TEST BANK For Psychiatric Mental Health Nursing, 8th
Edition by Sheila L. Videbeck
Psychiatric-mental health nursing - ANSWER:a specialty of nursing that care for
people of all ages with mental illness or mental distress.
-preventive and corrective impacts
-concerned w/ promotion of optimal mental health for everybody
Mental health - ANSWER:A state of emotional, psychological and social wellness
evidenced by satisfying interpersonal relationships, effective behavior and coping,
positive self-concepts and emotional stability.
Components of Mental Health (Johnson, 1997) - ANSWER:a. Mental illness
b. Mental disorder
Stigma can be defined as a mark of shame, disgrace, or disapproval that results in an
individual being shunned or rejected by others. it significantly impacts the person
with mental illness.
Mental Illness - ANSWER:A state of imbalance characterized by disturbance in a
person's thoughts, feelings and behavior.
Mental Disorder - ANSWER:A clinically significant behavioral or psychological
syndrome or pattern that occurs in an individual and that is associated with present
distress or disability or with a significantly increased risk of suffering death, pain,
disability or an important loss of freedom.
-associated with distress or impaired functioning
-alterations in thinking, mood and behavior
Psychodynamics and mental health - ANSWER:theories that explain the mental or
emotional forces or developing processes, especially in early childhood, and their
effects on behavior and mental states.
Self-concept - ANSWER:the way one views oneself in terms of personal worth &
dignity.
To assess a client's self-concept, the nurse can ask the client: - ANSWER:1. to
describe himself/herself
2. what characteristics do you like?
3. Ones comfort with emotions
4. How one handles problems
5. What works to deal with anger or disappointment
,Self analysis/Awareness - ANSWER:The process of understanding one's own beliefs,
thoughts, motivations, biases and limitations and recognizing how they affect others.
-requires a willingness to be introspective & to examine personal beliefs, attitudes
and motivations.
Developmental theories - ANSWER:Explains human growth and development and
focuses on change over time
Psychosocial stages of development - ANSWER:Erik Erikson
Trust vs. Mistrust - ANSWER:Birth to 1.5 y.o
Task: Develop a sense of trust in others
Implication: Consistent, affectionate care
Achievement: Trust, faith, hope, optimism
Failure: Paranoia, suspiciousness
Autonomy vs. Shame and Doubt - ANSWER:1.5 to 3 y.o
Task: Learn self-control, self-concept
Implication: support, praise, encouragement to use newly acquired skills of
independence
Achievement: Self-confidence, self-control, cooperative
Failure: lack of pride, pessimism, compulsive
Initiative vs. Guilt - ANSWER:3-5 y.o
Task: Initiate spontaneous activities
Implication: give clear explanations for events and encourage creative activities
Achievement: Assertiveness, dependability ability to evaluate behavior
Failure: Inadequacy, guilt, evil self, pessimism, overcontrol
Industry vs. Inferiority - ANSWER:6-12 y.o
Task: Develop necessary social skills
Implication: Recognize the child's accomplishments
Achievement: Satisfaction, sense of competence & achievement
Failure: Uncooperativeness, sense of inadequacy, loss of hope `
Identity vs. Role Confusion - ANSWER:12-20 y.o
Task: Integrate childhood experiences into a personal identity
Implication: Help adolescent make decisions, assist with planning for the future
(+) Emotional Stability and career, coherent sense of self
(-) Feelings of confusion, indecisiveness, antisocial behavior
Intimacy vs. Isolation - ANSWER:20-40 y.o
Task: Develop commitments to others and to work
Implication: Teach young adults to establish realistic goals
(+) Total commitment to work and relationship
(-) social isolation, avoidance of relationship, career or lifestyle commitments
, Generativity vs. Stagnation - ANSWER:40-65
Task: Est. a family and become productive
Implication: Provide emotional support, recognize accomplishments
(+) Meaningful contribution, creativity, concern for others
(-) Self-indulgence, self-concern, lack of interests
Integrity vs. Despair - ANSWER:65+ y.o
Task: View one's life as meaningful and fulfilling
Implication: Help explore (+) aspects of ones life, review contributions made by the
individual
(+) Worth/Self acceptance, acceptance of death
(-) Sense of loss, contempt for others
Cognitive changes of development - ANSWER:Jean Piaget
The Sensorimotor Stage - ANSWER:Birth- 2 y.o
Infant knows the world through their movements and sensations
They Learn about:
Sucking, grasping, looking, listening
Object permanence (things exist, cannot be seen)
They are seperate beings from people and objects around them.
They realize that their actions can cause things to happen in the world around them.
The Preoperational Stage - ANSWER:2-7 y.o
Children begin to think symbolically and learn to use words and pictures to represent
objects.
Egocentric & struggle to see things from the perspective of others.
Getting better w/ language & thinking, but think about things in very concrete terms
The Concrete Operational Stage - ANSWER:7-11 y.o
Think logically about concrete events
understand the concept of conservation
Organized and logical but still concrete
Inductive logic, reasoning from specific information to general principle
The Formal Operational Stage - ANSWER:12 + y.o
Thinking is abstract, and reason about hypothetical problems
Moral, philosophical, ethical, social and political issues that requires theoretical and
abstract reasoning
Deductive logic, or reasoning from a general principle to specific information
Therapeutic use of self - ANSWER:Nurses' aspects of personality, experiences, values,
feelings, intelligence, needs, coping skills, and perceptions to establish relationships
with clients.
