2nd Year GNM Nursing ODISHA Mental Health Nursing 2025
ODISHA NURSES & MIDWIVES EXAMINATION BOARD
SECOND YEAR ANNUAL EXAMINATION IN GNM-2025
Paper-III
(Mental Health Nursing)
I. Solve answer question
OR
a. What is personality? [3 marks]
Definition:
Personality is a relatively stable pattern of thinking, feeling and behaving
that a person develops over their lifetime, which makes them unique and distinguishes
them from others.
Key
points to include:
- It is enduring – not just a
temporary mood or state, but consistent across time and situations.
- It reflects how an
individual interacts with their environment: how they perceive, think
about, feel about, and behave in relation to the world and other people.
- It includes the uniqueness
of the individual — each person’s personality is different.
b. Write briefly about personality traits. [5 marks]
Personality
traits are the
characteristic ways in which a person tends to think, feel and behave; they are
the building-blocks of personality.
Some
important traits / models:
- The Five-Factor Model (often
called “Big Five”) identifies major trait dimensions:
- Openness to Experience – curiosity, creativity,
willingness to try new things.
- Conscientiousness – being organised,
responsible, disciplined.
- Extraversion – being outgoing,
energetic, sociable.
- Agreeableness – being cooperative,
trusting, warm.
- Neuroticism (Emotional
Stability) –
tendency to experience negative emotions, anxiety, moodiness.
Other
traits / characteristics:
- Positive/healthy personality
traits include: communicating effectively, showing self-confidence, being
independent, showing respect in relationships, non-impulsiveness.
- Traits may be positive or
negative (adaptive or maladaptive) depending on how they affect the
person’s functioning and relationships.
How to
write briefly (approx 5 points):
- Definition of trait: “a
characteristic pattern of behaviour, thought or emotion that is consistent
for the individual.”
- Mention the Big Five model
and list the five traits.
- Note that traits exist on a
spectrum (high ↔ low) and combine to form the overall personality.
- Give examples of healthy
traits (responsibility, confidence, cooperation) and unhealthy traits
(rigidity, impulsiveness).
- Emphasise relevance for
nursing / mental health: traits affect how the person copes, interacts,
manages stress, social relationships — thus understanding traits helps
nursing assessment and care.
c. Describe the factors influencing development of personality. [7
marks]
Personality
does not arise from a single cause. It develops through the interaction of
multiple factors — biological, psychological and environmental. Here are key
factors (you may choose ~6 or more) with brief description of each.
- Heredity / Genetic factors
- Genetics provide the raw
biological foundation (temperament, physical constitution, some
predispositions).
- For example, twin studies
show that personality traits have significant heritability.
- Biological and Physical
factors
- Physical attributes
(physique, health, maturity) and biological systems (eg endocrine glands)
influence personality.
- Example: thyroid, adrenal
glands’ functioning may affect emotional reactivity, irritability, etc.
- Family and Home Environment
- Family dynamics, parental
attitudes, sibling relations, early attachment experiences shape
personality.
- Over-protective or
neglectful parenting may lead to dependency or low self-esteem respectively.
- Social and Cultural Factors
- Culture, social norms,
community values, socioeconomic status influence how traits are
expressed, and which behaviours are rewarded.
- Peer groups, school
environment, media also shape personality.
- Life experiences / Early
experiences
- Experiences of
success/failure, trauma, significant life events (eg migration, loss)
have lasting impact on personality development.
- As personality is shaped
over time, new experiences can modify traits.
- School, Teachers and Peer
Groups
- School is a major
socialising institution; teacher behaviour, curriculum, peer interaction
affect personality formation.
- Peer groups often have
strong influence especially in adolescence.
- Culture & Mass Media /
Society
- The broader societal
context: cultural values, mass media messages, societal expectations
influence how one sees oneself and behaves.
OR
a. What is phobic anxiety disorder? [3 marks]
Definition:
Phobic anxiety disorder (often called a “phobia”) is a type of anxiety disorder
in which a person has a persistent, excessive
and irrational fear of a specific object, situation,
activity or environment.
The fear is out of proportion to the actual danger posed by the object or
situation, the individual recognises (at least to some extent) that the fear is
excessive, and the feared object/situation is either avoided or endured with
marked distress.
Because of the avoidance or distress, the phobia interferes with the person’s
normal routine, social activities or functioning.
