Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech
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0:07 - 0:10This is the first time I've ever
followed Pinky the Mouse. -
0:10 - 0:12(Laughter)
-
0:12 - 0:15If nothing else should tell you
that science can be fun, -
0:15 - 0:20science can be counter-intuitive,
science can blow your mind, -
0:20 - 0:22and what I'm going to do
in the next few minutes -
0:22 - 0:26is to tell you
that science can also save lives. -
0:26 - 0:29So let's start with some good news.
-
0:29 - 0:33And the good news has to do with
what we know based on biomedical research -
0:33 - 0:39that actually has changed the outcomes
for many very serious diseases. -
0:41 - 0:44Start with Leukemia,
acute lymphoblastic leukemia, ALL, -
0:44 - 0:48the most common cancer of children.
-
0:48 - 0:53When I was a student,
the mortality rate was about 95%. -
0:53 - 0:57Today, some 25, 30 years later,
we are talking about -
0:57 - 1:01a mortality rate is reduced by 85%.
-
1:01 - 1:03Six thousand children each year
-
1:03 - 1:07who would have previously
died of this disease are cured. -
1:07 - 1:10If you want the really big numbers,
-
1:10 - 1:14look at the numbers for heart disease.
-
1:14 - 1:16Heart disease used to be
the biggest killer -
1:16 - 1:17particularly men in their 40s.
-
1:17 - 1:22Today we've seen a 63% reduction
in mortality from heart disease. -
1:23 - 1:27Remarkably 1.1 million deaths
averted every year. -
1:28 - 1:31AIDS, incredibly
has just been named -
1:31 - 1:35in the past month a chronic disease,
-
1:35 - 1:38meaning that a 20 years old
who becomes infected with HIV -
1:38 - 1:41is expected not to live weeks,
months or a couple of years, -
1:41 - 1:43as we said only a decade ago,
-
1:43 - 1:46but is thought to live for decades,
-
1:46 - 1:50probably to die in his 60s or 70s
from other causes altogether. -
1:51 - 1:55These are just remarkable,
remarkable changes, -
1:55 - 1:58in the outlook of some
of the biggest killers. -
1:58 - 2:01One in particular that
you probably wouldn't know about, -
2:01 - 2:03stroke, which has been,
along with heart disease, -
2:03 - 2:06one of the biggest killers in the country
along with cancer, -
2:06 - 2:11is a disease we know now
if you can get people into the hospital, -
2:11 - 2:14into the emergency room
within three hours of the onset, -
2:14 - 2:19some 30% of them will leave the hospital
without any disabilities whatsoever. -
2:21 - 2:26Remarkable stories, good news stories,
all of which boil down to -
2:26 - 2:30understanding something about the diseases
that has allowed us -
2:30 - 2:34to detect early and intervene early.
-
2:35 - 2:37Early detection and early intervention.
-
2:37 - 2:41That's the story for these successes
across the board. -
2:41 - 2:44And it tells you how biomedical research
-
2:44 - 2:49can really change the picture
for millions and millions of people. -
2:50 - 2:53Unfortunately the news is not all good.
-
2:53 - 2:58Let's talk about one other story
which has to do with suicide. -
2:58 - 3:01Now this is of course
not a disease per se. -
3:01 - 3:05It's a condition or a situation
that leads to mortality. -
3:05 - 3:09Which you may not realize
is how prevalent it is today. -
3:09 - 3:13There are 38,000 suicides each year
in the United States. -
3:13 - 3:15That means one in about 15 minutes.
-
3:15 - 3:20The third most common cause of death
among people between ages of 15 and 25. -
3:20 - 3:23It's kind of an extraordinary story
when you realize -
3:23 - 3:26that this is twice as common as homicide,
-
3:26 - 3:29and actually more common
as a source of death -
3:29 - 3:32than traffic fatalities in this country.
-
3:33 - 3:38Now when we talk about suicide,
there is also a medical contribution here. -
3:38 - 3:42Because 90% of suicides
are related to a mental illness, -
3:42 - 3:46depression, bipolar disorder,
schizophrenia, -
3:47 - 3:50anorexia, borderline personality,
-
3:50 - 3:53there's a long list of disorders
that contribute, -
3:53 - 3:57and as I mentioned before,
often early in life. -
3:57 - 4:00And it's not just the mortality
from these disorders. -
4:00 - 4:04It's also morbidity.
