Anxiety Lab Report

Since entering into the program, Chris has been open about his anxiety and has been willing to work on his symptoms. Chris requested additional homework outside of group therapy to work on his symptoms of anxiety. Chris completed 3 Rational Emotive Behavior Therapy workbooks titled Anxiety & Worry, Grief, and Self-Esteem. Chris has self-reported that he is improving on managing his symptoms and is learning his triggers. Additionally, Chris have developed insight and developed effective coping skills to manage his symptoms.

According to the Anxiety and Depression Association of America, roughly 40 million American adults suffer from one form of anxiety disorder or another, with only about one-third of those sufferers getting treatment despite the fact that many of disorders can be treated with pharmaceutical drugs. For example, selective serotonin reuptake inhibitors (SSRIs) like Prozac and Zoloft are two of the most common forms of drugs used to treat anxiety-related disorders, along with tranquilizers such as such as Valium and Xanax. Not always effective, these drugs can have adverse effects and tranquilizers can be extremely addictive. These factors have created a void for alternative forms of treatment, and this is where cannabis comes into play. The non-psychoactive

“Tick-Tock, Tick-Tock” goes the clock. Sweat beads form on your forehead and drip silently onto the test booklet. You breathe reminding yourself, “in and out.” Take a drink of water and screw the lid back on. Then, you look up at the clock and back down at the booklet realizing that you are only on question 15 with half an hour left. Panic sets in. Self-doubt sets in and all the sudden your brain jumps out of your head and walks off. Another minute passes. Then another. Then another. Filled with fear, you scribble in the bubbles before your heart explodes and quickly turn in the booklet before time is called.

The Study Anxiety Inventory (SAI), consisting of the factors of Anxiety and Public speaking, was developed to measure college students’ self-reported levels of anxiety while studying to speak in front of class mate. Data from 2015 undergraduate students from four colleges (Nursing and Sciences, Business) at a private university, Keiser University were used to evaluate the validity of the scores from the 16-item Study Anxiety Inventory. The preliminary PSCAS yielded an internal consistency of .85 using Cronbach's alpha coefficient when administered to 30 participants and was factor-analyzed to establish the construct and the final version.

Like many freshmen, when I started college I was not sure what I wanted to major in. Due to this uncertainty, I decided to take different types of classes to see what would interest me. The different classes taught me that, the more important the tests the more pressure I put on myself. This made test taking difficult. I realized that my test taking anxiety stems from a deep fear of failure. Through my years in college I have been trying to work on my test taking fears. In my first year of experimenting with classes, I received my first C because I did not work as hard as I should have. That is a mistake that I have never repeated since.  After this poor grade I decided it was time to select a field which I would enjoy. After researching different fields, I realized that Public health is an emerging field. I decided to take a few classes to see if I would enjoy it, and the rest is history. The field caught my attention because it is broad and it would give me the freedom to select any career I desire. Public health caught my attention is because it deals with prevention. I believe that public health professionals are about empowering individuals. If they lay out all the facts in front of individuals, they will be able to make the right decisions.

A sample of first year female college students form Shiraz university with Persian language recruited (n=318) in multi-stage sampling method and completed the trait measure of the Spielberger State-Trait Anxiety Inventory (Spielberger, Goruch, Lushene, Vagg, Jacobs 1983). After scoring, 20 subject belonging to the .25 percent of upper distribution as to high anxiety group (age: 19.16± .52 years); (scale scores: 58.3±2.9) and 20 subject belonging to the .25 percent of lower distribution as to low anxiety group (age: 19.28 ± .6years); (scale scores: 31.1± 2.3). Participants were excluded if: 1) a history of substance abuse, 2) a head injury that resulted in a loss of consciousness, 3) a medical illness that could affect neuropsychological performance,

Have you ever found yourself constantly being concerned with something, but not knowing what it is and thinking about it so much to the point where you lose sleep, jitter, or get sweaty? If so, you may have general anxiety disorder. General anxiety disorder, or GAD, is described as an anxiety disorder in which a person is continually tense, apprehensive, and in a state of autonomic nervous system arousal.(Myers,2014) To simplify it, it’s an excessive amount of being anxious that affects the everyday life.

