(Test Bank) Davis Advantage For Medical-Surgical Nursing Making Connections To Practice

Hoffman,Sullivan, 2

Nursing

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Test Bank for Davis Advantage For Medical-Surgical Nursing Making Connections To Practice, The downloadable file consists of 591 pages, and the total size of the file is 2.78 MB. Purchase now only for highly discounted price.

Author(s): Hoffman, Sullivan

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Discovering Psychology Series Abnormal Psychology 2nd edition Alexis Bridley, Ph.D. Lee W. Daffin Jr., Ph.D. Washington State University Version 2.00 August 2020 Contact Information about this OER: 1. Dr. Lee Daffin, Associate Professor of Psychology – ldaffin@ wsu.edu 2. Dr. Alexis Br idley - Adjunct Instructor – alexis.bridley@wsu.edu Table of Contents Preface Record of Changes Part I. Setting the Stage • Module 1: What is Abnormal Psychology? 1-1 • Module 2: Models of Abnormal Psychology 2-1 • Module 3: Clinical Assessment, Diagnosis, and Treatment 3-1 Part II. Mental Disorders – Block 1 • Module 4: Mood Disorders 4-1 • Module 5: Trauma - and Stressor -Related Di sorders 5-1 • Module 6: Dissociative Disorders 6-1 Part III. Mental Disorders – Block 2 • Module 7: Anxiety Disorders 7-1 • Module 8: Somatic Symptom and Related Disorders 8-1 • Module 9: Obsessive -Compulsive and Related Disor ders 9-1 Part IV. Mental Disorders – Block 3 • Module 10: Eating Disorders 10-1 • Module 11: Substance -Related and Addictive Disorders 11-1 Part V. Mental Disorders – Block 4 • Module 12: Schizophrenia Spectrum and Other Psychotic Disorders 12-1 • Module 13: Personality Disorder s 13-1 Part VI. Mental Disorders – Block 5 • Module 14: Neurocognitive Disorders 14-1 • Module 15: Contemporary Issues in Psychopathology 15-1 Glossary References Index Record of Changes Edition As of Date Changes Made 1.0 Fall 2017 Initia l writing; feedback pending 1.01 Spring 2018 Addition of Modules 2, 3, and 15 1.02 Summer 2018 Addition of Index, Glossary, and Preface; made minor edits based on student feedback. 1.03 Summer 2019 Proofre ading edits 2.00 August 2020 Proofreadin g edits and overall improvements such as end of section summaries and review questions. Added a Tokens of Appre ciation page. Added lecture slides courtesy of Arizona S tate University. Tokens of Appreciation August 20, 2020 Alexis and I want to offer a special th ank you to Ms. Celest e Ernst, undergraduate within the online Bachelor of Science degree in Psychology program , for her edits of the 1st edition during the spring 2020. Her changes, and our own, are integrated into the 2nd edition of the book and are a dramatic improvement over the 1st edition. T hank you, Celeste. We would also like to ext end a special thank you to Madeleine Stewart and Matt Meier , PsyD., of the Department of Psychology at Arizona State University for the development of the lecture slides for this book. They did this work unsolicited and produced top quality presentations which we will include in a password protected page, al ong with additional ancillaries such as an Instructor ’s Manual and test banks, in the very near future (i.e. hopeful ly by mid fall semester at the latest but the slides in A ugust ) and for Instructors (N ot students. Sorry) . Thank you agai n for your excellent work, Madeleine and Matt. It is more appreciated than you c ould ever imagine. And now to our reader. We hope you enjoy the book and please, if you see any issues whether typographical, factual, or just want to suggest some type of addition to the mate rial or another way to describe a concept, general formatting suggestion, etc. please let us know. The be auty of Open Education Resources (OER) is that we can literally make a minor change immediately and without the need for expensive pri ntings of a new edition. And it’s available fo r everyone right away. If you have suggestions, please email them to either Alexis or myself (Lee Daffin) using the emails on the title page. Enjoy the 2nd edition of Abnormal Psychology. Lee Daffin On behalf of, Alexi s Bridley 2nd edition as of August 2020 Part I. Setting the Stage Topics Covered: 1. What is Abn ormal Psychology? 2. Models of Abnormal Psychology 3. Clinical Assessment, Diagnosis , and Treatment 2nd edition as of August 2020 1-1 Part I. Setting the Stage Module 1: What is Abnormal Psychology? 