony
  • Selection from therapeutic repertoire of techniques available to you, as long as it is beneficial to the client
  • If you do not know enough about their issue, refer them out
  • Vehicle through which you deliver the objectives
76
Q

Treatment Plan Elements: Intervention

Master Treatment Plan

A
  • Problem,
  • then goal,
  • then objectives
77
Q

Treatment Plan Elements: Intervention: Progress Notes: FIRPP

FIRPP

A
  • PROGRESS NOTES EVERY TIME YOU SEE THE CLIENT
  • Focus of session, needs to reflect one of the objectives being worked on
78
Q

Treatment Plan Elements: Intervention: Progress Notes: FIRPP

FIRPP

A
  • PROGRESS NOTES EVERY TIME YOU SEE THE CLIENT!
  • Intervention
  • what counselor did
  • (Did BCBS get value for their money?)
  • (example: “Counselor explained how meds work and implications for taking meds routinely.”)
79
Q

Treatment Plan Elements: Intervention: Progress Notes: FIRPP

R

A
  • PROGRESS NOTES EVERY TIME YOU SEE THE CLIENT!
  • Response of the client
80
Q

Treatment Plan Elements: Intervention: Progress Notes: FIRPP

FIRPP

A
  • PROGRESS NOTES EVERY TIME YOU SEE THE CLIENT!
  • Progress, if any
81
Q

Treatment Plan Elements: Intervention: Progress Notes: FIRPP

FIRPP

A
  • Plan
  • what counselor will do next time based on response of client
82
Q

Treatment Plan Elements: Progress Notes

FIRPP purpose

A
  • Record beginning and ending time of the session
  • Often can use a form for progress notes
  • If you send a bill to BCBS that isn’t substantiated by a progress note, it is fraud.
  • Progress notes are legal documents; cannot leave a line blank, must draw a line thru it (like a personal check)
83
Q

Treatment Plan Elements: Intervention

Target Date

A
  • target date of completion of therapy
84
Q

VERY IMPORTANT TO KNOW

What is included in the Biopsychosocial History?

A
  • Identifying Data
  • substance abuse evaluation
  • psychological/emotional history
  • childhood/development history and family of origin
  • Social history
  • social assessment
  • mental status evaluation
  • integrated summary
  • treatment planning
  • discharge planning
  • progress note
    *

DSM (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions