EHPLE Psychiatric Nursing - independent subject foundations key terms

An integrated account of the person’s difficulties, context, strengths and maintaining mechanisms, intended to guide care while making uncertainty explicit.

The emotional expression observed during an encounter, distinguished from the person’s reported enduring mood and from an assumed diagnostic label.

The organization and flow of thinking inferred through communication, rather than the subject matter or acceptability of a belief.

A multidimensional consideration of how a person understands experiences, difficulties and possible care, not a simple judgment of agreement or obedience.

The set of plausible alternative explanations assessed using chronology, context, symptoms, exclusions and relevant medical or developmental evidence.

An acute and often fluctuating disturbance of attention and awareness with additional cognitive change, requiring evaluation of underlying causes.

Reduced interest or pleasure in activities previously experienced as rewarding, interpreted with context and the wider mood and functional assessment.

A classification-dependent mood and activity episode distinguished from full mania by its defined severity and other criteria, not merely cheerful behavior.

Reduced motivation, expression or engagement in a psychosis formulation, requiring assessment of possible secondary explanations such as depression or medication effects.

A recurrent intrusive thought, image or urge experienced as unwanted in the relevant formulation, with its meaning and distress assessed in context.

A repetitive behavior or mental act linked to distress reduction or a feared consequence, considered through its function rather than appearance alone.

An increase in future behavior because an aversive event is removed or avoided, distinct from punishment or a negative moral judgment.

A collaboratively planned task that tests a stated prediction through observation within appropriate consent, safety and competence boundaries.

Patterns of feeling and expectation directed toward the therapist within the therapeutic relationship, explored as hypotheses rather than assumed facts.

The therapist’s emotional and other responses in the work, requiring reflection, supervision and attention to professional boundaries and alternative explanations.

Practical, social and conceptual functioning in everyday life, interpreted alongside developmental history and suitable assessment rather than an IQ score alone.

A structured diagram of family relationships and relevant history, using an explicit legend and information supplied or confirmed by participants.

A relational pattern in which a third person becomes involved in tension between two others, considered within a specific systemic formulation.

A collaborative process combining relevant evidence, clinical options, the person’s preferences and circumstances, with suitable support for understanding and participation.

A contextual and revisable account of possible harm, protective factors, immediate needs and foreseeable changes, used to guide proportionate professional planning.