Childhood Anxiety Disorders Research Paper

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.

While anxiety disorders seem to be among the most common of childhood disorders, most children with a diagnosable anxiety disorder are not receiving any assistance (Stallard et al., 2014). Further, many studies indicate that anxiety disorders in children do not tend to dissipate without treatment; rather, these disorders continue to affect a child’s well-being and functioning as they grow and can have negative consequences on school performance and social functioning in later years (Saavedra, Silverman, Morgan-Lopez & Kurtines, 2010). It appears that if effective interventions are not implemented to address diagnosable childhood anxieties, the symptoms can progressively become more severe and debilitating (Girling-Butcher & Ronan, 2009).

The concept of “pediatric anxiety” emerged as a central theme in a study of pediatric patients in the Pediatric Emergency Department in order to better care for the pediatric population, determine the source of the patient’s fears, along with providing all encompassing care to pediatric patients. Therefore, I decided to examine the concept of pediatric anxiety. Pediatric patients often attribute hospitals, nurses, and doctors with needles as most often the healthy child sees their pediatrician for well child check ups and immunizations. Some pediatric patients have been diagnosed with anxiety and deal with anxiety on a daily basis while others ' anxiety arises with emergency department visits and hospitalizations. Pediatric anxiety in the hospital can be a result of a multitude of factors and can be demonstrated in a multitude of ways. While some patients may scream and cry, others may become withdrawn. Walking into the doors of an unknown place while feeling sick or experiencing pain, can certainly produce anxiety for patients of all ages. Particularly pediatric patients, with their fear of strangers, inability to comprehend the rationale behind illness or providing care for such illnesses and diseases, and fear of "getting hurt or needles" can all be contributors to anxiety. “Hospitalization can be a threatening and stressful experience for children. Because of unfamiliar with the environment and medical procedures and unaware

An anxiety disorder is described as the occurrence of anxiety without an obvious external cause that affects daily functioning. It occurs in four major forms panic disorder, phobic disorder, generalized anxiety disorder, and obsessive-compulsive disorder. In a research study by Phillip Kendall in 1994, an investigation on psychosocial treatment with forty-seven children aged nine to thirteen with anxiety disorders was done. Kendall felt this particular study was important because adults were mostly likely to seek help for the child who behaves aggressively while overlooks the child that showed inadequate social skills. Mostly due to the fact that children were normally anxious about several aspects of life and saw anxiousness as part of a regular function in their children. Though anxiety is a natural process in children it becomes a serious issue when it negatively impacts a child development and in turns causes psychological distress for the child as they progress into adulthood. In Kendall 's study, he compared a sixteen session cognitive-behavioral treatment group with a

Anxiety disorders are the most common mental health illness that affect children and the amount of children affected by this mental illness has increased considerably in the past century. However, the amount of children that actually get treatment is drastically low, leaving children to deal with their fears and worries by themselves. The children who deal with anxiety are overcome with fear and worry and are constantly dismissed as acting out for attention because people are unaware of how serious anxiety can affect children. Anxiety plagues children and can affect them for their entire life if not treated. In order to make sure these suffering children get the care they need, there needs to be more emphasis on anxiety disorders. Childhood anxiety disorders affect the child and the people involved in the child’s life, yet there is not enough treatment or awareness in today’s society.

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

Anxiety amongst patients scheduled to experience different surgical methods has been an issue of concern for health specialists and patients (Alanazi et al. 2014).

Rapid heart rate, muscle aches, shaking, dizziness, sweating, worries, need for perfection, panic about safety, forbidding to go to school, inability to concentrate, failure to relax and trouble sleeping. We've all felt this way at one point or another. But imagine this being a part of your daily life.

The Screen for Child Anxiety Related Emotional Disorders (referred to as SCARED) is a child self-report

This research paper will explore eight articles that report on results from research conducted online on the key components of anxiety disorders and the methods congetitve behavioral theory. The articles will explore the treatments and outcomes of CBT on patients, who were diagnosed with obsessive compulsive disorder. The research papers examines _________ research in relation to the other articles to suggest that CBT is productive form of treatments of anxierty disorders.

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

Most children are known for being resilient by being able to cope with many problems in life only because as adults we tend to ignore their emotions and concentrate on our own. Just because we can’t feel what they are going though doesn’t mean it doesn’t affect the child on an emotional and cognitive level. Anxiety disorder is was of the leading causes of mental problems for young children and adolescents but also the most overlooked and untreated problem at the same time (Wolfe & Mash, 2015). This paper will go over the general aspects of anxiety from what it mean, how it effect children and adolescents, and how which treatments seem to be most productive.

Anxiety is the most common mental health condition in Australia, affecting one in four people (Beyond Blue, 2018, Anxiety. para. 3). A number of factors can influence anxiety, such as; personality traits, life experiences, health problems or a genetic disposition. Children with a tendency towards perfectionism, control, a lack of self-esteem, nervousness or shyness, are more likely to suffer from anxiety. Triggers can include a change of environment, relationship troubles, domestic unrest, a stressful or traumatic event, abuse or the death of a loved one.

The Revised Children’s Manifest Anxiety Scale is one of the most widely used self-report measures of anxiety in youth. It is used to diagnose overall anxiety in youth and also to characterize the nature of that anxiety. The purpose of revising the Children’s Manifest Anxiety Scale (CMAS) was to shorten the administration time, increase the clarity of the items, and reduce the reading level. Reliability and validity data appear to be adequate, though the internal consistency estimates for some of the subscales of the RCMAS are rather low. While self-report measures, such as the RCMAS, appear to be good at demonstrating convergent validity, they often struggle with demonstrating discriminant validity. Further reliability and validity data is analyzed, and strengths and weaknesses of the measure are discussed.