Being A Child Self Report Instrument Developed As A Screening Tool For Children

Discuss issues of reliability and validity associated with the classification and diagnosis of phobic disorders (24 marks)

List two potential problems that a nurse may discover in an assessment of each age group.

“It all started in 1991 with a young girl in a yellow dress. She looked a bit sad, a bit lonely, a bit out of place. As Chief of Police Bill Hegarty walked through the Grand Rapids Police Department that day, the little girl caught his eye. And as he looked at her, he saw that she simply looked out of place. He saw that she looked scared” (Children’s Assessment Center, n.d.). About twenty years ago the Children’s Assessment Center of Grand Rapids opened their doors with the intention to reduce the amount of trauma children endured in the case of sexual assault. The Children’s Assessment Center is a place where children can be interviewed without being scared and can receive the treatment they need to heal from their abuse. “Traditionally, child forensic interviews have taken place in police departments, schools, and CPS offices. Such settings may be intimidating for children and could increase children 's beliefs that they are in trouble or have done something wrong” (Tavkar, 2007).

(Simon et al. 2009) The SCARED version used in the Hale et al. study contains 38 items and is designed to screen for generalized anxiety disorder, panic disorder, separation anxiety disorder, social anxiety disorder and school anxiety. The Dutch version of the SCARED was used in the Simon et al. study and is a 71 item screening measure with subscales designed to indicate generalized anxiety disorder, panic disorder, separation anxiety disorder, obsessive-compulsive disorder, specific phobia, social phobia and post-traumatic stress disorder. According to Hale III et al, repeated administration of the SCARED has the potential to yield more true positives, making it more cost effective and less time consuming when compared to a diagnostic interview given by a health professional. (Hale et al. 2014) In this study, 923 adolescents between the ages of 10 and 15, completed the SCARED once a year for five consecutive years. The results of the study indicated that the sensitivity and specificity increased with each administration of the SCARED. While this data supports the author’s hypothesis, Hale III et al. suggests that one of the limitations of the study is that the adolescents who were screened, only came from the general population who had not been previously diagnosed with an anxiety

We were unable to locate an eCAT link within e-view. Per DI 25230.001, “All Title XVI childhood disability determinations or decisions require an explanation of the findings, documented in writing, in a manner that we prescribe”. Additionally, the guidance noted “For non eCAT claims there must be one “official” prescribed form in the case record that gives the disposition and clearly supports it.”

On October 10th Brad Riemann, PhD held a conviction on anxiety related disorders such as obsessive compulsive disorder (OCD), general anxiety disorder (GED), and social anxiety disorder (SAD). His presentation was packed full of information on the skim of each disorder. For example, anxiety related disorders are very common (OCD is 2.5% common, GED is 5%, and SAD is 7-8%). I also learned that anxiety disorders are often comorbid with depression (SAD is also comorbid with substance abuse disorder). Most people find out they have GED when they check into a health care facility to check on physical symptoms (GED has the symptoms of restlessness, fatigue, impaired concentration, muscle tenseness, and sleep problems). What separates normal nervousness

Kids that had been chosen either had separation anxiety disorder (SAD), generalized anxiety disorder (GAD), social phobia (SOP), or specific phobia (SP). However if the child had an IQ of eighty-five or below they were excluded from the research, other exclusions included that the child must have a good command in Dutch language, must not have any serious diseases or substance abuses disorders, or psychotic disorders. Also children with OCD and panic disorders were excluded because CBT does not normally help these problems anyway. The final subjects consisted of one hundred and forty-two children, ages eight to twelve with anxiety disorders, one hundred twenty-three mothers and one hundred and eight fathers.

Three routine outcome measures will be primarily of interest: the PHQ-9, the OASIS, and the PSC-17. The PHQ-9 is commonly used for tracking the severity of depression symptoms in adults (Kroenke, Spitzer, & Williams, 2001). The OASIS is used to assess the frequency and intensity of anxiety symptoms (Norman et al., 2011). The PSC-17 a parent-reported measure that helps assess a child’s psychosocial functioning (Gardner, Lucas, Kolko, & Campo, 2007).

Most of this chapter is explanatory in nature and there is no controversial information related to anxiety disorders in children. Mash & Wolfe (2012) define anxiety as a strong negative emotion, but note that some anxiety is an adaptive response to genuine environmental threats. Anxiety becomes problematic when it arises for no reason or out of proportion to the perceived threat. Children who experience excessive levels anxiety can develop psychological problems like anxiety disorders, and it is therefore important o address children's anxiety as early as possible.

Researchers that have investigated social phobia has also suggested that family factors may be responsible for social phobia, but in a biological way. Twin and family studies on social phobia has suggested that genetic factors play an important role in the development of social phobia at any stage of a human life. As twin studies are designed to specifically differentiate the two twin’s behaviour. Comparisons between twins has resulted in the conclusion that there is a concordance rate between twins and that genetic factors plays a limited role in the chances of developing social phobia. An example of a twin study (Kendler et al. 1992) constructed using only female participants produced a set of statistical data for the concordance rate between

This particular case presents the notion of anxiety disorders which can have several trigger factors that will distress the subject normal day life, this disorders “include specific phobia, social anxiety disorder (…) panic disorder, agoraphobia, and generalized anxiety disorder.” (Oltmanns & Emery, 2015, p. 84).

Mother stated she has concerns because of Julius’s lack of focus and inability to pay attention when he is in a group; however, mom reports that when he is by himself he is totally focused. Teachers in the past notice that he has same problem. Anxiety is noted throughout his education since preschool: Head Start, La Petite, Kindergarten and early primary grades. Chews on clothing. Concerns about in past he does not fit into his class with his peers although mom notes improvement this year with having friends.

There are a wide range of fears and phobia that plague the populations of the world, most being specific to certain things or situations. Social anxiety is listed differently in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.), with criteria almost identical to those of social phobia with the exception that the fear be out of proportion in frequency and/or duration (American Psychiatric Association, 2013). Its symptoms range from blushing and profuse sweating to heart palpitations and panic attacks. Social anxiety is one of the top psychological problems in the United States and still widely misunderstood despite the large number of people affected by it. Different levels of anxiety at different stages in a person’s life has led to the proposal of many theories, and the search for where social anxiety may begin to sprout in someone’s life. Adolescence and puberty have been targeted for study by psychologist as key periods in development.

Children with anxiety disorders struggle with tasks on a day to day basis that children without anxiety disorders do not even consider thinking about. Marni L. Jacob, Cynthia Suveg, and Monica R. Whitehead put on a study that tests the relationships between emotional and social functioning in children with anxiety disorders. This study is interesting to me personally because I know what it is like to constantly struggle with anxiety. I have generalized anxiety disorder. Due to this, researching about anxiety has always something I have been curious about and wanted to do.

In a biopsychosocial approach the child’s genetic makeup, personality, and sociocultural affects the levels of risk in middle school aged children. At the mezzo level risk of anxiety disorders could be in school settings. The children could experience genetic predisposition (biological), behavioral problems (psychological) and interacting with other classmates (social) and at the micro level he or she can experience unreasonable fear of separate from their parents or family relatives.