CH-18 Mental Health – Medical Language for Modern Health Care : Chapter Notes

CHAPTER 18 – Mental Health The Languages of Psychology and Psychiatry Chapter 18 Teaching Overview To teach students the medical language used to communicate about mental health, it is necessary to anchor the new information in knowledge learned about the organ systems, diseases, and disorders of the body in previous chapters. When teaching this material, the instructor needs to have a strong understanding of affective disorders since many students have accumulated faulty information regarding this type of disorder and it is essential that the instructor correct students’ misconceptions. Students’ reactions to the material can be emotional at times. Students may share stories about loved ones or may have suffered mental illness themselves and recalling these stories may stir their emotions. As an instructor, you must be prepared for this as well as being prepared to discuss the disorders in more detail. Use this increased level of emotion to motivate students’ mastery of the language of mental health. Caution your students against becoming callous toward patients with mental illness; remind them that the health professional’s attitude has an impact on the patient’s outlook, hope, and willingness to follow the prescribed treatment plan. As with all lessons in this Lesson Planning Guide, you can and should modify them to best meet the needs of your students, your schedule, and your curricula. Teacher to Teacher: • Give students a pre-test prior to beginning this chapter to uncover any incorrect pre- existing notions or misconceptions students may have about mental health. Dispel as many of these misconceptions as you can prior to beginning the chapter. There are many general mental health “prior knowledge” screenings available on the Internet. • Discuss celebrities who have come forward to share their experiences with depression, addiction, childhood abuse, eating disorders, and other mental health issues. Examples include Brooke Shields, Dick Clark, Ted Turner, Ernest Hemingway, Tipper Gore, Patty Duke, Demi Lovato and Mariah Carey. Ask students to consider what effect celebrity and media have on the public’s awareness of disease. • Have students visit the National Institutes of Mental Health website’s “Publications” section, which contains helpful information about mental health. The “Easy-to-Read Publications” are very helpful for students: http://www.nimh.nih.gov/health/publications/easy-to-read.shtml. Chapter 18: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 18.1 Define key medical terms unique to psychiatry and psychology to relate to a uniform system for classifying and describing mental disorders. 18.2 Describe the major types of affective disorders. 18.3 Discuss anxiety disorders. 18.4 Explain psychosomatic and somatoform disorders. 18.5 Discuss schizophrenia.18.6 Identify the main personality disorders. 18.7 Discuss diagnostic methods used for mental health disorders. 18.8 Explain therapeutic methods used for mental health disorders. 18.9 Describe pharmacologic agents used for mental health disorders. 18.A Use the medical terms of mental health to communicate in writing and document accurately and precisely in any health care setting. 18.B Use the medical terms of mental health to communicate verbally with accuracy and precision in any health care setting. 18.C Construct medical terms used in mental health from their word elements (roots, combining forms, prefixes, and suffixes) 18.D Deconstruct medical terms used in mental health into their word elements (roots, combining forms, prefixes, and suffixes) 18.E Identify health professionals involved in the care of patients with mental disorders. 18.F Identify correct abbreviations for medical terms used in mental health. Note: These lessons are designed with ultimate flexibility in mind. When customizing the lessons for your own class, always choose activities that are most relevant to your curriculum, your students, and your teaching goals—especially if you do not have time to implement all the provided activities into your class period. Lesson 18.1: Mental Health and Affective Disorders Total Time: 50 Minutes Lesson 18.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 18.1.1 Distinguish between psychology and psychiatry. 18.1.2 Define mental disorder and insanity. 18.1.3 Discuss affective disorders. 18.1.4 Describe the differences between the two main types of mood disorder. Prepare Your Materials: • Lesson 18.1 Mental Health and Affective Disorders KWL Handout – You may wish to make extra copies of this handout in case students need additional room for their notes. Found on Page 18-7 of this Instructor Manual. • Lesson 18.