-used to establish relationships w/ client to help clients grow, change, and heal
Edition by Sheila L. Videbeck
Psychiatric-mental health nursing - ANSWER:a specialty of nursing that care for
people of all ages with mental illness or mental distress.
-preventive and corrective impacts
-concerned w/ promotion of optimal mental health for everybody
Mental health - ANSWER:A state of emotional, psychological and social wellness
evidenced by satisfying interpersonal relationships, effective behavior and coping,
positive self-concepts and emotional stability.
Components of Mental Health (Johnson, 1997) - ANSWER:a. Mental illness
b. Mental disorder
Stigma can be defined as a mark of shame, disgrace, or disapproval that results in an
individual being shunned or rejected by others. it significantly impacts the person
with mental illness.
Mental Illness - ANSWER:A state of imbalance characterized by disturbance in a
person's thoughts, feelings and behavior.
Mental Disorder - ANSWER:A clinically significant behavioral or psychological
syndrome or pattern that occurs in an individual and that is associated with present
distress or disability or with a significantly increased risk of suffering death, pain,
disability or an important loss of freedom.
-associated with distress or impaired functioning
-alterations in thinking, mood and behavior
Psychodynamics and mental health - ANSWER:theories that explain the mental or
emotional forces or developing processes, especially in early childhood, and their
effects on behavior and mental states.
Self-concept - ANSWER:the way one views oneself in terms of personal worth &
dignity.
To assess a client's self-concept, the nurse can ask the client: - ANSWER:1. to
describe himself/herself
2. what characteristics do you like?
3. Ones comfort with emotions
4. How one handles problems
5. What works to deal with anger or disappointment
,Self analysis/Awareness - ANSWER:The process of understanding one's own beliefs,
thoughts, motivations, biases and limitations and recognizing how they affect others.
-requires a willingness to be introspective & to examine personal beliefs, attitudes
and motivations.
Developmental theories - ANSWER:Explains human growth and development and
focuses on change over time
Psychosocial stages of development - ANSWER:Erik Erikson
Trust vs. Mistrust - ANSWER:Birth to 1.5 y.o
Task: Develop a sense of trust in others
Implication: Consistent, affectionate care
Achievement: Trust, faith, hope, optimism
Failure: Paranoia, suspiciousness
Autonomy vs. Shame and Doubt - ANSWER:1.5 to 3 y.o
Task: Learn self-control, self-concept
Implication: support, praise, encouragement to use newly acquired skills of
independence
Achievement: Self-confidence, self-control, cooperative
Failure: lack of pride, pessimism, compulsive
Initiative vs. Guilt - ANSWER:3-5 y.o
Task: Initiate spontaneous activities
Implication: give clear explanations for events and encourage creative activities
Achievement: Assertiveness, dependability ability to evaluate behavior
Failure: Inadequacy, guilt, evil self, pessimism, overcontrol
Industry vs. Inferiority - ANSWER:6-12 y.o
Task: Develop necessary social skills
Implication: Recognize the child's accomplishments
Achievement: Satisfaction, sense of competence & achievement
Failure: Uncooperativeness, sense of inadequacy, loss of hope `
Identity vs. Role Confusion - ANSWER:12-20 y.o
Task: Integrate childhood experiences into a personal identity
Implication: Help adolescent make decisions, assist with planning for the future
(+) Emotional Stability and career, coherent sense of self
(-) Feelings of confusion, indecisiveness, antisocial behavior
Intimacy vs. Isolation - ANSWER:20-40 y.o
Task: Develop commitments to others and to work
Implication: Teach young adults to establish realistic goals
(+) Total commitment to work and relationship
(-) social isolation, avoidance of relationship, career or lifestyle commitments
, Generativity vs. Stagnation - ANSWER:40-65
Task: Est. a family and become productive
Implication: Provide emotional support, recognize accomplishments
(+) Meaningful contribution, creativity, concern for others
(-) Self-indulgence, self-concern, lack of interests
Integrity vs. Despair - ANSWER:65+ y.o
Task: View one's life as meaningful and fulfilling
Implication: Help explore (+) aspects of ones life, review contributions made by the
individual
(+) Worth/Self acceptance, acceptance of death
(-) Sense of loss, contempt for others
Cognitive changes of development - ANSWER:Jean Piaget
The Sensorimotor Stage - ANSWER:Birth- 2 y.o
Infant knows the world through their movements and sensations
They Learn about:
Sucking, grasping, looking, listening
Object permanence (things exist, cannot be seen)
They are seperate beings from people and objects around them.
They realize that their actions can cause things to happen in the world around them.
The Preoperational Stage - ANSWER:2-7 y.o
Children begin to think symbolically and learn to use words and pictures to represent
objects.
Egocentric & struggle to see things from the perspective of others.
Getting better w/ language & thinking, but think about things in very concrete terms
The Concrete Operational Stage - ANSWER:7-11 y.o
Think logically about concrete events
understand the concept of conservation
Organized and logical but still concrete
Inductive logic, reasoning from specific information to general principle
The Formal Operational Stage - ANSWER:12 + y.o
Thinking is abstract, and reason about hypothetical problems
Moral, philosophical, ethical, social and political issues that requires theoretical and
abstract reasoning
Deductive logic, or reasoning from a general principle to specific information
Therapeutic use of self - ANSWER:Nurses' aspects of personality, experiences, values,
feelings, intelligence, needs, coping skills, and perceptions to establish relationships
with clients.
-used to establish relationships w/ client to help clients grow, change, and heal
