Kaplan & Sadock Synopsis of Psychia
I I I I I
try Updated 12th Edition_test_bank 2
I I I I
023GRADED A+ I I
KaplanI&ISadock'sISynopsisIofIPsychiatryIEditionI12 Test Bank
ChapterI 1. Examination and DiagnosisI ofI theI PsychiatricIPat
ientIMultiple Choice
IdentifyIthe choice that best completesItheIstatementIorIanswersItheIquestion.
1. AInurseIisIassessingIaIclientIwhoIisIexperiencing occasional feeli
ngs ofIsadnessIbecauseIofItheIrecentIdeath ofIaIbelovedIpet.ITheIclient’s appetite,sleepIpa
tterns,Iand dailyIroutineIhave not changed. HowIshouldIthe nurse interpret the client’sIb
ehaviors?
1. The client’s behaviors demonstrateI
mental illness in theIform ofIdepress
ion.
2. TheIclient’sIbehaviorsIareIextensive,Iwh
ichI indicatesItheIpresenceIofImentalIillne
ss.
3. The client’s behaviors are notIcongruent
with cultural norms.
4. The client’s behaviors demonstrate noIf
unctional impairment, indicatingIno m
ental illness.
2. At what point should the nurse determine that a client isIat riskfor
developing a mental illness?
, 1. When thoughts, feelings, and behaviorsa
re not reflective of the DSM-5 criteria.
2. When maladaptive responsesIto stressIa
reIcoupledIwithIinterferenceIinIdailyIfun
ctioning.
3. WhenIaIclientIcommunicatesIs
ignificantIdistress.
4. WhenIaIclient usesIdefenseImechanismsIa
sIegoIprotection.
1. ReactionsItoIstressIare relativeIratherIth
anIabsolute;Iindividual responsesItoIstr
essIvary.
2. ItIisIabnormalIforIidentical twinsItoIre
actIdifferentlyItoIsimilar stressors.
3. 4. Which clientIshouldItheInurseIIdentical
anticipatetwins
ItoIbeImostre
should share the same te
ceptiveIto psychiatric treatment? mperamentIand respond similarly to str
ess.
4. Environmental influences toIstress
weigh more heavily than genetic in
fluences.
1. ReactionsItoIstressIareIrelativeIratherIth
anIIabsolute;
5. AIpsychiatricInurse intern states, IindividualIresponsesItoIstr
“ThisIclient’s Iuse ofIdefenseIm
ess Ivary.
echanismsIshouldIbeIeliminated.”IWhichIisIaIcorrect evaluationIofIthis nurse’sIstatement
?
2. ItIisIabnormal for identicalItwinsItoIre
actIdifferently toIsimilarIstressors.
3. IdenticalItwinsIshouldIshareItheIsameIte
mperamentIandIrespondIsimilarlyItoIstr
ess.
4. EnvironmentalIinfluences toIstressI
weighImoreIheavily than geneticIin
fluences.
, 1. AIJewish,Ifemale social worker.
2. AIBaptist, homeless male.
3. AICatholic, black male.
4. AIProtestant, SwedishIbusinessIexecutive.
1. Defense mechanisms can beIapprop
riate responsesIto stress andneed no
t be
eliminated.
2. Defense mechanisms are a maladaptiv
e attempt of the ego to manage anxiety
and should always beeliminated.
3. Defense mechanisms, used by indivi
duals withIweakIegoIintegrity,should
be
discouragedIandInotIeliminated.
4. Defense mechanisms cause disintegrationI
of the ego and should beIfostered and enco
uraged.
6. During an intake assessment, a nurse asksIboth physiological an
dIpsychosocialIquestions.ITheIclientIangrilyIresponds,I“I’mIhereIforImyIheart,InotImyIhea
dIproblems.”IWhichIisItheInurse’sIbestIresponse?
1. “ItIisIjustIaIroutineIpartIofIourIassessment.IA
llIclientsIareIaskedItheseIsameIquestions.”
2. “WhyIare youIconcernedIaboutItheseItypesIo
fIquestions?”
, 3. “PsychologicalIfactors,IlikeIexcessiveIstre
kss,I
khaveIbeenIfoundItoIaffectImedicalIcond
kitions.”
4. “WeIcanIskipItheseIquestions, kifIyouIlike.ItI
k isn’tIimperativeIthatIwe
kcompleteIthisIsecti kon.”
2. “WhyIareIyouIconcerned kaboutItheseItypesIo
kfIquestions?”
3. “Psychological kfactors,
klikeIexcessiveIstre kss,I khaveIbeenIfound
kto kaffect kmedicalIcond kitions.”
4. “We kcan kskipIthese
kquestions,IifIyouIlike.IItI k isn’tIimperative
kthat kweIcompleteIthisIsecti kon.”
7. AnIemployeeIusesItheIdefense kmechanismIofIdisplacementIwh
kenIthe kbossIopenlyIdisagreesIwithIsuggestions.IWhat
kbehaviorIwouldIbeIexpectedIfromIt khisIemployee?
1. The kemployee kassertively kconfronts kthe kboss.
2. The kemployee kleaves kthe kstaff kmeetingt
koIwork koutIin kthe kgym.
