Anxiety and Learning Anxiety impacts roughly 18% of the population in one form or another. It is particularly troubling for students in higher academics. This study aims to investigate the question: What factors outside of the classroom increase anxiety in academic performance? This paper will provide an overview of anxiety, discuss how college students are affected by it, examine the factors that cause it, and look at how parents and educators can help those who suffer from it.
What is Anxiety?
There are many different types of anxiety, but generally put anxiety refers to nervousness and a feeling of being overwhelmed by stress about something related to one’s life. There is social anxiety, panic disorder, fears and phobias, separation anxiety, and general anxiety disorder, which refers to a chronic case of anxiety that simply will not go away. The characteristics of anxiety include a feeling of apprehension, tension, restlessness, jumpiness, and negative thoughts—i.e.,…...

Anxiety Anxiety disorder is among the most prevalent mental health disorders in the U.S>.with approximately 18 of Americans suffering from some form of anxiety (NAMI, 2017). Different types of anxiety disorders include social anxiety, panic disorder, phobias such as agoraphobia, separation anxiety, and generalized anxiety disorder (chronic worry over everyday life isues). Behavioral components of anxiety include feeling an overwhelming sense of apprehension, tense, irritable, restless, jumpy, and always anticipating the worst possible outcome. Individuals suffering from anxiety may isolate themselves from others, have difficulty communicating what’s wrong, and may have difficulty focusing on tasks, catching their breath or gaining control of their bodies during an anxiety attack. The biological components of anxiety can include headaches, upset stomach, increased heart rate, loss of breath, sweating, tremors, fatigue, insomnia and frequent urination (NAMI, 2017). It is believed that anxiety may have a genetic or environmental cause.
Treatment options for anxiety include psychotherapy such…...

Distracting a child while their parent is treated may lessen stress for a SAD child (Hillard, 2006).
Nurses may also want to incorporate preventative methods into their routines, especially if they are pediatric nurses. Encouraging work in this area has been done at Mount Sinai Hospital, where nursing departments participated in the incorporation of supportive methodology in handling children who are in treatment (Justus et al., 2006). If a child may need long-term care requiring extended or overnight stays in hospital, nurses can use Comfort Theory methods and other means of familiarizing the hospital environment. If a child feels at ease with nurses and the hospital environment they are less likely to cling to parents and exacerbate medical conditions through anxiety (Justus et al., 2006). General stress reduction techniques apply to children with SAD, and may include aromatherapy, deep breathing, and relaxed lighting or music may help (Hillard, 2006).

SAD may…...

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References

Fontain, K.L. (2003). Mental Health Nursing (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Hillard, D. (2006). Course: Treating anxiety. Retrieved November 15, 2006, from Advance for Nurses Online:  https://nursing.advanceweb.com/Common/CE/Content.aspx?CourseID=4&CreditID=1&CC=7816&sid=602 

Justus, R., Wyles, D., Wilson, J., Rode, D., Walther, V, & Lim-Sulit, N. (2006). Preparing children and families for surgery: Mount Sinai's multidisciplinary perspective. Pediatric Nursing, 32(1), 35-43. Retrieved Wednesday, November 15, 2006 from the EBSCO Health Source: Nursing/Academic Edition database.

Pincus, D.D., Eyberg, S.M., & Choate, M.L. (2005). Adapting parent-child interaction therapy for young children with separation anxiety disorder. Education and Treatment of Children, 28(2), 163-181. Retrieved Wednesday, November 15, 2006 from the EBSCO Health Source: Nursing/Academic Edition database.

Child and Adolescent Psychiatry in Hong Kong
The prevalence of mental health problems in people with disabilities is estimated at between thirty and fifty percent, in Hong Kong (Vasa & oy, 2013). Anxiety disorders are the most common mental problems occurring during adolescent and childhood, at least one in ten people having anxiety disorders. In addition, anxiety disorders are the most common manifestations of psychological distress among people with autism. People with autism are much likely to be anxious than their non-autistic peers. Oftentimes, they are described as highly anxious. The co-morbidity of separation anxiety is frequent in people with autism. Similarly, epidemiological studies indicate that approximately eighty percent of people with autism have separation anxieties. This study concentrates on discussing the treatment method or way of Autism and Separation Anxiety Disorder among children and adolescents in Hong Kong.

isk factors owing autism

Young people with autism are more prone to separation anxiety…...

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References

Mash, E.J., & Barkley, R.A. (2013). Child psychopathology. New York: Guilford Press.

Ozonoff, S., Rogers, S.J., & Hendren, R.L. (2013). Autism spectrum disorders: A research review for practitioners. Washington, D.C: American Psychiatric Pub.

Saklofske, DH, & Schwean, V.L. (2009). Handbook of psychosocial characteristics of exceptional children. New York [u.a.: Kluwer [u.a..

