Moo'd Disorders

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Mood is "a person's sustained and predominant internal emotional experience; examples include depression and euphoria" def. Moods can be abnormal if they are excessive, prolonged, too easily provoked, etc. A primary mood disorder is when the quality or intensity of these abnormalities constitute the defining features of disease.
How are mood disorders classified?
There are two broad categories of primary mood disorder: unipolar (depressive) disorder and bipolar (manic-depressive) disorder. Major depressive disorder is the prototypic unipolar disorder. Bipolar I disorder is the prototypic bipolar disorder.
What is the difference between unipolar and bipolar disorder?
Major depressive disorder may be a single depression event, or recurrent (50% of those who have one episode have another, 70% of those have another, 90% of those have another...). Typically this constitutes a relapsing-remitting pattern, all down, but in rare cases depression is chronic.
Bipolar I disorder is essentially always recurrent, and may progressively worsen over time. Bipolar I is defined by at least 1 manic episode, but invariably depressive episodes occur as well. Mania and depression typically cycle, such that at any point in time a patient may be manic, depressed, or neither. Mixed states may also occur, especially in cases of rapid cycling. Both manic and depressive disorders may include psychotic symptoms that are generally mood congruent.
What symptoms define major depressive and manic episodes?
Depression and mania are thought to be diseases of dysregulation rather than a particular single causative excess or defieciency.
A major depressive episode is characterized by: depressed mood, anhedonia, psychomotor disturbance, weight change, sleep disturbance and fatigue, delusional worthlessness, and possible suicidal tendencies. A diagnosis requires five of these, one of which has to be depressed mood or anhedonia.
Manic episodes are in a sense a reverse of a depressive episode: expansive/irritable mood (required), hyperverbal, grandiosity, reduced need for sleep, racing thoughts, distractibility, and excessive involvement in pleasurable activities.
Which genetic and environmental factors are important in transmission of mood disorders?
Mood disorders are highly familial and heritable. A polymorphism in the 5-HT transporter is associated with susceptiblity to depression. The short allele of the 5-HT transporter is also associated with reduced volume and function in the perigenual anterior cingulate and reduced connectivity to amygdala. Reduced cortical inhibition may lead to increased amygdala reactivity and prolonged negative affect in response to adverse conditions. Environmental factors include losses and stressful life events.
What neurochemical and sleep abnormalities are associated with depression?
Neurchemistry of depression is hypothesized to involve catecholamines (NE, locus coeruleus, DA, ventral tegmentum) and/or indolamines (5-HT, raphe).


These models illustrate the difficulty in getting the proper balance of medications to address symptoms.
Neuroendocrinology of depression centers on a role for CRH as evidenced by: elevated CRH levels in CSF; blunting of ACTH response (due to downregulation of CRH receptor in anterior pituitary); nonsuppression of cortisol by dexamethasone challenge; elevated cortisol levels and adrenal hypertrophy.
Sleep abnormalities associated with depression include increased sleep latency, but decreased REM latency and decreased arousal threshold resulting in decreased slow-wave sleep.
What treatments are effective for mood disorders?
The goal of treatment is to reduce the signs and symptoms, resotre life function, and minimize recurrence.
Treatments form major depression include three classic antidepressants (TCAs, MAOIs, SSRIs), and psychotherapy including CBT and interpersonal therapy. However electroconvulsive therapy (ECT) remains the single most effective treatment for major depression, especially for refractory patients, but is associated with some degree of memory loss.
Tricyclic antidepressants (TCAs, eg imipramine) block reuptake of monamines (NE, NE & 5-HT, NE & DA). Because they act indirectly (not on receptors) they take 2+ weeks for full effectiveness. Initially increased NE may cause sedation due to effects through α2 and β inhibitory receptors ( I thought I heard this right in lecture, but I think beta receptors are Gs excitatory - hence beta blockers like propranolol??) but over time these desensitize such that the α1 excitatory receptor is thought to predominate in restoring NE function. However TCAs have a low margin of safety because NE increases in the periphery, combined with partial block of muscarinic receptors, can lead to arrhythmias/tachycardia in cases of overdose. (This would be good to keep in mind if the patient exhibits suicidal tendencies). However TCAs remain effective for those patients for whom SSRIs are not effective.
Monoamine Oxidase Inhibitors (MAOIs) are used for the same purpose to raise monamine levels, but MAOIs do this by reducing monoamine breakdown (eg phenelzine, which blocks both A & B MAO). MAOIs also have a low safety margin, but fatalities are rare compared to TCAs. However dangerous drug interactions can occur with certain foods that contain tyramine, which can build up to high levels and act like a sympathetic amine, potentially causing severe hypertensive crisis (the same can occur with efedrine or combined treatment with other antidepressants).