Short answer you can write:
Phobic anxiety disorder is an anxiety condition characterised by a
persistent, irrational fear of a specific object or situation, leading to
avoidance or distress and significantly interfering with daily functioning.
b. Write down the signs, symptoms and aetiology of anxiety
disorders. [6 marks]
Here we cover anxiety disorders
generally (of which phobic disorders are a type), giving signs/symptoms and the
aetiology (causes).
Signs & Symptoms:
Common features of anxiety disorders include:
·
Feeling nervous, restless or tense; sense of
impending doom or danger.
·
Increased heart rate (tachycardia), rapid
breathing (hyper-ventilation), sweating, trembling or shaking.
·
Muscle tension, fatigue, difficulty
concentrating, irritability, sleep disturbance (difficulty falling or staying
asleep).
·
Avoidance behaviours: Person may avoid
places/situations that trigger anxiety. Especially in phobic disorders,
anticipatory anxiety (fear even of thinking about the feared stimulus) can
occur.
·
Physical/behavioural symptoms: e.g., sweating,
nausea/upset stomach, dizziness, breathlessness.
Aetiology (Causes):
Anxiety disorders arise from a complex interaction of multiple factors
(biological, psychological, social). Some key causes:
·
Genetic and familial vulnerability: Anxiety
disorders often run in families, suggesting hereditary/biologic vulnerability.
·
Neurobiological factors: changes in brain
circuits (e.g., the amygdala, prefrontal cortex) and neurotransmitter systems
(GABA, serotonin, norepinephrine) have been implicated.
·
Early life experiences / developmental factors:
Trauma, stressful life events, parenting style, early attachments influence
risk.
·
Environmental & psychosocial stressors:
Chronic stress, major life changes, cultural/socioeconomic factors may
precipitate or exacerbate anxiety disorders.
·
Learned / behavioural factors: In phobic
disorders especially, conditioning (learning fear via negative experiences) or
modelling (observing someone else’s fearful reaction) may contribute.
c. Write the nursing management of a patient with phobic disorder.
[6 marks]
Here are key nursing management steps for a patient with a phobic disorder.
You can divide into Assessment, Planning & Interventions.
Nursing management:
1. Assessment:
o
Establish a therapeutic nurse-patient
relationship; ensure the patient feels safe and supported.
o
Assess level of anxiety/fear (mild, moderate,
severe) and identify the specific phobic stimulus/triggers.
o
Collect objective data: vital signs (pulse,
respiration), physical signs of anxiety (sweating, trembling).
o
Note avoidance behaviours, impact of phobia on
daily life (social functioning, work, self-care).
o
Assess coping mechanisms, support systems,
understanding of the disorder and previous treatments.
2. Planning
/ Goals:
o
The patient will recognise and verbalise their
fear/triggers.
o
The patient will gradually engage with the
feared situation/object in a controlled manner (with reduced anxiety).
o
The patient will adopt effective coping strategies
to manage anxiety.
o
The patient will maintain normal functioning in
social/occupational roles to the best possible extent.
3. Interventions:
o
Maintain a calm, non-threatening environment and
nurse behaviour; avoid escalating anxiety.
o
Provide reassurance and remain with the patient
during high anxiety episodes; reduce external stimuli if necessary.
o
Educate the patient (and family) about the
nature of phobic disorder: what a phobia is, how avoidance reinforces anxiety,
the role of exposure therapy/cognitive-behavioural techniques.
o
Collaborate with the multidisciplinary team
(psychiatrist/psychologist) for therapy (especially behaviour therapy/exposure
therapy) and medication as appropriate.
o
Facilitate gradual exposure (graded exposure) to
the feared object/situation in a safe, controlled way; support the patient as
anxiety decreases. (For example: think of the object → view pictures → approach
the object/situation)
o
Teach relaxation techniques (deep breathing,
progressive muscle relaxation), coping skills for anxiety management. Encourage
self-help strategies (adequate sleep, avoiding caffeine/stimulants, physical
activity).
o
Encourage the patient to keep a fear hierarchy
and gradual exposure tasks (if guided by therapist), and monitor progress;
evaluate and adjust care plan accordingly.
