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Section 1

82 Chapter 4

Warm-Up Quick Quiz

Mental Disorders

Focus On ISSUESFocus On ISSUES

Overdiagnosis of ADHDMental health professionals disagree onthe reason for the rapid increase in ADHDdiagnoses. Some think the diagnosis isoverused, especially for boys, who make up80–90 percent of ADHD cases. They arguethat many of these children are just

normal, active children. Others argue thatthe rapid growth in diagnosed cases is dueto increased recognition of the disorder by parents, educators, and psychologists.Still others argue that ADHD is an under-diagnosed disorder.

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Section 1

Objectives� Explain how mental

disorders are recognized.� Identify four causes of

mental disorders.� Describe five types of

anxiety disorders and four other types of mental disorders.

Vocabulary• mental disorder• anxiety• anxiety disorder• phobia• obsession• compulsion• mood disorder• depression• schizophrenia• personality disorder

What Are Mental Disorders?A is an illness that affects the mind and reduces aperson’s ability to function, to adjust to change, or to get along withothers. For example, a mental disorder could affect a person’s ability tostudy, keep a job, or make friends.

Recognizing Mental Disorders Some behaviors fall outside thebroad range of normal behaviors. For example, it is normal to wash yourhands before eating. But it isn’t normal to keep washing your hands whenthey are already clean. If behaviors, feelings, or thoughts are highly unusualand not appropriate to a situation, they are considered abnormal. Mentalhealth experts see abnormal thoughts, feelings, or behaviors as signs, orsymptoms, of a mental disorder. The distress that people who have mentaldisorders experience affects their ability to function.

Figure 1 lists symptoms of attention-deficit/hyperactivity disorder orADHD. ADHD usually appears in childhood. A person with ADHD oftenhas difficulty in school, at home, and in social settings. When ADHD istreated with medication, the results may be immediate and dramatic.

Remember, just because someone has trouble sitting still or payingattention from time to time, it doesn’t mean that person has ADHD. Thesymptoms must be frequent and affect the person’s ability to function.

mental disorder

Mental Disorders

Quick Quiz Which of the following statements are always true?Which are sometimes true? Which are always false?

It is easy to identify a person with a mental disorder.

Mental disorders are caused by emotional problems.

Mental disorders affect a person’s ability to function.

People who have a mental disorder are dangerous.

For each of your responses, explain why you gave the answer you did.

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Sensitive Issues It is likely that some of your studentsare being treated for mental disorders.Avoid using labels such as schizophrenic.Use “a person with schizophrenia” or“a person who has schizophrenia”instead.

ObjectivesBefore class begins, write the objectiveson the board. Have students copy theobjectives into their notebooks at thestart of class.

Use the clickers to survey student responses.

Give students several minutes to readthe choices and select their responses.Then ask students to prepare their written explanations for each answer.Call on volunteers to share theirresponses with the class.

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Mental Disorders and Suicide 83

Gifted and TalentedResearchers continue to explore the effectof neurotransmitters—the molecules thattransmit messages between neurons—onmental disorders. Some examples includeserotonin, GABA, and dopamine. Becauseneurotransmitters have multiple functionsin the body, it is difficult to pinpoint theirrole in mental disorders.

Many drugs used to treat mental disordersact by decreasing or increasing the level ofneurotransmitters, or inhibiting their effecton specific neurons. Have students collectand annotate articles from newspapers oronline news sites about the latest researchon neurotransmitters and mental disorders.Display the annotated articles in class.

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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

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

FIGURE 1 Some people withADHD display the entire range ofsymptoms. Others mainly showsigns of attention deficit orhyperactivity.

Causes of Mental Disorders Researchers have madeprogress on figuring out what causes mental disorders, butthere is still much to learn. Sometimes a mental disorder has asingle cause. But more often a combination of factors areinvolved. Physical factors, heredity, early experiences, andrecent experiences can cause mental disorders.

� Physical Factors Damage to the brain may cause a mental disorder.The damage could be caused by a growth, or tumor, in the brain; aninjury to the brain; or an infection that destroys brain cells. Exposureto a poison such as lead, or prolonged use of alcohol or other drugscan also damage the brain.

