Humanistic Perspective

I think that the best way to approach Jake’s anxiety would be to look at these three different approaches equally and determine what would be the best course of action for Jake as he continues his school career. With looking at it in with a behavioral approach I think that the counselor could talk with Jake and help determine what the issue is about taking the more difficult classes, and for example if it would be the fact that he would have more work and more studying, or if it has something to do with his surroundings like not having as much free time that he had previously. The humanistic approach would allow the counselor to approach Jake in more of a down to earth way and be able to let him know that he is not alone and it is completely

Children with generalized anxiety disorder in the schools will exhibit symptoms consistent with the criteria mentioned above but will also appear to worry excessively about a variety of issues such as grades, peers, and performance in sports. These students may

There are multiple factors we can attribute Jake’s anxiety to. In this essay we will focus on how Jake’s anxiety disorder would be treated by psychologists of three different perspectives; a behavioral psychologist, a humanistic psychologist, and a cognitive psychologist. While all would likely recognize that his more difficult classes are acting as a stimulus for his anxiety, a behavioral psychologists would emphasize that the stimuli’s role in his anxiety, a cognitive psychologist would focus on how the mind interprets its situation and perspective, and a humanistic psychologist would focus on how Jake’s self-esteem and self-concept is influencing his ability to achieve in his harder classes.

In the realm of anxiety disorders, research on younger populations falls behind in comparison to studies on anxiety disorders in adults. (Mohr & Schneider, 2013) Anxiety is one of the most common psychiatric disorders among school age children, and yet there is still so much more to be known about its development and treatment. (Kessler et al., 2005). Anxiety in school age children can be an issue that interferes with achievement in school. The constant interference can cause disruption in a child's ability retain and process information as well as focus in the classroom. (Semple, Lee, Rosa, & Miller, 2010). Anxiety in children often manifests as a disruption in attention. In turn, the consequential lack of success in school can lead to more anxiety due to a student’s negative self-judgment (Gordon, 1977). This circle of cognitive interference in school and the following negative self-judgment by the child is one that can lead to increasing levels of anxiety. There have been multiple forms of cognitive-behavioral therapy (CBT) that have shown some promise as treatments for childhood anxiety (Sullkowski, Joyce, & Storch, 2011). However with an increasing prevalence of childhood psychiatric disorders, there is still somewhat of lack of research in to the use of psychological interventions to treat them (Semple, Reid, & Miller, 2005).

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.

Jake is experiencing anxiety due to the harder classes he is taking in his major. The school counselor diagnosed him with an anxiety disorder. However, the interpretation of the origin of his anxiety , and also how to treat Jake for his anxiety will differ when different psychological approaches are used. Psychologist could use behavioral, humanistic, or cognitive approaches when dealing with Jake’s anxiety disorder.

Jake has started taking strenuous classes this semester and has developed an anxiety disorder. This is a mental illness that causes constant worry and fear. In psychology, there are many ways to look at the development and treatments for this affliction. Behavioral, humanistic, and cognitive are three approaches that look at Jake’s disability in a similar, yet a contrasting manner.

“I do not know why I am feeling like this.” That was a statement that a student made as she took off running to the restroom twice in a time span of ten minutes. While it is not the typical statement that you may expect from a pre-teen, it became a rather common occurence for this student. I spent additional time trying to understand this student in the hours that followed. She had always been running to the restroom, in a near panic before exams. In fact, I came to learn that this child was experiencing anxiety that was especially present during high-stakes testing. This instance occurred during my first year of teaching and it has shaped my views on anxiety in children.

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,

Anxiety disorders are the most common mental illnesses 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 and in order to make sure these suffering children get the care they need their 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.

Anxiety disorders are the most common mental health illness in children. These disorders can drastically interfere with social life, academic performance, and development of social skills (Mazzone, Ducci, Scoto, Passaniti, Arrigo, & Vitiello, 2007). Mychailyzyn, Mendez, and Kendall (2010) also studied the school performance of children with and without anxiety and saw how they differed. The teachers would rate their students’ classroom behavior; this report showed comparison of anxiety at home and in school. Like many other studies found, Mychailyzyn et al. (2010) concluded that children struggling with anxiety did have higher risks of struggling in a school

He starts to worry, what if he makes a bad impression or accidentally offends the person he talks to and he becomes rejected by his classmates. What if his classmates start making fun of him because he can’t speak properly and he knows when he tries to open his mouth to speak that a weak voice, barely loud enough to hear will escape his breath. This one student has something known as Social Anxiety Disorder. Social anxiety disorder is the third largest psychological problem in the United States. It affects approximately 15 million Americans every year. It is a widely misunderstood disorder, where nearly 90% of people with social anxiety disorder are misdiagnosed. They are often misdiagnosed with schizophrenia, manic-depression, clinical depression, panic disorder, and or personality

To what extent is the rise of internalizing behaviors including anxiety and mood disorders impacting classroom instruction? What strategies and resources are available to assist general education and special education teachers in reaching these students? What role does the school play in providing school-based resources to combat these typically medically-based conditions? What needs to happen to create change?

Jake’s anxiety disorder is a result of the incongruence of his real self and ideal self. The real self is how a person actually is. The ideal self is what one aims to be like. Possibly, he is just having constant negative thoughts. His ideal self is one that makes good grades in these new challenging classes. But, in actuality, his real self is struggling and has to try much harder. This can lead to low self-esteem and uneasiness. To treat this, the therapist will provide unconditional positive regard and show empathy towards Jake. This means that the therapist will not judge Jake, but will look at life in Jake’s point of view. It makes the client feel more comfortable about talking about their personal problems. In this therapy, the client mainly does the talking. So, after Jake tells the therapist his problems, he will help Jake recognize the deviations between his real and ideal self. This can be achieved by the reflection technique. Such as, Jake tells the therapist that he is anxious because he is not making as good of grades as he was the previous semester. The therapist will respond by mirroring what Jake stated. This will allow Jake to hear his thoughts out loud and let him rethink it. Psychologists use the humanistic approach to increase self-awareness in the client's life. It may not be the most reliable scientifically, but it will demonstrate how humans can prosper

been a relatively easy decision having looked in more depth at the course content. Without exception, some element interests me, for example, is abnormal psychology, social psychology, and I look forward to the analysis, research and exploration of these in greater depth. I particularly find the humanistic approach intriguing and look forward to studying the works of Sigmund Freud in more details, because if I learn this topic I can research more about the humanistic approach.I have a definite interest in educational psychology or within a social work setting because I want to more people to learn more about psychology and