Download Mental Disorders

Section 1
Section 1
Mental Disorders
Mental Disorders
Objectives
Objectives
Before class begins, write the objectives
on the board. Have students copy the
objectives into their notebooks at the
start of class.
1. Focus
Warm-Up Quick Quiz
Use the
clickers
to survey student responses.
Give students several minutes to read
the choices and select their responses.
Then ask students to prepare their
written explanations for each answer.
Call on volunteers to share their
responses with the class.
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Explain how mental
disorders are recognized.
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Identify four causes of
mental disorders.
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Describe five types of
anxiety disorders and
four other types of
mental disorders.
Vocabulary
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mental disorder
anxiety
anxiety disorder
phobia
obsession
compulsion
mood disorder
depression
schizophrenia
personality disorder
Quick Quiz Which of the following statements are always true?
Which are sometimes true? Which are always false?
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It is easy to identify a person with a mental disorder.
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Mental disorders are caused by emotional problems.
3
Mental disorders affect a person’s
ability to function.
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People who have a mental disorder
are dangerous.
For each of your responses,
explain why you gave the answer you did.
What Are Mental Disorders?
A mental disorder is an illness that affects the mind and reduces a
person’s ability to function, to adjust to change, or to get along with
others. For example, a mental disorder could affect a person’s ability to
study, keep a job, or make friends.
Teaching Transparency W12
Recognizing Mental Disorders Some behaviors fall outside the
broad range of normal behaviors. For example, it is normal to wash your
hands before eating. But it isn’t normal to keep washing your hands when
they are already clean. If behaviors, feelings, or thoughts are highly unusual
and not appropriate to a situation, they are considered abnormal. Mental
health experts see abnormal thoughts, feelings, or behaviors as signs, or
symptoms, of a mental disorder. The distress that people who have mental
disorders experience affects their ability to function.
Figure 1 lists symptoms of attention-deficit/hyperactivity disorder or
ADHD. ADHD usually appears in childhood. A person with ADHD often
has difficulty in school, at home, and in social settings. When ADHD is
treated with medication, the results may be immediate and dramatic.
Remember, just because someone has trouble sitting still or paying
attention from time to time, it doesn’t mean that person has ADHD. The
symptoms must be frequent and affect the person’s ability to function.
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Sensitive Issues
It is likely that some of your students
are being treated for mental disorders.
Avoid using labels such as schizophrenic.
Use “a person with schizophrenia” or
“a person who has schizophrenia”
instead.
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Chapter 4
Chapter 4
Focus On ISSUES
L3 Overdiagnosis of ADHD
Mental health professionals disagree on
the reason for the rapid increase in ADHD
diagnoses. Some think the diagnosis is
overused, especially for boys, who make up
80–90 percent of ADHD cases. They argue
that many of these children are just
normal, active children. Others argue that
the rapid growth in diagnosed cases is due
to increased recognition of the disorder
by parents, educators, and psychologists.
Still others argue that ADHD is an underdiagnosed disorder.
Signs of Hyperactivity
• Fidgets or squirms while seated
• Has trouble staying in seat
• Frequently runs about or climbs
• Has trouble working quietly
• Talks excessively
• Has trouble waiting
or taking turns
• Interrupts others
2. Teach
L3 EL Reading/Note Taking 4-1
L2 Adapted Reading/Note Taking 4-1
What Are Mental
Disorders?
L2 Visual Learning: Figure 1
Signs of Attention Deficit
• Doesn’t pay attention to details
• Makes careless mistakes
• Does not seem to listen
• Is disorganized
• Forgets to do daily activities
• Is easily distracted
• Has difficulty following instructions
Causes of Mental Disorders Researchers have made
progress on figuring out what causes mental disorders, but
there is still much to learn. Sometimes a mental disorder has a
single cause. But more often a combination of factors are
involved. Physical factors, heredity, early experiences, and
recent experiences can cause mental disorders.
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Physical Factors Damage to the brain may cause a mental disorder.
The damage could be caused by a growth, or tumor, in the brain; an
injury to the brain; or an infection that destroys brain cells. Exposure
to a poison such as lead, or prolonged use of alcohol or other drugs
can also damage the brain.
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Heredity A person may inherit a tendency toward a mental disorder.
This doesn’t mean the person will necessarily have the disorder. It
only means that the person is at greater risk if events in his or her life
act as a trigger for the disorder.
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Early Experiences Extremely negative experiences that occur early
in life can lead to mental illness. For example, a child who is neglected
or a child who is abused may develop a mental disorder.
