Mental Health Midterm Practice questions

Helping Susie break down her goals into achievable actions

The Recovery Model of Mental Health is the focus in an outpatient mental health program for adults with chronic, persistent mental illness. An OT is working with Susie, who has schizophrenia. Within this model, a primary contribution of OT would be WHICH OF THE FOLLOWING?

A. Developing realistic goals for Susie

B. Educating Susie, her caregivers, and other team members about the problems that are causing her dependence in occupations

C.Helping Susie break down her goals into achievable actions

D.Reinforcing to Susie that schizophrenia can be cured

Sensorimotor Frame-of-Reference: Identify alerting strategies that he can use

During your evaluation of Ronnie, a 45-year-old male diagnosed with schizophrenia, he reports that he is very lethargic in the morning and has problems waking up and getting out of bed. As the occupational therapist on the team, which of the following frames-of-reference would it BE BEST for you to consider using to work on improving this occupation?

•A. Behavioral Frame-of-Reference: Identify a reward for him to get out of bed

B. Sensorimotor Frame-of-Reference: Identify alerting strategies that he can use

C. Biologic Frame-of-Reference: Consult with the doctor on reducing his sleep medications

D. Cognitive Behavioral Frame-of-Reference: Teach him to challenge his

irrational beliefs about getting out of bed

I will have difficulties recalling and applying the material to my clients

During this course, your method of studying is to spend most of your time memorizing facts. You decide to do a fieldwork level II in mental health. According to Toglia’s concepts of cognitive processing, what do you predict will be the outcome of this studying approach related to treating your clients?

A. I will be able to apply the facts to my clients

B. I will have difficulties recalling and applying the material to my clients

C. I will be able to build on the information once I use it with my clients

D. If I develop cognitive strategies, I’ll be able to recall the information

cognitive deficits

When working with your clients with schizophrenia, which of the following factors would you consider to be the BEST PREDICTOR of their LONG-TERM INDEPENDENCE IN OCCUPATIONS ?

A. Level of Intelligence

B. Physical Disabilities

C. Motivation

D. Cognitive Deficits

Facilitative

You are leading a group in a partial hospitalization unit (PHP) with individuals who have mood disorders with fair to good insight/ executive functioning and average verbal skills. This group of individuals have been together for 2 weeks. What type of group leadership style will you use?

A. Directive

B. Facilitative

C. Advisory

D. Laissez-faire

1. Employment

2. Social Supports

3. Independent Living

What 3 areas might you focus on when working with a young adult with DD when transitioning out of school-based services?

1. Establish sleep environment (bedroom for sleep only)

2. Limit distractions

3. Limit light

4. Limit noise

Using the PEO model list 2 interventions for sleep targeting the environment (not the person or the occupation).

ACLS Level 1

Mr. J is minimally responsive by reflexively swallows when food is placed in his mouth; he initiates no purposeful movement.

ACLS Level 1

Mrs. A lies quietly in bed and will suck on a straw when it touches her lips, but shows no other purposeful response to her environment.

ACLS Level 2

Mr, B follows the OT’s arm through a range-of-motion exercise but pulls away and grimaces when a new movement is introduced without warning.

ACLS Level 2

Ms. K watches the OT’s hand movements closely and will move her arm when guided, but becomes agitated when asked to reach for an object.

ACLS Level 3

Mr. L picks up and pats objects placed in front of him but is distracted by nearby sounds and drops the item before finishing the task

ACLS Level 3

Mc. C stacks blocks handed to her one at a time, humming to herself, but loses track of the task when someone starts talking nearby

ACLS Level 4

Mr. D washes dishes when the OT demonstrates the sequence, but keeps scrubbing a clean plate until reminded to move to the next one.

ACLS Level 4

Ms. P buttons her shirt when shown one step at a time, but doesn’t notice a button is in the wrong hole until the OT points it out.

ACLS Level 5

Mr. R tries several ways to open a suck jar through trial and error, but doesn’t think ahead about whick approach is most likely to work.

ACLS Level 5

Ms. E rearranges her grocery list twice mid-shopping trip when she can’t find an item, without stopping to plan a more efficient route first.

ACLS Level 6

Mr. F revises his weekly medication schedule after noticing a conflict with a new doctor’s appointment, without being prompted.

ACLS Level 6

Ms. T follows a written recipe for dinner, catches her own mistake before serving, and adjusts her plan for next time.