ATCBE exam question with answers
Circumstantial Thought process - -organized but over inclusive
-Tangential Thought process - -occasional lapses in organization
-Loosening associations - -frequent lapses in connection between thoughts
-Blocking - -loses train of thought
-Neologisms - -Words created by the patient which have their own idiosyncratic
meanings
-Flight of ideas - -Flow of thought is extremely rapid but connections remain in tact
-Delusional Thought Content - -a firmly held, false belief not shared by members of
the patient's culture
-Overvalued idea - -an idea that is intrusive and egodystonic
-paranoid ideation - -suspiciousness about others' motives and ideas of reference
-Phobia - -a specific fear that results in avoidance of the situation or object despite
the patient's realization that the fear is irrational
-describe the 10 areas of functioning evaluated in the mental status exam (MSE) - -
Appearance, affect, mood, thought content, speech, thought process, cognition,
judgment, insight, movement and behavior
-MSE- Appearance - -Person's age, race, sex, civil status, and overall appearance.
-MSE- Movement and behavior - -Person's gait, posture, coordination, eye contact,
facial expressions, and similar behaviors
-Affect - -outwardly observable emotional reactions
-mood - -underlying emotional "atmosphere" or tone of the person's answers
-Speech - -volume/speed of speech, length of answers, appropriateness and clarity of
the answers
-thought content - -Indications of hallucinations, delusions, obsessions, symptoms of
disassociations, or thoughts of suicide via responses
-thought process - -irrelevant, detail, repeated words and phrases, interrupted
thinking and illogical connections between thoughts
-cognition - -knowing orientation with regard to time, place, and personal identity
,-insight - -ability to recognize a problem and understand its nature and severity
-Bender Visual Motor Gestalt assessment - -used to evaluate "visual-motor maturity",
to screen for developmental disorders, or to assess neurological function or brain
damage. It is administered to children and adults ages three and older and may be
administered in a group setting.
-Bridge Drawing Assessment - -is a sequential drawing in which the client draws a
visual representation of the problem, means of solving the problems and the desired
solution
-Landgarten Photo Collage Assessment - -is a 4 task test adapts readily to various
ethnic backgrounds as various photo images are available that match culture. It is
easy for patients to produce, even if they are uncomfortable creating images through
drawing, painting, or sculpture.
-Leverick Emotional and Cognitive Art Therapy Assessment - -developed for
exceptional nonverbal children who could draw. It assesses styles of coping and
thinking, organization and use of space, and planning and sequencing.
-Psychomotor agitation - -noticeable and marked increase in body movements; hand
wringing, pacing
-Psychomotor retardation - -significant slowing of speech and body movements, lack
of usual fidgetiness
-expansive mood - -enthusiastic
-euphoric mood - -feeling great, as if one just won the lottery
-blunted affect - -decrease in amplitude of emotional expression
-flat affect - -virtually complete absence of affective expression
-constricted affect - -normal amplitude but restricted range
-inapropriate affect - -emotions expressed are not congruent with content of patient's
thoughts
-labile affect - -unpredictable shifts in emotional state
-basic techniques utilized in crisis intervention - -assessment; determination of the
therapeutic intervention; intervention; resolution
-Explain theory of object relations - -Objects can be people or things, such as
transitional objects with which we form attachments. these objects and the developing
child's relationship with them are incorporated into a self, and become the building
blocks of the self system. The self-structure we internalize in early childhood functions
as a blueprint for establishing and maintaining future relationships.
, -Describe the normal development of speech and language - -As the speech
mechanism and voice mature, an infant is able to make controlled sound. This begins
in first few months of life with "cooing." By 6 months, an infant produces repetitive
syllables. End of first year, most children can say a few simple words. By 18 months, a
child can say 8-10 words. By age 2 a child can put together crude sentences. At age 3,
4, and 5, a child's vocabulary increases rapidly.
-Conscious - -deals with awareness of present perceptions, feelings, thoughts,
memories, and fantasies at any particular moment. It is the part of our mental
processing that we can think and talk about rationally
-Preconscious - -part of our memory, which is not always part of consciousness but
can be retrieved easily at any time and brought into our awareness.
-Unconscious - -the reservoir of feelings, thoughts, urges, and memories that remain
outside of our conscious awareness.
-Scope of practice - -Range of methods and techniques used by professional; May be
legally defined
-ID - -instant gratification with no consideration for reality of situation. The principle
principal.
-Ego - -Meet needs of id with consideration of reality
-Superego - -moral part, dictates belief of right and wrong.
-Asphasia - -loss of speech and language abilities resulting from stroke or head injury
-articulation disorder - -difficulties with way sounds are formed and strung together.
substitute one sound for another: Wabbit instead of Rabbit.
