Storch's Multi-Tiered Model

Participants underwent a screening process to ensure eligibility and were then randomly assigned to a treatment, or a control group. Those in the worry exposure group were trained to listen to one worry image at a time for 20-30 minutes and use a 0-100 SUDS scale to measure anxiety. Students placed in the expressive writing group were told to write about their academic worry in detail for 20 minutes per session. Audio-photic stimulation was administered through headphones for 35 minutes at a time, and programmed for worry reduction. The participants continued this for one month before being evaluated again for pathological academic stress.

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

“Anxiety is the signal of danger which mobilizes the human organism’s resources at all levels of functioning in the interests of conservation, defense, and self- preservation.” (Anxiety 1) If a person suffers from anxiety there is a major loss of control and then an attempt to regain that control because of a fear that they have. Anxiety disorders are one of the most frequently occurring mental disorders in the United States. However, anxiety disorders are not only found in the United States. They are found throughout the world. They just happen to be most predominating in the United States. In this paper, I will be discussing the generalized anxiety disorder and how if effects society today.

MBCT is commonly used in studies as a comparison tool against other treatments to determine which is more effective for that situation. MBCT has been commonly combined or compared with other psychotherapies such as Dialectical Behavior Therapy (DBT), Acceptance and Commitment Therapy (ACT), and Mindfulness Based Stress Reduction (MBSR). The different psychotherapies each incorporate mindfulness in a different manner. Each practice places emphasis in different areas such as the validation of an individual’s skills used in DBT, or the idea of self-regulation used in MBSR. Combining the primary components of MBSR and cognitive therapy prompted the development of MBCT (Beckerman & Corbett, 2009). MBCT is an eight-week group-training program that

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).

Psychological treatments can be delivered in a variety of formats. This paper restricts itself to the traditional, and most extensively researched, format of face-to-face contact with a fully qualified therapist. For most anxiety disorders the therapy sessions are once weekly for 60-90 minutes

In another study, Kendall et al. (2008) examined and compared effects of individual and family cognitive-behavioural therapy in children. Those researcher conducted a randomised clinical research study on 161 children (44% female and 56% male) who varied in age from 7 to 14 years (M = 10.27). The study covered separation anxiety disorder, social phobia, or generalized anxiety disorder.

Method : The study was divided on a qualitative study was conducted on a sample of 12 students from Mohamed Lamine Dbaghin University, Sétif2, who where divided into two equal groups : a control group consisting of 6 students who are anxious , and experimental group consisting of 6 students who are anxious. And a qualitative study was conducted on eight cases suffered from Generalized Anxiety Disorder.

The combined intervention added elements of imagination and reason, in a bottom up process, prior to the top down process of CBT (Williams, et al., 2013), while MBCT utilized the psychoeducational dimension of CBT with a mindfulness approach to addressing intrusive thoughts (Sipe and Eisendrath, 2012). Another area of similarity was the assignment of homework in both therapeutic approaches and the availability of additional support information. Both articles claimed to have initial successes with the treatment of depression and warranted further

Childhood anxiety is quickly becoming the most challenging of all childhood problems. As the root of most problems, anxiety covers a long range of stressors that spread quickly if not treated or relieved early in life. Anxious feelings in children varies from children of all backgrounds. All people feel anxious at one point or another, and it is only when children are affected daily and unable to be calmed when people should become concerned. Many times, children are feeling overwhelmed and cannot express themselves or struggle to understand his/her feelings. Social and emotional development then plays a big part when facing concerns like anxiety in a young childhood environment. Teachers and caregivers need to take a step back and focus on what the child needs rather than what he/she can do to make children calm down. Through interventions, patience, and caring teachers, a young child does not need to be known as "The Child Who is Anxious", he/she can just be a child.

For this chapbook assignment I researched the topic of anxiety. Specifically how anxiety affects students in differing degrees of education. I chose this topic because according to Anxiety and Depression Association of America one in five people suffer from different types of anxiety in the United States. This staggering proportion of people is what pressed my curiosity to find out more about anxiety. In addition to this I was curious about how it affects different people, and the different types of treatments for these conditions.

Adolescence is a difficult time period in a young person’s transition into their later stage of both physical and mental development. Mood disorders are often overlooked during this time for the brain becoming more developed; however among children, anxiety disorders seem to be the most common disorders to be experienced (Nelson; Israel, pg 112). Barlow (2002) defines anxiety as a future-oriented emotion that is characterized by the inability to be in control and predict future events that can be potentially dangerous to the individual. Anxiety shares commonalities with fear, but the difference between the two being that fear is the initial response made from a present threat, where anxiety is due to a unknown future event. A common

In their meta-analysis, Stice, Shaw, Bohon, Marti, and Rohode (2009) found that when professional interventionists led school-based depression prevention programs, children showed more significant and more sustained effects at follow-ups than interventions led by teachers. Stice et al. (2009) assert that professional interventionists are capable of providing more efficacious interventions because of their superior training, increased supervision, and greater allotment of time that can be devoted to providing interventions, as compared to teachers. This reinforces the previously discussed conclusion that mental health prevention program leaders require more training than teachers typically receive to effectively implement programs. Stallard et al. (2014) performed a randomized controlled trial of 45 schools to examine whether the effectiveness of an anxiety prevention program for children ages 9-10 was moderated by whether the program was implemented by a teacher and school staff member or by professional interventionists. The teachers and staff members who delivered the program were trained and had ongoing supervision. They found that despite the training that teachers received, there was a greater reduction in anxiety symptoms among the children who participated in the groups led by the trained facilitators (Stallard et al.,

This is an article that specifically looks at anxiety in the school setting for adolescents. This article starts off with a story of a girl named Samantha. Samantha is a fourteen year old student that has test taking anxiety. She feels sweaty and would see the nurse daily because of her anxiousness. The article talks about the case of Samantha being common with many students in school. The article then goes into the different characteristics such as worry. Anxiety can manifest in three different ways: behaviorally, physiologically, and cognitively. Many different behaviors that children exhibit because of anxiety are reflected their attempts to control their anxiety. When discussing anxiety, there are different causes of anxiety and

School-age children(7-11 Years) have poor school performance. The child finds studying and learning difficult when the child cannot stop worrying about what happened at home the night before or who is going to get hurt that night, or maybe even killed later on. The child will also have behavior problems with peers and adults. Because of the lack of observable