� Heredity A person may inherit a tendency toward a mental disorder.This doesn’t mean the person will necessarily have the disorder. Itonly means that the person is at greater risk if events in his or her lifeact as a trigger for the disorder.

� Early Experiences Extremely negative experiences that occur earlyin life can lead to mental illness. For example, a child who is neglectedor a child who is abused may develop a mental disorder.

� Recent Experiences Some mental health experts think that recentexperiences are more likely than early experiences to trigger a mentaldisorder. An example would be the death of a loved one.

How would having ADHD affect someone’s abilityto study?

Connect to YOUR LIFE

Reading/Note Taking 4-1

Adapted Reading/Note Taking 4-1

What Are MentalDisorders?

Visual Learning: Figure 1As a class, make a list on the board ofexpectations teachers have for studentbehavior in a classroom. Explain thatthose expectations could be considereda norm, or standard, against which anygiven student’s behavior is measured.Then, ask students to look at the signsfor hyperactivity in Figure 1. Discusshow these behaviors would make it difficult for a student to function inmost classrooms and how they mightaffect a student’s ability to get alongwith others.

Addressing MisconceptionsCauses of Mental Disorders Studentsmay think that having a mental disorderis a sign of weakness or bad character.Review the causes of mental disorderslisted in the text. Then ask studentshow much control they think a personhas over those causes. Explain that,given the causes, one could argue thatpeople have less control over the devel-opment of most mental disorders thanthey have over the development ofmost physical disorders, for which thereare often risk factors related to behavior.

Cooperative Learning Have students work with a partner tomake a concept map that organizes theinformation about the four listed causesof mental disorders. Make sure studentsunderstand that mental disorders canbe caused by a combination of factors.

Sample answer: ADHD wouldmake it difficult for a person

to focus on studying, especially for longperiods of time.

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Q: I worry about getting into college,making the team, and having time to workat my job. Do I have an anxiety disorder?

A: Typical teens have a lot to worry about.In fact, a bit of worry or anxiety can helpyou to get motivated to perform tasks suchas studying. Short-term anxiety brought onby a particular situation is perfectly normal.

However, anxiety that interferes with dailylife and lasts for a long time period is asign of an anxiety disorder. If you are con-cerned, you should discuss your anxietywith a parent, guardian, or other trustedadult. The school counselor or nurse canalso help you to deal with your anxiety.

TEENS Are Asking . . .

Anxiety Disorders

Class DiscussionRemind students that fear is a helpfulemotion when it encourages people topractice healthful behaviors such aswearing a seat belt. Fear is a harmfulemotion when it is an overreaction to a threat, whether real or imagined.

Visual Learning: Figure 2Pronounce the name of each phobia inFigure 2. Explain that the suffix –phobiameans “fear of.” Make sure studentsunderstand the difference between adislike and a phobia. (Phobias affect a person’s ability to function.) Call onstudents to answer the caption question.Caption Answer: Sample answer: Thephobias most likely to interfere witheveryday activities are agoraphobia andclaustrophobia.

Building Vocabulary If students are having trouble with theterm panic attack, you might want todiscuss the term panic button. Peoplesay “Don’t push the panic button”when they think someone might over-react to a situation and do somethingfoolish.

Allow students to answer this question in their

private journals.

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L3 Arachnophobia fear of spiders

Aviophobia fear of flying

Acrophobia fear of high places

Agoraphobia fear of open or public places

Claustrophobia fear of small, closed-in places

Ophidiophobia fear of snakes

Common PhobiasPhobias

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Anxiety DisordersHave you ever been extremely afraid in a situation even though you knewthe actual threat did not justify such an intense response? Have you everbeen fearful without knowing why? If so, you have experienced anxiety.

(ang ZY ih tee) is fear caused by a source you cannot identify ora source that doesn’t pose as much threat as you think.