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 18.1 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Smart device with Internet access: computer, tablet, cell phone. • Computers with word processing or publishing software Instructor Lesson Plan Date: ____________ Chapter 18—Lesson 18.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 15 min Activity Description: Focusing students’ attention on, and uncovering misconceptions about, mental health and affective disorders. Step 1: Pass out Lesson 18.1 KWL handout. Step 2: Tell students that this type of chart can be used to help focus their learning; it can be used with any subject matter. Since mental health is topic students may know something about (or may have faulty notions about), this activity will help solidify current knowledge, dispel misconceptions, and uncover what they still need to learn. This is a good time to emphasize the difference between a psychologist and a psychiatrist as this is frequently misunderstood by students. Step 3: Go through the “K” portion of the handout and ask all students to offer information and facts they know about mental health and affective disorders. Have students record what they know on the handout. Be sure to validate information that is correct and reject information that is incorrect. Step 4: Go through the “W” portion of the handout and have students record what they want to learn about mental health and affective disorders. Encourage students to think about what diseases and disorders affect mental health, including affective disorders such as mood disorders (depression, unipolar and bipolar depression) and anxiety-related disorders (phobias, obsessive-compulsive disorder, and post-traumatic stress disorder). Many of these disorders receive media attention in the form of biographies, documentaries, and even portrayal in fictional stories, movies, and TV shows. Step 5: Have students keep the KWL handout and ask them to fill in the “L” portion during each Chapter 18 lesson (they can begin with the Lesson 18.1 Lecture/ Discussion). Collect the KWL handouts at the end of the chapter, if desired. Lesson 18.1 KWL Handout 18.1.1 18.1.2 18.1.3 18.1.4 Lecture 20 min Lesson 18.1 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 18.1 PowerPoint Presentation 18.1.1 18.1.2 18.1.3 18.1.4 Active Learning & Practice 15 min Activity Description: Students will create Fact Sheets to educate patients and their families about affective disorders. Step 1: Put students into three groups and tell each group the affective disorder for which they will create a Fact Sheet for patients. Step 2: Ask students what information a patient or family would need to know about the affective disorder. Suggested responses: • Signs and symptoms • Possible causes or contributing factors • Treatment • Medications • Prognosis Step 3: Have students use word processing or publication software to format their Fact Sheet. Tell students that Fact Sheets are usually brief and to the point; they often incorporate bullets and numbered lists that provide readers with an “at-a-glance” overview. Fact sheets often incorporate a section for frequently asked questions (FAQs). They also often include information letting the reader know where he or she can go for more in-depth information. Students may wish to use the Internet or other sources of information to gather even more information about their affective disorder. Step 4: Tell students their Fact Sheets are “part 1” of a series of Fact Sheets they will create on various mental health disorders. These Fact Sheets will be combined with those created for Lessons 18.2 and 18.3 and put together into a booklet. Smart device with Internet access (computer, tablet, cell phone) Computers with word processing or publishing software 18.1.1 18.1.2 18.1.3 18.1.4 Review 5 min Step 1: Go through Lesson 18.1 exercises from the textbook as a group; explain or clarify anything that is difficult for students. Step 2: If you do not finish, any remaining exercises may be assigned as homework. Textbook, Lesson 18.1 exercises 18.1.1 18.1.2 18.1.3 18.1.4 Homework Assignment 5 min • Students read Lesson 18.2 in the textbook and complete Lesson 18.2 exercises. • Finish Lesson 18.1 exercises, if needed. • Write three questions you have about either affective disorders, anxiety disorders, or schizophrenia and/or personality disorders onto three separate index cards and bring them to class (they need not have answers). Textbook 18.1.1 18.1.2 18.1.3 18.1.4 Lesson 18.1 Masters • Lesson 18.1 KWL Handout Medical Language for Modern Health Care: Lesson 18.1 – Mental Health and Affective Disorders Directions: Write what you know in the “K” column, what you want to know in the “W” column, and what you have learned about mental health and affective disorders in the “L” column. Medical Language for Modern Health Care: Lesson 18.1 – Mental Health and Affective Disorders Directions: Write what you know in the “K” column, what you want to know in the “W” column, and what you have learned about mental health and affective disorders in the “L” column. Lesson 18.2: Anxiety Disorders Total Time: 50 Minutes Lesson 18.