2nd edition as of August 2020 1-2 Module 1: What is Abnormal Psychology? Module Overview Cassie is an 18- year-old female from suburban Seattle, WA. She was a successful stu dent in high school, gr aduating valedic torian and obtaining a Nat ional Merit Scholarship for her performance on the PSAT during her junior year. She was accepted to a univers ity on the opposite side of the state , where she received additional scholarships giving her a free ride for her enti re undergraduate education. Excited to start this new chapter in her life, Cassie ’s parents begin the 5- hour commute to Pullman , where they will leave their only da ughter for the first tim e in her life. The semester begins as it alwa ys does in late August. Cas sie meets the challenge with enthusiasm and does well in her classes for the first few weeks of the semester, as expected. Sometime around Week 6 , her friends notice she is despondent, detached, and falling behind in her work. A fter b eing asked about her c ondition, she replies that she is “just a bit homesick ,” and her friends accept this answer as it is a typical respo nse to leaving home and starting c ollege for many stude nts. A month later , her condition has not impr oved but wors ened. She now regularly shirks her responsibilities around her apartment, in her classes, and on her job. Cas sie does not hang out wit h friends like she did when she f irst arrived for coll ege and stays in bed most of the day. Concerne d, Ca ssie’s friends contact Health and Wellness for help. Cassie’s story, though hypothetical, is true of many Freshm en leaving home for the fi rst time to earn a higher education, whet her in rural Washingt on state or urban areas such as Chicago and Da llas. Most students recover from this depression and go on to be functional members of their collegiate environment and accomplished scholars. Some students learn to cope 2nd edition as of August 2020 1-3 on their ow n while others seek assistan ce from their university’s health and wellness cent er or from friends who have already been through the same ordeal. These are normal reactions . However, in cases like Cassie's, the path to recovery is not as clear. Instead of learning how to cope, their depression increases until it reaches clinical levels and becomes an impediment to success in multip le domains of life such as home, work, school, and social circles. In Module 1, we w ill explore what it means to display abnormal behavior, what mental disorders are , and how society views it both today and has throughout history. T hen we will review re search methods used by ps ychologists in general and how they are adapted to study abnormal behavior/mental di sorders. We will conclude with an overview of what mental health professionals do. Module Outline • 1.1. Understanding Abno rmal Behavior • 1.2. Classi fying Mental Disorder s • 1.3. The Stigma of Mental Illness • 1.4. The H istory of Mental Illness • 1.5. Research Methods in Psychopathology • 1.6. Mental Health Professionals, Societies, and Journals Module Learning Outcomes • Explain what it means to display abnor mal behavior. • Clarify how mental health profess ional s classify ment al disorders. • Describe the effect of stigma on those who have a mental illness. 2nd edition as of August 2020 1-4 • Outline the history of mental illness. • Describe the research methods used to study abnormal behav ior and mental illness. • Identify types of me ntal health professionals , societies they may join, and journals they can publish their work in. 1.1. Understanding Abnormal Behavior Section Learning Objectives • Describe the disease model and its impact on th e field of psychology throughout history. • Describe positive psychology. • Define abnormal behavior. • Explain the concept of dysfunction as it relates to mental illness. • Explain the concept of distress as it relates to mental illness . • Expl ain the concept of de viance as it rel ates to mental illness. • Explai n the concept of dangerousness a s it relates to mental illness. • Define culture and social norms. • Clarify the cost of men tal illness on society. • Define abnormal psychology, psychopathology, and mental disorders. 