Anxiety, fears, phobias, and related problems: Intervention and resources for school aged youth (original) (raw)
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Anxiety disorders in adolescence: Characteristics, prevalence, and comorbidities
Clinical Psychology Review, 1994
Anxiety disorders are increasingly being recognized as important psychiatric disorders in adolescents. The anxiety disorders recognized in preadolescent children and adults all occur, to some extent, in adolescents. The characteristic presentations may be somewhat dyerent, however, among &j%rent age groups. Generalized anvie9 syndromes and phobias are relatively common in adolescents. Some anxiety disorders are clearly less common in adolescents, such as panic disorder and obsessive compulsive disorder, but subthreshold symptoms during adolescence may be early manifestations of more severe adult psychopathology. Adolescent anxiety disorders may frequently be comorbid with depression, alcohol abuse, and conduct disorder. The developmental changes which occur from preadolescent childhood to adulthood clearly inzumce anxie& symptoms and anxiety disorders. while anxieg disorders during adolesence have some features which are uniqm to this age group, understanding these developmental relationships may be critical in determining the etiology of anxiety disorders across the life span. While normal adolescent development involves a variety of psychological challenges, the myth that high levels of anxiety and other psychopathology are normal in adolescence is increasingly being recognized as false (Ebata, Petersen, & Conger, 1990). Anxiety disorders have been found to be relatively common in epidemiological studies of adolescents (Kashani & Orvaschel, 1988; McGee et al., 1990; Whitaker et al., 1990). Although some anxiety symptomatology occuring during adolescence may be transient responses to developmental challenges (Achenbach, 1990), data from adult populations suggest that
Handbook of Child and Adolescent Anxiety Disorders
2011
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Anxiety in Adolescence: A Literature Review
Innovative Instruments for Community Development in Communication and Education
I. Definitions of anxiety Anxiety is defined in language dictionaries as "Psychiatry: a nervous disorder marked by excessive uneasiness [a feeling of anxiety or discomfort] and apprehension [anxiety or fear that something bad or unpleasant will happen], typically with compulsive behaviour or panic attacks [sudden overwhelming feelings of acute and disabling anxiety]" 2. Lewis 3 defined anxiety as "an emotional state with the subjectively experienced quality of fear or a closely related emotion". Fingernail biting, hand trembling, heart pounding, insomnia, nervousness, nightmares, palmar perspiration, pressures or pains in the head, shortness of breath when not exercising or working hard, and sick headaches, as well as a frequently objectless feeling of uncertainty and helplessness, a blocking of communication, an intellectual and emotional preoccupation, and an interference with thinking processes and concentration are all indicators of anxiety 4. The same author also points out that certain factors are associated with low self-esteem which may be expected to create anxiety: instability of self-image, the "presenting self", vulnerability, and feelings of isolation 5 .
ANXIETY DISORDER IN ADOLESCENCE: A NARRATIVE REVIEW OF THE LITERATURE (Atena Editora)
ANXIETY DISORDER IN ADOLESCENCE: A NARRATIVE REVIEW OF THE LITERATURE (Atena Editora), 2024
Objective: Assess the prevalence of anxiety in adolescence, the characteristic symptoms and the impacts on quality of life. Literature review: Anxiety is a future feeling, essential, but pathological in excess. Anxiety disorder, which affects more than 450 million people globally, can be associated with limitations in daily activities and comorbidities such as cardiovascular disease. Among adolescents, Panic Disorder and Social Phobia prevail from 9% to 32%, respectively. The prevalence of anxiety in adolescence varies from 5.2% to 20%, linked to factors such as age, gender and education, with symptoms such as nervousness, tachycardia and concentration difficulties. Furthermore, behavioral and environmental factors influence its emergence. As a result of this situation, anxiety harms the academic and social performance of young people, impacting interpersonal and family relationships. Untreated pathologies are influenced by parental rigidity and bullying, worsening disorders and harming the well-being of individuals. Final considerations: It is concluded that there is a low dissemination of information about the prevalence, symptoms and their impacts on the quality of life of these adolescents, and a multidisciplinary approach and preventive measures are essential to promote emotional well-being at this critical stage of development.
Social Anxiety and Phobia in Adolescents
2015
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Management Guidelines for Anxiety Disorders in Children and Adolescents
2000
Anxiety disorders represent one of the most common categories of psychopathology in children and adolescents. Apart from separation anxiety disorder, a well recognized problem of childhood, it is now widely accepted that generalized anxiety disorder, social phobia, specific phobia, posttraumatic stress disorder, obsessive compulsive disorder and panic disorder all occur during the childhood and adolescent years. Numerous studies examining the
Anxiety Manifestation in Adolescence
2015
Anxiety is part of human existence and is characterized by a sense of imminent danger. It can be defined as increased emotional unrest in anticipation of danger (Rieman, 2005). It differs from fear, which is an emotional response to an objective threatening. Fear and anxiety are an intrinsic feature of the human condition with adaptive function and are parts of the normal development. The distinction between fear and anxiety, is given by the quality of the anticipatory experience anxiety versus fear, which focuses on a specific object. The pathological nature of these feelings is due to the increasing frequency of manifestations, their severity and their abnormal pesistence. The author presents the research done on two groups of subjects (students in twelfth grade and students in grade nine) to determine the differences between their share of anxiety, and highlight the weight of one or the other forms of anxiety (veiled or overt) and the personality factors that cause anxiety.
Assessment and Treatment of Anxiety Disorders in Children and Adolescents
Current Psychiatry Reports, 2011
Recent advances in the developmental epidemiology, neurobiology, and treatment of pediatric anxiety disorders have increased our understanding of these conditions and herald improved outcomes for affected children and adolescents. This article reviews the current epidemiology, longitudinal trajectory, and neurobiology of anxiety disorders in youth. Additionally, we summarize the current evidence for both psychotherapeutic and psychopharmacologic treatments of fear-based anxiety disorders (e.g., generalized, social, and separation anxiety disorders) in children and adolescents. Current data suggest that these disorders begin in childhood and adolescence, exhibit homotypic continuity, and increase the risk of secondary anxiety and mood disorders. Psychopharmacologic trials involving selective serotonin reuptake inhibitors (SSRIs) and selective serotonin norepinephrine reuptake inhibitors (SSNRIs) are effective in pediatric patients with anxiety disorders and have generally demonstrated moderate ef-fect sizes. Additionally, current data support cognitive behavioral therapy (CBT) for the treatment of these conditions in youth and suggest that the combination of psychotherapy+an SSRI may be associated with greater improvement than would be expected with either treatment as monotherapy.
Child Psychiatry & Human Development, 2014
This review examines the relationship between anxiety disorders and sleep related problems (SRPs) in school-aged youth. Following an overview of normative sleep patterns and maturational sleep changes, the review addresses issues related to sleep measurement. SRPs are reviewed in relation to executive functions (e.g. affect regulation) as is the shared role of neurological regions in the regulation of anxiety and sleep. Studies of the association between SRPs and anxiety in anxiety-disordered samples are reviewed with explicit consideration of the potential mechanisms underlying the sleep-anxiety relationship (e.g., arousal, sleep hygiene, parental accommodation). Specific cognitive-behavioral treatments for SRPs and anxiety are reviewed with regard to their impact on comorbid anxiety or SRPs. Methodological limitations are noted and recommendations for future research are proposed.