Mental Health Flashcards
(190 cards)
1
Q
aphasia, apraxia, agnosia, and loss of executive function are all essential features of this disorder
A
dementia
2
Q
loss of comprehension of sensations
A
agnosia
3
Q
chlorpromazine, haloperidol, and flupherazine are all examples of:
A
typical antipsychotics
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
5
Q
bipolar disorder characterized by one or more manic episode or mixed episode
A
bipolar I
6
Q
bipolar disorder characterized by one or more major depressive episode and at least one hypomanic episode
A
bipolar I
7
Q
chronic bipolar disorder lasting at least 2 years with mood disturbances fluctuating hypomanic and depressive symptoms
A
cyclothymic disorder
8
Q
medication used for depressive disorders
A
selective serotonin reuptake inhibitors (SSRI)
9
Q
mood stabilizer medication
A
lithium carbonate
10
Q
how long should one rest after electroconvulsive therapy to treat depression
A
6 hours
11
Q
cardiac impairment are most likely to be present in which form of anxiety
A
panic disorder
12
Q
medication used for anxiety
A
benzodiazephines
13
Q
disorder where physical symptoms are experienced which have a psychiatric source
A
somatoform disorder
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
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
16
Q
cluster of personality disorders that includes avoidant personality, dependent personality, and obsessive-compulsive personality
A
cluster C
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
18
Q
behavior modification models is based on the use of:
A
operant conditioning
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
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
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)
22
Q
theory of personality organization and the dynamics of personality development that guides psychoanalysis
A
psychoanalytic theory
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
24
Q
- dignity and worth of the individual
- innate potential for change
- empathy and empowerment
- humor and laughter
- adherence to values of the progression
- appropriate therapeutic touch
- competence in various realms
are all elements of:
A
therapeutic relationship
25
rapport, empathy, and sympathy are all elements of ___________, which pity can be destructive to
therapeutic use of self
26
describe 3 approaches to active listening
1. restating/paraphrasing
2. reflecting
3. clarifying
27
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
scaffolding
28
approach to intervention where the therapist provides explicit expectations and support to enable the client to complete an activity
coaching
29
changing the requirements of the occupation to be more congruent with the clients abilities
adaptation
30
reduction of the demands of an occupation
modification
31
group that focuses on producing something as a group, feedback is immediate and problems confronted in the group are addressed at they happen
task-oriented
32
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
activity groups
33
describe the developmental stages of groups described by Tuckman
```
forming
storming: challenging
norming: trust
performing
reforming
```
34
describe the developmental stages of groups described by Cara and MacRae
initial stage
transition stage
working stage
final stage
35
group described by Mosey as stage 1 where participants complete tasks side by side with little or no interaction between or among them
paralel groups
36
group described by Mosey as stage 2 where the groups emphasis is on the task and some interactions occur among participants
project group
37
group described by Mosey as stage 3 where interaction among participants is expected
egocentric-cooperative group
38
group described by Mosey as stage 4 where taking care of each others needs is part of the group process
cooperative group
39
group described by Mosey as stage 5 where participants assume leadership roles and address one another's needs
mature group
40
type of group that allow participants to explore the symbolic meaning of activities and group process (ex. impulse control and self expression)
psychodynamic group
41
the best activities for a psychodynamic group include
projective media
42
shaping, chaining, reinforcement, and practice are principles of what type of group
cognitive-behavioral
43
Allen's cognitive level where participants would not benefit from the dynamics of a group
level 1
44
Allen's cognitive level where participants will be successful in groups in which they can move about and copy movement that is needed
level 2
45
Allen's cognitive level where group participants focus on elements of repetition and manipulation
level 3
46
Allen's cognitive level where group participants work on goal-directed activities such as craft projects
level 4
47
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
level 5
48
approach to groups that provide the just-right challenge and foster progression to the next sequence; group members should be homogenous
developmental groups
49
assessment that can assist in clarifying the perceived value placed on roles
role checklist
50
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
MOHO groups
51
model that can be used in groups that emphasizes self-actualization, exploration of values, and a focus on the present
humanistic model
52