If you look at disability, -
4:04 - 4:07here as measured
by the World Health Organization, -
4:07 - 4:11something they called
"Disability Adjusted Life Years." -
4:11 - 4:13It's kind of a metric
that nobody would think of -
4:13 - 4:15except an economist.
-
4:15 - 4:18Except it's one way
of trying to capture what is lost -
4:18 - 4:21in terms of disability
from medical causes. -
4:21 - 4:25And as you can see virtually 30%
of all disabilities -
4:25 - 4:27from all medical causes
-
4:27 - 4:31can be attributed to mental disorders
or neuro psychiatric syndromes. -
4:32 - 4:35You're probably thinking
that doesn't make any sense. -
4:35 - 4:38I mean cancer seems far more serious.
-
4:38 - 4:40Heart disease seems far more serious.
-
4:40 - 4:43But you can see actually they're
further down this list. -
4:43 - 4:46That is because
we are talking about disability. -
4:46 - 4:49What drives disability
for these disorders like -
4:49 - 4:52schizophrenia and
bipolar disorder and depression? -
4:53 - 4:56Why are they number one here?
-
4:56 - 4:58Probably there are three reasons.
-
4:58 - 4:59One is that they're highly prevalent.
-
4:59 - 5:01About one in five people will suffer
-
5:01 - 5:05from one of these disorders
in the course of their life time. -
5:05 - 5:07The second of course is that
for some people -
5:07 - 5:09these become truly disabling.
-
5:09 - 5:12It's about 4 to 5%,
-
5:12 - 5:17that's one in 20, are truly disabled
by one of these illnesses. -
5:17 - 5:20But what really drives these numbers,
-
5:20 - 5:23this high morbidity and
to some extent the high mortality, -
5:23 - 5:27is the fact that
these start very early in life. -
5:27 - 5:32Fifty percent will have onset
by age 14, 75% by age 24. -
5:32 - 5:36A picture that is very different
from that what one would see -
5:36 - 5:40if we are talking about cancer
or heart disease, diabetes, hypertension, -
5:40 - 5:44most of the major illnesses
that we think about, -
5:44 - 5:47as being sources
of mobility and mortality. -
5:47 - 5:51These are indeed the chronic disorders
of young people. -
5:53 - 5:56Now I started by telling you
that there are some good news stories. -
5:56 - 5:57This is obviously not one of them.
-
5:57 - 5:59This is the part of what is,
-
5:59 - 6:01perhaps the most difficult since
-
6:01 - 6:04this is kind of confession for me.
-
6:04 - 6:07My job is to actually make sure
-
6:07 - 6:11that we make progress
on all of these disorders, -
6:11 - 6:13because I work for the Federal Government.
-
6:13 - 6:15I actually work for you.
You pay my salary. -
6:15 - 6:17Maybe at this point,
when you know what I do -
6:17 - 6:21or maybe what I've failed to do,
you'll think I probably ought to be fired. -
6:21 - 6:23I could certainly understand that.
-
6:23 - 6:24But what I want to suggest,
-
6:24 - 6:27and the reason I am here is to tell you
-
6:27 - 6:30that I think we are about to be
in a very different world -
6:30 - 6:33as we think about these illnesses.
-
6:33 - 6:37And that is, to some extent,
going to be dependent -
6:37 - 6:39on the work you'll hear about today.
-
6:39 - 6:42That's going to be really exciting,
-
6:42 - 6:45technically truly transformative.
-
6:47 - 6:50But the point I want to make is that
-
6:50 - 6:54the most important transformation here
is a conceptual one. -
6:56 - 6:59What I've been
talking to you about so far -
6:59 - 7:02is mental disorders, diseases of the mind.
-
7:03 - 7:06That's actually becoming a rather
unpopular term these days. -
7:06 - 7:09And people feel that,
for whatever the reason, -
7:09 - 7:12it's politically better to use the term
"behavioral disorders", -
7:12 - 7:15and to talk about these
as disorders of behavior. -
7:16 - 7:18Fair enough,
they are disorders of behavior -
7:18 - 7:20and they are disorders of the mind.