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Recent Experiences Some mental health experts think that recent
experiences are more likely than early experiences to trigger a mental
disorder. An example would be the death of a loved one.
Connect to
YOUR LIFE
FIGURE 1 Some people with
ADHD display the entire range of
symptoms. Others mainly show
signs of attention deficit or
hyperactivity.
As a class, make a list on the board of
expectations teachers have for student
behavior in a classroom. Explain that
those expectations could be considered
a norm, or standard, against which any
given student’s behavior is measured.
Then, ask students to look at the signs
for hyperactivity in Figure 1. Discuss
how these behaviors would make it
difficult for a student to function in
most classrooms and how they might
affect a student’s ability to get along
with others.
L3 Addressing Misconceptions
Causes of Mental Disorders Students
may think that having a mental disorder
is a sign of weakness or bad character.
Review the causes of mental disorders
listed in the text. Then ask students
how much control they think a person
has over those causes. Explain that,
given the causes, one could argue that
people have less control over the development of most mental disorders than
they have over the development of
most physical disorders, for which there
are often risk factors related to behavior.
L2 Cooperative Learning
How would having ADHD affect someone’s ability
to study?
Mental Disorders and Suicide 83
Have students work with a partner to
make a concept map that organizes the
information about the four listed causes
of mental disorders. Make sure students
understand that mental disorders can
be caused by a combination of factors.
Connect to Sample answer: ADHD would
YOUR LIFE make it difficult for a person
to focus on studying, especially for long
periods of time.
L4 Gifted and Talented
Researchers continue to explore the effect
of neurotransmitters—the molecules that
transmit messages between neurons—on
mental disorders. Some examples include
serotonin, GABA, and dopamine. Because
neurotransmitters have multiple functions
in the body, it is difficult to pinpoint their
role in mental disorders.
Many drugs used to treat mental disorders
act by decreasing or increasing the level of
neurotransmitters, or inhibiting their effect
on specific neurons. Have students collect
and annotate articles from newspapers or
online news sites about the latest research
on neurotransmitters and mental disorders.
Display the annotated articles in class.
Mental Disorders and Suicide
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Chapter 4, Section 1
About 12 percent
of Americans are affected by
phobias at some point in their
lives. Predicting Which of
these phobias might interfere
with normal, everyday activities?
FIGURE 2
Anxiety Disorders
Common Phobias
Phobias
Arachnophobia
fear of spiders
Remind students that fear is a helpful
emotion when it encourages people to
practice healthful behaviors such as
wearing a seat belt. Fear is a harmful
emotion when it is an overreaction to
a threat, whether real or imagined.
Aviophobia
fear of flying
Acrophobia
fear of high places
Agoraphobia
fear of open or public places
Claustrophobia
fear of small, closed-in places
L1 Visual Learning: Figure 2
Ophidiophobia
fear of snakes
L3 Class Discussion
Pronounce the name of each phobia in
Figure 2. Explain that the suffix –phobia
means “fear of.” Make sure students
understand the difference between a
dislike and a phobia. (Phobias affect
a person’s ability to function.) Call on
students to answer the caption question.
Caption Answer: Sample answer: The
phobias most likely to interfere with
everyday activities are agoraphobia and
claustrophobia.
Anxiety Disorders
Have you ever been extremely afraid in a situation even though you knew
the actual threat did not justify such an intense response? Have you ever
been fearful without knowing why? If so, you have experienced anxiety.
Anxiety (ang ZY ih tee) is fear caused by a source you cannot identify or
a source that doesn’t pose as much threat as you think.
Everyone experiences anxiety now and then. For example, you may
feel anxious before a final exam, a school dance, or tryouts for the
wrestling team. These feelings are normal and usually short-lived. When
the anxiety persists for a long time and interferes with daily living, this is
a sign of an anxiety disorder. About 13 percent of children and teens age
9 to 17 will have an anxiety disorder. Examples of these disorders are
generalized anxiety disorder, phobias, panic attacks, obsessivecompulsive disorders, and post-traumatic stress disorder.
EL Building Vocabulary
If students are having trouble with the
term panic attack, you might want to
discuss the term panic button. People
say “Don’t push the panic button”
when they think someone might overreact to a situation and do something
foolish.
Generalized Anxiety Disorder A person with this disorder displays intense worry, fears, or anxiety most days for at least six months.