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 18.2.1 Define the five major categories of anxiety disorders. 18.2.2 Discuss the symptoms of the five major types of anxiety disorder. 18.2.3 Specify the diagnostic criteria for posttraumatic stress disorder (PTSD). 18.2.4 Identify some of the drugs used to treat anxiety disorders. 18.2.5 Differentiate between psychosomatic and somatoform disorders. Prepare Your Materials: • Students’ questions about affective disorders, anxiety disorders, or schizophrenia and/or personality disorders (As per Lesson 18.1 homework assignment). • Dry erase board – (or chalkboard, etc.) • Tape • Lesson 18.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 18.2 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Smart device with Internet access: computer, tablet, cell phone) • Computers with word processing or publishing software Instructor Lesson Plan Date: ____________ Chapter 18—Lesson 18.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up, Review, & Introduction 10 min Activity Description: On the dry erase board, mark off three large areas. Label one area “Affective Disorders.” Label the second area “Anxiety Disorders,” and label the third area “Schizophrenia and Personality Disorders.” Step 2: Have students take out their index cards with questions written on them. Ask each student to read his or her questions out loud to the class and then affix each of the three questions to the dry erase board in the appropriate area (Affective Disorders, Anxiety Disorders, or Schizophrenia and Personality Disorders). Students may need your assistance to determine the correct category. Step 3: Remove any duplicate questions within categories so each question appears only once. Step 4: Look at the Affective Disorder questions with students and try to answer them based on what they learned in Lesson 18.1. Remove questions that students can answer successfully and leave unanswered questions posted on the board. Step 5: Tell students to watch for answers to questions concerning anxiety disorder in this lesson. Dry erase board Students’ questions on index cards Tape (Review Lesson 18.1 concepts) 18.2.1 18.2.4 Lecture 20 min Lesson 18.2 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 18.2 PowerPoint Presentation 18.2.1 18.2.2 18.2.3 18.2.4 18.2.5 Active Learning & Practice 15 min Activity Description: Students will create Fact Sheets to educate patients and their families about anxiety disorders. Step 1: Put students into five groups and tell each group the anxiety disorder for which they will create a Fact Sheet for patients. Following are the anxiety disorders from the textbook: • Generalized anxiety disorder • Posttraumatic stress disorder (PTSD) • Panic disorder • Phobias • Obsessive-compulsive disorder (OCD) Smart devices with Internet access (computer, tablet, cell phone) Computers with word processing or publishing software 18.2.1 18.2.2 18.2.3 18.2.4 18.2.5 Note: During the lesson, sometimes refer to the diseases by their abbreviations so students will become familiar with hearing and seeing them used in speech, on the board, and in assignments. Step 2: Ask students what information a patient or family would need to know about the anxiety disorders. Suggested responses: • Signs and symptoms • Possible causes or contributing factors • Treatment • Medications • Prognosis Step 3: Have students use word processing or publication software to format their Fact Sheet. Tell students that Fact Sheets are usually brief and to the point; they often incorporate bullets and numbered lists that provide readers with an “at-a-glance” overview. Fact sheets often incorporate a section for frequently asked questions (FAQs). They also often include information letting the reader know where he or she can go for more in-depth information. Students may wish to use the Internet or other sources of information to gather even more information about their affective disorder. Review 5 min Step 1: Go through Lesson 18.2 exercises as a group; explain or clarify anything that is difficult for students. Exercises may be assigned as homework if needed. Textbook, Lesson 18.2 exercises 18.2.1 18.2.2 18.2.3 18.2.4 18.2.5 Homework Assignment • Students read Lesson 18.3 in the textbook and complete Lesson 18.3 exercises. • Finish Lesson 18.2 exercises, if needed. • Assign students to view the movie A Beautiful Mind (starring Russell Crowe, Ed Harris, and Jennifer Connolly; directed by Ron Howard; Universal Pictures Distribution, 2001); have them write down two questions concerning the main character’s mental disorder and bring the questions to the next class. It is best if this type of assignment can be given over a weekend to allow students ample time to complete it. Textbook 18.2.1 18.2.2 18.2.3 18.2.4 18.2.5 Lesson 18.2 Masters • (none) Lesson 18.3: Schizophrenia and Personality Disorders Total Time: 50 Minutes Lesson 18.