-
7:20 - 7:24But what I want to suggest to you
is that both of those terms -
7:24 - 7:26which have been in play
for a century or more, -
7:26 - 7:30are actually now
impediments to progress. -
7:30 - 7:34That what we need conceptually
to make a progress here -
7:34 - 7:39is to rethink these disorders
as brain disorders. -
7:40 - 7:42Now some of you are going to say,
-
7:42 - 7:45"Oh my goodness. Here we go again,
-
7:45 - 7:47We are going to hear about
biochemical imbalance. -
7:47 - 7:50We are going to hear about drugs.
-
7:50 - 7:53We are going to hear about
some very simplistic notion, -
7:53 - 7:58that will take our subjective experience
and turn it into molecules, -
7:59 - 8:04or maybe into some sort of very flat
uni-dimensional understanding -
8:07 - 8:10of what it is to have
depression or schizophrenia." -
8:12 - 8:13Over the course of the day
-
8:13 - 8:17you are going to hear
that when we talk about the brain -
8:17 - 8:21it is anything but uni-dimensional,
or simplistic or reductionistic. -
8:21 - 8:25It depends, of course, on what scale
-
8:25 - 8:27or what scope you think about.
-
8:27 - 8:32But this is an organ
of surreal complexity. -
8:35 - 8:38And we are just beginning to understand,
-
8:38 - 8:40how to even study it,
-
8:40 - 8:44whether you are thinking about
a hundred billion neurons in the cortex -
8:44 - 8:45or a hundred trillion synapses
-
8:45 - 8:48that make up all the connections.
-
8:48 - 8:51We have just begun to try to figure out
-
8:51 - 8:55how we take this very complex machine
-
8:55 - 8:58that does extraordinary kinds
of information processing -
8:58 - 9:02and use our own minds
to understand the very complex brain -
9:02 - 9:05that supports it,
that supports our own mind. -
9:05 - 9:08It's actually kind of cruel
trick of evolution -
9:08 - 9:11that we simply don't have a brain
-
9:11 - 9:14that seems to be wired well enough
to understand itself. -
9:14 - 9:17But we are making progress,
and because of some of the technologies -
9:17 - 9:18you hear about today,
-
9:18 - 9:22we are actually able to begin
to string this together. -
9:22 - 9:24In a sense it actually makes you feel that
-
9:24 - 9:27when you are in a safe zone studying
behavior and cognition, -
9:27 - 9:29something you can observe,
-
9:29 - 9:31that in a way feels
more simplistic and reductionistic -
9:31 - 9:36than trying to engage this very complex
and mysterious organ -
9:36 - 9:39that we are beginning
to try to understand. -
9:39 - 9:43Now already in a case
of the brain disorders -
9:45 - 9:47that I've been talking to you about,
-
9:47 - 9:52depression, obsessive compulsive disorder,
post traumatic stress disorder, -
9:52 - 9:55we don't have an in-depth understanding
-
9:55 - 9:58of how they are abnormally processed
-
9:58 - 10:01or what the brain is doing
in those illnesses. -
10:01 - 10:06We've been able to already identify
some of the connectional differences. -
10:06 - 10:09Some of the ways of which
the circuitry is different -
10:09 - 10:12for people who have these disorders.
-
10:12 - 10:14We call this the "Human Connectome."
-
10:14 - 10:17You can think about Connectome,
as the wiring diagram of the brain. -
10:17 - 10:20You'll hear more about it
in a few minutes. -
10:21 - 10:24The important piece here is
that as you begin to look -
10:24 - 10:27at people who have these disorders,
-
10:27 - 10:30the one in five of us
who struggle in some way, -
10:30 - 10:32you'll find that there's
a lot of variation -
10:32 - 10:37in the way the brain is wired
but there are some predictable patterns. -
10:37 - 10:40Those patterns are risk factors
-
10:40 - 10:43for developing one of these disorders.