-Echolalia - -Repetition of words or phrases, usually with little or no comprehension
-passive/receptive language - -ability to comprehend information understanding
vocabulary, concepts, short-term, memory and sequencing info
example- listens or reads
-HIPPA 1996 - -Health Insurance Portability and Accountability Act: Confidentiality of
patients rights.
-Medical Approach - -Drugs to reduce symptoms from mental disorders
-Therapeutic Approaches - -Medical approach, Impatient approach, Educational
approach
-Impatient approach - -Less restorative setting, treatment addresses emergent
symptoms, stabilization of those in all levels of crisis.
, -Educational approach - -Children/Adults- psychoanalytic and educational insight
and techniques- use of stories, drawings, educational activities, games and play help
make sense of difficulties and gain confidence necessary to become a learner
-Murals - -useful in groups to enhance social building, sharing, expressing emotions,
problem solving, mastery of media. Subject matter chosen by groups or therapist.
Non-verbal communication skills-breaks through barriers of distrust and isolation.
Discuss what they experienced.
-Group safety setting - -Therapist looks for problems and help the group to maintain
a sense of safety.
Patients who are suicidal, homicidal, psychotic in the midst of major acute crisis,
cognitively impaired patient, or with sociopathic traits are typically not referred to
group therapy until their behavior and emotional state have stabilized
-scapegoat - -People blame others when frustrated and need others
-Victim - -One who is targeted for persecution by another
-Therapist as the group leader - -functions as a facilitator, encourages and controls
the group interchanges
-Stuttering - -interruption in flow of speech such as hesitations, repetitions or
prolongations of sound, syllables, words or phrases
-Perseveration - -Uncontrollable repetition of a particular response, such as a word,
phrase, or gesture, despite the absence of a stimulus
-Mutism - -lack of speech
-Delayed Language - -slowness in development of vocabulary and grammar necessary
for expressing and understanding thoughts and ideas
-Humanistic Art Therapy - -Person is studied as a whole, full life span, developmental
identity, balancing conflicts within self
-Cognitive Art Therapy - -Uses art to develop cognitive skill. Emotions and cognitions
are connected. Mastery of art materials and emotions. Accomplishment. Product
Oriented.
-relationship between language and cognition - -current views suggest that cognition
and language have complex similarities and differences, and both develop over the
human lifespan from genetic factors being constrained by environmental input and
cultural learning.
-Dynamically oriented art therapy - -free association
influenced by freud's work
uncovering repressd materials
Circumstantial Thought process - -organized but over inclusive
-Tangential Thought process - -occasional lapses in organization
-Loosening associations - -frequent lapses in connection between thoughts
-Blocking - -loses train of thought
-Neologisms - -Words created by the patient which have their own idiosyncratic
meanings
-Flight of ideas - -Flow of thought is extremely rapid but connections remain in tact
-Delusional Thought Content - -a firmly held, false belief not shared by members of
the patient's culture
-Overvalued idea - -an idea that is intrusive and egodystonic
-paranoid ideation - -suspiciousness about others' motives and ideas of reference
-Phobia - -a specific fear that results in avoidance of the situation or object despite
the patient's realization that the fear is irrational
-describe the 10 areas of functioning evaluated in the mental status exam (MSE) - -
Appearance, affect, mood, thought content, speech, thought process, cognition,
judgment, insight, movement and behavior
-MSE- Appearance - -Person's age, race, sex, civil status, and overall appearance.
-MSE- Movement and behavior - -Person's gait, posture, coordination, eye contact,
facial expressions, and similar behaviors
-Affect - -outwardly observable emotional reactions
-mood - -underlying emotional "atmosphere" or tone of the person's answers
-Speech - -volume/speed of speech, length of answers, appropriateness and clarity of
the answers
-thought content - -Indications of hallucinations, delusions, obsessions, symptoms of
disassociations, or thoughts of suicide via responses
-thought process - -irrelevant, detail, repeated words and phrases, interrupted
thinking and illogical connections between thoughts
-cognition - -knowing orientation with regard to time, place, and personal identity
,-insight - -ability to recognize a problem and understand its nature and severity
-Bender Visual Motor Gestalt assessment - -used to evaluate "visual-motor maturity",
to screen for developmental disorders, or to assess neurological function or brain
damage. It is administered to children and adults ages three and older and may be
administered in a group setting.
-Bridge Drawing Assessment - -is a sequential drawing in which the client draws a
visual representation of the problem, means of solving the problems and the desired
solution
-Landgarten Photo Collage Assessment - -is a 4 task test adapts readily to various
ethnic backgrounds as various photo images are available that match culture. It is
easy for patients to produce, even if they are uncomfortable creating images through
drawing, painting, or sculpture.
-Leverick Emotional and Cognitive Art Therapy Assessment - -developed for
exceptional nonverbal children who could draw. It assesses styles of coping and
thinking, organization and use of space, and planning and sequencing.