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 18.3.1 Detail the symptoms and treatment of schizophrenia. 18.3.2 Describe the different types of personality disorders. 18.3.3 Discuss the classes of psychoactive drugs. Prepare Your Materials: • Students’ questions about affective disorders, anxiety disorders, or schizophrenia and/or personality disorders (As per Lesson 18.1 homework assignment; should be categorized and taped to the board as per Lesson 18.2 activity). • Dry erase board – (or chalkboard, etc.) • Tape • Students’ questions about the movie (As per Lesson 18.2 homework assignment). • Lesson 18.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 18.3 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Smart device with Internet access: computer, tablet, cell phone. • Computers with word processing or publishing software. Instructor Lesson Plan Date: ____________ Chapter 18—Lesson 18.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up, Review, & Introduction 15 min Step 1: Look at the Anxiety Disorder questions with students and try to answer them based on what they learned in Lesson 18.2. Remove questions that students can answer successfully and leave unanswered questions posted on the board. Step 2: Tell students to watch for answers to the remaining questions in today’s lesson. Step 3: Discuss with students some of their questions regarding the movie A Beautiful Mind (2001) which they were to watch in preparation for class. Students’ questions on index cards Dry erase board Tape Students’ questions about the assigned movie (Review Lesson 18.2 concepts) 18.2.1 18.2.2 18.2.3 18.2.4 18.2.5 18.3.1 18.3.3 Lecture 20 min Lesson 18.3 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 18.3 PowerPoint Presentation 18.3.1 18.3.2 18.3.3 Active Learning & Practice 15 min Activity Description: Students will create Fact Sheets to educate patients and their families about schizophrenia and personality disorders. Step 1: Put students into ten groups and tell each group the disorder for which they will create a Fact Sheet for patients. Following are the disorders from the textbook: • Schizophrenia • Borderline personality disorder (BPD) • Antisocial personality disorder • Schizoid and paranoid personality disorders • Intermittent explosive disorder • Kleptomania • Trichotillomania • Substance abuse and chemical dependence • Pyromania • Pathological gambling Smart device with Internet access (computer, tablet, cell phone) Computers with word processing or publishing software 18.3.1 18.3.2 18.3.3 Step 2: Ask students what information a patient or family would need to know about the schizophrenia and personality disorders. Suggested responses: • Signs and symptoms • Possible causes or contributing factors • Treatment • Medications • Prognosis • Patient support groups on a local or national level Step 3: Have students use word processing or publication software to format their Fact Sheet. Tell students that Fact Sheets are usually brief and to the point; they often incorporate bullets and numbered lists that provide readers with an “at-a-glance” overview. Fact sheets often incorporate a section for “FAQ” (Frequently Asked Questions). They also often include information letting the reader know where he or she can go for more in-depth information. Students may wish to use the Internet or other sources of information to gather even more information about their affective disorder. Step 4: Make copies of each fact sheet and bind them together into one booklet on mental health disorders. Have students brainstorm ways in which it should be chaptered, sequenced, what the title should be, and what should be on the cover. Review 5 min Step 1: Ask students to answer the questions written on cards and posted in the last remaining category on the dry erase board. Step 2: If there are unanswered questions left in any of the three categories, collect the questions into one list and challenge students to interview a local psychologist or psychiatrist and find out the answers. You could award extra credit for students who accept the challenge and bring back answers to the questions. Step 3: Go through Lesson 18.3 exercises in a round robin manner. Reinforce correct pronunciation and usage of the medical terms. Step 4: Clarify or explain difficult content. Textbook, Lesson 18.3 exercises 18.3.1 18.3.2 18.3.3 Homework Assignment • Students read Lesson 18.4 and answer Lesson 18.4 exercises. Textbook 18.3.1 18.3.2 18.3.3 Lesson 18.3 Masters • (none) Lesson 18.4 Procedures and Pharmacology for Mental Disorders Total Time: 50 Minutes Lesson 18.