Sandra Long Weaver High Anxiety Summary

Being a non-traditional college student is hard for anyone, for someone who gets anxious easily it can be even harder. I remember my first day of college, I had spent the previous week sick and could barely talk because I still had a lingering cough. Pacing back and forth at home, I contemplated if it was too late to back out and quit school before I had even started. I changed my clothes several times and thought about giving up so much that I was nearly late to my first class. Additionally, in all the excitement I only took the time to know when my classes started and not where they were actually held. I had no idea why I was even here.

The anxiety that is popular today deals with college students trying to get

Anxiety is a healthy protective response to what our bodies perceive as a threat. In excess, anxiety can become harmful to our bodies, gradually breaking them down both physically and mentally. According to SAMHSA (2014), “Anxiety disorders are characterized by excessive fear or anxiety that is difficult to control and negatively and substantially impacts daily functioning”. Colleges and Universities are notorious for being high stress environments, thus, it is no surprise that anxiety is reported as the most predominant presenting concern among college students. According to the 2013 annual survey by The

In this article a college student’s academic stress and its relationship to their anxiety and time management will be explored. When it comes down

In a survey done by the American Psychological Association, they found that 30 percent of teens were dealing with feelings of sadness or depression due to stress, while 31 percent felt overwhelmed. This is not new information. With standardized testing designed to make-or-break a student, homework, preparing for college, sports, extracurriculars, and spending time with family and friends, it is no wonder an average student’s anxiety is high- even higher than adults. Standardized testing, huge onslaughts of homework, and the pressure of getting into prestigious universities are all factors that induce stress, anxiety, and even depression.

These thoughts in turn yield anxiety because the ingrained beliefs in the necessity of a perfect academic track record stick in students’ minds. Typically, students are able fall back on emotional support systems that they build for themselves by focusing on their present selves and their passions in a healthy manner. It is in becoming so focalized on securing their futures through immense effort at school that students forget to listen to their mental needs as young adults, and they become far more vulnerable to school-induced anxiety in the absence of effective emotional support

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

The case study analyze allow me to review my life and conclude that I share the same anxiety with Katya but I always try to calm my self each time. There are many people out there in the world that have the same anxiety like me and Katya which does not make us strangers but human begins who are not perfect. Which is comforting because it reinforce the idea that no one in this world is perfect. No matter what it is up to the person to take the step to try and fix whatever they do not liker about themselves. If the person is unwilling to accept that there is a problem then no one can do anything about it. The fact that college does not help our anxiety since the expectation are higher and then work load is unspeakable, but that does not mean

Generalized anxiety is a problem that the United States faces nationwide. As we grow older and move into educational settings that are more taxing, anxiety becomes more prevalent. Today, college students are facing more stress than ever before. They are constantly pushed to be the best they can be, to be in the most extracurricular activities they can be in, and to attend the best schools possible. All of these goals and high expectations lead students to be harder on themselves, which makes other aspects of their life fall by the wayside, leading to high levels of stress and pressure.

This article from the Charleston Gazette highlights what is being done to help college students handle anxiety. College is a time when the most common mental disorder, anxiety, can develop (Kring, 2016). This can be from a variety of reasons, including:, sleep deprivation, new settings, excessive drinking, or high academic rigors (Martin, 2014). As students move further through their academic careers the classes get tougher and anxiety can build. In a study on medical students the results showed that a considerable number had intense symptoms of test anxiety and required help and support (Latas, 2010).

    It is important to note that most of the stress that most of us have   is actually self generated. This is a paradox because so many people think of external stresses when they are upset (it is the weather, the boss, the spouse, and the stock market). Recognizing that we create most of our own upsets, however, is an important first step to dealing with them. (Posen)

Depression and anxiety among college students is something that experts have focused on for the past twenty years. The information they have been gathering ranges from the different stressors of college life to the effects of one's culture on how they deal with depression or anxiety symptoms. They have identified a few core characteristics of depression and thoughts of suicide. These are both serious concepts in which people need to seek help for. It is important for students to reach out to friends, family, or professionals to support them during this time. Many campuses offer counseling centers which are seeing many more people over the past few years.

Students’ state of mental and emotional health will contribute to the way that stress manifests and presents itself, once he or she enters college. “The emerging categories related to sleep and health problems could be a manifestation of a general increasing level of stress and psychopathology” (Murphy and Archer 26). There are a great number of studies, both past and on going, of stress and college students which have mainly focused on academics, personal relationships, finance and family status. A more in depth look has revealed that students with emotional disorders or those of poor health are even more ill equipped to

College students are a unique population of people who have a variety of different stressors than people who do not attend college (Holinka, 2015). Post-secondary education is a stressful time for both traditional and nontraditional students (Yarbrough & Schaffer, 1990). Regardless of student status whether it may be traditional, nontraditional, freshman- senior, all students experience stress at one time or another. Trenz, Ecklund-Flores, and Rapoza (2015), illustrate those traditional and nontraditional students both face life stress, anxiety, and depression but manage stress, anxiety-provoking events, and negative situations quite differently. Navigating through a new chapter in life increases the amount of stress on an individual. Interestingly, research shows that traditional and nontraditional student sample score similarly when tested on their emotional satisfaction with their support system—suggesting that differences in support are unlikely to explain differences in stress levels between these two groups (Carney-Crompton & Tan, 2002).

The purpose of the primary study was to determine whether student anxiety and depression increases after college entry, the extent to which adverse life experiences contribute to any increases, and the impact of adversity, anxiety and depression on exam performance (Andrews, & Wilding, 2004).