Introduction Published in May 2011 the paper entitled “The relation of depression and anxiety in

This paper explores anxiety and depression at length including a discussion on their similarities and differences. Other areas that will be examined in this research paper include describing just what anxiety is and how this mental disorder presents, different types of anxiety disorders and their symptoms and what treatment interventions are offered that help cope with this disorder. Depression is also explored as well as its prevalence, signs and symptoms of this mental health diagnosis and different ways depression is treated. Other factors included in this research paper will also explore how both anxiety and depression can affect one’s occupational performance.

The Diagnostic and Statistical Manual (DSM) of Psychological Disorders IV revision describes a variety of conditions that the student participants may have or were diagnosed with. The students of Overachievers had a variety of psychological disturbances including, but not limited to, Attention Deficit/Hyperactivity Disorder, Clinical Depression, Stress, Suicidal Ideation, and/or Chemical Abuse. This is not atypical of the average student not only in America but globally. A 1993 study by Lewishon, Hops, Roberts, Seely and Andrews examined the prevalence of Depression and other DSM-III-R disorders longitudinally in over 3,000 high school students. This study found that 9.6% met criteria for a current disorder, more than 33% have been previously diagnosed and 31.7% of which experienced a second diagnosis later on. In addition, the research by Lewishon et al. (1993), describes female students as having significantly higher rates of depression, anxiety disorders, eating disorders, and adjustment disorders while male students experienced higher rates of behaviorally disruptive disorders. While this particular research was conducted nearly two decades ago and under an old revision of the DSM, it runs particularly parallel with the accounts of

Another study conducted by Esther Y. Strahan (2003), also cover the topic of SAD and academics. The two-year study tested first-year undergraduate students see if social anxiety and social skills had an impact on their grade point average (GPA) and academic persistence. The author did the study because there were not any published articles that were up to date and that had current knowledge about social anxiety and the way it affects students. In the study, Strahan (2003) expected students that were socially anxious to have higher dropout rates and lower GPA compared to students that were non-socially anxious because students who are socially anxious would be too scared to talk to anyone or ask for help when they are having a hard time. Next,

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

In the article, “High Anxiety”, the author, Sandra Long Weaver, analyzes the recent spike in anxiety and depression among college students. Weaver explains that the main problem students are facing when they enter college is anxiety and from that they suffer from depression. She explains that young adults are more aware of life events that affect them such as the job prospect. She explains how increased academic standards and parent involvement contributes to the immense rise of these disorders among college students In a student survey she states that over 50% of students suffer from anxiety because of the academic struggles.

One of the biggest problems among students within post-secondary are the struggling issues of mental health such as depression, anxiety or stress which leads to the failure of adequate nutrition. The age of when mental disorders are clear to one’s self is between the age of 18 to 24 as this is the age of many adolescents are going into higher education (Kessler et al., 2005) . University students who struggle with depression and anxiety majority of the time is caused by the academic stress of being a leading cause of their mental health. As a survey was conducted by campus counselors, many found an outstanding factor of parental pressure for high grades from their child causing many students stress, depression and anxiety which elevates expectations within the student (Watkins et al. 2001, p. 322). These high rates are due to the feeling of being badgered to achieve high grades and maintain their grades while balancing their social life.

Anxiety is a psychological disorder that affects many people, both mentally and physically. There are many different types of people who live with this disorder, from the young adults to the older generations and from female to male. There are various ways that the disorder may transform the life of the individual who go through the everyday effects of anxiety. A recent study from the Anxiety and Depression Association of America shows that “Anxiety disorders are the most common mental illness in the U.S, affecting 40 million adults in the United States age 18 and older, or 18% of the population.”(ADAA), with it being the most common disorder, it is also the most expensive disorder since people need a lot of help. People think of anxiety as just the usual small form of anxiety like when you drive and get nervous but it can be a lot more than extreme for some people. There are many different forms of anxiety that people can experience, for example social anxiety and various phobias. People have been researching ways to assist people with anxiety and attempt to help find the best methods to help them cope. Studies have been done on how anxiety runs in different cultural groups in america, these studies and more have shown that anxiety and depression usually go together.