These thoughts and emotions do not have a single specific source. They
occur in many different situations. Many of the warning signs of stress
can also be signs of this disorder, including irritability, muscle tension,
trouble falling asleep, and trouble concentrating.
Connect to Allow students to answer
YOUR LIFE this question in their
Phobias Martin was on his way to visit his grandparents. As he walked
toward the elevator in their building, he began to feel dizzy and nauseous.
His heart began to pound, and he had trouble catching his breath. He
knew he could not face getting into the elevator, so he climbed three
flights of stairs instead. Martin has a fear of small, closed-in places, such
as an elevator. Anxiety that is related to a specific situation or object is
called a phobia (FOH bee uh). Martin’s phobia is called claustrophobia.
Figure 2 lists some common phobias.
private journals.
Connect to
YOUR LIFE
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Do you have a phobia that you are aware of?
If so, how do you deal with your phobia?
Chapter 4
TEENS Are Asking . . .
Q: I worry about getting into college,
However, anxiety that interferes with daily
life and lasts for a long time period is a
sign of an anxiety disorder. If you are concerned, you should discuss your anxiety
Typical teens have a lot to worry about.
with a parent, guardian, or other trusted
In fact, a bit of worry or anxiety can help
adult. The school counselor or nurse can
you to get motivated to perform tasks such
also help you to deal with your anxiety.
as studying. Short-term anxiety brought on
by a particular situation is perfectly normal.
making the team, and having time to work
at my job. Do I have an anxiety disorder?
A:
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Chapter 4
Panic Attacks Brianna was standing in line at the movies. Suddenly,
for no apparent reason, she felt intense fear and a strong desire to leave the
theater. Brianna was having a panic attack. During a panic attack, a person
will experience some of the following symptoms.
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fast heart rate
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choking sensation
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rapid breathing
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chest discomfort or pain
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fear of suffocation
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nausea or stomach distress
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believes he or she is dying
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dizziness or lightheadedness
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sweating
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fear of losing control
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trembling or shaking
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an “out of body” sensation
L2 Active Learning
Instruct students to work individually
to make a table of information that
compares the various types of anxiety
disorders. Have students use the following column heads: Disorder, Symptoms,
and Effect on Daily Life. Challenge
students to make clear distinctions
between the disorders.
L3 Building Health Skills
People who have repeated panic attacks tend to worry about having
another. To avoid another attack, they may change their behavior. If, for
example, they have attacks in restaurants, they may stop going out to eat.
Obsessive-Compulsive Disorder An unwanted thought or
image that takes control of the mind is an obsession (ub SESH un). An
obsession may lead to a compulsion (kum PUHL shun), an unreasonable
need to behave in a certain way to prevent a feared outcome. Repeatedly
checking that the stove isn’t on or that a door is locked is a compulsion.
A person who thinks and acts in such ways has an obsessive-compulsive
disorder (OCD).
Post-Traumatic Stress Disorder People who survive a lifethreatening event may develop post-traumatic stress disorder. They may
have flashbacks or nightmares that produce intense fear or horror. They
may be unable to sleep or to concentrate. Because situations that remind
them of the event can produce intense anxiety, they begin to avoid those
situations. They may feel guilty because they survived and others did not.
FIGURE 3 People who witness
traumatic events as part of their
jobs are at risk for post-traumatic
stress disorder. This firefighter
witnessed the September 11th
attacks in New York City.
Analyzing Influences Students may not
realize that anyone who experiences or
witnesses traumatic events, including
children, can develop post-traumatic
stress disorder. The event may be a
natural disaster, or it may be a violent
episode in the home or in the neighborhood. Ask students to think about how
such events are covered in the media,
especially on television. Have them
consider both the initial coverage and
the coverage that occurs on the
anniversaries of events. Ask students
to write a paragraph about how media
coverage could effect survivors or
witnesses.
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EL English Language Learners
Create a word wall by using a bulletin
board or large sheet of poster board. At
the beginning of each section, have English
language learners help you record the section vocabulary terms on the word wall. As
they encounter each term within the text,
have a volunteer record its definition on
the word wall. At the end of the chapter,
use the word wall to review all vocabulary
terms.
Mental Disorders and Suicide
85
Chapter 4, Section 1
Other Mental Disorders
Other Mental Disorders
Young people can have mental disorders other than anxiety disorders.
Some teens and young adults have mood disorders or schizophrenia.
Others have impulse-control disorders or personality disorders.
L3 Online Activity
PHSchool.com
Use the Web Code to
access an online activity about bipolar
disorder. Have students complete the
Web activity.