4. Evaluation:
o
Monitor the patient’s level of anxiety in
response to triggers over time; check whether avoidance behaviour is
decreasing.
o
Determine if patient is using coping strategies
effectively and functions better in daily life.
o
Review goals: e.g., “Patient will tolerate the
feared situation with anxiety reduced to manageable level” – evaluate if met.
II. Solve Answer Questions
OR
a. What is Depression? [2]
Depression is a mood disorder characterised by a persistently low mood
and/or loss of interest or pleasure in nearly all activities, lasting for at
least two weeks and significantly affecting daily functioning.
In short: It is more than just feeling sad — it is a clinical condition
affecting thoughts, sleep, appetite, concentration and ability to function.
b. Write the causes, signs, symptoms of BPAD (Bipolar Affective
Disorder) [7]
Causes / Aetiology
·
Genetic/family predisposition: Bipolar Disorder
often runs in families.
·
Neuro-biological / brain structure and function
changes: differences in brain circuits, neurotransmitters, etc.
·
Environmental / psychosocial triggers: stress,
trauma, major life changes may precipitate episodes.
·
Probably also a combination of the above (multi-factorial)
— no single cause.
Signs & Symptoms
Symptoms vary depending on whether the person is in a manic/hypomanic episode
or a depressive episode:
·
Manic/hypomanic phase: abnormally elevated or irritable
mood; increased energy; decreased need for sleep; racing thoughts;
talkativeness; grandiosity; risk-taking behaviour.
·
Depressive phase: feeling sad, hopeless; loss of
interest/pleasure; low energy; sleep/appetite disturbance; difficulty concentrating;
suicidal thoughts.
·
Rapid mood swings (in some cases ‘mixed’
features) from mania to depression.
·
Functional impairment: affects daily life, work,
relationships.
c. Describe the prognosis, medical and nursing management of a patient
of BPAD. [6]
Prognosis
·
Bipolar disorder is often episodic and lifelong;
although periods of “normal” mood (euthymia) are possible, recurrences are
common.
·
With proper treatment (medication + therapy)
functional outcome improves; early intervention improves prognosis.
·
Risk of complications: such as suicide,
social/occupational impairment, physical comorbidities.
Medical Management
·
Mood stabilisers (e.g., lithium, valproate) to
prevent mood swings.
·
Antipsychotics (especially atypical) in manic
episodes; possibly antidepressants cautiously in depressive phase (to avoid
triggering mania).
·
Psychotherapy (e.g., cognitive behavioural
therapy, interpersonal and social rhythm therapy) to support mood regulation
and improve coping.
·
Lifestyle & psychoeducation: regular sleep,
structured daily routine, stress-management, recognising early warning signs.
Nursing Management
·
Assessment: Monitor mood
swings, sleep patterns, energy levels, risk of self-harm/suicide, medication
adherence, social/occupational functioning.
·
Planning & Goals: Patient
will recognise early signs of mood change; maintain stable mood; adhere to
medication and therapy; maintain social and occupational functioning.
·
Interventions:
o
Establish therapeutic rapport and maintain a safe
environment, especially during manic or depressive episodes.
o
Educate patient and family/caregivers about the
disorder, treatment plan, importance of adherence, recognising triggers and
early signs.
o
Support medication adherence: explain purpose,
side-effects, monitor for adverse events.
o
Encourage lifestyle regularity: sleep hygiene,
structured activities, avoiding stimulants, alcohol/substance misuse.
o
Facilitate psychotherapy/ counselling sessions,
help patient develop coping strategies, stress management.
o
Monitor for signs of relapse and implement early
intervention (e.g., notify doctor if sleep drastically reduces, mood elevates,
or depression worsens).
·
Evaluation: Review whether the
goals are being met (stable mood, less frequent/severe episodes, improved
functioning); adjust nursing care plan accordingly.
OR
a. What is Mental Health Nursing? [3]
Mental health nursing is the branch of nursing concerned with promoting
psychological well-being, preventing mental illness, and providing care for
individuals, families and groups experiencing psychiatric or mental health
problems, by using therapeutic nurse-patient relationships, evidence-based
interventions and a holistic approach (biological, psychological, social).
In simpler terms: It is nursing work in the field of mental health — assessing,
caring, supporting, rehabilitating people with mental health conditions and
helping them achieve their highest possible level of mental well-being.
b. Write the principles of mental health nursing. [5]
Here are five key principles (you may choose any five as long as you clearly
state them with brief explanation):
1. Acceptance
of the patient – Accept the person unconditionally for who they are,
without judgment.