The authors of this paper created a survey designed to measure depressive symptoms in relation to support and university

School Performance disorder. Being depressed, it is very difficult for students to go to class and complete assignments. That’s because depression diminishes one’s ability to concentrate, remember things and make decisions.

A sample of first year female college students form Shiraz university with Persian language recruited (n=318) in multi-stage sampling method and completed the trait measure of the Spielberger State-Trait Anxiety Inventory (Spielberger, Goruch, Lushene, Vagg, Jacobs 1983). After scoring, 20 subject belonging to the .25 percent of upper distribution as to high anxiety group (age: 19.16± .52 years); (scale scores: 58.3±2.9) and 20 subject belonging to the .25 percent of lower distribution as to low anxiety group (age: 19.28 ± .6years); (scale scores: 31.1± 2.3). Participants were excluded if: 1) a history of substance abuse, 2) a head injury that resulted in a loss of consciousness, 3) a medical illness that could affect neuropsychological performance,

An extensive amount of literature confirms that cognitive behavioral therapy is an effective intervention for anxiety disorders. Several reviews have also indicated exam-related anxieties as producing the majority of college students’ stress, with emotionality and worry proving as the best predictive models (Reetz, Barr, & Krylowicz, 2013). This study is designed to determine the impact of therapy and mental disorders on the academic achievement of students. This project will be based on the cognitive model; in that the way we think about a situation will influence how we feel emotionally (Beck, 2011). Specifically, the research will determine the relationship of the moderating variables of academic performance when graduate students receive cognitive behavioral therapy (CBT) to help reduce their anxiety levels. This research will emphasize

College represents a form of higher learning. For many, it is also a time for personal growth as we transition into adulthood. This in itself is a stressful situation as one must make drastic adjustments to a new role, environment, and demands. Stress is a major contributor to the development of mental and emotional issues (Rodgers, L., Tennison, L. 2009). Research has been done to determine the impact of depression and anxiety on university students. It has been

This environment presents students with significant transitions, as well as social and academic pressures, which have contributed to students’ experiences with anxiety (4). Tests and schoolwork have been said by many students to be more stress-inducing than anything else in their lives. According to the American Test Anxiety Association, test anxiety has become the most significant academic hindrance in schools today, reporting that "about 16-20% of students have high test anxiety, with another 18% having moderately high test anxiety" (6). A reduction in working memory, confused reasoning, increased mistakes, and lower test scores are all consequences of high test anxiety. The American Test Anxiety Association has found that student performance of those with high anxiety is about 12% (around half a letter grade) below those with low anxiety

Inam, Saqib and Alam (2003) believed that students experience anxiety and depression because of many reasons. Firstly, this is because the high volume of techniques to be absorbed and the requirement of academic performance. For example, the negative impacts of stress on medical students contain the weakness of functioning in laboratory performance and clinical exercise, stress-induced disorders and reducing performance. To solve this problem, learners should seek the advice of school counsellors. A research indicated that students who have been panic from the examination failure can manage pressure by improving their feelings of self-control. They can enhance those skills by having appropriate learning strategies, suitable self-instructions as well as relaxation time. In this

Coinciding with other studies similar to it, a recent survey in Calgary decided to not only test the theory that school-related stress for adolescents may be factor in developing depression, but to also compare these results for average high school students with their peers afflicted by learning disabilities (LD). It’s no secret that mental illnesses (including depression) have escalated for schoolchildren in the past few years, but this has lead researches to question whether the same is true for young adults that also have to cope with LD-and whether or not this increase is higher for them. Past academic failure and an elevated level of frustration in school could be potential factors in increased levels of stress for adolescents with LD as it pertains to their education, as could a sense of helplessness, decreased or negative social interaction, and tense teacher-student relationships. For the common teenager, stress can come from a variety of sources, including relationships, academic performance (not limited to tests, homework, and grades), family life, and other areas. Different to the hypothesized outcome, there was no indication that adolescents with LD were more prone to stress (and therefore depression). This was then theorized to be the result of a connection between student and teacher formed during closer interactions compared to the common student. The study did confirm that there is a correlation between school-related stress and depression amongst high school