Goals of the Lesson: Learning Objectives: You Will Need:

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1 Braun & Anderson: Applied Pathophysiology: A Conceptual Approach to the Mechanisms of Disease, 3e Lesson Plans Goals of the Lesson: Cognitive: Students will be able to describe how the brain regulates mood, attention, and behavior. They will be able to explain how alterations in brain structure and function affect mood, attention, and behavior. Students will be able to recognize and list common treatments for alterations in mood, attention, and behavior. They will be able to apply concepts of altered mood, attention, and behavior to clinical models. Motor: N/A Affective: Students will understand the effect of altered mood, attention, and behavior on the day-to-day lives of people with associated disorders, including social stigmas. Learning Objectives: The lesson section for each objective starts on the shown below Define and use the key terms listed in this chapter Differentiate mood, attention, and behavior Recognize neuronal pathways that regulate mood, attention, and behavior Identify common signs and symptoms of altered mood, attention, and behavior Describe diagnostic tests and treatment strategies relevant to altered mood, attention, and behavior Apply concepts of altered mood, attention, and behavior to select clinical models... 8 You Will Need: Gather the following materials and teaching aids for the following lessons: 11.1 One or more copies of Stedman s Medical Dictionary for the Health Professions and Nursing, Illustrated, 6 th ed. (2008). Legend: : PowerPoint Page 1

2 Learning Objective 11.1 Define and use the key terms listed in this chapter. Figures, Tables, and In-Class Activity Ask each student to select three boldfaced terms from the first two modules of this chapter (p ) and determine the meaning of each from the context or a medical dictionary. Make sure that all terms are selected at least once. After several minutes, ask a volunteer to come forward for each boldfaced term listed in the section. Have the volunteer write the term on the whiteboard and explain its definition to the class. If there is time, continue until all terms in the section have been used at least once. Outside Assignment Have students write a brief report, not more than one paragraph, on the meaning of mood. Pages 266 of the text will be helpful, as will the Internet. During the next class, discuss the various answers. Materials Stedman s Medical Dictionary for the Health Professions and Nursing, Illustrated, 6th ed. (2008). Page 2

3 Legend: : PowerPoint Page 3

4 Learning Objective 11.2 Differentiate mood, attention, and behavior. Regulation of Mood, Attention, and Behavior Regulation of mood Regulation of attention Regulation of behavior Legend: : PowerPoint 266, 267, 269 1, 2, 6 Outside Assignment Ask each student to select one mood, attention, or behavior disorder with which he or she may have had first-hand experience (e.g., family member, friend, or acquaintance, but to remain unidentified), and then write a short, descriptive paragraph to be shared with the class. Have them include diagnosis and treatment, if known. Page 4

5 Learning Objective 11.3 Recognize neuronal pathways that regulate mood, attention, and behavior. Regulation of Mood, Attention, and Behavior Regulation of mood Regulation of attention Regulation of behavior Figures 11.1: Key brain regions involved in mood regulation. p. 266, : Complex connections of the hippocampal formation and amygdala. p : The reticular activating system (RAS). p. 268, 5 Table 11.1: Neurotransmitters Regulating Mood, Attention, and Behavior p. 268 In-Class Activity Have small groups (4 6 students) play a game of 20 Questions: in each group one student begins by consulting Table 11.1 and choosing one of the neurotransmitters. Then the other students in the group ask appropriate questions related to the functions of the body that the neurotransmitter might control to identify the term. The winner gets to select the next term. Outside Assignment Have students write out the answer to the questions posed under Stop and Consider on p. 269: What are some examples of situations where you have experienced the types of attention above? What are other activities in which you participate where your attention is divided and attention resources are taxed? Suggest that they use the Internet as a resource. Ask them to discuss their answers in the next class. Legend: : PowerPoint Page 5

6 Learning Objective 11.4 Identify common signs and symptoms of altered mood, attention, and behavior. Alterations in Mood, Attention, and Behavior Alterations in brain structure and function Legend: : PowerPoint Page 6

7 Learning Objective 11.5 Describe diagnostic tests and treatment strategies relevant to altered mood, attention, and behavior. Alterations in Mood, Attention, and Behavior Recognizing alterations in mood, attention, and behavior Treating alterations in mood, attention, and behavior Figure 11.4: Categorical traits as conceptualized by the DSM-5. p. 270, 9 In-Class Activity Have small groups (4 6 students) discuss the statement and question posed in Stop and Consider on p. 270: There is an inordinate amount of stigma involved in mental illness. What do you see in your community as barriers to patients seeking appropriate mental health treatment? After 5 to 10 minutes of discussion, have a volunteer from each group share with the class a summary of the group s discussion. Outside Assignment Have students select one of the types of treatment for alterations in mood, attention, and behavior listed on p. 270 (psychotherapy, pharmacotherapy, counseling, alternative/complementary, and individual or family support group). Have them write a brief report, not more than two paragraphs, listing and briefly describing a few of the latest treatment options available in their category. Pages of the text will be helpful, as will the Internet. Legend: : PowerPoint Page 7

8 Learning Objective 11.6 Apply concepts of altered mood, attention, and behavior to select clinical models. Clinical Models Generalized anxiety disorder Posttraumatic stress disorder Major depressive disorder Bipolar affective disorder Attention-deficit hyperactivity disorder Autism spectrum disorders Schizophrenia Figures 11.5: Diagnostic decision-tree for anxiety disorders. p : Brain regions associated with PTSD. p.273, : Schematic representation of the mechanism of action of antidepressant agents. p. 275, : Functional magnetic resonance imaging (MRI) abnormalities observed in autism spectrum disorder (ASD). p : The familial nature of schizophrenia. p. 282, : Coronal magnetic resonance imaging of two sets of twins discordant for schizophrenia. Assign a topic from the Discussion and Application list, p , to groups of students (one four per topic, depending on class size). After several minutes of research/discussion, ask each group in turn to briefly discuss the topic and give at least one reason why the answers to the questions are important to know. Then open the floor for brief discussion before going onto the next topic. (Note: You may have to model a response for Question 1.) Outside Assignments Practice Exam Questions p. 284 Chapter 11 of the Study Guide : TG: Chapter 11 Test Page 8

9 p. 282 Legend: : PowerPoint; TG: test generator Table 11.2: Manifestations of ADHD Based on DSM- 5 Subtype p. 278 Page 9