2nd edition as of August 2020 1-5 1.1.1. Under standing Abnormal Behavior To unders tand what abnormal behavior is, we first have to understand what normal behavior is. Normal really is in the eye of t he beholder , and most psychologists have found it easier to expl ain what is w rong wit h people then what is right. How so? Psychology worked with the disease model for over 60 years, from about the late 1800s into the middle part of the 19th century. The foc us was simple – curing mental disorders - and included s uch pioneers as Freu d, Ad ler, Klein, Jung, and Erickson. These nam es are synonymous with the psychoanalytical sc hool of thought. In the 1930s, behaviorism, under B.F. Skinner, presented a new view of human behavior. Simply, human behavior could be modified if the correct comb ination of reinforcements and punishments were used . This v iewpoint espouse d the dominant w orldview of the time – mechanism – which presented the world as a great machine explained through the principles of physics and chemistry. I n it, human beings serve as smaller mach ines in the larger machine of the universe. Moving into the mid to late 1900s, we developed a more scientific investigation of mental illness , which allowed us to examine the roles of both nature and nurture and to dev elop drug and psychological treatments to “make m iserable people less miserable.” Though this was an improvement , there were three consequences as pointed out by Martin Seligman in his 2008 TED Talk entitled, “The new era o f positive psychology.” T hese are: • “The first was moral; that psychologists and ps ychiatrists became victimologists, pathologizers; that our view of human nature was that if you were in trouble, bricks fell on you. And we for got that people made choices an d decisions. We forgot responsibility. That was the first cost.” 2nd edition as of August 2020 1-6 • “The second cos t was that we forgot about you people. We forgot about im proving normal lives. We forgot about a mission to make relatively untroubled people happier, more fulfilled, more productive. And "genius," "hi gh-talent," became a dirty word. No one works on that.” • “And the third problem about the disease model is, in our rush to do something about people in trouble, in our rush to do something about repair ing damage, it never occurred t o us to develop intervent ions to make people happier -- positive interventions.” Starting in the 1960s, figures such as A braham Maslow an d Carl Rogers sought to overcome the limitations of psychoanalysis and behaviorism by establishing a "third force" psychology, also known as h umanist ic psychology. As Maslow said, The science of psych ology has been far more successful on the negative than on the positive side; it has revealed to us much about man’s shortcomings, his illnesses, his s ins, but little about his pot entialities, his virtues, his achi evable aspirations, or his full psychologi cal h eight. It is as if psychology had voluntarily restricted i tself to only half its rightful jurisdiction, and that the darker, meaner half . (Maslow, 1954, p. 354). Humanistic p sychology instead address ed the fu ll range of human functioning and focused on personal fulfillment, valuing feelings over intellect, hedoni sm, a belief in human perfectibility, emphasis on the present, self -disclosure, self -actualization, positive regard, client centered therapy, an d the hi erarchy of needs. Again, these topics we re in stark contrast to much of the work being done in the field of psychology up to and at this time. In 1996, Martin Seligman became the president of the American Psychological Association (APA) and cal led for a positive psychology or one that had a more positive 2nd edition as of August 2020 1-7 conception of human potential and nature. Building on Maslow and Roger’s work, he ushered in the scientific study of such topics as happiness, love, hope, optimism, life satisfaction, goal setting, leisu re, and subjective well -being. Though posit ive and humanistic psychology have similarities, their methodology was much different. While humanistic psychology generally relied on qualitative methods , positive psychology uti lizes a q uantitative approach and aims to help people make t he most out of li fe’s setbacks, relate well to others, find fulfillment in creativity, and find lasting meaning and satisfaction (http://www.pos itivepsychologyinstitute.com.au/wha t_is_positive_psychology.html ). So, to understand what normal behavior is , do we look to positive psychology for an indication , or do we first define abnor mal be havior and then r everse engineer a definition of what normal is ? Our preceding discussion gave suggestions about what norma l behavior is , but could the darker elements of our personality also make up what is norm al to som e extent? Possibly. The o ne truth is that no matter what behavior we display, if take n to the extr eme, it can become disordered – whether trying to control ot hers through social influence or helping people in an altruistic fashion. As such, we ca n consider abnormal behavior to be a combina tion of personal distress, psychological dysfunction, deviance f rom social norms, dangerousness to self and others, and cost liness to society. 