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
lifestyle performance model
53
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
KAWA model
54
7 steps of groups leadership described by Cole
```
introduction
activity
sharing
processing
generalizing
application
summary
```
55
can sensory integration be administered in groups
no
56
poor ability to conceptualize, plan, and execute motor actions associated with signs of poor perception of touch and body position
soamtodyspraxia
57
what kind of environment is emphasized in sensory inteegration
naturalistic
58
occupation focused assessment for pediatrics that determines whether volition, habituation, skills, and environment facilitate or restrict occupational participation
short child occupational profile
59
client-directed assessment that covers everyday activities including self-care, school tasks, social activities, and family related activities
child occupational self-assessment
60
self-report survey of play and leisure interests for children
pediatric interest profile
61
pediatric observational assessment to understand volition
pediatric volitional questionnaire
62
collaborative interview that describes student-environment fit in multiple school settings
school setting interview
63
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
occupational adaptation
64
model of practice with a strong focus on the environment
ecology of human performance
65
intervention principles used in the ecology of human performance model
```
adapt
create/promote
alter
prevent
establish
```
66
school-based intervention use what kind of approach
response to intervention (RTI)
67
RTI that include assisting in school wide prevention efforts, collaborating with school personnel to create positive environment, and observing all children's behavior
tier 1
68
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
tier 2
69
TRI that includes interventions for providing individual or group intervention for students with mental health concerns and collaborating with school-based mental health providers
tier 3
70
cognitive behavioral therapy strategy that involves educating the patient and family about the disorder
psychoeducation
71
cognitive behavioral therapy strategy that involves teaching skills to identify and recognize emotions and influences on emotions
affective education
72
cognitive behavioral therapy strategy that involves teaching skills to recognize faulty or anxious thinking
cognitive restructuring
73
cognitive behavioral therapy strategy that involves reaching progressive muscle relaxation techniques, deep breathing, and guided imagery
relaxation training
74
cognitive behavioral therapy strategy that involves providing exposure involving gradual introduction of feared events and reward for brave behaavior
exposure and contingency management
75
can observation substitute for formal evaluation for ASD
yes
76
self-regulation program for ASD that decreases disruptive behaviors and increases functional behaviors through sensory-perceptual interventions
ALERT program
77
components of praxis that involves ability to plan and organize a series of intentional motor actions in response to environmental demands
motor organization
78
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
feed forward praxis
79
components of praxis that involves performance of motor responses with precision
execution
80
components of praxis that involves recognition of and response to a motor act and its consequences
feedback
81
what skills are present in asperger syndrome that differentiates it from ASD
language, cognitive, self-help, and adaptive behaviors
82
speech with little regard for the interest of the listener typical for Asperger syndrome
professorial speech
83
sensory processing is a focus for Asperger syndrome; what does this typically look like
hypersensitivity
84
inability to feel pleasure
anhedonia
85
MAOI's such as Nardil, Marplan, Parnate, and Emsam used for depression require what:
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
characteristics of cyclothymia include
substance abuse and poor time management
87
5 characteristic of optimal treatment for oppositional defiant disorder
```
clear and simple
time ins
time outs
brief/intense practice
incidental teaching
```
88
an intervention for ODD that encourages the child to articulate a rationale for his or her decisions
socratic questioning
89
inability to perform calculations
acalculia
90
inability to write and sign ones name
agraphia
91
inability to read
alexia
92
inability to name objects or retrieve names of people
anomia
93
unawareness of a motor deficit or lack of insight regarding abilities
anosognosia
94
loss of kinesthetic memory and motor planning
ideomotor apraxia
95
inability to recognize objects, forms, shapes, and sized by touch alone although sensation is in tact
stereognosis
96
diminished awareness of body structures and failure to recognize body parts
somatoagnosia
97
difficulty finding one way in space secondary to memory dysfunction or inability to interpret sensory stimuli
topographical disorientation
98
assessment for adults with neurobehavioral cognitive-perceptual deficits that involves structured observation of BADLs and mobility with error analysis used; requires training
Arnadottir OT Neurobehavioral Evaluation (A-ONE)
99