Everyone experiences anxiety now and then. For example, you mayfeel anxious before a final exam, a school dance, or tryouts for thewrestling team. These feelings are normal and usually short-lived. Whenthe anxiety persists for a long time and interferes with daily living, this isa sign of an About 13 percent of children and teens age9 to 17 will have an anxiety disorder. Examples of these disorders aregeneralized anxiety disorder, phobias, panic attacks, obsessive-compulsive disorders, and post-traumatic stress disorder.

Generalized Anxiety Disorder A person with this disorder dis-plays intense worry, fears, or anxiety most days for at least six months.These thoughts and emotions do not have a single specific source. Theyoccur in many different situations. Many of the warning signs of stresscan also be signs of this disorder, including irritability, muscle tension,trouble falling asleep, and trouble concentrating.

Phobias Martin was on his way to visit his grandparents. As he walkedtoward the elevator in their building, he began to feel dizzy and nauseous.His heart began to pound, and he had trouble catching his breath. Heknew he could not face getting into the elevator, so he climbed threeflights of stairs instead. Martin has a fear of small, closed-in places, suchas an elevator. Anxiety that is related to a specific situation or object iscalled a (FOH bee uh). Martin’s phobia is called claustrophobia.Figure 2 lists some common phobias.

Do you have a phobia that you are aware of? If so, how do you deal with your phobia?


phobia

anxiety disorder.

Anxiety

FIGURE 2 About 12 percent of Americans are affected byphobias at some point in theirlives. Predicting Which ofthese phobias might interferewith normal, everyday activities?

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English Language Learners Create a word wall by using a bulletinboard or large sheet of poster board. Atthe beginning of each section, have Englishlanguage learners help you record the sec-tion vocabulary terms on the word wall. As

they encounter each term within the text,have a volunteer record its definition onthe word wall. At the end of the chapter,use the word wall to review all vocabularyterms.

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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 thetheater. Brianna was having a panic attack. During a panic attack, a personwill experience some of the following symptoms.

� fast heart rate � choking sensation

� rapid breathing � chest discomfort or pain

� fear of suffocation � nausea or stomach distress

� believes he or she is dying � dizziness or lightheadedness

� sweating � fear of losing control

� trembling or shaking � an “out of body” sensation

People who have repeated panic attacks tend to worry about havinganother. To avoid another attack, they may change their behavior. If, forexample, they have attacks in restaurants, they may stop going out to eat.

Obsessive-Compulsive Disorder An unwanted thought orimage that takes control of the mind is an (ub SESH un). Anobsession may lead to a (kum PUHL shun), an unreasonableneed to behave in a certain way to prevent a feared outcome. Repeatedlychecking 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-compulsivedisorder (OCD).

Post-Traumatic Stress Disorder People who survive a life-threatening event may develop post-traumatic stress disorder. They mayhave flashbacks or nightmares that produce intense fear or horror. Theymay be unable to sleep or to concentrate. Because situations that remindthem of the event can produce intense anxiety, they begin to avoid thosesituations. They may feel guilty because they survived and others did not.

compulsionobsession

FIGURE 3 People who witnesstraumatic events as part of theirjobs are at risk for post-traumaticstress disorder. This firefighterwitnessed the September 11thattacks in New York City.

Active Learning Instruct students to work individually to make a table of information thatcompares the various types of anxietydisorders. Have students use the follow-ing column heads: Disorder, Symptoms,and Effect on Daily Life. Challenge students to make clear distinctionsbetween the disorders.

Building Health SkillsAnalyzing Influences Students may notrealize that anyone who experiences orwitnesses traumatic events, includingchildren, can develop post-traumaticstress disorder. The event may be a natural disaster, or it may be a violentepisode in the home or in the neighbor-hood. Ask students to think about howsuch events are covered in the media,especially on television. Have them consider both the initial coverage andthe coverage that occurs on theanniversaries of events. Ask students to write a paragraph about how mediacoverage could effect survivors or witnesses.

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Other Mental Disorders

Online ActivityUse the Web Code toaccess an online activity about bipolardisorder. Have students complete theWeb activity.