The last of the classical antidepressants are the
SSRIs (selective serotonin reuptake inhibitors). Compared to TCAs and MAOIs these have fewer side-effects because they function specifically by blocking 5-HT reuptake and have less effect on NE. Examples are fluoxetine (Prozac), sertraline (Zoloft), and paroxetine (Paxil). All SSRIs have the same mechanism, but fluoxetine has a long (9day) half-life though in some cases exacerbates anxiety. Sertraline has a shorter half-life but may exacerbate mania. Paroxetine has the shortest half-life but can produce some withdrawal symptoms. There are still some side-effects associated with elevated 5-HT: blood vessel constriction (head ache), GI (nausea, diarrhea/constipation), CNS (sweating, sleep abnormalities, diminished sex drive). And serotonin syndrome can occur with multiple 5-HT meds leading to sympathetic hyperactivity (for which methysergide, 5-HT antagonist, may be useful). Finally, SSRIs carry a risk for aggression and suicide in children and young adults 18 - 25.
Atypical antidepressants include: Buproprion which blocks uptake of NE and DA and so is useful in smoking sensation by slowly enhancing DA in mesolimbic regions; SSNRIs (selective serotonin norepinephrine reuptake inhibitors) such as duloxetine and venlafaxine; nefazodone an SSRI and 5-HT2 partial antagonist; and mirtazapine an α2 presynaptic antagonist, and 5HT2 antagonist which produces sedation and weight-gain that also helps appetite for AIDS and cancer patients...
In terms of treatment of manic episodes, lithium is still the most useful treatment. The mechanism of lithium action is uncertain but thought to involve inhibition of phosphoinositide turnover in the PLC pathway. Presumably this would reduce Ca++ release from intracellular reserves in response to Gq signaling and thereby reduce neuronal excitability. Lithium is absorbed quickly, but slow to cross the BBB and 95% is excreted in urine. Lithium can be toxic producing fatigue, tremor, and thirst, overdose is treated by dialysis. Other treatments for mania include anticonvulsants (valproate and carbamazepine) and some antipsychotics (clozapine or risperidone). ECT is also effective, though used less frequently for mania than pharmacotherapy.
A classic Onion:
God Diagnosed With Bipolar Disorder
May 2, 2001 | Issue 37•16

Perhaps "the Almighty One" acould benefit from...
Cognitive Behavioural Therapy (CBT)
CBT is built on analysis of the problem, formation of specified objectives, and application of principals of conditioning to modify behaviour (namely exposure, reward/punishment).
The idea for CBT is based on the idea that childhood experiences coalesce into a set of core beliefs that we use to generate assumptions and responses to different situations throughout our lives. In cases of depression or phobia, early experiences have led to negative self-beliefs that impair functioning and so these thought patterns have to be repatterned to address the root cause(s). I always liked the approach, it's like it takes what the brain does best and puts it to the work it was supposed to do...
What are the components of CBT?
CBT is best used in combination with pharmacotherapy in which medications are used to reduce initial anxiety (from the bottom up) to the point where new thought patterns can be learned to reduce anxiety (from the top down). The first step is education: explaining the disorder and the rationale behind treatment so that the patient becomes a partner in treatment. They keep written records of events (eg panic attacks) and analyze their responses to them. Patients are taught relaxation techniques including progressive muscle relaxation, breathing, meditation, body scans, etc. to practice daily. Patients are also taught breathing techniques - especially important in panic disorder which is thought to involve sub-clinical hyperventilation. And finally, with incremental exposure in initially safe and then progressively more realistic environments, patients are taught to catch cognitive distortions and replace them with positive patterns. For instance to repattern a negative thought they are taught to ask 4 questions: 1. Does this thought contribute to my stress? Where did I learn this thought? Is this thought logical? Is this thought true? Though knowing the source of a negative thought is helpful, even if unknown it is important to restructure that thought regardless.
"Think of your mind as being like a bus"
"Who is driving your bus?"
Loretta Laroche
In line with getting to the root of a neurologic problem...
Different types of neuro exam are used in different situations: screening, extended, directed, or for unresponsive (coma) patients. The extended neurological exam has several assessments: 1) mental status, 2) cranial nerves, 3) motor-reflex function, 4) sensation, 5) cerebellar, and 6) station & gait.
1) The Mental Status Exam...
...is an assessment of emotion, cognition, and behaviour. A prerequisite for this exam is a proper raport witht the patient (my first doctor as a kid was Dr. Rapaport!). The mental status exam is designed to be a systematic method of making and recording observations., but is best if the exam is more conversational than contrived. It can begin simply with an evaluation of appearance, general behaviour and attitude. While talking, you can note the quality and quantity of speech. In asking about the patient's mood, activities, past, etc. you can assess the range and appropriateness of mood, perception, thought content and thought processes. Throughout the exam, evaluation of cognition involves assessment of sensorium (level of alertness), orientation (to person, place, time, & purpose), memory (immediate, short-, and long-term), attention, abstract thinking, language function, visuospatial tasks (eg clock drawing), judgement and insight.