assessment of functional competence in 2-3 familiar BADLs/IADLs; requires training
assessment of motor and process skills (AMPS)
100
assessment for adults with unilateral neglect to identify presence and impact with 9 activity based tests and 6 pen/paper tests
behavioral inattention test
101
standardized checklist to detect presence/degree of unilateral neglect by measuring self awareness of behavioral neglect during 10 items related to neglect in life
Catherine Bergego Scale
102
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
Cognistat Neurobehavioral Cognitive Status Examination
103
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
lowenstein occupational therapy cognitive assessment (LOTCA)
104
initial evaluation of memory function and monitor memory through rehabilitation
Rivermead Behavioral Memory Test
105
assessment for those with visual-perceptual deficits after a head injury/stroke for those age 16+
Rivermead Perceptual Assessment Battery
106
the use of tabletop activities for cognitive perceptual intervention would be using what approach
remediation
107
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
dynamic interactional approach
108
knowing the meaning of words and ability to classify information
semantic memory
109
capacity to remmeber to carry out actions in the future (important for safety and independent living)
prospective memory
110
inability to recall past experience of personal identity
amnesia
111
meaningless initiation of another persons movement
echopraxia
112
repetition of fixed patterns of movement and speech (echolalia)
stereotypy
113
restlessness with urgent need for movement, often the side effect of medication
akathisia
114
inability to carry out specific motor tasks in the absence of sensory/motor impairment
apraxia
115
inability to perform rapidly alternating movements
adiadochokinesia
116
serious depersonalization in which a person travel and relocates and takes on a new identity with amnesia for the old identity
fugue
117
separation of a mental/behavioral process from the rest of psychic activity
dissociation
118
speech that is limited in amount
poverty of speech
119
speech that is adequate in amount but coveys little information, is vague, or non-specific
poverty of content
120
thought that is delayed in reaching the point and includes excess and irrelevant details
circumstantiality
121
thought that chances abruptly to focus on a loosely associated topic
tangentiality
122
interruption of a though process before it is carried through to completion
thought blocking
123
lack of energy
anergia
124
disorder characterized by uninterrupted period of illness with a major depressive, manic, or mixed episode with concurrent positive/negative symptoms of schizophrenia
schizoaffective disorder
125
disorder that meets the criteria for schizophrenia that lasts > 1 month but < 6 months
schizophreniform
126
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
clozaril
127
provision of supports and tools to enable recovery for mental health disorders
wellness and recovery action plan (WRAP)
128
high levels of this medication can cause nerve damage and death; early symptoms include motoric disturbances; monitor blood levels to maintain narrow therapeutic window
lithium
129
severe headache and palpitations can be a life threatening sign of what medication
monoamine oxidase inhibitors (MAOIs)
130
what is required for CBT
self-awareness, cognition, and active participation
131
disorder characterized by affective lability, irritability/anger, interpersonal conflicts, depressive symptoms, mood, and anxiety with median age of onset at 32
pre-menstrual dysphoric disorder 2
132
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
antisocial personality disorder
133
disorder characterized by extreme sensitivity to rejection, socially withdrawn, and inferiority complex
avoidant personality disorder
134
disorder characterized by extraordinary unstable affect, mood, behavior, relationships, and self-image; fear of abandonment leads to frantic behavior and unstable relationships
borderline personality disorder
135
subordinating need to those of others and assuming responsibility in their life; lack self-confidence and experience discomfort when alone
dependent personality
136
colorful, dramatic, extroverted behavior and finding deep long-lasting attachment as difficult
histrionic personality
137
heightened sense of self importance and grandiose feelings that they are in some way special
narcissistic personality
138
lifelong pattern of social withdraw, discomfort with human interaction, bland affect, eccentric, isolated, and lonely
schizoid personality
139
odd or strange in thinking or behavior; magical thinking, peculiar ideas, illusions, derealization a part of everyday world
schizotypal personality
140
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
reactive attachment disorder (RAD): inhibited type
141
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
reactive attachment disorder (RAD): disinhibited type
142
disturbance of conciousness (environmental awareness) with decreased ability to attend
delirium
143
level of dementia characterized by typical age-related memory loss; ADLs and IADLs intact but may require more time, concentration, or compensation
Reisberg level 2
144
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
Reisberg level 3
