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Prelims > Psyche > Flashcards

Psyche Flashcards

1
Q

a state of complete physical, mental, and social wellness, not merely the absence of disease or infirmity

WHO

A

Health

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2
Q
  • level of psychological well-being or an absence of mental illness
  • “psychological state” of someone who is functioning at a satisfactory level of emotional and behavioral adjustment
  • includes our emotional, psychological, and social well-being
A

Mental Health

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3
Q

state of emotional, psychological, and social wellness evidenced by:

A
  • satisfying interpersonal relationships
  • effective behavior and coping
  • positive self-concept
  • emotional stability
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4
Q

one is responsible, displays self-awareness, self-directive, reasonably worry
free, and can cope with usual daily tensions

A

a positive state

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5
Q

or personal, factors include a person’s biologic
makeup, autonomy and independence, self-esteem, capacity for growth, vitality, ability to find meaning in life, emotional resilience or hardiness, sense of belonging, reality orientation, and coping or stress management abilities.

A

Individual/Genetics

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6
Q

or relationship, factors include effective communication, ability to help others, intimacy, and a balance of separateness and connectedness.

A

Interpersonal/Childhood Experiences

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7
Q

Or environmental, factors include a sense of
community, access to adequate resources, intolerance of violence, support of diversity among people, mastery of the environment, and a positive, yet realistic, view of one’s world.

A

Social/Cultural/Life Circumstances

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8
Q

a clinically significant behavioral or psychological syndrome or pattern that occurs in an individual and is associated with present distress (e.g., a painful symptom) or disability (i.e., impairment in one or more important areas of functioning) or with a significantly increased risk of suffering death, pain,
disability, or an important loss of freedom

A

Mental Illness

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9
Q

include biologic makeup, intolerable or unrealistic worries or fears, inability to distinguish reality from fantasy, intolerance of life’s uncertainties, a sense of disharmony in life, and a loss of meaning in one’s
life

A

Individual

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10
Q

include ineffective communication, excessive
dependency on or withdrawal from relationships, no sense of belonging, inadequate social support, and loss of emotional control

A

Interpersonal

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11
Q

include lack of resources, violence, homelessness, poverty, an unwarranted negative view of the world, and discrimination such as stigma, racism, classism, ageism, and sexism.

A

Social/Cultural

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12
Q

Mental health is like a violin with strings of interaction, behavior, affect and intellect. May
produce a pleasant or stimulating melody or they may be discordant and irritating. The tune continually changes.

A

Mental Health-Illness-Continuum

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13
Q

No one is entirely mentally unhealthy and no one is fully healthy at all times.

A

Ebersole and Hess, 1985

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14
Q

interpersonal process whereby the professional nurse practitioner through the therapeutic use of self, assist an individual, family, group or community to promote mental health, to prevent mental illness & suffering, to participate in the treatment &
rehabilitation of the mentally ill & if necessary to find meaning in this experiences

A

Psychiatric Nursing

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15
Q
  • the science that deals with measures to promote mental health, prevent mental illness and suffering and facilitate rehabilitation.
  • As a specialized area of nursing practice employing theories of human behavior as its science & purposeful use of self as its art
A

Mental Hygiene

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16
Q

Abraham Maslow (1970) - Hierarchy of Needs

A
  1. physiologic
  2. security and safety
  3. love
  4. self-esteem
  5. self-actualization
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17
Q

Characteristics of a mentally healthy person

A
  • ability to accept themselves, others & nature.
  • form close relationships with others & display kindness, patience, & compassion for others
  • perceive the world as it really is & people as they really are.
  • appreciate and enjoy life.
  • independent or autonomous in thought & action & rely on personal standards of behavior & values.
  • creative, using a variety of approaches as they perform tasks or solve problems
  • behavior is consistent as they appreciate & respect the rights of others, display a willingness to listen & learn from others & show reverence for the uniqueness of & difference in others
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18
Q

Factors Influencing Mental Health Development

(Shives, 1994)

A
  1. Heredity
  2. Childhood Experiences
  3. Life Circumstances
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19
Q
  • Genetic background
  • Nutritional status
  • General health status
  • Exposure to environmental toxins
A