2. Use
of self-understanding – The nurse recognises their own feelings,
attitudes and responses so as not to interfere with the therapeutic
relationship.
3. Consistency
and security – Provide a predictable, safe and stable environment
(consistent nurse behaviour, routines) to foster trust and emotional security.
4. Reassurance
and therapeutic communication – Use empathetic listening, clear
explanation of procedures, and reassurance to reduce anxiety and build rapport.
5. Holistic
approach to the person – Consider the person beyond the illness: their
physical health, social background, emotional needs, strengths and environment.
c. What are the misconceptions about mentally ill persons? [7]
Here are common misconceptions (myths) along with brief
explanation/correction:
1. Misconception:
“People with mental illness are weak or lack willpower.”
o
Reality: Mental illnesses have biological,
psychological and social causes; they are not simply a matter of willpower.
2. Misconception:
“Mental illness means low intelligence or incompetent.”
o
Reality: Mental illness can affect anyone
regardless of intelligence or social status; many people with mental illness
are highly functional.
3. Misconception:
“Once you have a mental illness, you’ll never recover / it cannot be treated.”
o
Reality: Many mental health conditions are
treatable and people can and do recover or achieve good levels of functioning.
4. Misconception:
“People with mental illness are dangerous, violent or unpredictable.”
o
Reality: The vast majority are not violent; in
fact they are more likely to be victims of violence.
5. Misconception:
“You either have a mental illness or you don’t — no in-between.”
o
Reality: Mental health exists on a continuum;
one can have emotional problems and still function well, or have a diagnosis
and still function.
6. Misconception:
“Medication is the only solution / therapy doesn’t work.”
o
Reality: Effective treatment often includes
medications and psychotherapy + lifestyle/supportive interventions.
7. Misconception:
“People with mental illness can’t hold stable jobs or contribute to society.”
o
Reality: With appropriate treatment and support,
many continue to work, live independently and contribute meaningfully.
III. Write short notes on any three of the following.
i. Bulimia nervosa
Definition / Key features:
- Bulimia nervosa is an eating
disorder characterised by recurrent episodes of binge-eating
(eating large amounts of food in a short time) followed by compensatory
behaviours (purging via vomiting, laxatives, fasting, excessive
exercise) to avoid weight gain.
- Often the individual feels a
lack of control during the binge, then guilt/shame.
Important points for nursing/mental-health context: - Though serious and
potentially life-threatening, recovery is possible.
- It tends to develop in
adolescence/young adulthood, more common in females, though can affect any
gender.
Why it matters in mental-health nursing: - Nutritional/physical
complications (electrolyte imbalance, dental erosion, GI problems) can
occur — nursing monitoring important.
- Psychological aspects:
body-image disturbance, comorbid mood/anxiety/substance use disorders.
ii. Adolescent crisis
Definition / Key features:
- An adolescent crisis refers
to a period of psychological disequilibrium in adolescence when the usual
coping mechanisms fail and the person is unable to adapt to developmental,
social or situational demands.
- Adolescence itself is a
stage of major physical, emotional, cognitive and social changes; multiple
stressors (identity formation, peer pressure, academic demands, family
conflicts) may precipitate a crisis.
Important points for nursing/mental-health context: - It may be a maturational
(developmental) crisis (expected in development) or situational
(unexpected life event) in adolescence.
- Nursing role: Recognise
signs of distress, intervene early, support coping skills, refer
appropriately.
Why it matters in mental-health nursing: - Adolescents in crisis are at
increased risk of self-harm, substance use, school drop-out, and mental
disorders. Early nursing intervention can reduce long-term sequelae.
iii. Hypersomnia
Definition / Key features:
- Hypersomnia is a sleep‐wake
disorder characterised by excessive daytime sleepiness despite
apparently sufficient (or even long) nocturnal sleep, and difficulty
staying awake/alert during the day.
- It may include prolonged
night sleep (>11 h), frequent naps, difficulty waking up (“sleep
drunkenness”), and reduced alertness.
Important points for nursing/mental-health context: - Causes may be primary
(idiopathic), secondary to other sleep disorders (e.g., sleep‐apnoea),
medical/psychiatric conditions, medications.
- Impacts: impaired
functioning, academic/work performance, increased accident risk.