145
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
Reisberg level 4
146
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
Reisberg level 5
147
level of dementia chracterized by dependency in ADLs, lost speech and motor abilities, and non responsiveness; 24/ care
Reisberg level 6
148
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
Rett's syndrome
149
Allen's cognitive level characterized by automatic action, profoundly impaired cognition, seconds of attention, total dependence for all actions; treatment includes sensory sitmulation
level 1
150
describe the stages of Allen's cognitive level 1
1. 0: withdraw from noxious stimuli
1. 2: respond to stimulation
1. 4: locate stimuli
1. 6: rolling in bed
1. 8: raising body parts
151
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
level 2
152
describe the stages of Allen's cognitive level II
2. 0: overcome gravity
2. 2: righting reactions
2. 4: aimless walking
2. 6: directed walking
2. 8: grabbing
153
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
level 3
154
running stitch is administered at which Allen's cognitive level
level 3
155
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
level 4
156
whipstitch is administered at which Allen's cognitive level
level 4
157
describe the stages of Allen's cognitive level 3
3. 0: grasping objects
3. 2: distinguishing objects
3. 4: sustaining actions on objects
3. 6: noting effects on objects
3. 8: using all objects
158
describe the stages of Allen's cognitive level 4
4. 0: sequencing
4. 2: differentiating features
4. 4: completing goals
4. 6: personalizing
4. 8: rote learning
159
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
level 5
160
describe the stages of Allen's cognitive level 5
5. 0: continuous adjustment
5. 2: activity discrimination
5. 4: self-directed learning
5. 6: consideration of social standards
5. 8: consulting with others
161
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
level 6
162
cordovan stitch is administered at what Allen's cognitive level
level 5
163
assessment that measures adjustment and how needs are met and the demands society has placed on them through self-report or semi-structured interview
Oregon QOL questionnaire
164
assessment that measures self esteem, power, activism, control, and anger and is useful for developing strategies to regain control over ones life
empowerment scale
165
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)
mini mental state examination
166
assessment of intellectual function with 9 questions and a subtraction task
short portable mental status questionnaire
167
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)
Hamilton Depression Rating
168
describes regular mood changes throughout the day
Diurnal variation
169
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
Bay Area Functional Performance Evaluation (BAFPE)
170
observational assessment of general, interpersonal, and task skill behaviors and behavior changes for adults with acute psychiatric diagnosis
Comprehensive Occupational Therapy Evaluation Scale (COTE Scale)
171
assessment that identifies level and amount of involvement in IADLs, leisure, and social activities through picture cards
activity card sort
172
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
Activities Health Assessment
173
assessment to measure time use, roles, and underlying skills/habits
Barth time construction (BTC)
174
assessment that measures nature and extent of occupational adaptation through interview that explores 12 areas of adaptation
occupational circumstance assessment interview rating scale (OCAIRS)
175
assessment of life history, past and present occupational performance, impact and incidence of disability, illness, or other traumatic events for adolescents to older adults
occupational performance history interview (OPHI)
176
self-report checklist of self efficacy in occupational performance for ages 18+
occupational self-assessment
177
for which population should projective assessment and intervention not be used
psychotic disorders
178
describe the group sequence as described by Mildred Ross
```
orientation
gross motor
calming
cognitive activity
closure
```
179
approach to addressing abuse and developing a trusting relationship
```
RADAR
Routinely ask
Affirm and task
Document
Assess safety
Review options
```
180
what are the 4 principles of motivational interviewing
roll with resistance
express empathy
develop discrepancy
support self-efficacy
181
focus on educating professional providing services for substance abuse clients
ProjectMAINSTREAM
182
what is a primary intervention for an individual with PTSD
relaxation
183
understanding the client's dimensions of occupational participation and performance is an aspect of which model of practice
MOHO
184
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.
cognitive-behavioral
185
frame of reference that focuses on skilled performance of activities in context
MOHO
186
frame of reference that focuses on multi-contextual tasks in environmental conditions that are similar with consistent strategies and transfer of skills
dynamic interactional
187
what condition commonly co-occurs with ODD
ADHD
188
what is the time frame for goals on an IEP
one year
189
ability to perceive information from inside the body
interoception
190
at what age can the COPM be administered
7
