Anxiety is the human body's reaction to dangerous situations. It is a natural reaction in the face of threatening events so as to promote safety and well-being. However, for some children and adolescents, such as Sarah from the previous case study, the anxiety response goes awry, resulting in unmanageable levels of anxiety in situations that are not dangerous in reality. It can be severe, frequent and persistent and does not match the circumstances in which the child or youth finds themselves. This kind of anxiety interferes severely with normal functioning and development of the child or youth: academically as well as socially. What makes it more difficult, is that children and youth may not yet be equipped with the communication skills required to communicate their fears and needs.
This is a very serious disorder
Anxiety Disorders are amongst the most common behaviour disorders and contributors to childhood and adolescent depression
often goes undiagnosed. If these students are not helped and accomodated for at home and at school, they will forgo assertive and independent behaviour as they grow older, become excessively withdrawn, fearful, apathetic, depressed and possibly suicidal (Winzer, 2005).
Signs and Symptoms of GAD
exaggerated worry in circumstances that are not in reality threatening
persistent for at least six consecutive months
physical and somatic manifestations of worry (headaches, nausea, fatigue, stomach ache, trembling and muscle tension)
inability to relax
depression
withdrawal from social situations
phobias (including school phobia)
tantrums (usually in younger children)
Etiologies:
Genetic Model: Research has shown that anxiety disorders, including Generalized Anxiety Disorder, aggregates in families, lending credence to the argument that there is at least a moderate genetic factor involved.
Cognitive-Behavioural Model: Children and youth living with GAD have learned dysfunctional thought patterns and feelings through their social interactions and other experiences. Without opportunities for new learning, anxiety is maintained through negative reinforcement, usually in the form of escapism and avoidance.
Ecological Model: Environmental factors are primarily responsible for a child or youth's anxiety disorder, including exposure to stress to the child's family and broader community.Studies have shown that prolonged postpartum depression has a long-term negative impact on infants and can lead to anxiety disorders later in childhood. Also, over-protective and insecure child-parent relationships have been proven to contribute to childhood anxiety.
Click here to learn about the Cognitive-Behavioural Interventions you can use as a teacher or parent to support your child or student (Bacow et. al. 2009).
What is Generalized Anxiety Disorder (GAD)?
Anxiety is the human body's reaction to dangerous situations. It is a natural reaction in the face of threatening events so as to promote safety and well-being. However, for some children and adolescents, such as Sarah from the previous case study, the anxiety response goes awry, resulting in unmanageable levels of anxiety in situations that are not dangerous in reality. It can be severe, frequent and persistent and does not match the circumstances in which the child or youth finds themselves. This kind of anxiety interferes severely with normal functioning and development of the child or youth: academically as well as socially. What makes it more difficult, is that children and youth may not yet be equipped with the communication skills required to communicate their fears and needs.
This is a very serious disorder
Signs and Symptoms of GAD
Etiologies:
Genetic Model:
Research has shown that anxiety disorders, including Generalized Anxiety Disorder, aggregates in families, lending credence to the argument that there is at least a moderate genetic factor involved.
Cognitive-Behavioural Model:
Children and youth living with GAD have learned dysfunctional thought patterns and feelings through their social interactions and other experiences. Without opportunities for new learning, anxiety is maintained through negative reinforcement, usually in the form of escapism and avoidance.
Ecological Model:
Environmental factors are primarily responsible for a child or youth's anxiety disorder, including exposure to stress to the child's family and broader community.Studies have shown that prolonged postpartum depression has a long-term negative impact on infants and can lead to anxiety disorders later in childhood. Also, over-protective and insecure child-parent relationships have been proven to contribute to childhood anxiety.
Click here to learn about the Cognitive-Behavioural Interventions you can use as a teacher or parent to support your child or student (Bacow et. al. 2009).