For: More on bipolar
disorder
Visit: PHSchool.com
Web Code: ctd-2041
L2 Class Discussion
After students have read the description
of manic-depressive disorder, ask them
to distinguish between normal mood
shifts and mood shifts that would signify
a disorder. (Normal mood shifts occur
based on events or situations in a person’s life. The shifts experienced by a
person with manic-depressive disorder
occur for no apparent reason.) Explain
that teens often experience rapid,
extreme mood shifts. Remind students
that this is a normal part of adolescence.
L3 Addressing Misconceptions
Schizophrenia Students may think that
schizophrenia results in split, or multiple, personalities. This is a misconception that is reinforced by the frequent
misuse of the term schizophrenia in
books and movies. Point out that,
although the term schizophrenia does
mean “split mind,” this refers to a split
from reality, not a split personality.
The English artist Louis
Wain had schizophrenia. His cat
drawings alternated between those
that were more realistic and those
that were less realistic, or abstract.
FIGURE 4
Mood Disorders People who have a mood disorder experience
extreme emotions that make it difficult to function well in their daily
lives. Bipolar disorder is an example of a mood disorder. Normally, people
have moods that shift from happy to sad, based on what is happening in
their lives. People who suffer from bipolar disorder shift from one emotional extreme to another for no apparent reason.
Bipolar disorder is also called manic-depressive disorder. During a
manic episode, people are usually overly excited and restless. They may
talk so rapidly that it is impossible to follow what they are trying to say.
They may have difficulty concentrating for long on any one thing. They
often show poor judgment. Manic episodes alternate with periods of deep
depression. Depression is an emotional state in which a person feels
extremely sad and hopeless. In between manic episodes and periods of
depression, a person with bipolar disorder may behave normally.
Schizophrenia One of the most serious mental disorders is called
schizophrenia (skit suh FREE nee uh). It can be identified by severe disturbances in thinking, mood, awareness, and behavior. Schizophrenia
means “split mind.” People with this disorder have minds that are “split
off ” or separated from reality.
People who have schizophrenia are rarely harmful to others. At times
they may even appear normal. At other times, they may talk to themselves, display inappropriate emotional responses, dress and act strangely,
and withdraw from others. Sometimes they develop fears that are not
supported by reality. They may believe that someone or something controls their thoughts or wants to harm them.
L4 Building Media Literacy
Challenge students to find examples of
works of literature or movies that focus
on characters with mental disorders.
Have students analyze the type of disorder depicted as well as any stereotypes
about individuals with mental disorders
that are present in the book or movie.
Ask students to share their findings
with the class.
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Chapter 4
I!
FY
Development of Schizophrenia
There is an explanation for why the onset
of schizophrenia occurs in late adolescence
or early adulthood. Researchers have identified abnormalities in the brain structure of
people who develop schizophrenia. Not
everyone who has these abnormalities will
develop schizophrenia. Brain damage that
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Chapter 4
occurs during fetal development or at birth
increases the risk. The final trigger occurs
during adolescence when there is a natural
pruning of synapses in the brain to make
the brain more efficient. In the brains of
people who will develop schizophrenia, too
many synapses are pruned.
L2 Building Health Skills
Communicating Ask students to assume
they have a friend who has a problem
with gambling on the Internet. Have
students form small groups to discuss
strategies they could use to communicate their concern. Have each group
write a role-play that demonstrates one
strategy. Ask groups to perform their
role-plays for the class.
L3 Building Health Skills
Accessing Information Have students
research various support groups and
other resources available for those
with impulse-control disorders. Then,
as a class, discuss which resources seem
most helpful.
Connect to Allow students to answer
YOUR LIFE this question in their
Impulse-Control Disorders People with an impulse-control disorder cannot resist the impulse, or drive, to act in a way that is harmful
to themselves or to others. You may have heard of people who cannot
resist the impulse to take items that they don’t need or want. These people
have an impulse-control disorder called kleptomania.
About 75 million people in the United States cannot control the urge
to gamble. Their need to gamble is so great that they will go into debt or
even steal in order to continue to gamble. This impulse-control disorder
is most common among males. Being able to place a bet on the Internet
has contributed to the problem. Plus, poker tournaments on television
have made poker more popular among younger people. Uncontrolled
gambling among male teens is on the rise. One teen became so addicted
to playing poker online that he lost $5000 of his parents’ money. He then
stole another $3500 from a friend’s house.