2) Testing Cranial Nerve function:
The eye exam will test CN II, III, IV, VI and starts with general exam of eyelids (ptosis), globes (protrusion/sunken), and sclera (injection, discharge). Visual acuity is typically tested with a Rosenbaum near card with correction for each eye individually. Visual fields are tested by first checking both eyes in 4 quadrants using finger waving with your hands half-way between you and the patient so you can compare your visual field to theirs. If you suspect a deficit, check they eyes individually for counting fingers (have to have your hand considerably closer for this). Test occular movments by taking eyes vertically at mid and both lateral extremes, then testing accomodation. Look for conjugate gaze with no more than a few beats of nystagmus. Pupillary reaction should be assessed in a dim room by shining light in one pupil at a time and looking for equal reactivity to light. Fundoscopic exam should also be assessed in dim light, have the patient look distant and get close to the pupil (can rest hand on cheek) while looking somewhat toward nasal retina . Look for a flat optic disc with good margins and check retinal vessels for normal ICP (pulsations in 3/4 patients).
Testing facial power tests CN VII by checking symmetry of palpebral fissures, nasolabial folds, wrinkled forehead, eye closure, and smile.
Testing hearing tests CN VIII by observation during the interview itself, and with finger rubbing (high-freq) normally audible at 3' , but if not move progressively closer to the ear. If abnormal can test Weber or Rinne.
Palatal elevation tests CN IX and X by using a tongue depressor for what it was actually made for... while patient says "Ahhh" can assess symmetry of palate/uvula elevation. If abnormal can test gag reflex for symmetry on both sides (especially if patient has a swallowing problem).
Tongue protrusion tests CN XII by having patient protrude the tongue and looking for deviation or atrophy. If you suspect weakness you can have patient push against each cheek (will be weaker on lesioned side).
3) Testing Motor Function & Reflexes
This series tests cortex, CST, peripheral nerves, NMJ, and muscle.
In assessing motor function you are looking for atrophy and power in select muscle groups. In UE examine shoulder (abduction), elbow, wrist, and finger. In LE examine hip, knee, and ankle. When checking strength stabilize above the joint (usually 90 degrees) and try to overcome the patient from a point below the joint (except in the test of shoulder abduction which is easiest tested together). If you suspect a subtle weakness of cortical origin in the UE you can have the patient extend their arms palms up and close eyes for 30+ seconds looking for pronation and drift downward. When checking tone have the patient completely relax the muscle and assess how freely it moves across the joint. For the legs while sitting you can let them swing like a pendulum, or while lying down just raise at the knee and allow to slide back down. In particular look for signs of distal atrophy.
Testing DTR's
Here moving the reflex hammer with a quick flick of the fingers and wrist produces the best results. You want the limb really relaxed, but since the patient will tense to varying degrees, do a series of trials and take a mental average. Sites to be tested are tricep tendon (with supported arm), biceps tendon (wtih your thumb firmly over, feeling for contraction), brachioradialis (with arm at mid-prone position, tapping midway up), patellar, and ankle (hold foot dorsiflexed while tapping Achilles' and feeling for plantar flexion. Testing for a Babinski response requires scratching the sole with a semi-blunt object from the heel to toe in a lateral to medial arc with increasing pressure. Normally toes will curl down, or foot will withdraw - but is abnormal if big toe extends (and toes fan?). Rate reflexes on a scale 0 - 5 0 being absent, 2 normal, and 4-5 clonic. If the patient is hyporeflexive you can employ the Jendrassik maneuver to facilitate the reflex (have the patient pull at both wrists, make a contralateral fist, clench jaw, etc.). Look for abnormal reflex asymmetry, clonus, or spread.
4) Testing Sensation
Here you are testing distally for signs of neuropathy, for example at the interphalangeal joint of the hallux. When testing vibration, use a 128 Hz fork and first demonstrate vibration for the patient at a spot you know they will feel normal, then place it distally. You can dampen the vibration with your finger to speed the process, and when the patient reports that they can no longer feel it make a note of how much vibration remains (their threshold). If there is no sensation distally, continue to move proximally until the patient does have sensation (medial malleolus, shin, knee). Test sharp sensation with a toothpick-type thingy and try not to draw blood I guess!
5) Cerebellar Testing
The finger-to-nose test (make sure they patient stretches the arm full out) and look for end-point tremor or misses. Check rapid alternating movements for rhythm.
6) Station and Gaint
For the Romberg test the patient stands eyes open, feet together, then closes their eyes and you'd look for swaying/falling. To test gait have the patient walk on heels, toes, and heel to toe.
Refer patients as needed to the Ministry of Silly Walks

YouTube video's here for a study break!
Notice the characteristic asymmetry in John Cleese's silliness...