Anxiety Vs Childhood Anxiety

Childhood anxiety is quickly becoming the most challenging of all childhood problems. As the root of most problems, anxiety covers a long range of stressors that spread quickly if not treated or relieved early in life. Anxious feelings in children varies from children of all backgrounds. All people feel anxious at one point or another, and it is only when children are affected daily and unable to be calmed when people should become concerned. Many times, children are feeling overwhelmed and cannot express themselves or struggle to understand his/her feelings. Social and emotional development then plays a big part when facing concerns like anxiety in a young childhood environment. Teachers and caregivers need to take a step back and focus on what the child needs rather than what he/she can do to make children calm down. Through interventions, patience, and caring teachers, a young child does not need to be known as "The Child Who is Anxious", he/she can just be a child.

Current epidemiological data suggest anxiety disorders are the most prevalent type of childhood psychological disorders. Generalized Anxiety Disorder or GAD is described by excessive worrying about a variety of events, including those in the past, present, and future. Children with this disorder worry excessively about a number of issues, including past conversations or actions, upcoming events, school, family health, their own health, competence in sports or academics, and world events. Typically, children experiencing such excessive worry find it difficult to control the amount of time that they worry, and the worrying interferes in their daily life. Sometimes children don’t realize their anxiety is excessive considering the situation.

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

Adolescence is a difficult time period in a young person’s transition into their later stage of both physical and mental development. Mood disorders are often overlooked during this time for the brain becoming more developed; however among children, anxiety disorders seem to be the most common disorders to be experienced (Nelson; Israel, pg 112). Barlow (2002) defines anxiety as a future-oriented emotion that is characterized by the inability to be in control and predict future events that can be potentially dangerous to the individual. Anxiety shares commonalities with fear, but the difference between the two being that fear is the initial response made from a present threat, where anxiety is due to a unknown future event. A common

Families who have children with ADHD often experience much higher anxiety and stress levels. A large number of children, almost half, will exhibit signs of ADHD by the age of four. However, most children are not diagnosed until he or she reaches elementary school. The behaviors that are associated with ADHD in children put them at risk for a host of other problems and complications such as completing their education, alcohol and other drug abuse, and an increased risk for delinquency. There has been much research on ADHD in recent years and many different types of medications and interventions have proven to be quite helpful. With the proper diagnosis and treatment, children with ADHD can learn to cope with the daily demands of the classroom, social situations, family interactions, and life in general.

#Consider medications. In general, medication is one of the best courses of treatment for both children and adults with ADHD. Stimulants are the first line of pharmacological treatment for ADHD, but some stimulants may exacerbate anxiety symptoms for a short time. Atomoxetine, a selective norepinephrine reuptake inhibitor (SNRI), is also used to treat co-occurring ADHD and

Attention Deficit Hyperactivity Disorder, also known as ADHD, has become a well-known disorder that our ears hear lightly and many don’t think twice about. Although, ADHD is presented in over 11,000,000 people that are living in the United States (Frank, 2017). ADHD is prevalent in both women and men of all various ages. Once one has this disorder, it stays with them forever. However, many therapists as well as psychologist believe that this disorder is over diagnosed and leads into false and inaccurate prescriptions. Due to ADHD being primarily diagnosed at the age of 7 (Holland, 2014), the main symptoms leading into the identity of ADHD are hyper activity, being easily distracted, acting out, daydreaming, physical

The evaluation of ADHD from a clinician standpoint is that ADHD is a disorder. ADHD stands for Attention-Deficit/Hyperactivity Disorder. Disorders occur from childhood to adulthood and with treatments for daily interactions, improvement of ADHD symptoms occur as a child ages and reaches adulthood. Disorders evaluated, by the following persons; behavioral neurologist, psychiatrist, clinical or educational psychologist, nurse practitioner, or clinical social worker. Genetics linked to ADHD, with additional research and study of other possible causes and risk factors, which may cause concern is publicized. Researchers suggest, that ADHD runs in families because of genetics or external factors due to smoking or

ADHD is a chronic disease that can last for several years or even become life long. It is typically developed during childhood and symptoms can be seen through adulthood if not outgrown. Symptoms include persistent limited attention and hyperactivity and can be the leading cause to low self-esteem, troubled relationships, and difficulty with focus driven activity such as work or school. (DSM-5) Due to the lack of scientific testing and other coexisting problems with similar symptoms, ADHD is a multistep process in diagnosing a child or adolescent. In the beginning stages of diagnosing ADHD, the primary care physician examines the child’s behavior by evaluating the child and consulting with adult figures in the child’s daily life. During the

ADHD is a behavioral disorder that affects about 10% of school-aged children. Boys are more likely than girls to be diagnosed with it. Children with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what is anticipated of them but have trouble following through because they can’t sit still, pay attention or focus on details. All children, act this way at times, particularly when they 're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and happen in different settings. They hurt a child 's ability to function socially, academically, and at home.

The current diagnostic criteria of the AHDH are validated for children over six years of age. Although their validity in younger children tends to be proven, a diagnosis is still still empirical in this age group. Diagnosis of ADHD should be based on an assessment by experts in the field of ADHD. In addition, children, parents, caregivers and the school must be involved. In children with suspected comorbidity, it is advisable to do a multidisciplinary assessment (psychologists and social workers).

The definition of an anxiety disorder is a psychological disorder characterized by distressing, persistent or maladaptive behaviors that reduce anxiety (Myers). This definition includes many disorders such as phobias, post traumatic stress disorder, panic disorder, and obsessive compulsive disorder. Obsessive compulsive disorder, or OCD, is “an anxiety disorder characterize by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions)” (National Institute of Mental Health [NIHM], n.d.). Obsessive compulsive disorder is most common in teens and young adults and effects two to three percent of adult Americans at some point in their life.

Anxiety refers to a combination of emotions that include fear, apprehension, and worry. Since anxiety entails an expectation of uncertain threat, it plays an obvious role in the experience of parents when confronted with the life-threatening diagnosis of cancer in their child. The feeling of uncertainty in parents is a manifestation of anxiety which stems from fear of possible disease consequences like relapse or death (Yeh, 2002). Three studies have shown a relationship between pediatric cancer and anxiety in parents as a result (Moore & Mosher, 1997; Yeh, 2002; Santacroce, 2002). These studies have similar findings in that it was found that frequency of anxiety occurs more often around the time of the diagnosis of cancer and tends to decrease

Hudson, J. (2014, December 1). Parenting skills | Parent-Child Relationships in Early Childhood and Development of Anxiety & Depression | Encyclopedia on Early Childhood Development. Retrieved November 16, 2015, from http://www.child-encyclopedia.com/parenting-skills/according-experts/parent-child-relationships-early-childhood-and-development.

Everyone in their life time experiences some sort of anxiety. It is that feeling that you get when you are about to take a test or doing a presentation in front of students. But some people, like me, have something worse than just the anxious feeling you get, something called anxiety disorder. It becomes a disorder when that anxious feeling happens frequently and makes you feel uneasy and different