Mental health experts may add uncontrolled shopping to the list of
impulse-control disorders. For shopping to be classified as uncontrolled,
the shoppers must buy many things that they do not need and must know
that they don’t need these things. The shopping must also interfere with
work, school, or family obligations, or cause financial problems. About
85 percent of uncontrolled shoppers are female.
Connect to
YOUR LIFE
FIGURE 5 Some teens spend
hours playing poker online or with
their friends. A person who cannot
resist the urge to gamble has an
impulse-control disorder.
private journals.
Do you know someone with an impulse-control
disorder? How does this affect his or her life?
Mental Disorders and Suicide 87
L1 Special Needs
Allow students with special needs to focus
on a general definition of the term mental
disorder rather than the definitions of
specific disorders. Emphasize the effect
of mental disorders on a person’s ability
to function.
Ask students to fold a stack of three pieces
of notebook paper in half to form a small
booklet. Have the students work alone or
with a partner to record facts about mental
disorders in their booklets.
Mental Disorders and Suicide
87
Chapter 4, Section 1
Personality Disorders Recall that your personality determines
how you tend to relate to other people. Most people can get along with
a variety of people in different situations. Other people are not as flexible. People who have a personality disorder display rigid patterns
of behavior that make it difficult for them to get along with others.
The many different types of personality disorders fall into three
broad groups.
䊳 Group A: People with personality disorders in this group tend
to be cold and distant. They cannot form close relationships.
Some may be so absorbed in their own thoughts that they
withdraw from reality. Paranoid personality disorder is a
Group A disorder. The term paranoid is used to describe
someone who is overly suspicious of other people.
3. Assess
Evaluate
These assignments can help you assess
students’ mastery of the section content.
Section 1 Review
Answers appear below.
Teaching Resources
• Practice 4-1
• Section 4-1 Quiz
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L2 Reteach
Have students use the heads and subheads to review the information about
mental disorders presented in this section. Call on students to verbally summarize the characteristics of each
disorder.
L4 Enrich
Group B: People with personality disorders in this group are
often overly emotional or unstable. They can be selfish and
demanding. They may place a high value on themselves
and no value on others. Antisocial personality disorder is
a Group B disorder. A person with this disorder may
commit violent acts without any sense of guilt.
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Just looking at a crowd of
people usually won’t tell you who has
a personality disorder.
FIGURE 6
Group C: People with personality disorders in this group
often cannot make decisions. They may have a strong
need for the approval of others. They may avoid people
for fear of rejection. Dependent personality disorder is
a Group C disorder. People with this disorder often
need help from others to properly care for themselves.
Teaching Resources
• Enrich 4-1
Health at
School
Dealing With ADHD Introduce the
activity by having students review the
symptoms of ADHD that are listed in
this section. If you have students in
your class with ADHD, consider how
they might respond to this assignment. Some may prefer to avoid the
topic. Some may want to act as
expert witnesses.
Section 1 Review
Key Ideas and Vocabulary
1. What is a mental disorder? How are mental
disorders recognized?
2. List four possible causes of mental disorders.
3. What is an anxiety disorder? What is the key
difference between a phobia and generalized
anxiety disorder?
4. What is a compulsion? How does a compulsion
differ from an obsession?
5. What are some symptoms of a mood disorder?
Critical Thinking
Health at School
Dealing With ADHD Interview a teacher or
guidance counselor at your school. Ask what
strategies can help a student with ADHD to
succeed in school. How can students help a
classmate with ADHD? Write a paragraph
summarizing your findings.
7. Classifying Eric spends about six hours a day
playing video games. He resents being called
away from the computer for supper. He has lost
interest in most other activities and his grades are
dropping. What type of mental disorder might Eric
have? Explain.
6. Relating Cause and Effect Explain how someone
who has frequent unexpected panic attacks might
develop a phobia.
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Chapter 4
Section 1 Review
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Chapter 4
1. an illness that affects the mind and
reduces a person’s ability to function;
abnormal thoughts, feelings, or behaviors
4. an unreasonable need to behave in a certain
way; a compulsion involves an action, while
an obsession is a thought or image
2. physical factors, heredity, early
experiences, recent experiences
5. extreme emotions that make it difficult to
function
3. anxiety that persists and interferes with
daily living; a phobia is related to a
specific object or situation, generalized
anxiety disorder has no specific source
6. They fear situations that trigger attacks.
7. Eric may have an impulse-control disorder;
he cannot resist the impulse to play.