Class Discussion After students have read the descriptionof manic-depressive disorder, ask themto distinguish between normal moodshifts and mood shifts that would signifya disorder. (Normal mood shifts occurbased on events or situations in a per-son’s life. The shifts experienced by aperson with manic-depressive disorderoccur for no apparent reason.) Explainthat teens often experience rapid,extreme mood shifts. Remind studentsthat this is a normal part of adolescence.

Addressing Misconceptions Schizophrenia Students may think thatschizophrenia results in split, or multi-ple, personalities. This is a misconcep-tion that is reinforced by the frequentmisuse of the term schizophrenia inbooks and movies. Point out that,although the term schizophrenia doesmean “split mind,” this refers to a splitfrom reality, not a split personality.

Building Media LiteracyChallenge students to find examples ofworks of literature or movies that focuson characters with mental disorders.Have students analyze the type of disor-der depicted as well as any stereotypesabout individuals with mental disordersthat are present in the book or movie.Ask students to share their findingswith the class.

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FYI !FYI !Development of SchizophreniaThere is an explanation for why the onsetof schizophrenia occurs in late adolescenceor early adulthood. Researchers have identi-fied abnormalities in the brain structure ofpeople who develop schizophrenia. Noteveryone who has these abnormalities willdevelop schizophrenia. Brain damage that

occurs during fetal development or at birthincreases the risk. The final trigger occursduring adolescence when there is a naturalpruning of synapses in the brain to makethe brain more efficient. In the brains ofpeople who will develop schizophrenia, toomany synapses are pruned.

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Other Mental DisordersYoung 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.

Mood Disorders People who have a experienceextreme emotions that make it difficult to function well in their dailylives. Bipolar disorder is an example of a mood disorder. Normally, peoplehave moods that shift from happy to sad, based on what is happening intheir lives. People who suffer from bipolar disorder shift from one emo-tional extreme to another for no apparent reason.

Bipolar disorder is also called manic-depressive disorder. During amanic episode, people are usually overly excited and restless. They maytalk 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. Theyoften show poor judgment. Manic episodes alternate with periods of deepdepression. is an emotional state in which a person feelsextremely sad and hopeless. In between manic episodes and periods ofdepression, a person with bipolar disorder may behave normally.

Schizophrenia One of the most serious mental disorders is called(skit suh FREE nee uh). It can be identified by severe dis-

turbances in thinking, mood, awareness, and behavior. Schizophreniameans “split mind.” People with this disorder have minds that are “splitoff” or separated from reality.

People who have schizophrenia are rarely harmful to others. At timesthey may even appear normal. At other times, they may talk to them-selves, display inappropriate emotional responses, dress and act strangely,and withdraw from others. Sometimes they develop fears that are notsupported by reality. They may believe that someone or something con-trols their thoughts or wants to harm them.

schizophrenia

Depression

mood disorder

FIGURE 4 The English artist LouisWain had schizophrenia. His catdrawings alternated between thosethat were more realistic and thosethat were less realistic, or abstract.

For: More on bipolardisorder

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Special NeedsAllow students with special needs to focuson a general definition of the term mentaldisorder 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 piecesof notebook paper in half to form a smallbooklet. Have the students work alone orwith a partner to record facts about mentaldisorders in their booklets.

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Impulse-Control Disorders People with an impulse-control dis-order cannot resist the impulse, or drive, to act in a way that is harmfulto themselves or to others. You may have heard of people who cannotresist the impulse to take items that they don’t need or want. These peoplehave an impulse-control disorder called kleptomania.

About 75 million people in the United States cannot control the urgeto gamble. Their need to gamble is so great that they will go into debt oreven steal in order to continue to gamble. This impulse-control disorderis most common among males. Being able to place a bet on the Internethas contributed to the problem. Plus, poker tournaments on televisionhave made poker more popular among younger people. Uncontrolledgambling among male teens is on the rise. One teen became so addictedto playing poker online that he lost $5000 of his parents’ money. He thenstole another $3500 from a friend’s house.

