Multidimensional Anxiety

Jordan was administered three assessment measures to help the clinician identify the severity of his anxiety-based symptoms. The Piers-Harris Self-Concept Scale main purpose is to provide an overall view of Jordan’s self-perception. This scale will assist the therapist by finding problematic areas that will be addressed in treatment. Jordan’s self-reported baseline was 39. The Screen for Child Anxiety Related Disorders (SCARED) focuses on assessing the severity of anxiety symptoms. Jordan’s self- reported baseline is a 39. The CES-DC scale assess for depression and Jordan’s self-reported baseline is 17. Based off the self-reported measures Jordan does not meet the criteria for a formal diagnosis due to the time (duration)of the symptoms. Jordan has displayed the requisite symptoms for less than 6 months. He did however, meet criteria for subclinical generalized anxiety disorder. The data from the anxiety and negative affectivity questioners indicate that Jordan has moderate but not severe levels of discomfort. Additionally, Jordan’s level of self-esteem was good and his level of depression was low. Jordan’s 12-week treatment and sessions will include the following; 1-2 engagement, 3-4 psycho-education about anxiety with Jordan and his parents, 5-6 exposure element techniques, 7-8 relation techniques, 9-10 positive self-talk, and 11-12 termination.

Social anxiety is a debilitating disorder that often leads to significant social impairment, but impairment can transfer over to other domains of a person’s life (Ranta et al., 2007). That is, social anxiety to can lead to being socially incompetent and this can affect a persons work, education, and quality of relationships as well. Adolescents are especially susceptible to social anxiety because it is a developmental time when peer evaluation and social acceptance is very important; putting too much

Getting into the process of how the research was done the kids was given FRIENDS program, which is a workbook that targets three areas: physical symptoms, cognitive processes, and coping skills. Kids were taught relaxation techniques, positive self-talk and coping/problem solving skills. After this fears were explored in more depth gradually and with attempts to handle these fears a positive reward was given. The FRIENDS treatment was made up of ten weekly sessions for kids in groups and done also individually. The parents had only four sessions focusing on psychoeducation. The measures that were used consisted of Anxiety Disorders Interview Schedule (ADIS) in a parent and child version done at both pre and post treatment. Multidimensional Anxiety Scale for

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

Social Anxiety Disorder (SAD) is mental health disease that is highly prevalent (Kessler et al., 2005) and is often characterized by an intense fear of being the center of attention in social situations such as pubic speaking, and most, if not all social events (Hedman, Strom, Stunkel, Mortberg 2013). It has been reported as one of the most common psychiatric disorders around (Kessler et al., 2005), with the onset of SAD generally manifesting itself starting during childhood and early adolescents (Shahar, 2014), with a research team out of the Stanford University reporting that cases of SAD often go undertreated (Jazaieri, Goldin, Werner, Ziv, and Gross, 2012). With such a common problem, and with the problem often getting undertreated,

Social anxiety disorder, also referred to as social phobia, is an anxiety disorder where an individual fears interaction with other people. When interacting socially, individuals with this disorder often feel they are being judged negatively, causing them to feel many different emotions. These emotions can range from embarrassment, humiliation, inferiority and depression. Social anxiety is considered a pervasive disorder, meaning it affects most areas in a person’s life. This type of anxiety is categorized as chronic because it cannot go away without some form of treatment. Social anxiety is one of the most common anxiety disorders; around 12% of adults in America have experienced it (Stein, Social anxiety, The Lancet). Although the cause of social anxiety is still unknown, it is believed that this form of anxiety be brought on by difference factors, such as environment, bullying, family conflicts and brain structure. Anxiety disorders can run in a family, however, doctors are not sure if this form of anxiety is due to genetics or from learned behaviors, as said by the Staff at the Mayo Clinic (Mayo Clinic Staff, Social anxiety disorder, 2013). While children are in their early learning stages of life, they try to follow in their parents’ footsteps by mimicking the way they talk, the way they behave and how they react to certain situations. This can cause a child to

This article is about trying to find a correlation about using medication and therapy to treat children’s severe anxiety by using an experimental setting. In the study, they knew that using either drugs or therapy is enough for them, but children still couldn’t stop their anxiety. That is where this study comes in because it suggests that using both treatments at the same time will help the children. The children were a total of 488 people from ages 7-17 were put into four groups. One group were giving a combination of therapy and an anti-depressant called Sertraline. The next group was given a placebo. For the third group, they were given therapy and the last group was given the anti-depressant. The trail ending with data showing that

Anxiety is a normal biological response that individuals experience in presence of danger. A certain amount of anxiety is essential; however, if an individual is continuously worrying about an uncontrollable matter, it causes the body to react as if perceiving threat. Consequently, despite not being in danger, the body reacts in a similar manner. This concept is recognized as general anxiety disorder. The feelings of anxiety are often physically draining, potentially leading to negatively impacting one’s quality of life (Anxiety BC, 2007-2016). To symbolize this concept, a picture was selected to encompass the cognitive, behavioural and personal components of anxiety (See Appendix).