Millions of men and women are watching, and come Sunday stage fright is not an option for many of these players. How do they overcome the burden and the anxiety on Sunday evening on the eightieth green, while looking at a four-foot putt to win? Like many athletes, these players are just as nervous as many of us would be. The only difference is their confidence in their proven sport and the ability to block out all those distractions that would cause a major impairment of anxiety or stage fright.

Yes, the experiment was valid, the experimenters seek to measure the level of anxiety before choosing participant which was done by making use of Beck Anxiety Inventory, also a stress perceived scale was used to examine the levels of stress of the participants. This means this experiment is Content valid; meaning the test measure what its intended to measure, also this self-reports have been researched and are widely known for their validity and reliability. (Sue et al.,2017).

Anxiety is a complicated issue because it is not fully understood. Anxiety can be cause because of imbalances within the body of certain neurotransmitters, past experiences, thoughts and behaviors, or unknown causes. Bhatt et al. (2017) discusses the pathophysiology of anxiety and the links that are thought to exist. In the central nervous system there are many neurotransmitters that are thought to be related to the mediation of anxiety symptoms. These include norepinephrine, serotonin, dopamine, and GABA. The central nervous system and the sympathetic nervous system work together and can affect the symptoms of anxiety. For example, if there is an abundance of norepinephrine, which increases the heart rate and blood pressure, a patient could feel anxious and the sympathetic nervous system would be evidenced by the patient’s inability to sit still and constant pacing. Bhatt et al. (2017) explains how the use of a PET scanning shows the relationship between the anxiety panic disorder and the increased blood flow to the right parahippocampal region with decreased serotonin binding. In addition to the PET scan, a MRI demonstrated a smaller temporal lobe volume despite the normal hippocampal volume in these patients (Bhatt et al., 2017).

It's pretty normal to feel somewhat anxious and focused before a test. A tad bit of apprehensive anticipation can really help a person show signs of improvement and keep him or her at top execution while taking a test. In any case, for some individuals this normal anxiety is more serious. The nervousness they feel before a test can be strong to the point that it meddles with their concentration and execution. Test anxiety is the apprehensive feeling that individuals now and again get before a test. Most understudies experience some level of test anxiety. Test anxiety alludes to a mix of enthusiastic, and mental parts that are brought about by the anxiety of taking exams. This may meddle with one's capacity to think, reason, and plan. For a few students, test anxiety is a repulsive affair however doesn't as a matter of

Anxiety is a difficult subject. There’s no doubt about it. It’s often unspoken of and all too frequently its legitimacy is diminished. For a long time, I’ve struggled with anxiety. I have never officially been diagnosed by a medical professional, mainly due to my lack of sufficient funds, however, it is an all too present force in my life. I would be lying if I were to say that talking about it didn’t make me uncomfortable or nervous whatsoever. Despite the contemporary movements to destigmatize mental illness, it remains something that is very difficult to admit or discuss. So writing this piece, honestly, makes me a bit nervous. However, I would like to share a brief glimpse into my experience because I feel that it really has shaped who I am today.

Test anxiety is a feeling of fear and worry for those individuals who will have performance evaluations (Brown et. al, 2011 as cited by Madridano, 2013).

Have you ever wondered why students can do well in class but sometimes not so great on tests? This is because some people have a thing called testing anxiety. Testing anxiety is common for both high school and college students. Many people can walk into a classroom and be prepared for a test only to freak themselves out. How could this issue of testing anxiety be resolved?

Athletes in today’s society who play competitive sports are constantly under pressure by their parents, peers, and even themselves. This article focuses on somatic and cognitive anxiety and how that affects athletes’ perceived ability and goal orientation. Somatic anxiety refers to the physical bodily symptoms of anxiety, for example: butterflies in the stomach, sweating, or increased heart rate. Cognitive anxiety refers to the mental symptoms in anxiety such as concern or worry; in sport this could be applied to things such as concern of potential failure or capacity of one’s