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 18.4.1 Explain diagnostic procedures used for mental illness. 18.4.2 Discuss therapeutic procedures used for mental illness. 18.4.3 Describe pharmacologic agents used to treat the symptoms of mental illness. Prepare Your Materials: • Dry erase board – (or chalkboard, etc.) • Lesson 18.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 18.4 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Smart device with Internet access: computer, tablet, cell phone. • Several sheets of paper. Instructor Lesson Plan Date: ____________ Chapter 18—Lesson 18.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up and Review 5 min Finish Lesson 18.3 exercises if necessary Textbook, Lesson 18.3 exercises 18.3.1 18.3.2 18.3.3 Introduction 5 min Introduce students to various procedures used to diagnose mental health disorders. Mention that many disease conditions and abnormal lab results can cause individuals to suffer psychological problems. Therefore, it is always important to take a detailed history and a comprehensive physical examination to rule out a physical condition. Psychological evaluation through questionnaires and meeting with a therapist are beneficial in narrowing down the scope of an individual’s problem (and delineating the appropriate treatment plan). Reiterate with students that although many celebrities have come out regarding their mental illness, there is still a stigma associated with mental illness. Individuals can suffer from discrimination from an employer – either not getting a job or losing a job due to bizarre behaviors. Co-workers may worry about an employee with a mental health issue related to recent incidences of work violence. Ask students about friends they know with mental health issues. When did the signs and symptoms begin? What triggered the onset? How is the person being treated? Discuss with students that medications used to treat mental health issues often have unpleasant side effects. For this reason, individuals stop taking their medication. Also discuss psychoactive drugs and the effect they have on the psychological health of the individual. Lecture 20 min Lesson 18.4 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 18.4 PowerPoint Presentation 18.4.1 18.4.2 18.4.3 Active Learning & Practice 15 min Activity description: Help students understand various diagnostic and therapeutic procedures and pharmacologic agents used in treating mental health disorders. Step 1: Organize students into 3 groups. Step 2: Each group will create a matching exercise for each category of procedures and pharmacology. Group 1: Diagnostic procedures: physical exam, lab tests, psychological evaluation (DSM-5), brain imaging scans. Group 2: Therapeutic procedures: psychotherapy (6 types), EMDR, biofeedback, ECT, CBT and CPT. Group 3: Pharmacology: antidepressants, SSRIs, SNRIs, TCAs, MAOIs, mood stabilizers, antipsychotics, anti-anxiety meds, stimulants, sedatives, and tranquilizers. Step 3: Groups share their matching exercises with the other two groups until every group has completed all three matching exercises. Each group of students should write their answers on a separate sheet of paper (not on the group’s matching exercise) Step 4: Go over the answers to each group’s matching exercise. Explain and clarify anything that students have difficulty understanding. Step 5: Ask students to pronounce each term out loud. Listen for and correct any mispronunciation. Textbook Several sheets of paper Smart devices with Internet access (computer, tablet, cell phone) 18.4.1 18.4.2 18.4.3 Review 5 min Step 1: Complete Lesson 18.4 exercises in a round robin manner. Step 2: Clarify or explain any content that is difficult to understand. Step 3: Correct pronunciation errors. Textbook, Lesson 18.4 exercises 18.4.1 18.4.2 18.4.3 Homework Assignment • Complete Chapter 18 Review exercises. • Review Lessons 18.1 through 18.4 Word Analysis and Definition (WAD) Tables. Textbook, Chapter 18 Review exercises 18.1.1-18.1.4 18.2.1-18.2.5 18.3.1-18.3.3 18.4.1-18.4.3 Lesson 18.4 Masters • (none) End of Chapter Answer Exercises Page 633 A. Ans 1: psychiatrist Ans 2: psychiatric technician Ans 3: psychologist B. Ans 1: D: depression Ans 2: A: your private, internal experiences Ans 