-
10:43 - 10:46It's a little different than
the way we think about brain disorders -
10:46 - 10:48like Huntington's, Parkinson’s
or Alzheimer's disease -
10:48 - 10:50where you have a bombed out
part of your cortex. -
10:50 - 10:53Here we are talking about traffic jams
or sometimes detours -
10:53 - 10:56or sometimes problems with
just the way things are connected -
10:56 - 10:58and the way the brain functions,
-
10:58 - 11:00you could if you want
compare this to, -
11:00 - 11:03on the one hand,
a myocardial infarction - a heart attack -
11:03 - 11:05where you have dead tissue in the heart
-
11:05 - 11:09versus arrhythmia where
the organ simply isn't functioning -
11:09 - 11:11because of the communication problems
within it. -
11:11 - 11:12Either one would kill you,
-
11:12 - 11:15and in only one of them
will you find a major lesion. -
11:15 - 11:17As we think about this,
-
11:17 - 11:19maybe it's better to actually go
-
11:19 - 11:21a little deeper
into one particular disorder. -
11:21 - 11:22That would be schizophrenia.
-
11:22 - 11:25I think that's a good case
for helping to understand -
11:25 - 11:28why thinking of this
as a brain disorder matters. -
11:28 - 11:32Schizophrenia is a disorder
that generally comes on by -
11:32 - 11:36in terms of the psychotic symptoms,
-
11:36 - 11:37which is the way we diagnose it,
-
11:37 - 11:40delusions, hallucination,
problems with thinking -
11:40 - 11:41problems with attention,
-
11:41 - 11:44generally around age of 18 to 22, 23, 24.
-
11:46 - 11:49These are scans from Judie Rapoport
and her colleagues -
11:49 - 11:52at the National Institute
of Mental Health, -
11:52 - 11:55in which they studied children
with very early onset schizophrenia. -
11:55 - 11:58And you can see already
in the top there are areas -
11:58 - 12:00that are red, orange and yellow,
-
12:00 - 12:02there's places with less gray matter.
-
12:02 - 12:04And as they follow them over 5 years
-
12:04 - 12:07comparing them
to age-match controls, -
12:07 - 12:08you can see that, particularly in areas
-
12:08 - 12:11like the dorsal lateral prefrontal cortex
-
12:11 - 12:13or the superior temporal gyrus,
-
12:13 - 12:16there is a profound loss of gray matter.
-
12:16 - 12:17This is important.
-
12:17 - 12:20It's important if you try to model this.
-
12:20 - 12:21You can think about
-
12:21 - 12:24normal development
as a loss of cortical mass, -
12:24 - 12:26loss of cortical gray matter.
-
12:26 - 12:28What's happening in schizophrenia
-
12:28 - 12:29is that you overshoot that mark
-
12:29 - 12:31and at some point
when you overshoot -
12:31 - 12:33you cross a threshold,
and it's that threshold -
12:33 - 12:37where we say
this is a person who has this disease -
12:37 - 12:39because they have the behavioral symptoms,
-
12:39 - 12:41of hallucinations and delusions.
-
12:41 - 12:43That's something we can observe.
-
12:43 - 12:44But look at this closely.
-
12:44 - 12:49You can see that actually
they've crossed a different threshold. -
12:49 - 12:52They crossed a brain threshold
much earlier. -
12:52 - 12:55That perhaps not at the age 22 or 20
-
12:55 - 12:57but even by age 15 or 16,
-
12:57 - 13:01you can begin to see that the trajectory
for development is quite different -
13:01 - 13:05at the level of the brain
not at the level of behavior. -
13:05 - 13:07Why does this matter?
-
13:07 - 13:11Well first because for brain disorders,
behavior is the last thing to change. -
13:11 - 13:14We know that for Alzheimer's,
Parkinson's, for Huntington's. -
13:14 - 13:16There are changes in the brain
a decade or more -
13:16 - 13:20before you see the first signs
of a behavioral change. -
13:20 - 13:24The tools we have, and you'll hear
much more about this -
13:24 - 13:25in the course of the day,
-
13:25 - 13:28they are getting better every year,
-
13:28 - 13:31now allow us to detect
these brain changes much earlier, -
13:31 - 13:34long before the symptoms emerge.
-
13:34 - 13:37But most importantly,
go back to where we started. -
13:37 - 13:41The good news stories in medicine
-
13:41 - 13:44are early detection, early intervention.
-
13:44 - 13:48If we waited until the heart attack
-
13:48 - 13:51we would be sacrificing 1.1 million lives
-
13:51 - 13:54every year in this country
to heart disease. -
13:54 - 13:57That is precisely what we do today.
