Handbook of Psychiatric Emergencies NBCC, NASW approved.
After completion of this course you’ll be able to:
- Categorize psychiatric patients into three groups.
- List the factors you should consider while creating the best environment to examine a psychiatric patient.
- Describe how the appearance, movement, and speech of a psychiatric patient can help you establish an initial diagnosis.
- Provide a differential diagnosis on the basis of circumstantialities and tangentiality.
- Explain how thought content can provide insight into a patient’s mental status.
- Identify four situations in which you may reveal confidential patient information.
- Emphasize the importance of documenting all interventions.
- Discuss the three basic elements of consent.
- List 7 points that should be covered during initial examination to assess a patient’s competence.
- Identify circumstances under which you may be held liable for harm caused by your patient either to himself or others.
- List various common signs and symptoms of delirium.
- Describe the mental status and physical findings of alcohol intoxication.
- Describe the interpersonal and pharmacologic interventions for alcohol withdrawal.
- Describe the management of alcohol withdrawal syndrome.
- Discuss medicolegal considerations associated with alcoholic emergencies.
- Describe the triage approach to drug abuse.
- Describe the pharmacologic intervention for opioid withdrawal.
- Describe the mental status findings of schizophrenia and mania and provide a differential diagnosis.
- List medical disorders that mimic schizophrenia and mania.
- Describe the interpersonal interventions for a paranoid and catatonic patient.
- Provide a differential diagnosis of violent patients.
- Describe the interpersonal interventions a clinician should use when faced with a violent patient.
- Discuss legal considerations involved in informed consent, refusal of treatment, dangerousness, and duty to warn or protect intended victims.
- Classify self-destructive patients into three categories.
- Identify clinical indicators of high suicide risk.
- List major depressive syndromes.
- Describe the interpersonal intervention for a nonpsychotic patient with depression.
- Describe the management of grief of survivors of a patient who has died unexpectedly.
- List medical disorders associated with anxiety.
- Make a differential diagnosis of panic disorder.
- Make a classification of phobias.
- Identify phobias, obsessions, compulsions, and P.T.S.D., and provide interpersonal, pharmacologic and educational interventions.
- Describe usual staff reactions to domestic abuse.
- Identify spousal abuse in patients.
- Describe the interpersonal interventions in cases of elder abuse.
- Describe the protocol for examining a rape victim.
- List signs of physical and sexual abuse.
- Describe the runaway behavior of boys and girls.
- Identify risk factors for child abuse.
- Perform mental status and physical findings on a patient with dementia.
- Provide interpersonal intervention to the delirious elderly patient.
- Identify and differentiate among the most common types of psychoses in the elderly population.
- Describe the management of a suspected drug abuser in the emergency psychiatric setting.
- Identify malingerers.
- Discuss the general, neurologic and other effects of antipsychotic, antidepressant, anticonvulsant, and antianxiety drugs.
Table of Contents
- Chapter 1: Clinical Assessment
- Chapter 2: Medicolegal Consideration
- Chapter 3: Delirium
- Chapter 4: Alcohol Emergencies
- Chapter 5: Drug Abuse Emergencies
- Chapter 6: Schizophrenia and Mania
- Chapter 7: Violence Behavior
- Chapter 8: Self-Destructive Behavior
- Chapter 9: Depression
- Chapter 10: Anxiety
- Chapter 11: Domestic Abuse
- Chapter 12: Rape
- Chapter 13: Child and Adolescent Emergencies
- Chapter 14: Geriatric Emergencies
- Chapter 15: Difficult Situations
- Chapter 16: Psychotropic Drug Reactions
“I really liked this course! It was easy to read and understand.” – S.G., Counselor, CA
“Nicely organized content, very useful info. Although I didn’t need as much pharmalogical info.” – S.F., LMHC, MA