Case laboratory · fictional case
Mr. Farooq: forgetfulness and withdrawal after a bereavement
A 68-year-old retired teacher's family worry about memory problems after his wife's death. Dementia, depression, grief, hearing and medication effects must all be weighed.
Stage 1 of 7
1 Observe
Presenting concerns
His son says he misplaces things, repeats questions and no longer reads the newspaper. Mr. Farooq says, 'My memory is finished; what is the use?'
Behavioural observations
- Slow to respond; often says 'I don't know' before trying.
- Asks for questions to be repeated.
- Brightens briefly when talking about his teaching career.
Your turn: What observations might distinguish low mood from cognitive impairment?
Teaching discussion for this stage
'I don't know' answers, slow responses and pessimism about memory can reflect low mood and reduced effort; brightening when discussing meaningful topics suggests preserved engagement. Asking for repetition raises hearing as a factor.
2 Gather information
History
Changes began after his wife's death. Before that he managed his pension and taught neighbourhood children. Sleep is poor; he takes a new sleeping tablet. His appetite has decreased.
Context
He moved from his own home into his son's flat. He feels he is a burden. Friends from the mosque visit less often.
Available information
- Brief cognitive screening at the physician's office was below the usual threshold.
- No formal hearing test has been done.
- Blood tests are pending.
Your turn: What does the timing of the changes suggest? What else do you need to know?
Teaching discussion for this stage
Onset closely following bereavement and a move, with low mood and sleep problems, raises depression and grief as major hypotheses; a sedating medication and hearing loss could affect test performance. A brief screen below threshold does not establish dementia.
Missing information
- Medication review by the physician.
- Hearing assessment.
- Collateral history about the pattern and progression of memory change.
- Results of blood tests (for example thyroid and vitamin B12).
- Mood history and any thoughts of death.
- Day-to-day functioning: finances, medication management.
3 Generate hypotheses
Your turn: Generate at least four hypotheses and the evidence that would distinguish them.
Teaching discussion for this stage
Depression and dementia can mimic and coexist with each other in older adults.
Possible hypotheses
- Depression with cognitive symptoms after bereavement.
- Prolonged or complicated grief.
- Early neurocognitive disorder (dementia), possibly coinciding with the bereavement.
- Medication side-effects (sedation, confusion).
- Hearing impairment affecting performance.
- Medical causes such as thyroid dysfunction or vitamin deficiency.
4 Formulate
Your turn: Build a formulation that includes grief, depression, medical and social factors.
Teaching discussion for this stage
A provisional formulation: the loss of his wife and home, combined with loss of role and reduced social contact, triggered low mood; poor sleep and a new sedating medication may impair concentration; possible hearing loss reduces engagement; withdrawal and the belief that he is a burden maintain the cycle. A neurocognitive disorder remains possible and must be assessed.
| Factor | Biological | Psychological | Social / cultural |
|---|---|---|---|
| Predisposing | Age-related vascular risk (hypertension) | Identity strongly tied to role as teacher and husband | Generational norms about not discussing feelings |
| Precipitating | New sleeping medication | Bereavement | Move to son's home; loss of neighbourhood |
| Perpetuating | Poor sleep; possible hearing loss | Hopelessness; 'I am a burden' belief | Fewer visits from friends; reduced meaningful activity |
| Protective | Physically mobile | Pride in teaching; brightens with meaningful topics | Family concern; mosque community |
5 Plan assessment
Your turn: Which assessments would you prioritise, and in what order?
Teaching discussion for this stage
Address reversible and confounding factors before drawing conclusions from cognitive testing.
Next steps
- Medication review with the physician.
- Hearing assessment.
- Await and review blood test results.
- Assessment of depression and grief, including direct enquiry about thoughts of death.
- Comprehensive neuropsychological assessment once confounds are addressed, using tests suited to his education and language, with cautious use of norms.
- Repeat assessment over time to track trajectory.
6 Consider interventions
Your turn: What options might help now, while assessment continues?
Teaching discussion for this stage
Interventions can start alongside assessment, especially for mood and isolation.
Evidence-informed options
- Psychological therapy for late-life depression and grief, adapted to his preferences — for example behavioural activation through meaningful roles such as tutoring.
- Hearing support if indicated.
- Physician review of sedating medication.
- Family psychoeducation about depression, grief and memory.
- Reconnecting with community and faith networks, if he wishes.
- If a neurocognitive disorder is later diagnosed, planning, caregiver support and decisions respecting his autonomy and capacity.
7 Review outcomes
Fictional follow-up
After the physician changes his sleep medication and he begins tutoring two neighbourhood children, his mood improves. Repeat cognitive assessment three months later shows improvement, though mild difficulties with recall remain. A follow-up review is planned.
Your turn: What do the follow-up findings suggest, and what remains uncertain?
Teaching discussion for this stage
Improvement after treating mood and medication factors suggests these contributed substantially. Persisting mild recall difficulties warrant monitoring over time, because depression in later life can sometimes precede neurocognitive decline. Honest communication about uncertainty is essential.
Ethical questions and references
Ethical questions to discuss
- How do you respect an older adult's autonomy when family members want information?
- When might questions of decision-making capacity arise, and who assesses them?
- How should results be communicated to someone who fears being 'finished'?
References and resources
- Plante, T. G. (2005). Contemporary clinical psychology (2nd ed.). John Wiley & Sons.
- Lezak, M. D., and colleagues. Neuropsychological assessment (latest edition). Oxford University Press.