Mental health experts may add uncontrolled shopping to the list ofimpulse-control disorders. For shopping to be classified as uncontrolled,the shoppers must buy many things that they do not need and must knowthat they don’t need these things. The shopping must also interfere withwork, school, or family obligations, or cause financial problems. About85 percent of uncontrolled shoppers are female.

Do you know someone with an impulse-control disorder? How does this affect his or her life?


FIGURE 5 Some teens spendhours playing poker online or withtheir friends. A person who cannotresist the urge to gamble has animpulse-control disorder.

Building Health Skills Communicating Ask students to assumethey have a friend who has a problemwith gambling on the Internet. Havestudents form small groups to discussstrategies they could use to communi-cate their concern. Have each groupwrite a role-play that demonstrates onestrategy. Ask groups to perform theirrole-plays for the class.

Building Health SkillsAccessing Information Have studentsresearch various support groups andother resources available for those with impulse-control disorders. Then, as a class, discuss which resources seemmost helpful.

Allow students to answer this question in their

private journals.

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88 Chapter 4

Health at School

Dealing With ADHD Introduce theactivity by having students review thesymptoms of ADHD that are listed inthis section. If you have students inyour class with ADHD, consider howthey might respond to this assign-ment. Some may prefer to avoid thetopic. Some may want to act asexpert witnesses.


1. an illness that affects the mind and reduces a person’s ability to function; abnormal thoughts, feelings, or behaviors

2. physical factors, heredity, early experiences, recent experiences

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

4. an unreasonable need to behave in a certainway; a compulsion involves an action, whilean obsession is a thought or image

5. extreme emotions that make it difficult tofunction

6. They fear situations that trigger attacks.

7. Eric may have an impulse-control disorder;he cannot resist the impulse to play.

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Personality Disorders Recall that your personality determineshow you tend to relate to other people. Most people can get along witha variety of people in different situations. Other people are not as flex-ible. People who have a display rigid patternsof behavior that make it difficult for them to get along with others.The many different types of personality disorders fall into threebroad groups.

� Group A: People with personality disorders in this group tendto be cold and distant. They cannot form close relationships.Some may be so absorbed in their own thoughts that theywithdraw from reality. Paranoid personality disorder is aGroup A disorder. The term paranoid is used to describesomeone who is overly suspicious of other people.

� Group B: People with personality disorders in this group areoften overly emotional or unstable. They can be selfish anddemanding. They may place a high value on themselvesand no value on others. Antisocial personality disorder isa Group B disorder. A person with this disorder maycommit violent acts without any sense of guilt.

� Group C: People with personality disorders in this groupoften cannot make decisions. They may have a strongneed for the approval of others. They may avoid peoplefor fear of rejection. Dependent personality disorder isa Group C disorder. People with this disorder oftenneed help from others to properly care for themselves.

personality disorder

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 keydifference between a phobia and generalizedanxiety disorder?

4. What is a compulsion? How does a compulsiondiffer from an obsession?

5. What are some symptoms of a mood disorder?

Critical Thinking6. Relating Cause and Effect Explain how someone

who has frequent unexpected panic attacks mightdevelop a phobia.

7. Classifying Eric spends about six hours a dayplaying video games. He resents being called away from the computer for supper. He has lostinterest in most other activities and his grades aredropping. What type of mental disorder might Erichave? Explain.

SchoolHealth at

Dealing With ADHD Interview a teacher orguidance counselor at your school. Ask whatstrategies can help a student with ADHD tosucceed in school. How can students help aclassmate with ADHD? Write a paragraphsummarizing your findings.

FIGURE 6 Just looking at a crowd ofpeople usually won’t tell you who has a personality disorder.

EvaluateThese assignments can help you assessstudents’ mastery of the section content.

Section 1 ReviewAnswers appear below.

Teaching Resources• Practice 4-1• Section 4-1 Quiz

ReteachHave students use the heads and sub-heads to review the information aboutmental disorders presented in this sec-tion. Call on students to verbally sum-marize the characteristics of eachdisorder.

Enrich

Teaching Resources• Enrich 4-1

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Section 1 Review


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