The Effects Of Jake 's Anxiety Disorder

She presented with anxiety, academic concern, and depressed mood. She reported that she has a habit of avoiding things that increases anxiety. She noted that her strategy in avoiding anxiety provoking situations also makes her feel stuck. She reported that she can be self-critical that it is difficult for her to motivate herself. She reported that she has been missing her classes in an attempt to avoid a stressful situation.

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

Many students grew up with instructors teaching to the test. As the shift in education moved from learning for posterity towards learning to ace an exam, the instructors were being hounded by the administration to increase positive test scores in their students. The negative reinforcement brought on by the instructors has triggered test anxiety in students well into college (von der Embse, 2015). Add the type A personalities found in the college setting to the learned behavior and anxiety has been a rising problem in college (Beiter et al., 2015).

I think that the best way to approach Jake’s anxiety would be to look at these three different approaches equally and determine what would be the best course of action for Jake as he continues his school career. With looking at it in with a behavioral approach I think that the counselor could talk with Jake and help determine what the issue is about taking the more difficult classes, and for example if it would be the fact that he would have more work and more studying, or if it has something to do with his surroundings like not having as much free time that he had previously. The humanistic approach would allow the counselor to approach Jake in more of a down to earth way and be able to let him know that he is not alone and it is completely

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.

To experience any form of anxiety, such as interviews, a drive in traffic, or even a first date is a natural- human experience. For instance, one begins to undergo a feeling of failure regarding specific class. Nevertheless, sometimes, the emotion, keeps us motivated and school work-orientated. Yet, now and then, anxiety can take a hold on one when intense fear and distress becomes too overwhelming; it can prevent one from doing everyday thing. As a result, anxiety disorder can be the cause (B. T. Anxiety Disorders, 2016). According to National Alliance of Mental Illness, known as NAMI (2016), anxiety disorders are a common mental health concern in the United States. Roughly, forty million adults in the United States, and eight percent of children and teenagers face some sort of a negative impact of an anxiety disorder. Consequently, people develop symptoms of anxiety disorder before the age twenty-one.

The author, utilizes Dr.Julius Richmond who is a surgeon who talks about how Americans aged 15-24 have a higher death rate in 1979 because the adolescents are beginning to be very experimental with things around them. Nardo begins with explaining how anxiety and fear are very similar with one another yet the sources of the feelings contrasts them. Experts identified various factors involved in how individuals develop anxiety including; modeling, insecurity with how parents have high standards both in school and home for their children. Therapists, psychiatrists, and other doctors use many different methods of treatment in how each individual is different from one another. In most cases they will help the patient in some ways examples: logical

Stress and anxiety on students in America have been only increasing over the years and the education system needs to discover ways to help reduce both. According to the

A way to direct the topic of anxiety is to look into the theories behind different peoples emotions and also reactions. Anxiety can occur in an individual because distress and fear take action. It could be as simple as being afraid of insects or heights, or it could a larger scale, like due self consciousness with physical appearance or body weight. Reading an individuals anxiety can be hard to comprehend and as an individual who understands psychology we all know that we should deal with anyone who suffers from a heavy load of anxiety in a gingerly manor. Many people go about hiding their anxiety, or express in it an unhealthy habits. Psychologist try and work with through counseling to shorten stress and dissect the situation thats causing

The Cognitive Psychologist would also analyze Jake’s mental processes to determine why the increased difficulty of his classes would cause Anxiety Disorder in him, as the same thing does not happen in all cases. In Jake’s situation, his cause was the increase of difficulty in his classes, and the effect was his Anxiety Disorder. Furthermore, Jake’s Anxiety Disorder can be rationally explained by the evolutionary response system humans feel when they’re put into a rather uncontrollable, unknown, or in Jake’s circumstances, difficult situations. It is believed that Natural Selection favored those who felt a

“I do not know why I am feeling like this.” That was a statement that a student made as she took off running to the restroom twice in a time span of ten minutes. While it is not the typical statement that you may expect from a pre-teen, it became a rather common occurence for this student. I spent additional time trying to understand this student in the hours that followed. She had always been running to the restroom, in a near panic before exams. In fact, I came to learn that this child was experiencing anxiety that was especially present during high-stakes testing. This instance occurred during my first year of teaching and it has shaped my views on anxiety in children.

In regards to the sociocultural view of psychology, Anhul, who is acclimated to schools that have about forty students in one classroom for one teacher, may feel exposed and unsafe in the classroom since there are, on average, twenty-two students to one teacher in Ohio. This change in students may lead to increased anxiety and a fear of not fitting in with the other students. Since the class is 55% smaller than what he is used to, Anhul may also feel as though there is an increased

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

QP explored how Sean experience the feeling of anxiety in his body, mind, and emotions

Q5. However, the research as presented in Exhibit IV provides rather tenuous support for the claim that the individuals who took the class primarily had their competency enhanced because of the anti-anxiety course they took. First of all, the experimental and control groups were both relatively small. Proving