Why it matters in mental-health nursing: - Nurses should assess sleep
patterns, daytime sleepiness, underlying causes, educate about sleep
hygiene, coordinate referral to sleep specialist if needed.
- Recognising hypersomnia is
important because it may mimic or co-occur with depression and other
mental health conditions.
iv. Opioid use disorder
Definition / Key features:
- Opioid use disorder (OUD) is
a chronic mental‐health condition characterised by a problematic pattern
of opioid use (prescription or illicit) leading to clinically significant
impairment or distress (tolerance, withdrawal, continued use despite
harm).
Important points for nursing/mental-health context: - In an Indian context (and
globally) the nursing staff play crucial roles in opioid dependence
treatment: supervised dispensing of medication, observing signs of
withdrawal/overdose, linking patients to treatment services.
- Treatment involves
medication-assisted therapy (e.g., opioid substitution therapy),
psychosocial interventions, relapse prevention.
Why it matters in mental-health nursing: - Nurses must monitor for
complications (overdose, respiratory depression), provide patient/family
education on safe use, manage withdrawal, support rehabilitation and
relapse prevention.
- Because OUD bridges
physical, psychological and social domains, mental-health nursing must
integrate holistic care.
v. Legal responsibilities of a
nursing personnel involved in the care of a mentally ill person
Key legal/ethical responsibilities (especially within Indian context) include:
- Understanding and
implementing the Mental Healthcare Act, 2017: It guarantees rights of
persons with mental illness (PMI), rights to access care, live in
community, confidentiality, informed consent, advance directive, nominated
representative.
- Ensuring informed consent
for admission and treatment; recognising capacity of patient as per law.
- Maintaining confidentiality
of patient information, except in legally specified situations (danger to
others, court order).
- Respecting rights:
right to dignity, community living, freedom from cruel, inhuman or
degrading treatment, free legal aid, etc.
- Proper procedures for admission/discharge/leave/transfer
of mentally ill persons, adhering to institutional protocols and law.
- Keeping records/documentation,
reporting use of restraints/seclusion where applicable, and ensuring the
nurse’s practice is within legal/regulatory scope (e.g., nursing
registration, scope of practice) and reporting any misconduct/negligence.
Why this is important for nursing/mental-health care: - These responsibilities
protect both the patient (rights, ethical treatment) and the
nurse/institution (legal liability, professional accountability).
- Understanding legal aspects
enhances safe, ethical, effective care of persons with mental illness.
IV. A. Write the responsibilities and role of a nurse in the following situations.
a. A patient with drug addiction
- Assess the pattern of
substance use: type of drug, amount, duration, last intake, route of
administration.
- Monitor for withdrawal symptoms
and complications (physical, psychological) and ensure patient safety.
- Provide non-judgemental
support and build a therapeutic relationship; educate the patient (and
family) about addiction, its effects, risks and treatment options.
- Facilitate detoxification
and coordinate with the multidisciplinary team (physician, counsellor,
social worker) for treatment plan, medication-assisted therapy if
applicable.
- Support relapse prevention: help
patient identify triggers, develop coping skills, link to community
resources/self help groups; encourage follow-up and adherence.
b. Adolescent girl with suicidal tendencies
- Perform risk assessment:
inquire about suicidal ideation, plans, means, previous attempts; assess
environment for hazards.
- Provide a safe environment:
remove access to means of self-harm, continuous supervision if needed,
place near nursing station or under observation.
- Establish therapeutic
rapport: listen empathically, validate feelings, avoid judgement,
encourage disclosure of thoughts/feelings.
- Educate family/caregivers
about warning signs, coping strategies, support systems, emergency contact
and follow-up care.
- Collaborate with
mental-health team (psychiatrist, psychologist), plan for interventions
(therapy, medication if needed), and plan safe discharge with follow-up
and community support.
c. An Alzheimer’s patient
- Assess cognitive status,
behaviour changes, functional ability (ADLs), safety risk (wandering,
falls).
- Ensure a safe, structured,
calm environment: minimize confusion/triggers, use familiar objects and
routines.
- Support orientation and
communication: use simple language, one step instructions, allow adequate
time to respond.
- Assist with and encourage
independence in self-care as far as possible, but supervise to ensure
safety.
