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| what are the 6 voice qualities |
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Definition
| volume, tone, pitch, clarity, pace, speech disturbance |
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| a soft variation in volume will send what message |
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| a moderate variation of volume will send what message |
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| a loud variation of volume will send what message |
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| a sharp voice variation will send what message |
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| a flat voice variation will send what message |
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| a breathy voice variation will send what message |
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| a thin voice variation will send what message |
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| a high pitch and low volume will indicate |
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| a high pitch and high volume will indicate |
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| a low pitch and low volume will indicate |
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| a low pitch and high volume will indicate |
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| a person with too many pause fillers will be interpreted as |
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| a person with too few pause fillers will be interpreted as |
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| what emotions are easily seen in the face universally |
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Definition
| happiness, sadness, surprise, fear, anger, disgust |
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Term
| if you are in the intimate zone you are ___ away |
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Definition
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| if you are in the personal zone you are ___ away |
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| if you are in the social zone you are ___ away |
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| if you are in the public zone you are ____ away |
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| What questionnaire would you use for a drinker |
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Definition
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| What does C stand for in cage questionnaire |
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| what does A stand for in cage questionnaire |
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| what does G stand for in cage questionnaire |
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| what does E stand for in cage questionnaire |
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| what are the two questionnaires for depression |
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| what question do you use for domestic violence |
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| what happens when you and your partner disagree? |
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| empathetic skills of reflection will show |
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Definition
| acknowledgement of the patients state of mind |
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| Empathetic skills of validation will show |
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| empathetic skills of support shows |
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| empathetic skills of partnership shows |
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| empathetic skills of respect will show |
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Definition
| acknowledgement of their situation or strength |
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Forecast possibility of bad news
Clarify who should attend the bad news visit
Clarify who should give the bad news |
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Give bad news in person
Give bad news in private
Sit down and make eye contact |
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identify what the patient already knows
give the news clearly and unambiguously
identify important feelings and concerns |
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remain with the patient and listen
use empathetic statements
invite further dialogue |
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| emotional support of bad news |
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use simple clear words and concepts
summarize and check the patients understanding
use handouts and other resources |
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make a plan for the immediate future
ask about immediate needs
schedule a follow up appointment |
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Elicit the patient’s reason for being angry
Empathize with the patient’s experience
Solicit the patient’s perspective
If appropriate apologize |
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point out the problem
elicit the patients reason for silence
explain the need for collaboration
respond to cues of hearing impairment or barriers |
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take a step back from the demand
solicit the goal of the demand
acknowledge emotions unexpressed at the demand
solicit the patients perspective |
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Attentive and actively engaged while problems are being discussed
Withdrawn and less animated when recommendations for evaluation and treatment are made are characteristics of |
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| do you have any concerns about how your child is behaving or feeling is a trigger question for |
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| how are you and your child getting along? |
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| has your childs teacher mentioned any concerns about your child |
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| how does your child get along with friends |
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| the childhood thory that is about the development of moral judgment |
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| kohlberg theory where the kids are premoral, egocentric, no moral concepts, and satisfaction of own needs |
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| kohlberg theory where the child is in the moral stage and has desires to please others |
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| kohlberg theory where the child is in the moral stage, obilgation of duty, respect for authority |
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| the childhood theory that focuses on cognitive development |
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| piaget theory where the child is sensorimotor/preverbal, emergance of purposful activites, learns that objects and people exist when out of sight |
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| piaget theory where the child is pre operational, prelogical, can deal with one aspect of a problem at a time, learns to use symbols for a language |
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| piaget theory where the child is concrete operational, logical can deal with multiple aspects of a problem, if not abstract ability to classify things |
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| theory of childhood development that deals with psychosocial aspects |
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| ericksons stage where the child is initially gaining trust once gained seeks independence. uses words like no and me |
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| ericksons stage where the child initially learns self control then can develop self esteem and good will. learns about anatomy but struggles with shame and doubt |
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| ericksons stage where the child takes initiative, is curious, becomes more aggressive and competitive, starts to plan ahead, struggles with guilt |
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| ericksons stage where the child takes an industrious stage, focus on performance and producing results, struggles with inferiority/inadequacy when meeting some meritable failures |
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Term
| Inattention or hyperactivity impulsivity for a period of at least 6 months, symptoms beginning prior to age 7. |
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Definition
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Term
Failure to acquire social and communication skills
Repetitive behaviors
Narrow interest
Include: Autism, Asperger’s disorder, Rett’s disorder, Childhood Disintegrative disorder |
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Definition
| pervasive development disorders |
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Term
Language and Communication difficulties – mercury increase
Social or relationship problems
Use of toys and play abnormal
Resists changes in environment
Etiology believed biological
25% develop seizures |
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Definition
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Term
Diminished social, verbal and cognitive development after 4 years of normal function
Classic hand wringing movements
Breathing problems
Mental retardation
Motor skills decline with age
Social skill improve with age |
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Definition
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Term
Normal cognitive development
Language skills normal
Conversation significantly impaired
Memorization is the obsession – particularly of obscure topics
Engages in repetitive behavior |
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Definition
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Rare
Diminished social, verbal, cognitive, and motor development after 2-10 years of normal function |
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Definition
| childhood disintegrative disorder |
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Term
| early adolescent stage is |
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| middle adolescent stage is |
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| Neurobiologically based, inherited or secondary factors affecting brain development, dysfunction of neural systems |
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Cognitive/procession disorders – language disorder, learning disorder, cognitive impairment/mental retardation
Medical disorders – neurologic, seizures, infections, neurodegenerative conditions, metabolic, endocrine, toxins, iron deficiency, sensory impairment
Emotional/psychiatric disorders - Anxiety, depression, autism, personality/behavioral factors
Environmental factors - Disruptive/ chaotic home situations, inappropriate school placement, mismatch of neurobehavioral styles and environment expectations |
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| qustionaire for adolescends |
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| assessment questionnaire for older patients |
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