3: C: insanity Exercises Page 635 A. Ans 1: bipolar Ans 2: manic Ans 3: depression Ans 4: unipolar Ans 5: mania Exercises Page 637 A. Ans 1: A: insomnia Ans 2: B: posttraumatic Ans 3: A: insomnia Exercises Page 639 A. Ans 1: D: disorder of body due to disturbance of the mind Ans 2: B: fear of heights Ans 3: G: persistent, recurrent, uncontrollable thoughts Ans 4: E: belief that a minor symptom indicates a severe disease Ans 5: C: physical symptoms occurring without a physical cause Ans 6: A: fear of being trapped in a public space Ans 7: F: uncontrollable impulses to perform act repetitively Exercises Page 641 A. Ans 1: C: suicidal Ans 2: C: hearing voices Ans 3: A: the behavior matches his appearance Ans 4: D: catatonia Exercises Page 643 A. Ans 1: TTM Ans 2: DID Ans 3: MPD Ans 4: BPD Exercises Page 645 A. Ans 1: D: treatment of mental disorders through talking Ans 2: A: method of psychotherapy Ans 3: B: pertaining to the study of the mind Ans 4: C: interplay between motivation and emotion Exercises Page 647 A. Ans 1: H: electricity Ans 2: J: thinking Ans 3: F: life Ans 4: B: before Ans 5: E: tear Ans 6: A: mental activity Ans 7: I: with Ans 8: D: pertaining to Ans 9: G: quality of Ans 10: C: nourish B. Ans 1: Behavioral therapy: believes that abnormal behaviors are due to faulty learning and these maladaptive behaviors can be unlearned and corrected Ans 2: Processing therapy: psychotherapy to build skills to deal with the effects of trauma in other areas of life Ans 3: Feedback therapy: training techniques to achieve voluntary control of responses to stimuli Exercises Page 649 A. Ans 1: D: calm nervous excitement Ans 2: A: create a steady state in mood Ans 3: D: sedatives induce sleep and tranquilizers do not Ans 4: A: promote sleep Ans 5: C: amnesia B. Ans 1: SNRI Ans 2: TCA Ans 3: SSRI Exercises Page 651 A. Ans 1: tolerance Ans 2: endorphins Ans 3: narcotic Ans 4: psychoactive Ans 5: psychedelic Ans 6: craving Ans 7: stimulant Chapter 18 Review A. Ans 1: DID Ans 2: SSRI Ans 3: CBT; PTSD Ans 4: BPD Ans 5: ECT B. Ans 1: bi-; B: two Ans 2: hypo-; C: deficient Ans 3: de-; D: away from Ans 4: cata-; D: down Ans 5: ad-; A: toward Ans 6: eu-; C: normal Ans 7: para-; C: abnormal Ans 8: uni-; A: one Ans 9: dis-; B: apart Ans 10: con-; B: with C. Ans 1: H: psychosis Ans 2: G: somatoform Ans 3: B: mutism Ans 4: J: insanity Ans 5: F: catatonia Ans 6: I: depression Ans 7: A: delusion Ans 8: D: personality Ans 9: C: dissociative amnesia Ans 10: E: mental disorder D. Ans 1: D: licensed specialist in treatment of human mind and behavior Ans 2: F: medical doctor who diagnoses and treats mental disorders Ans 3: H: practitioner who uses communication to treat mental disorders Ans 4: C: condition in which person is unable to be responsible for his actions Ans 5: E: wanting to kill another human being Ans 6: B: fixed false belief held despite strong evidence to the contrary Ans 7: A: wanting to kill oneself Ans 8: G: behavior that causes a person to suffer emotional distress Ans 9: delusion Ans 10: psychotherapist Ans 11: suicidal Ans 12: psychiatrist Ans 13: homicidal Ans 14: mental disorder E. Ans 1: C: mute Ans 2: I: therapy Ans 3: H: knowledge Ans 4: A: mania Ans 5: E: craving Ans 6: G: amnesia Ans 7: D: phobia Ans 8: F: anxiety Ans 9: B: affect F. Ans 1: anti- Ans 2: against Ans 3: -psycho- Ans 4: mind Ans 5: -tic Ans 6: pertaining to Ans 7: agent helpful in the treatment of psychosis Ans 8: n/a Ans 9: n/a Ans 10: pyro- Ans 11: fire Ans 12: -mania Ans 13: frenzy Ans 14: morbid impulse to set fires Ans 15: in- Ans 16: not Ans 17: -somn- Ans 18: sleep Ans 19: -ia Ans 20: condition Ans 21: condition of not sleeping Ans 22: co- Ans 23: with, together Ans 24: -morbid- Ans 25: disease Ans 26: -ity Ans 27: condition, state Ans 28: presence of two or more diseases at the same time Ans 29: end- Ans 30: within Ans 31: -orphin Ans 32: morphine Ans 33: n/a Ans 34: n/a Ans 35: natural substance in the brain that has same effect as opium G. Ans 1: C: TTM Ans 2: E: bipolar disorder Ans 3: C: amitriptyline Ans 4: E: PTSD Ans 5: A: Tegretol H. Ans 1: D: PTSD Ans 2: E: somatoform disorder Ans 3: C: hallucination Ans 4: C: tolerance Ans 5: C: psychosis I. Ans 1: psychoactive Ans 2: psychotherapy Ans 3: psychology Ans 4: psychologist Ans 5: psychotic Ans 6: psychoanalysis Ans 7: psychiatric Ans 8: psychopharmacotherapy Ans 9: psychiatrist Ans 10: psychoanalyst Ans 11: psychosis Ans 12: psychiatry Ans 13: psychotherapist Ans 14: psychosomatic Ans 15: psychological Ans 16: psychopath J. Ans 1: A: paranoia Ans 2: C: The way Mr. Costello describes the way he feels matches what he is experiencing Ans 3: D: he hears voices telling him to do things Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931