-Psychomotor agitation - -noticeable and marked increase in body movements; hand
wringing, pacing
-Psychomotor retardation - -significant slowing of speech and body movements, lack
of usual fidgetiness
-expansive mood - -enthusiastic
-euphoric mood - -feeling great, as if one just won the lottery
-blunted affect - -decrease in amplitude of emotional expression
-flat affect - -virtually complete absence of affective expression
-constricted affect - -normal amplitude but restricted range
-inapropriate affect - -emotions expressed are not congruent with content of patient's
thoughts
-labile affect - -unpredictable shifts in emotional state
-basic techniques utilized in crisis intervention - -assessment; determination of the
therapeutic intervention; intervention; resolution
-Explain theory of object relations - -Objects can be people or things, such as
transitional objects with which we form attachments. these objects and the developing
child's relationship with them are incorporated into a self, and become the building
blocks of the self system. The self-structure we internalize in early childhood functions
as a blueprint for establishing and maintaining future relationships.
, -Describe the normal development of speech and language - -As the speech
mechanism and voice mature, an infant is able to make controlled sound. This begins
in first few months of life with "cooing." By 6 months, an infant produces repetitive
syllables. End of first year, most children can say a few simple words. By 18 months, a
child can say 8-10 words. By age 2 a child can put together crude sentences. At age 3,
4, and 5, a child's vocabulary increases rapidly.
-Conscious - -deals with awareness of present perceptions, feelings, thoughts,
memories, and fantasies at any particular moment. It is the part of our mental
processing that we can think and talk about rationally
-Preconscious - -part of our memory, which is not always part of consciousness but
can be retrieved easily at any time and brought into our awareness.
-Unconscious - -the reservoir of feelings, thoughts, urges, and memories that remain
outside of our conscious awareness.
-Scope of practice - -Range of methods and techniques used by professional; May be
legally defined
-ID - -instant gratification with no consideration for reality of situation. The principle
principal.
-Ego - -Meet needs of id with consideration of reality
-Superego - -moral part, dictates belief of right and wrong.
-Asphasia - -loss of speech and language abilities resulting from stroke or head injury
-articulation disorder - -difficulties with way sounds are formed and strung together.
substitute one sound for another: Wabbit instead of Rabbit.
-Echolalia - -Repetition of words or phrases, usually with little or no comprehension
-passive/receptive language - -ability to comprehend information understanding
vocabulary, concepts, short-term, memory and sequencing info
example- listens or reads
-HIPPA 1996 - -Health Insurance Portability and Accountability Act: Confidentiality of
patients rights.
-Medical Approach - -Drugs to reduce symptoms from mental disorders
-Therapeutic Approaches - -Medical approach, Impatient approach, Educational
approach
-Impatient approach - -Less restorative setting, treatment addresses emergent
symptoms, stabilization of those in all levels of crisis.
, -Educational approach - -Children/Adults- psychoanalytic and educational insight
and techniques- use of stories, drawings, educational activities, games and play help
make sense of difficulties and gain confidence necessary to become a learner
-Murals - -useful in groups to enhance social building, sharing, expressing emotions,
problem solving, mastery of media. Subject matter chosen by groups or therapist.
Non-verbal communication skills-breaks through barriers of distrust and isolation.
Discuss what they experienced.
-Group safety setting - -Therapist looks for problems and help the group to maintain
a sense of safety.
Patients who are suicidal, homicidal, psychotic in the midst of major acute crisis,
cognitively impaired patient, or with sociopathic traits are typically not referred to
group therapy until their behavior and emotional state have stabilized
-scapegoat - -People blame others when frustrated and need others
-Victim - -One who is targeted for persecution by another
-Therapist as the group leader - -functions as a facilitator, encourages and controls
the group interchanges
-Stuttering - -interruption in flow of speech such as hesitations, repetitions or
prolongations of sound, syllables, words or phrases
-Perseveration - -Uncontrollable repetition of a particular response, such as a word,
phrase, or gesture, despite the absence of a stimulus
-Mutism - -lack of speech
-Delayed Language - -slowness in development of vocabulary and grammar necessary
for expressing and understanding thoughts and ideas
-Humanistic Art Therapy - -Person is studied as a whole, full life span, developmental
identity, balancing conflicts within self
-Cognitive Art Therapy - -Uses art to develop cognitive skill. Emotions and cognitions
are connected. Mastery of art materials and emotions. Accomplishment. Product
Oriented.
-relationship between language and cognition - -current views suggest that cognition
and language have complex similarities and differences, and both develop over the
human lifespan from genetic factors being constrained by environmental input and
cultural learning.
-Dynamically oriented art therapy - -free association
influenced by freud's work
uncovering repressd materials