Biological

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20
Q
  • Intelligence
  • Verbal ability/skills
  • Personality type
  • Self-concept
  • Past experiences
A

Pschological

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21
Q
  • Age
  • Education
  • Income
  • Occupation
  • Religious beliefs
  • Social relationships
  • Gender
A

Socio-cultural

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22
Q

attempt to relate mental disorders to physical disorders

A

Aristotle (382-322 BC)

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23
Q
  • Possession by evil spirits, sorcerers, ghosts
  • MOH: Magic, exorcism
A

Primitive culture

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24
Q
  • Supernatural forces & divine intervention
  • MOH: Clinical observation replaces superstition, start of humane tx procedures, approches
A

Ancient Greece

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25
Q
  • Possession by devils & sorceres
  • MOH: Banishment, harsh method, 1st hospitals established
A

Medieval Period

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26
Q
  • Naturalistic explanation of sickness
  • MOH: Rebirth of humane attitude, clinical observation & description
A

Renaissance

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27
Q
  • Irrationality & social deviance
  • MOH: Isolation of inhumane psychiatric treatment
A

17th to 18th century

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28
Q
  • Sickness & mental illness
  • MOH: Discovery of animal magnetism & hypnosis
A

Mid 18th-early 19th century

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29
Q
  • Intrapsychic, usually unconscious conflict
  • MOH: Psychotherapy, analysis, intepretation of dreams
A

Late 19th-early 20th century

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30
Q
  • Conflics between individual, family, community, social forces
  • MOH: Marital, family, community interventions
A

Mid 20th century

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31
Q
  • Biochemical abnormalities in combination with psychological factors
  • MOH: Chemical therapies
A

1970-1980’s

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32
Q

year developed a hospital of St. Mary Bethlehem declare for hospital for insane

Renaissance (1300-1600) at England

A

1547

Renaissance (1300-1600) at England

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33
Q

a year where visitors were charge for fee for viewing inmates

Renaissance (1300-1600) at England

A

1775

Renaissance (1300-1600) at England

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34
Q

period were concerning persons with mental illness

A

Period of Enlightenment & Creation of Mental Institutions 1790

1790’s

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35
Q

They formulate Asylum as a state of refuge/offering protection at institution

A

Philippe Pinel (in France)
William Tuke (in England)

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36
Q
  • began crusade to reform treatment of mental illness
  • she open 32 state hospitals
  • advocated adequate shelter, food, & clothing
A

Dorothea Dix (in US)

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37
Q
  • challenge society to view human beings as objectively
  • period of scientific study & treatment of mental disorders
  • studied the mind & disorders & treatment no one done before
A

Sigmund Freud

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38
Q

classifying disorders according to its symptoms

A

Emil Kraepelin

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39
Q

coined the term Schizophrenia

A

Eogen Blueler

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40
Q

Principles of Psychiatric Nursing

A
  1. Views the client as a holistic being with interdependent & interrelated needs.
  2. Accepts client as a unique human being who has inherent value and worth exactly as he is.
  3. Focuses on patient’s strengths & assets & not on his weaknesses & liabilities
  4. Explores the patient’s behavior for the need it is designed to meet & the message it is
    communicating
  5. Establishes therapeutic relationship with most, if not all, patients.
  6. Views client’s behavior nonjudgmentally while assisting him to learn more effective adaptations or coping.
  7. Determines the degree of change that can occur in the patient’s behavior through the quality of nurse-patient relationship.
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41
Q

intervention altering causative or risk factors to hinder development of illness & promotion of mental health
* Health education
* Information dissemination
* Counseling
* Stress reduction
* Psycho-social support

A

Primary

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42
Q

interventions that limit the severity of a disorder
* Screening & case finding
* Crisis intervention
* Prompt treatment – administration of
medication
* Hospitalization

A

Secondary

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43
Q

interventions aimed at reducing the disability after a disorder
* Rehabilitation programs
* Vocational training
* After-care support

A

Tertiary

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44
Q

the abiliy to see beyond outward behavior and sense accurately another person’s inner experiences