Campaign attention, information seeking, and learning are also influenced by emotions. These emotions, including anxiety, enthusiasm, and anger all influence how individuals consider, understand and react to political candidates and their policies. Although dissimilar, fear and anxiety have many similar effects. Anxiety and fear often leads an individual's attention to threats, which increases their information processing to manage or resolve the situation. This can be seen in the theory of affective intelligence, where anxiety causes a deliberative citizenship, in which citizens read more, exposing them to other views, which allows them to be open to cooperation. Anxious citizens are more likely defect from their political loyalties and less

Children and adolescents who experience anxiety, whether or not they have a diagnosable condition, may have difficulty with emotional regulation. These challenges can hinder a child’s cognitive and social development. As a child matures into an adolescent, the causes of anxiety may differ but the negative impact continues. Therefore, it is important that schools help all students develop emotional intelligence and self-regulation skills in addition to helping students with specific anxiety disorders.

In this research there were several participants. Most of the participants came from a background of intact families. The parents of the children had a background of 12 years of education completed.Also, social economic levels played apart in this study as well. Each of the participants were from 15 public, private, and cooperative primary schools, that included 905 children who acted in a universal screening of anxiety symptoms. Two groups were selected based on their sores on an anxiety questionnaire, that has to do with anxiety. Children in the 80th percentile and below the 50th percentile were among these groups. The entire sample was contained by 80 children ( 33 boys and 47 girls) and their parents. The age range of the children were between 7 and 12. this sample was made secure to make sure there was not a difference in terms of age and had a balance in gender.

Anxiety, depression, and medications… These are all things we need to take into consideration when thinking about everyday life. Anxiety has become a generalized factor of life and many people suffer from it everyday. Yes, everyone knows what it 's like to feel anxious but not like those with anxiety. Different types of anxiety have different types symptoms and causes. Even though every anxiety is different they are all controlled by one thing--you.

The method used in this experiment relied on child self-report. One thousand and seventy three adolescents were asked to take surveys. The children in the study were from a secondary school located in the South-Limburg region of the Netherlands. The age of the children ranged from twelve to 18 years; the average age was 14.2. Information on the social and economic backgrounds of the participants was not available, however the staff of the school provided that more than ninety percent of the students are Caucasian. Ninety-five percent of the children agreed to take the surveys after receiving parental consent. The children who agreed to the study completed a series of questions in a naturalistic environment (their classroom). A teacher and a research assistant witnessed the children filling out the surveys. One questionnaire consisted of eighteen questions, and was designed to measure three types of childhood fears; blood/injection, injury, and animal fears. It was scored on an "often, sometimes, never" basis. The second questionnaire consisted of thirty-eight items "that are considered to reflect symptoms of generalized anxiety disorder, separation anxiety disorder, social phobia, panic disorder and agoraphobia, obsessive compulsive disorder, and specific phobias" (Muris, et al., 2001, P. 5). It was scored on an "always, often, sometimes, never" scale. The third questionnaire consisted of twenty-seven questions, and measured

Anxiety is when the everyday worrying becomes exaggerated. Most people feel anxiety about paying bills, succeeding in a career of school, but it is when the worrying becomes extreme they may be suffering for anxiety disorder. About 40 million adults struggle with anxiety, but only a third of them are getting treated for the anxiety disorder. The cause of the disorder is not known. There are many different theories of anxiety. The different theories of anxiety can help the people with this disorder better understand what may be the cause of their specific anxiety disorder. Some of these categories are physiological, psychoanalytic, cognitive, uncertainty, and behavioral. Though out this paper each of those categories will be discussed along with the people who have helped make these theories.

The theorist Karen Horney was the first person to develop the idea of basic anxiety. Having her own personal struggles with being rejected of affection aided her thought of social development, yet paving the way for new developmental theories of personality. The impact Horney had on the discipline of psychology was enormous. Horney not only inspired women psychologists, but also created a new place in the world where women had the right to their own ideas.