3. The kemployee kcriticizes ka kcoworker.
4. The kemployee ktakes kthe kboss kout kto klunch.
8. A kfourth-
grade kboy kteases kand kmakesIjokes kabout ka kcuteIgirlin khisIclass. kThis kbehavior
kshould kb ke kidentified kby ka knurse kas kindicative kof kwhich
I I I I I
try Updated 12th Edition_test_bank 2
I I I I
023GRADED A+ I I
KaplanI&ISadock'sISynopsisIofIPsychiatryIEditionI12 Test Bank
ChapterI 1. Examination and DiagnosisI ofI theI PsychiatricIPat
ientIMultiple Choice
IdentifyIthe choice that best completesItheIstatementIorIanswersItheIquestion.
1. AInurseIisIassessingIaIclientIwhoIisIexperiencing occasional feeli
ngs ofIsadnessIbecauseIofItheIrecentIdeath ofIaIbelovedIpet.ITheIclient’s appetite,sleepIpa
tterns,Iand dailyIroutineIhave not changed. HowIshouldIthe nurse interpret the client’sIb
ehaviors?
1. The client’s behaviors demonstrateI
mental illness in theIform ofIdepress
ion.
2. TheIclient’sIbehaviorsIareIextensive,Iwh
ichI indicatesItheIpresenceIofImentalIillne
ss.
3. The client’s behaviors are notIcongruent
with cultural norms.
4. The client’s behaviors demonstrate noIf
unctional impairment, indicatingIno m
ental illness.
2. At what point should the nurse determine that a client isIat riskfor
developing a mental illness?
, 1. When thoughts, feelings, and behaviorsa
re not reflective of the DSM-5 criteria.
2. When maladaptive responsesIto stressIa
reIcoupledIwithIinterferenceIinIdailyIfun
ctioning.
3. WhenIaIclientIcommunicatesIs
ignificantIdistress.
4. WhenIaIclient usesIdefenseImechanismsIa
sIegoIprotection.
1. ReactionsItoIstressIare relativeIratherIth
anIabsolute;Iindividual responsesItoIstr
essIvary.
2. ItIisIabnormalIforIidentical twinsItoIre
actIdifferentlyItoIsimilar stressors.
3. 4. Which clientIshouldItheInurseIIdentical
anticipatetwins
ItoIbeImostre
should share the same te
ceptiveIto psychiatric treatment? mperamentIand respond similarly to str
ess.
4. Environmental influences toIstress
weigh more heavily than genetic in
fluences.
1. ReactionsItoIstressIareIrelativeIratherIth
anIIabsolute;
5. AIpsychiatricInurse intern states, IindividualIresponsesItoIstr
“ThisIclient’s Iuse ofIdefenseIm
ess Ivary.
echanismsIshouldIbeIeliminated.”IWhichIisIaIcorrect evaluationIofIthis nurse’sIstatement
?
2. ItIisIabnormal for identicalItwinsItoIre
actIdifferently toIsimilarIstressors.
3. IdenticalItwinsIshouldIshareItheIsameIte
mperamentIandIrespondIsimilarlyItoIstr
ess.
4. EnvironmentalIinfluences toIstressI
weighImoreIheavily than geneticIin
fluences.
, 1. AIJewish,Ifemale social worker.
2. AIBaptist, homeless male.
3. AICatholic, black male.
4. AIProtestant, SwedishIbusinessIexecutive.
1. Defense mechanisms can beIapprop
riate responsesIto stress andneed no
t be
eliminated.
2. Defense mechanisms are a maladaptiv
e attempt of the ego to manage anxiety
and should always beeliminated.
3. Defense mechanisms, used by indivi
duals withIweakIegoIintegrity,should
be
discouragedIandInotIeliminated.
4. Defense mechanisms cause disintegrationI
of the ego and should beIfostered and enco
uraged.
6. During an intake assessment, a nurse asksIboth physiological an
dIpsychosocialIquestions.ITheIclientIangrilyIresponds,I“I’mIhereIforImyIheart,InotImyIhea
dIproblems.”IWhichIisItheInurse’sIbestIresponse?
1. “ItIisIjustIaIroutineIpartIofIourIassessment.IA
llIclientsIareIaskedItheseIsameIquestions.”
2. “WhyIare youIconcernedIaboutItheseItypesIo
fIquestions?”
, 3. “PsychologicalIfactors,IlikeIexcessiveIstre
kss,I
khaveIbeenIfoundItoIaffectImedicalIcond
kitions.”
4. “WeIcanIskipItheseIquestions, kifIyouIlike.ItI
k isn’tIimperativeIthatIwe
kcompleteIthisIsecti kon.”
2. “WhyIareIyouIconcerned kaboutItheseItypesIo
kfIquestions?”
3. “Psychological kfactors,
klikeIexcessiveIstre kss,I khaveIbeenIfound
kto kaffect kmedicalIcond kitions.”
4. “We kcan kskipIthese
kquestions,IifIyouIlike.IItI k isn’tIimperative
kthat kweIcompleteIthisIsecti kon.”
7. AnIemployeeIusesItheIdefense kmechanismIofIdisplacementIwh
kenIthe kbossIopenlyIdisagreesIwithIsuggestions.IWhat
kbehaviorIwouldIbeIexpectedIfromIt khisIemployee?
1. The kemployee kassertively kconfronts kthe kboss.
2. The kemployee kleaves kthe kstaff kmeetingt
koIwork koutIin kthe kgym.
3. The kemployee kcriticizes ka kcoworker.
4. The kemployee ktakes kthe kboss kout kto klunch.
8. A kfourth-
grade kboy kteases kand kmakesIjokes kabout ka kcuteIgirlin khisIclass. kThis kbehavior
kshould kb ke kidentified kby ka knurse kas kindicative kof kwhich
