Flashcards in Mental Health and Illness Deck (31):
Goleman (1998) identified five components of emotional intelligence (EI)
The ability to recognize and understand your moods, emotions, and drives, as well as their effect on others
The ability to control or redirect disruptive impulses and moods. The propensity to suspend judgment – to think before acting
Trustworthiness and integrity
Comfort with ambiguity
Openness to change
A passion to work for reasons that go beyond money or status. A propensity to pursue goals with energy and persistence.
-Strong drive to achieve
-Optimism, even in the face of failure
The ability to understand the emotional make-up of other people. Skill in treating people according to their emotional reactions:
-Service to clients and customers
Proficiency in managing relationships and building networks. An ability to find common ground and build rapport.
-Effectiveness in leading change
-Expertise in building and leading teams
A diffuse apprehension that is vague in nature and is associated with feelings of uncertainty and helplessness.
The successful adaptation to stressors from the internal or external environment, evidenced by thoughts, feelings, and behaviors that are age-appropriate and congruent with local and cultural norms.
Maladaptive responses to stressors from the internal or external environment, evidenced by thoughts, feelings, and behaviors that are incongruent with the local and cultural norms, and interfere with the individual's social, occupational, and/or physical functioning.
Part of the EI framework that describes how we manage ourselves
Part of the EI framework that describes how we handle our relationship with others.
In the middle ages the mentally ill sent out to sea on boats
"Ship of fools"
She created the 1st USA psychiatric hospital-Philadelphia in mid-18th century
Early beliefs-mental illness was a result of evil spirits or magical powers
Mentally ill persons were beaten, starved and otherwise tortured; some correlated mental illness with witchcraft
History of mental illness
This act provided education for psychiatrists, nurses, social workers.
National Mental Health Act-1946.
part of the DSM IV which includes all mental disorders (except for personality or behavioral disorders, and mental retardation)
Personality disorders and mental retardation. These disorders usually begin in childhood or adolescence and persist in a stable form into adult life.
general medical conditions that are potentially relevant to the understanding or management of the individual's mental disorder.
Psychosocial and environmental problems.
-These are problems that may affect the diagnosis, tx, and prognosis of mental disorders named on axes 1 and 2. These include problems related to primary support group, environment, education, occupation, housing, access to health care services etc.
Global assessment of functioning or GAF(measures psychological, social and occupational functioning)
subjective state of emotional, physical and social responses to the loss of a valued entity
can be real or perceived.
Kubler-Ross stages of grief
When a loss is anticipated and individuals begin to grieve before the actual loss has occurred. The mourning process is completed prematurely
This is a prolonged period of anxiety that the patient doesn't acknowledge:
Unsatisfying interpersonal relationships
DSM-IV: anxiety, somatoform and dissociative D/O
repressed severe anxiety
This is an extended period of extreme anxiety
Common symptoms: Delusions
Inability to function in external world
EX: schizophrenic, schizoaffective d/o, delusional d/o
Unresolved over an extended period
Eating d/o Cardiac arrhythmias
Colitis Muscle Spasms
Sexual disfx Cancer
Moderate to severe stress
The individual is in this stage when they can look back on the relationship with the lost entity and accept both the pleasures and disappointments of the association.
This type of response occurs when an individual is not able to satisfactorily progress through the stages of grieving to achieve resolution.
maladaptive grief response
Rechanneling of drives or impulses that are personally or socially unacceptable into activities that are constructive.
Ex: mother's whose son was killed by a drunk driver is the president of local MADD
preventing unacceptable or undesirable thoughts or behaviors from being expressed by exaggerating opposite thoughts or types of behaviors.
ex. Jane hates nursing, but goes to nursing school to please her parents