State-Trait Anxiety Inventory

(1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343.

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.

c. Procedures used & Description of “what they did”. - Each participant was given a set of four different self-report questionnaires. 1. The English Worry and Anxiety Questionnaire asked participants to provide a list of their six daily worry subjects. 2. The Penn State Worry Questionnaire to determine how often they worry about said subject and the level of worry it causes them. 3. The English Why Worry II, a questionnaire that pertained only to positive beliefs. 4. The Metacognitions Questionnaire; a tool that measures beliefs, memory and through awareness.

The questioner that will be administered to the participants will be the Liebowitz Social Anxiety Scale and The Rathus Assertiveness Schedule. The Liebowitz Social Anxiety Scale comprises of 13 questions related to performance anxiety and 11 concern social situations. The scale is composed of 24 items divided into 2 subscales, 13 items concerning performance anxieties, and 13 items concerning to social situations. The items on the test are first rated from 0 to 3 on fear felt during the situations. Secondly, the same items then are rated regarding avoidance of the situation. Subsequently, the total score of the fear and avoidance are combined and will be utilized to assess if race and ethnicity are significantly impacted by these factors. For the purposes of this perspective, experiment scores will also be assessed separately and assessed to identify if fear or anxiety and avoidance are impacted by assertiveness.

Panic disorder, obsessive-compulsive disorder, post-traumatic stress disorder, social phobia, specific phobias, and generalized anxiety disorders were the dissimilar kinds of anxiety disorders common in North Waziristan Agency (Ullah, Ayaz, Faqir, Khan, Khan, 2015). Physical symptoms of anxiety included headache, weakness, insomnia and sweating. Trouble concentrating, feeling tense, irritating and restlessness were the emotional symptoms of an anxiety (Ullah, Ayaz, Faqir, Khan, Khan, 2015). Scholars of high anxiety disorders were falling behind mentally and academically because they were extremely anxious and psychologically disturbed and had impaired verbal working memory skills (Ullah, Ayaz, Faqir, Khan, Khan, 2015). Many students with anxiety disorders were showing constant and familiar signs such as tense muscles, anxious feelings and thoughts, sounding off, shouting out, leaving the classroom and low frustration tolerance, due to which their performance, working memory, attention and other powers were negatively affected and all such types of students were lethargic and unambitious (Ullah, Ayaz, Faqir, Khan, Khan,

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.

This text proposes to display the results of a study that was conducted by selecting a random sampling of students. Information was gathered and scored about their study habits and their anxiety levels at exam time. The goal was to determine whether or not there was a significant level of correlation between the numbers of hours that students studied in relation to the level of anxiety that the students experienced at exam time. As researchers the aim was to disprove the null hypothesis that states there is no correlation between the two variables and to prove the alternate hypothesis that states that the anxiety at exam time is directly

The Symptoms-Distress Checklist was used to identify the participants’ stress levels as well as any depressive symptoms. And lastly, a math exam was crafted to assess if the students’ test anxiety would be reduced. After Ankisola, Esther F., & Nwajei, Augustina D. (2013) had given out the measurements (excluding the math exam) for students to take, they only identified 72 participants to partake in the last phase of their study due to their high test anxiety levels. In the last phase, the researchers wanted to implement cognitive restructuring or deep breathing exercises. The participants were then separated into three groups. The first section of participants were in the control group, where they didn’t receive anything to help reduce their anxiety. Group two was given the deep breathing exercises and to do at least ten minute exercises 8 times. The last group was given cognitive restructuring, which had to be done 6 times for twenty minutes, and deep breathing exercises which was done the same as group two. Afterwards, all participants had to take the math exam under the same

First some background, I am a Marine Corps Veteran. I got out because of medical reasons. I have also been diagnosed with PTSD. I have never been in combat, but I experienced an event in combat training while I was sleeping. This event is considered hazing and it was done to me by my own unit. Since this event, I have always had trouble with sleeping, staying asleep, and nightmares.

Heather Ames is a single, Christian, middleclass, 27 year old, white/Caucasian female who accepted to take the Beck Anxiety Inventory (BAI), Beck Depression Inventory-2 (BD-II), and NEO Personality Inventory-3. She has her Bachelors in Education, is a first grade teacher, and an older brother. Heather was referred by Emily Yohman.

Analyses of the behavioral and the ERP data pointed to some inconsistent findings. The behavioral data shows significant adaptation in both conditions but stronger adaptation in the single trials than the double trials. This might be attributed to the position of the adaptor and target (both appearing in the center of the screen), to using a single valence for each trial and to the exceedingly apparent identity congruence that resulted in an overlap effect. The less robustness of the effect in the double adaptation condition may be attributed to the peculiar fear-neutral adaptors having two different types of valences and which were shown at the same time. The presence of these seemingly unusual trials could have compromised the overall effect

The participants of this study were Iranian University students all in their early 20’s. To qualify for this study participants had to have scored an 18 or higher on the depression subscale and a 16 or higher on the anxiety

Normal anxiety can almost be viewed as a warning signal. Once the signal is activated, the person is able to deal with whatever may be threatening or harming them. In order to note whether or not the anxiety is ‘normal’ or diagnosable, a social worker should like at the physical resources of the clients, cognitive response and distortions, and their coping strategies. If any of the client’s responses to these questions seem to be exaggerated, it is likely that it is diagnosable anxiety. In addition, those who have anxiety and seem like they have no control over their life will also be likely to have diagnosable anxiety. A lot of anxiety is personal. Having fear of certain things is probably not something that is decided as a collective

The items of the BAI were drawn from three earlier self-report instruments that measured various aspects of anxiety. The BAI was developed with adult psychiatric outpatients and the manual recommends using caution with other clinical populations.

Also the retest-reliability of the Interaction Anxiousness Scale (IAS; Leary, 1983) is .80. “The correlation coefficient of the IAS and Social Avoidance and Distress Scale (SAD; Peng et al., 2004) is 0.66, whereas it is 0.29 for the Self-rating Anxiety Scale.” Although the IAS was very valid, it did not cover all factors of social anxiety of the Tibetan, Han, and Muslim college students in Qinghai Province. Another limitation was the stratified random sampling that they used in their study. Representations of this study are unclear because of this method of sampling is random and simple. This sampling method should be paired with other sampling methods to make this study more effective and representations more clear. A further limitation was time and capacity therefore limiting the researchers. They did not consider situational factors effect anxiety in their studies on the students. Furthermore they only studied students of Tibetan, Han, and Muslim ethnicity so the result may not be generalized to other