Mood & Affect Concepts
Q: Giddens defines this as an internal, sustained emotional state that can affect a person’s view of the world.
A: What is mood?
Q: This diagnosis is characterized by at least two weeks of depressed mood or loss of interest, plus changes in sleep, appetite, energy, and concentration.
A: What is major depressive disorder?
Q: Giddens defines this as a vague feeling of dread or apprehension that is a normal response to threat but can become pathological.
A: What is anxiety?
Q: This anxiety disorder is marked by recurrent, unexpected episodes of intense fear with symptoms such as palpitations, chest pain, and fear of dying.
A: What is panic disorder (or a panic attack)?
According to Perry, one important general principle when assessing mental health in children is to compare behavior to this.
What is age‑appropriate developmental norms (or developmental level)?
Q: This term describes the observable expression of emotion, such as facial expression, tone, and body language.
A: What is affect?
Q: A very important nursing assessment for patients with major depression includes asking directly about these thoughts or plans.
A: What are suicidal thoughts or a suicide plan?
Q: This mild level of anxiety can actually enhance learning and performance by increasing alertness.
A: What is mild anxiety?
Q: This disorder involves persistent, intrusive thoughts or impulses and repetitive behaviors performed to reduce anxiety.
A: What is obsessive‑compulsive disorder (OCD)?
Name one sign of depression in children or adolescents that may look different from adult depression.
What is (any one of): irritability, behavioral problems, decline in school performance, somatic complaints, social withdrawal, or increased risk‑taking?
Q: This type of affect is described when emotional expression is severely reduced, with little facial expression or movement.
A: What is flat (or blunted) affect
Q: Varcarolis describes this level of suicide risk when a person has specific plans and the means to carry them out.
A: What is high suicide risk?
Q: In this level of anxiety, the person may have markedly reduced perceptual field, difficulty thinking clearly, and can be redirected with support.
A: What is severe anxiety?
Q: A phobia is best described as an intense, irrational fear of this.
A: What is a specific object, activity, or situation?
Perry notes that suicide risk in adolescents often increases with this common co‑occurring mental health condition.
What is depression (or mood disorders)?
(Also acceptable: substance use, but clarify per your class emphasis.)
Q: Giddens notes that healthy mood and affect are supported by these three broad domains of well‑being.
A: What are physical, psychological, and social (or relational) well‑being?
Q: Perry emphasizes that in children and adolescents, sudden changes in school performance, withdrawal from friends, and giving away possessions may be warning signs of this.
A: What is risk of suicide (or suicidal ideation/behaviour)?
Q: Name one key difference between fear and anxiety as described in the texts.
A: What is: fear is a response to a specific, identifiable threat; anxiety is a response to a vague or unknown threat?
Q: Name one nursing priority during an acute panic attack according to Varcarolis.
A: What is: stay with the patient and speak in a calm, simple manner; reduce environmental stimuli; ensure safety; guide them to slow breathing?
From Lilley’s chapter on psychotherapeutic drugs: name one major class of medications used to treat depression.
What are (any one of): SSRIs, SNRIs, tricyclic antidepressants, MAOIs, or atypical antidepressants (e.g., bupropion, mirtazapine)?
Q: According to concept‑based nursing, name two risk factors that can negatively influence mood and increase risk of depressive disorders.
A: What are (any two): genetics/family history, trauma or abuse, chronic illness/pain, substance use, social isolation, or major life stressors?
Q: Name two key nursing interventions from Varcarolis for a patient at acute risk for suicide.
A : What are (any two): one‑to‑one observation, removing harmful objects, developing a safety plan, frequent reassessment of risk, maintaining a non‑judgmental, hopeful stance, or involving family/supports (with consent)?
Q: Giddens and Varcarolis emphasize these two broad groups of interventions for managing anxiety in nursing care.
A: What are (any two groups): psychotherapeutic/psychological (e.g., CBT, relaxation, therapeutic communication) and pharmacological (e.g., anxiolytics, antidepressants); or individual and environmental (e.g., calm environment, reassurance)?
Explain why it is not therapeutic for the nurse to suddenly stop a patient’s compulsive behavior without preparation.
What is: stopping compulsions abruptly can significantly increase anxiety and damage trust; instead, rituals are gradually limited while teaching alternative coping strategies?
Name one important nursing teaching point for a patient starting an SSRI for depression or anxiety.
What is (any one of): it may take several weeks to see full effect, do not stop abruptly, watch for increased suicidal thoughts especially early in treatment, possible side effects (GI upset, sexual dysfunction), or report signs of serotonin syndrome (agitation, confusion, sweating, tremor, hyperreflexia)?