A

Empathy

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45
Q

ability to use therapeutic tools appropriately

A

Genuineness/Congruence

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46
Q

respect

A

Unconditional Positive Regard

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47
Q

Roles of a Nurse

A
  • Ward-manager
  • Socializing agent
  • Counselor
  • Parent surrogate
  • Patient advocate
  • Teacher
  • Technician
  • Therapist
  • Reality-based model
  • Healthy role model
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48
Q

creates a therapeutic environment

A

Word-manager

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49
Q

assists the patient to feel comfortable with others

A

Socializing agent

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50
Q

listens to the patient’s verbalization

A

Counselor

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51
Q

assists the patient in the performance of activities of daily living

A

Parent surrogate

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52
Q

enables the patient & his relatives to know their rights & responsibilities

A

Patient advocate

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53
Q

assists the patient to learn more adaptive ways of coping

A

Teacher

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54
Q

facilitates the performance of nursing procedures

A

Technician

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55
Q

explores the patient’s needs, problems, & concerns through varied therapeutic means

A

Therapist

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56
Q

enables the patient to distinguish objective reality & subjective reality

A

Reality-based model

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57
Q

act as a symbol of health by serving as an example of healthful living

A

Healthy role model

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58
Q

wear and tear that life causes on body

A

Stress

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59
Q

stress response occurs whenever a person encounters continuous stress

A

Selye

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60
Q

mobilizes the body’s defenses & homeostastic responses against the stressor - “fight or flight response”

A

Alarm reaction - 1st phase

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61
Q

the body attempts to reduce damage from the stressor

A

Stage of resistance - 2nd phase

62
Q

evolves after the body’s attempts to adapt to change fail to manage the stressors if appropriate interventions to reduce the stress are unsuccessful

A

Stage of exhaustion - 3rd phase

63
Q
  • Focuses on intrapsychic processes
  • Personality refers to aggregate of the physical & mental qualities of the individual as these interact in characteristic fashion with his environment
A

Freud’s Psychoanalytic Model and Psychodynamic Framework

64
Q

Personality is expressed through behavior. It is the sum total of one’s behavior

A

John Watson

65
Q

The ___ plays an active role in determining behavior

A

unconscious

66
Q

each individual is unique

A

Distinctiveness

67
Q

personality is predictable

A

Stability and consistency

68
Q

Factors Which Influence Personality

A
  1. Heredity/Biologic
  2. Training/Social
  3. Environment/Fam/Cultural
69
Q

heredity, brain, physical feature

A

Biological factors

70
Q

heredity, brain, physical feature

A

Biological factors

71
Q

traditional practices, norms, customs, procedures, rules, regulations, procedures & vales

A

Cultural factors

72
Q

coordination & cooperation, society and real

A

Family factors

73
Q

relationships, coordination, cooperation, interaction, environment in family, organization, workplaces

A

Social factors

74
Q

a father of pschoanalysis, stresses that early childhood experiences is important in the development of personality

A

Sigmund Freud

75
Q
  • unconscious part of the person, which serves as the reservoir of primitive & biologic drives & urges
  • part of personality in which we are born, primitive, & demands immediate satisfaction, functions according to pleasure principle & developed during infancy
A

Id

76
Q
  • the self or the Ï, known as the integrator of
    personality, part of the mind which acts with the outside world, partly conscious & partly
    unconscious, operates on reality principle – controls the demands of & mediates between the id & the superego, developed during the toddler period
A

Ego

77
Q
  • “the conscience” or the censoring force, developed during preschool age or about 7 years of age
  • incorporates standards, restrictions, taboos,
    ideals imposed by parents & other individuals with whom the child associates with
A

Superego

78
Q

rewards the person with feelings of well-being & pride when the person conforms to demands of superego

A

Ego ideal

79
Q

punishes the person with guilt feelings when person deviates from the demands of the superego

A

Conscience

80
Q
  • aware of here & now, in contact with reality, functions only when the person is awake
  • concerned of thoughts, feelings, & sensation
  • past experiences are recalled without exerting effort
  • corresponds to EGO or SELF.
A