-
13:57 - 14:01When we decide that everybody
with one of these brain disorders, -
14:01 - 14:04brain circuit disorders,
has a behavioral disorder -
14:04 - 14:08we wait until the behavior
becomes manifest. -
14:08 - 14:11That's not early detection.
That's not early intervention. -
14:12 - 14:14Now to be clear,
we are not quite ready to do this. -
14:14 - 14:16We don't have all the facts.
-
14:16 - 14:19We don't actually even know
what the tools would be -
14:19 - 14:23nor what to precisely look for
in every case. -
14:23 - 14:27to be able to get there
before the behavior emerges as different. -
14:28 - 14:31But this tells us how we need
to think about it and where we need to go. -
14:31 - 14:33Are we going to be there soon?
-
14:33 - 14:36I think that this is something
that will happen -
14:36 - 14:38over the course of the next few years
-
14:38 - 14:40but I'd like to finish with the quote
-
14:40 - 14:42about trying to predict
how this will happen, -
14:42 - 14:45by somebody who's thought a lot
about changes -
14:45 - 14:47in concepts
and changes in technology. -
14:47 - 14:50"We always overestimate the change
that will occur in the next two years -
14:50 - 14:53and underestimate the change
-
14:53 - 14:56that will occur in the next ten." Bill Gates.
-
14:56 - 14:57Thanks very much.
-
14:57 - 14:59(Applause)
- Title:
- Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech
- Description:
-
Thomas Insel M.D. tells us in this talk that we need to change how we view mental illnesses and the earlier preventive treatments, before brain disorders manifest as psychiatric disorders, could be used to save the lives of people with mental illnesses.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 15:06
Helene Batt edited English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech | ||
Ivana Korom edited English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech | ||
Ivana Korom edited English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech | ||
Ivana Korom edited English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech | ||
Ivana Korom edited English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech | ||
Ivana Korom edited English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech | ||
Reiko Bovee commented on English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech | ||
Ivana Korom approved English subtitles for Mental Disorders as Brain Disorders: Thomas Insel at TEDxCaltech |
Reiko Bovee
To the reviewer: Would you please send the reviewed transcription to me before you turned it in? Thank you very much. Reiko
Reiko Bovee
I have been turning my reviewed works without sending back to the transcribers. I am sorry if I offended some of you who have more experience with English transcription than I do; whereas I am asking you to send your work back to me before you turn it in...
ANTONIO RODRÍGUEZ DE LA TORRE
There was a problem with the timing but now it´s good
Reiko Bovee
(Applaude)-> (Applause)
Ivana Korom
Hello, thanks for transcribing the talk. Good work. Here are some additional comments:
Gonna, wanna, kinda, sorta and ‘cause are ways of pronouncing going to, want to, kind of, sort of and because, respectively. Do not use them in English subtitles. Instead, use the full form (e.g. going to where you hear gonna). For more info on similar issues, see the English style guide at http://translations.ted.org/wiki/English_Style_Guide
I broke subtitles that were over 42 characters into two lines. I also fixed some line breaks in some subtitles to make the lines more balanced in length and/or to keep linguistic "wholes" together (e.g. keep the word "that" in the same line as the clause that it introduces as a relative pronoun). To learn more about why and how to break subtitles into lines, see this guide on OTPedia: http://translations.ted.org/wiki/How_to_break_lines
The maximum length of a subtitle is 84. Split subtitles over that limit into two different subtitles (reduce the duration of one subtitle, insert a new one into the resulting gap and insert some of the text into the new subtitle).
Do not have the subtitle start displaying long before the speaker says the equivalent bit in the video. Subtitles can sometimes run a little (e.g. 0.1-0.4) seconds into the time when the next sentence is being spoken, especially when it is necessary to maintain a reading speed that does not exceed the 21 characters/second limit. However, you should not have a subtitle start displaying much BEFORE the bit of language they represent is spoken in the video (they can’t precede it by more than 100 ms). If your subtitles appear noticeably before the speaker says the given sentence, you give the viewers a weird sense of precognition and it may be confusing to see a subtitle and none of the body language or on-screen actions which should be accompanying it (e.g. a subtitle says “Wow” while the viewer sees the speaker’s blank face for 0.5 seconds).
Reiko Bovee
Hi Ivana, Thank you for your advice. I learned those after I turned this in, except the last one. I have never thought of that! Thanks. Reiko