- Educate family/caregivers
about disease progression, behaviour management, safety at home, and
available support/respite services.
d. A lady with paranoid schizophrenia
- Assess for symptoms:
delusions (especially persecutory), hallucinations, level of insight, risk
of harm, self-care, social functioning.
- Build therapeutic
relationship: remain calm, consistent, non-judgemental; use clear, simple
communication; avoid arguing about delusions but focus on feelings.
- Ensure safety: monitor for
aggression/agitation, remove potential hazards, maintain low-stimulus
environment if needed.
- Support medication adherence
and monitor side-effects, collaborate with psychiatrist/medical team;
encourage involvement in psycho-education and social skills training.
- Assist in rehabilitation and
community integration: help with activities of daily living,
socialization, family education about illness, relapse warning signs, and
support networks.
e. A patient preparing for ECT (Electroconvulsive Therapy)
- Provide education and
emotional support: explain the procedure, expected benefits, side-effects,
and obtain informed consent (or ensure it is done) from patient/guardian.
- Pre-procedure preparation:
ensure NPO status, remove jewelry/dentures/hearing aids, ensure patient
has voided, check identity and pre-op checklist.
- Monitor vital signs and
baseline data, assess for any contraindications, collaborate with
anesthetist/psychiatrist/ECT team.
- Provide post-procedure care:
monitor airway/breathing/circulation, orient the patient, assist with
recovery from anaesthesia, observe for side-effects like memory
disturbance or headache.
- Educate patient and family
about after-care, expectation of multiple sessions, importance of
follow-up, and support in coping with possible cognitive side-effects.
B. Fill in the blanks.
i. 1987
ii. Antipsychotic
iii. Echolalia
iv. Akathisia
v. Flight of ideas
V. A. Write the full forms of the following abbreviations.
i.
Korsakoff's syndrome occurs due to intake of opium — False
(It occurs due to chronic alcoholism and vitamin B1 (thiamine) deficiency.)
ii.
Asclepiades of Bithynia advocated humane treatment of mental disorders — True
iii.
Intense fear of becoming obese is seen in OCD — False
(It is seen in Anorexia Nervosa.)
iv. ECT
is contraindicated in decreased intracranial pressure — False
(It is contraindicated in increased intracranial pressure.)
v. Thinking
deeply about a small matter for a long period is known as thought block — False
(That is rumination, not thought block. Thought block means sudden
stop in thinking.)
vi.
Crisis means a period of intense difficulty — True
vii.
Exhibition is a sexual disorder — True
(It is called Exhibitionism, a type of paraphilia.)
viii.
Neuroleptic drugs are used in the treatment of psychosis — True
ix.
Excessive sleeping in the day time is known as narcolepsy — True
x.
Hallucination is misinterpretation of external stimuli — False
(That is illusion. Hallucination occurs without external
stimuli.)
Answer:
i. NDPSA — Narcotic Drugs and
Psychotropic Substances Act
ii.
NIMHANS — National
Institute of Mental Health and Neuro Sciences
iii. DER — Drug Evaluation Report (In
some nursing exam contexts, it may also refer to Daily Evaluation Record
depending on syllabus usage.)
iv. GAD — Generalized Anxiety
Disorder
v. TNPR — Temporary Note of Patient
Record (In some nursing documentation systems, it may also be seen as Treatment
and Nursing Progress Record.)
VI. B. Write True/False.
Answer:
i.
Korsakoff's syndrome occurs due to intake of opium — False
(It occurs due to chronic alcoholism and vitamin B1 (thiamine) deficiency.)
ii.
Asclepiades of Bithynia advocated humane treatment of mental disorders — True
iii.
Intense fear of becoming obese is seen in OCD — False
(It is seen in Anorexia Nervosa.)
iv. ECT
is contraindicated in decreased intracranial pressure — False
(It is contraindicated in increased intracranial pressure.)
v. Thinking
deeply about a small matter for a long period is known as thought block — False
(That is rumination, not thought block. Thought block means sudden
stop in thinking.)
vi.
Crisis means a period of intense difficulty — True
vii.
Exhibition is a sexual disorder — True
(It is called Exhibitionism, a type of paraphilia.)
viii.
Neuroleptic drugs are used in the treatment of psychosis — True
ix.
Excessive sleeping in the day time is known as narcolepsy — True
x.
Hallucination is misinterpretation of external stimuli — False
(That is illusion. Hallucination occurs without external
stimuli.)