1.1.2. How do we determine what abnormal behavior is? In the previous sectio n we showed that what we mig ht consi der normal beha vior is difficult to define. Equal ly challenging i s understanding what abnormal behavior is , which may be surpr ising to you. A publication which you will be come in timately fa miliar with throughout this book, the American Psychiatric Association's Diagnostic and Stat istical Man ual of Mental 2nd edition as of August 2020 1-8 Disorders 5th edition (DSM -5), states that though "no definition can capture all aspects of all disorders in the range co ntaine d in the DS M-5" certain aspects are require d. These include: • Dysfunction – Includ es “clinically s ignificant dis turbance in an individual’s cognition, emotion regulation, or behavior that reflects a dysfunction in the psychological, biological, or developmental process es underlying mental func tioning” (pg. 20). Abnorma l behavior, theref ore, has the cap acity to make well -being difficult to obtain and can be assessed by looking at an ind ividual’s current performance and comparing it to what is expected in general or how the person has perform ed in the past. As such, a good employee who suddenly demons trates poor pe rformance may be experiencing an environmental demand leading to s tress and ineffective coping mechanisms. Once the demand resolves itself , the person’s perf ormance should return to nor mal acco rding to this principle. • Distress – When the pers on experiences a disabling condition “in social, occupational, or other important activities” (pg. 20). Distress can take the form of psychological or physical pain, or both conc urrently. Alone though, dis tress is not sufficient enough to de scribe behavior as abnormal. Why is that? The loss of a loved one would cause even the most “normally” fu nctioning individual pain. An athlete who experiences a career -ending injury would displ ay distress as we ll. Suffe ring is part of l ife and cannot be avoided. And som e people who exhibit abnormal behavior are generally positive while doing so. • Deviance – Cl oser examination of the word abnormal indicates a move away from what is normal, or the mean (i.e., what would be cons idered average and i n this case in relation to b ehavior), and so is behavior that infrequently occurs (sort of an outlier 2nd edition as of August 2020 1-9 in our data). Our culture, or the totality of socially transmitted behaviors, customs, value s, techno logy, attitudes, beliefs, art, and other products t hat are particular to a group, determines what is normal . Thus, a person is said to be deviant when he or s he fails to follow the stated and unstated rules of societ y, called social norms . Social norms changes ov er time due to shifts in accepted values and expectations. For instance, homosexuality was taboo in the U.S . just a few decades ago , but today, it is gene rally accepted . Likewise, PDAs, or publ ic displa ys of affection, do not cause a second look by most people unlike the past when these out ward expressions of love were restricted to the privacy of one’s own hous e or bedroom. In the U.S., crying is generally seen as a weakness for males . However, if the behavior occurs in the context of a tragedy such as the Vegas mass s hooting on October 1, 2017, i n which 58 people were killed and about 500 were wounded while attending the Route 91 Harvest Festival, then it is appropr iate and understandable. Finally, co nsider that statistically deviant behavior is not necessarily negative. Genius is an example of behavior that is not the norm. Though not part of the DSM conceptualization of what abnormal behavior is, many clinicians ad d dangerousness to this list when behavior represents a threat to the safety of t he person or others. It is important to note that having a mental disorder does not imply a person is automatically danger ous. The depressed or anxious i ndividual is often no mor e a threat than someone who is not depressed, and a s Hiday and Burns (2010) show ed, dangerousness is more the exception than the rule. Still, me ntal health professionals have a duty to report to law enforcement when a mentally dis ordered indi vidual expres ses inten t to harm another person or