MENTAL HEALTH

 

 

1. Facts and Fables About Suicide

Indicate with a T or F whether each of the following statements is true or false.

_____ 1. Suicide is an inherited trait.

_____ 2. Gunshot wounds are the leading cause of death among suicide victims.

_____ 3. Most people give clues and warnings about their suicidal intentions.

_____ 4. If a person has attempted suicide, he or she will not do it again.

_____ 5. Suicide is the act of a psychotic person.

_____ 6. Once a person is suicidal, he or she is suicidal forever.

_____ 7. Most suicides occur when the severe depression has started to improve.

_____ 8. Most suicidal people have ambivalent feelings about living and dying.

_____ 9. If a suicidal person is intent upon dying, he or she cannot be stopped.

_____ 10. People who talk about suicide don’t commit suicide.

2. Your neighbor tells you he is going to visit his sister-in-law in the hospital. The sister-in-law has been hospitalized after attempting suicide. Your neighbor asks, “What should I say when I go to visit Jane?” What suggestions might you give him?

3. Alterations in which of the neurotransmitters are most closely associated with depression?

4. Depression in adolescence is very hard to differentiate from the normal stormy behavior associated with adolescence. What is the best clue for determining a problem with depression in adolescence?

5. All antidepressants carry a black-box warning. What is it?

6. What is the speech pattern of a person experiencing a manic episode?

7. Why should a person on lithium therapy have blood levels drawn regularly? and what is the value for TOXIC lithium Level

8. Describe some nursing teaching for the client on lithium therapy? include information about sodium and what is important for a patient to know about sodium and lithium

9. Conversion symptoms most commonly occur in an individual for what reason?

10. Next to each of the behaviors listed below, write the letter that identifies the disorder in which the behavior is most prevalent.

a. Cyclothymic disorder

b. Bipolar I disorder

c. Bipolar II disorder

d. Manic episode

e. Delirious mania

____ 1. Clouding of consciousness occurs.
____ 2. Characterized by mood swings between hypomania and mild depression.

____ 3. Paranoid and grandiose delusions are common.
____ 4. Excessive interest in sexual activity.
_____5. Accelerated, pressured speech.
_____6. Frenzied motor activity, characterized by agitated, purposeless movements.

_____7. Recurrent bouts of major depression with episodes of hypomania.
_____8. Recurrent bouts of mania with episodes of depression.

 

Sample Solution

MENTAL HEALTH

What is the speech pattern of a person experiencing a manic episode? Pressured speech is commonly seen as a symptom of bipolar disorder. When you have pressured speech, you have an extreme need to share your thoughts, ideas, or comments. It is often a part of experiencing a manic episode. The speech will come out rapidly, and it doesn’t stop at appropriate intervals. It is difficult to understand what is being said during pressured speech. It is also not possible to carry on a conversation because the person with pressured speech will not stop long enough for another person to speak.

ay is a reflective essay based on Kolb’s (1984) cycle of reflective learning I will be reflecting upon my experience as part of a group in which the end result was presenting a group presentation. Reflective practice is a mixture of deliberate and calculated thinking alongside more spontaneous thoughts (Neilson, Stragnell & Jester, 2007). Kolbs (1984) cycle consists of four stages. The first stage is concrete experience, which is when the experiences occur or are completed. The second stage is the reflective observation stage whereby the person reflects on the experience. The next stage is abstract conceptualisation this is concluding and learning form the experience. The final stage is active experimentation which involves planning and trying out what you have learned. Kolbs model creates an action plan similar to that in Gibbs (1988) model. In compression in John (2017) model the emphasis is more on retrospective reflection rather than active experimentation.

Concrete experience: we were split into groups in our seminar. I was in a group of 5 and I was lucky enough to know one member of my group but I had never met the other four (who all new each other). From the first group meeting I nominated myself to be the leader and so was involved in delegating tasks to the other team members. This was difficult as at least one of our team members were absent per meeting despite this, due to there being at least 4 team members per meeting there was no social loafing, as predicted by (Klung & Bagrow, 2016). Due to not everyone turning up to every meeting it was hard to contact those who were absent to explain to them what they needed to do creating extra work. However due to social media I was able to make contact with them and explain the tasks to the absent team members. The creation of the PowerPoint was a gradual process that we started during our first seminar and was completed four days before we were due to present our presentation. We faced similar challenges which were also faced in multidisciplinary team (MDT) meeting (Kassianos, 2015) such as availability problems with everyone taking different modules and so having a different schedule and outside of university commitments made it challenging to find a time that suited everyone. I was lucky enough to get on very well with all group members the group was very cohesive which in turn produced a positive group working environment. We ran through the presentation before we presented it to the gro

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