ANXIETY DISORDER
Definition
Many people experience some form of anxiety every day, whether it occurs while taking a test or preparing for a job interview. An anxiety disorder differs from every day anxiety because it is not temporary and can increase in severity. It has features such as the inability to control and manage their fear and worries, thinking about the worst-possible end result in every situation, and excessively worrying about issues that we may not put much thought into (GAD).
An anxiety disorder can manifest during many stages of life, but mainly develops during the adolescent years when there are many stressful events that can lead to the disorder, such as going to a new school and making friends. Another cause could be the environment in which the child was raised in. If the child is constantly surrounding by others that are stressed, there is a greater chance that they will develop those thought patterns.
The prevalence of anxiety disorders among schoolchildren is 8-10% (ACNP). This number has been fairly steady in recent years, but depends on the individual child and their needs.
Instructional Strategies
Teachers need to be informed and considerate of the child’s needs to best accommodate the classroom and lessons for an optimal learning environment. For a child with an anxiety disorder, there are many strategies that can be used in the classroom to make the child feel comfortable. One strategy is to teach the child strategies to control their anxiety, such as positive self-talk, giving downtime when needed, and reducing the occurrence of what-if thoughts (A.M). Another strategy is to decrease the events that may generate the student’s anxiety, such as setting a concise schedule and informing the student if there will be a change in advance (A.M). A final strategy for student’s that may have test anxiety would be to offer extra time to complete the test, give the test in a comfortable environment for the student, and inform the student well in advance of the date of the test (A.M).
Another aspect that needs to be considered is the environment of the child. If the child is worried or feels anxious about the environment, they are less likely to be able to control their behavior or anxiety level. One strategy is to allow the child to sit next to a student that they are comfortable around and has a good relationship with. (A.M)This will allow the child to feel reassured in their environment, such as if they were hanging out with a friend. Another strategy is to give the child an area in the classroom where they can go and de-stress if they feel very anxious, such as a reading center(A.M). This will give the child a safe zone where they can be alone and relax.
Useful Websites/Bibliography
Anxiety Management. Anxiety Management; Teach Special Education. Date Accessed: Nov. 6,
2017. Retrieved from http://www.teachspeced.ca/anxiety-management
Generalized Anxiety Disorder (GAD). Anxiety and Depression Association of America, ADAA.
Date Accessed: Nov. 5, 2017. Retrieved from https://adaa.org/understanding-anxiety/generalized-anxiety-disorder-gad
Perlmutter, S. J., (2000). Childhood Anxiety Disorders. Childhood Anxiety Disorders. Date
Accessed: Nov. 5, 2017. Retrieved from https://www.acnp.org/g4/GN401000163/CH159.html
Advances in Child and Adolescent Anxiety Disorder Research. American Academy of Child &
Adolescent Psychiatry. Date Accessed: Nov. 6, 2017. Retrieved from: https://www.aacap.org/aacap/Medical_Students_and_Residents/Mentorship_Matters/DevelopMentor/Advances_in_Child_and_Adolescent_Anxiety_Disorder_Research.aspx
Weir, K., (March 2017). Brighter futures for anxious kids. American Psychological Association,
Vol. 48, No. 3, pg. 50. Date Accessed: Nov. 6, 2017. Retrieved from http://www.apa.org/monitor/2017/03/anxious- kids.aspx
Huberty, T. J., Anxiety & Anxiety Disorders in Children: Information for Parents. NASP: The
National Association of School Psychologists. Date Accessed: Nov. 5, 2017. Retrieved from: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health-disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents
Research
Advances in Child and Adolescent Anxiety Disorder Research. American Academy of Child &
Adolescent Psychiatry. Date Accessed: Nov. 6, 2017. Retrieved from: https://www.aacap.org/aacap/Medical_Students_and_Residents/Mentorship_Matters/DevelopMentor/Advances_in_Child_and_Adolescent_Anxiety_Disorder_Research.aspx
This article discusses how recent research has revealed new factors, such as the attachment between a mother and child, genetics, and parenting style, as contributing to the origin of an anxiety disorder in a child. Two treatments that this article discussed were individual/group cognitive-behavioral therapy and early identification/intervention. These interventions help to diminish the rate of anxiety disorders and help to prevent another anxiety disorder from developing.
Weir, K., (March 2017). Brighter futures for anxious kids. American Psychological Association,
Vol. 48, No. 3, pg. 50. Date Accessed: Nov. 6, 2017. Retrieved from http://www.apa.org/monitor/2017/03/anxious- kids.aspx
This article discusses how childhood anxiety can originate, such as through genes and temperament, and progress throughout life if not intervened early. This article also discusses how a child’s role models can affect their anxiety disorder, often in a negative manner, whether it be through overprotection or intrusion. This has been found to prevent a child from overcoming their challenges and learning how to cope with their anxiety disorder.
Huberty, T. J., Anxiety & Anxiety Disorders in Children: Information for Parents. NASP: The
National Association of School Psychologists. Date Accessed: Nov. 5, 2017. Retrieved from: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health-disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents
This article offers insight into the variety of interventions that can be put in place to best assist the child. These interventions include options for the home and at school in order for the child to be successful in all aspects and environments. Some interventions could be giving a set schedule, pairing the child with another student that they are comfortable around, and establish reachable goals and expectations and be patient while they are trying to complete them.