Conscious

81
Q
  • part of the mind in which ideas & reactions are stored & partially forgotten
  • serves as a watchman by preventing unacceptable & anxiety producing memories
    from reaching the conscious or awareness
  • thoughts & experiences can be recalled at will
  • manifested during the “tip of the tongue” experience
A

Subconscious or Preconscious

82
Q
  • largest part of the mind which exerts greatest influence in one’s personality
  • storehouse for all memories, feelings & responses experienced by the individual
    during his entire life
  • memories cannot be recalled at will
  • expressed in dreams, slip of the tongue, jokes
A

Unconscious

83
Q

Freud’s Psychosexual Development

A
  1. Oral Stage (0-18mos)
  2. Anal Stage (18-3years old)
  3. Phallic Stage (3-6years old)
  4. Latency Stage (6-12years old)
  5. Genital Stage (12-20years old)
84
Q

Behavior: control of holding on & letting go

A

Anal Stage

85
Q

attraction to father

A

Elektra complex

86
Q

attraction to mother

A

Oedipal complex

87
Q

Because of desire to possess parent of opposite sex, the child develops guilt feelings & fear of punishment by parent of the same sex

A

Castration complex

88
Q

Erickson’s Psychosocial Development

A
  1. Trust vs Mistrust
  2. Autonomy vs Shame & Doubt
  3. Initiative vs Guilt
  4. Industry vs Inferiority
  5. Identity vs Role Confusion
  6. Intimacy vs Isolation
  7. Generativity vs Stagnation
  8. Integrity vs Despair
89
Q

The sense of “___” may develop which could
restrict initiative

A

badness

90
Q

Learning how to do things well

A

Industry vs Inferiority

91
Q

Highest incidence of schizophrenia

A

Identity vs Role Confusion

92
Q

Highest incidence of schizophrenia

A

Identity vs Role Confusion

93
Q

The stage of mid-life crisis

A

Generativity vs Stagnation

94
Q

The stage of mid-life crisis

A

Generativity vs Stagnation

95
Q

driving force of human behavior

A

libido

96
Q

results when person has difficulty to transition from one stage to another; regresses to an earlier stage

A

Psychopathology

97
Q

occurs when client displaces onto the therapist attitudes & feelings the client originally experienced in other relationships

A

Transference

98
Q

occurs when the therapist displaces onto the client attitudes/feelings from their own past

A

Countertransference

99
Q

focuses on discovering the causes of the clients unconscious & repressed thoughts, feelings, & conflicts, believe to cause anxiety & on helping the client again insights into and resolve these conflicts & anxiety

A

Psychoanalysis

100
Q

therapist try to uncover the clients thought & feelings by saying word & asking client to respond quickly w/ the FIRST THING THAT COMES TO MIND

A

free association

101
Q
  • primary technique use in psycho analysis
  • discussing a clients dream to discover their true meaning & significance
A

Dream Analysis

102
Q
  • uncovering & reliving traumatic events
  • an emotional release
  • releasing strong/motion through art
A

Catharsis

103
Q

can be used to understand
& interpret client behavior

A

Psychodynamic theory

104
Q

provides developmental
perspective on client behavior

A

Psychodynamic approach

105
Q

personality development results from interaction with significant others & that the child internalizes approval or disapproval by significant others

A

Interpersonal Framework (Sullivan’s Theory)

Harry Stack- Sullivan

106
Q

resulting from positive approval & leading to good feelings about self

A

Good Me

107
Q

resulting from experiences related to increase
anxiety & leading to anxiety state

A

Bad Me

108
Q

results from very disapproving message & leading to overwhelming anxiety

A

Not Me

109
Q

Interpersonal Framework (Harry Stack-Sullivan’s Theory)

A
  1. Infancy
  2. Toddlerhood
  3. Preschooler
  4. Schooler
  5. Adolescence
  6. Young Adulthood
110
Q
  • “good me and bad me”
  • solitary play
A

Infancy

111
Q
  • emphasized the sense of POWER
  • favorite word “NO”
  • parallel play
A

Toddlerhood

112
Q
  • known as Later Childhood
  • favorite word “WHY”
A

Preschooler

113
Q

Acquires important interpersonal tools – ability to compete, compromise & values of loyalty

A

Juvenile Era (6-10years old)

