Childhood Anxiety Disorders : Is The Role Of Fathers Been Underestimated?

(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

The results of the study indicated that cognitive-behavioral therapy has long-term positive effect in the treatment of anxiety disorders in children. Namely, 2-5 years after the intervention, the children maintained their gains over all three types of anxiety disorders. This was confirmed with a self-report and a parent-report measure of anxiety also self-reported anxious self-talk and self-reported depression (Kendall & Southam- Gerow, 1996). All participants in the time of the study did not have anxiety disorder diagnosis.

The meta-analytic findings provide support for the effectiveness of FCBT interventions over child-focused CBT in reducing childhood anxiety, but gaps remain in the evidence base (Brendel and Maynard, 2013). Particularly, the impact of this review is limited by the small number of studies that it included, as it may have been unable to provide a full overview of the research.

When looking at the combined results of this research, the primary conclusion is that CBT does indeed have a strong impact in reducing comorbid anxiety in children and adolescents with ASD (Drahota et al., 2011; Ehrenreich-May et al., 2014; McNally Keehn et al., 2013; Nadeau et al., 2015; Reaven et al., 2012). Many of the research results have a common theme in that they reduce anxiety severity, symptoms, and anxiety-related diagnostic criteria (Drahota et al., 2011; Ehrenreich-May et al., 2014; McNally Keehn et al., 2013; Nadeau et al., 2015; Reaven et al., 2012). These results suggest that CBT plays a role in reducing overall anxiety in those individuals with ASD (Drahota et al., 2011; Ehrenreich-May et al., 2014; McNally Keehn et al., 2013;

Childhood anxiety is a topic that various psychologist have dissected in recent years. The reason for its popularity is the wide assortment of variables that contribute to the development of childhood anxiety and the developmental impact it has on children. The most explored variables, that can be predictors of childhood anxiety, are parental factors. These factors include genetic, cognitive, and behavioral influences. Within the last decade, researchers have looked at a combination of these factors in tandem, instead of as separate entities. Cognitive and behavioral variables are grouped together to form an anxiety parenting style. Anxious parenting styles, utilized with or without a clinical diagnosis, have a detrimental effect on

The importance of the article I have chosen is understanding why over half of our youth with social anxiety and/or depression fail to receive treatment. This is a public health priority. Social anxiety and depression disorders respond well to therapy. The goal of treatment is behavior modification, and children beginning a concurrent program of behavioral therapy. Some adolescents may also need medication, which he/she usually won't take medicine for a long period.

The primary and secondary outcomes of interest in this study are respectively depression and anxiety (in children. Depression in children will be measured at the beginning of the study and every three weeks up to three weeks after the intervention (6 measurements in total) using the center for epidemiological studies of depression scale for children (CES-DC). The CES-DC was developed in 1986 and has widely been used around the world for depression screening in children. One of its strengths is that it is short and is suitable to any continent. It psychometric properties are: internal reliability .86, test retest reliability .85, area under ROC curve .825,

It used randomized and controlled trials for children diagnosed by the DSM IV revised edition with either separation anxiety, generalized anxiety disorder, or social phobia. Over 480 children were involved in this study. These children were split up into four groups and given 14 sessions of cognitive-behavioral therapy, up to 200 mg of sertraline, a combination of both, or a placebo respectively. The therapy given was based on the Coping Cat program (Walkup et al., 2008).

The program included six 45-minute group sessions based on psychoeducational and cognitive behavioral treatment. All participants completed assessments that indicated elevated levels of anxiety sensitivity, but did not meet criteria for an anxiety disorder (Balle and Tortella-Feliu, 2010). The results indicated a delayed affect on anxiety and depression prevention, as well as an improvement in symptom reduction pre- and post- intervention. According to the authors, selective prevention model may be advantageous because they “could allow us to reduce the incidence, not only of anxiety disorders, but also of anxiety symptoms that may eventually lead to full-blown disorders; that is, tackling the latent risk before certain symptoms are developed, at least in some individuals, may be beneficial and may be a method of enhancing feasibility” (Balle and Tortella-Feliu, 2010, p. 73). In addition, eliminating the need of parents or teachers to collaborate may make it easier to reach more students and develop briefer intervention programs (Balle and Tortella-Feliu,

Researchers estimated that more than 16% of the participants had met the standard for a anxiety disorder in the study. Having a specific phobia like CD or ODD remained stable throughout adolescence and childhood years; unlike SAD or ADHD, the rates of these disorders decreased from childhood and adolescence years. Girls had a higher rate of anxiety disorders and depression compared to boys throughout this study. From 61 cases resulting a child having SAD throughout their childhood, only 18% had more than one assessment during their childhood. From 21 OAD cases, only 28.6% of

help people change how they react to their symptoms. (Winn, 1994) Support groups are another form of therapy which can help people with PTSD share their thoughts and help them to resolve feelings. (Winn, 1994) It can provide comfort in knowing that you are not alone with the symptoms.

The Multidimensional Anxiety Scale for Children (MASC) is a standardized measure of anxiety. It is compromised of 39-items that are based on self-report. Not only does that MASC have a total score, it also includes a factor index that includes, harm avoidance, physical symptoms, separation anxiety and social anxiety (March et al., 1997). As a starting point, of developing the MASC, no clusters of expected anxiety symptoms were clusters together, only hypothesized to be cognitive, physical, behavioural and emotional. After developing and administering the test, a varimax rotation was used to derive four factor index scores of physical symptoms, social anxiety, separation anxiety and harm avoidance (March et al., 1997). This test is used to measure

Adolescents’ without anxiety can join any activity and be perfectly fine and others not so much. It’s imperative to for parents to also select an activity that’s not going to trigger the disorder and make the child suffer more and become more anxious then they already may be. Finding a good match for a child can be difficult but should be taken seriously. The main goal is to find an activity for the child to excel in and to help in not diminish but cope with anxiety

Does Parental Depression and Parenting behavior highly impact young children behavior outcomes? According to the, Parental Depression Parenting Behaviors, and Behavior Problems in Young Children, mothers and fathers experiencing depression does not only affect them but it adversely causes negative outcomes for their children and leads to an overall unhealthy functioning family. Unfortunately, researchers theorize that 1 in 5 women and 1 in 10 men will suffer from a depressive episode over the course of their lifetime. These individuals are at a higher risk of having difficulties in their marital relationships, are more likely to display negative parenting behaviors, which can cause their children to have internalizing and externalizing behavior problems. A literature conducted by Downey and Coyne (1990), announced

As the world leaps into the future, it seems that mental illness is becoming more of a problem among many people. One of the most common types of illness's among the current population is anxiety disorders. It is evident that there is a rise of anxiety disorder among the Western World. There are three main factors that contribute to this, they include our education system, technology and media, and the treatment and decreasing criticism anxiety patients receive.