114
Q

Intimacy & acceptance provided by chum
relationship reinforces positive self-esteem leading to develop a healthy heterosexual relationship

A

Preadolescence (11-12 years old)

115
Q

intense love relationship with a particular person of the same sex whom the child perceives to be similar to himself

A

Chum relationship

116
Q

Development of heterosexual relationship

A

Adolescence

117
Q

Learns to be economically, intellectually self-sufficient

A

Young Adulthood (20-40yrs old)

118
Q

Focuses on the cognitive processes which includes expectations, beliefs & memories & thinking patterns which influence behavior & feelings

A

Cognitive Framework- Jean Piaget

119
Q

Piaget’s Cognitive Theory

A
  • Sensorimotor (birth to 2 yrs)
  • Pre-operational (2-7yrs old)
  • Concrete operations (7-12yrs old)
  • Formal operations (12yrs to adulthood)
120
Q
  • Uses senses & motor abilities to understand the world
  • Egocentric
A

Sensorimotor (Birth to 2 yrs)

121
Q

infants begin to display behavior (cry-hungry, wet)

A

Primary Circular Reaction

122
Q

awareness of independence of his own actions & perception

A

Object Permanence

123
Q

proceeds from sensory motor learning to pre-logical thought (understand symbols & learn languages to communicate)

A

2-4 yrs: pre-conceptual-development

124
Q

learns to understand (relationships: same-different, family placement, classes = books, birds)

A

4-7 yrs: intuitive thought

125
Q

refers to completion of certain operation in reverse order & ending up the same

A

Reversibility

126
Q

modifies ideas to fit reality

A

Accomodation developed

127
Q
  • Employs logical, mathematical & scientific
    reasoning.
  • Has solution to all kinds of problems
  • Abstract thinking is fully utilized
A

Formal operations (12yrs to adulthood)

128
Q

Individual’s ___ is the basis for mental illness

A

distorted thinking

129
Q

holding beliefs in absence of supporting evidence

A

Arbitrary evidence

130
Q

concentrating on a single detail while ignoring others

A

Selective abstraction

131
Q

making global assumptions based on an isolated incident

A

Overgeneralization

132
Q

greatly exaggerating a situation

A

Magnification

133
Q

Belittling personal ability, action or response

A

Minimization

134
Q

“all or nothing” patterns of thought

A

Dichotomous thinking

135
Q

Focuses on learned behavior

A

Behavioral Framework

136
Q

reward will help continue behavior

A

Positive reinforcement

137
Q

punishment for the behavior that will help continue

A

Negative reinforcement

138
Q
  • operant behavior that can be reinforced
  • says “people learned their behavior, from their history or past experiences that were repeated, reinforced”
A

Operant Conditioning by B. F Skinner

139
Q

gradually confronting a situation that evokes anxiety

A

Systematic desensitization

140
Q

immersing oneself in a situation

A

Flooding

141
Q

applying an unpleasant stimulus to discourage a maladaptive behavior

A

Aversive therapy

142
Q

used to counteract tension

A

Relaxation techniques

143
Q

to overcome passivity or aggression in interpersonal situations

A

Assertiveness training

144
Q

Focuses on conscious human experiences of here & now

A

Humanistic (Existential) Framework

145
Q

fundamental human anxiety

A

fear of death

146
Q

Therapist attempts to achieve emphatic rapport, listens carefully to the patient & reflect what is understood

A

Client-centered therapy by Rogers

147
Q

Patient is assisted to express feelings such as in role playing, confronting feelings leading to acceptance of self & to a more mature behavior

A

Gestalt therapy by Perls

148
Q

Focuses on disease approach such as identification of syndromes, establishment of diagnosis & search for etiologies. Mental illness have certain symptoms that can be classified & treated

A

Psychobiologic Framework

149
Q

Mental illness is a disorder of the body & can be classified in ___ & labeling a mental disorder as an illness help patient on treatment & recovery

A

DSM lV-TR

150
Q

Psychobiologic Treatment

A
  1. Diagnostic tools - brain scanning, imaging, & laboratory test
  2. Pharmacotherapy
  3. Psychotherapy

Prelims (7 decks)

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