Vasa, R.A., & Roy, A.K. (2013). Pediatric anxiety disorders: A clinical guide. New York, NY: Humana Press.

e., they became helpless). Furthermore, other behaviors of the dogs were adversely affected (e.g., the dogs appeared apathetic and had poor appetites) (Hitzemann, 2000). In his essay, "Animal Models of Psychiatric Disorders and Their elevance to Alcoholism," Hitzemann (2000) reports that, "Both fear and anxiety are alerting signals that warn the individual against impending danger and enable the individual to take defensive measures. For animals, the distinctions between fear and anxiety are vague" (p. 149). The distinctions between fear and anxiety are clearly irrelevant for humans who encounter such stressed animals, though.
According to Hodge and Stull (2000), dog bites cause an average of 17 human deaths, 6,000 hospitalizations, and 330,000 emergency room visits every year in the Untied States and a like number of people probably do not seek treatment or report the incident, but may nevertheless experience psychological trauma, anxiety, and missed work or school. Furthermore, dog bites continue…...

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References

Becker, M.G., Chew, G.L., Correa, J.C., Hoepner, L.A., Jusino, C.M., Kinney, P.L., Miller, R.L., & Perzanowski, M.S. (2003). Distribution and determinants of mouse allergen exposure in low-income New York City apartments. Environmental Health Perspectives, 111(10), 1348.

Boone, J.S., & Tyler, J.W. (2001). Transferable residues from dog fur and plasma cholinesterase inhibition in dogs treated with a flea control dip containing chlorpyrifos. Environmental Health Perspectives, 109(11), 1109.

Chang, Y., Cohen, J.H., Hennon, D.L., LaPorte, R.E., & McMahon, J.E. (1997). Dog bite incidence in the City of Pittsburgh: A capture-recapture approach. American Journal of Public Health, 87(10), 1703-5.

Duke, M.L., & Swain, J.L. (2001). Recommendations for research on ethics in public policy from a public administration perspective: Barking dogs and more. International Journal of Public Administration, 24(1), 125.

He wants to honor his dead wife, so he takes the dog along with him just as she did. This is perhaps the only gesture the father makes toward the dog. Throughout the poem, it appears as if the father is indifferent to the dog, if anything at all.
The paradox we encounter in the poem is if a dog can actually suffer from grief with the ultimate question resting on the notion of animals missing human beings. The most ironic aspect of this poem is how the dog appears to be suffering more than the father is. The poet does not go into the father's suffering at all, except to say that he refuses counseling. The meaning and primary idea behind the poem is that all creatures suffer loss whether or not they can express it in ways that humans might be able to understand. It took death for…...

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Works Cited

Rucker, C. "Mixed Company"

Of the sample, 60% of them had had some sort of intervention therapy in the past. Eight of the children, or 20% of the sample, exhibited a school refusal, in which they missed over 40% of the past month as a result of emotional stress.

Of the 40 children referred to the study, 38 of them followed through with the study's intervention therapy, 24 boys and 14 girls. Parents were also included in the study, of which 87.5% of them were women, 87.5% of them were married, and 65% of them were college educated. A variety of ethnicities were represented with 60% Caucasian, 22.5% multiracial, 10% Hispanic, 2.5% African-American, and 2.5% Asian.

Results/indings

The main hypothesis proposed was that CBT intervention therapy for anxiety disorders in children would result in a reduction in overall anxiety and therefore lead to increased school performance. Using the Anxiety Disorder Interview Schedule for DSM-IV before, during, and…...

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Finally, the sample size creates limitations on the generability of the results. Although the results did have overwhelming numbers, a sample size of 38 is inadequate to appropriate to other populations. However, it does raise awareness for educators and parents alike that school and social problems may have a root with an anxiety disorder and that it should not be discounted before an official diagnosis can discount such a cause.

Source Used

Wood, Jeffrey (March 2006) "Effect of anxiety reduction on children's school performance and social adjustment," Developmental Psychology, 42(2), 345-349.

S., experts estimate the genuine number of incidents of abuse and neglect ranges three times higher than reported. (National Child Abuse Statistics, 2006) in light of these critical contemporary concerns for youth, this researcher chose to document the application of Object elation, Attachment Theories, and Self-Psychology to clinical practice, specifically focusing on a patient who experienced abuse when a child. Consequently, this researcher contends this clinical case study dissertation proves to be vital venture, which will contribute to enhancing research in the field of psychology.
For this clinical case study dissertation exploring Object elation, Attachment Theories, and Self-Psychology, along with researching information for the application of these theories to clinical practice, this researcher answered the following research questions.

esearch Questions

What is Winnicott's elational Model Theory?

What is Bowlby's Attachment Theory?

What is Kohut's Self-Psychology?

How may components of these three theories be applied to the clinical case chosen for this clinical case study dissertation's focus?

Enhancing…...

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References

American Psychiatric Association, (2004). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Test Revised. Washington DC.

Blatt, S. (1974). Levels of object representation in anaclytic and introjective depression. New York: International University Press.

Bowlby, J. (1969) Attachment. Volume One of Attachment and Loss, New York: Basic

Books.

c. Other theorists (Modern Attachment Theories)

Upon the establishment and strengthening of Bowlby and Ainsworth's Attachment Theory, other theorists have developed new studies which either tested the theory or sought to apply it in different contexts or scenarios. Inevitably, most scenarios and contexts that new theorists and psychology researchers took is the path to explaining grief and bereavement. Others, however, have centered on specific aspects of the theory and sought to expound and/or test it, as Ainsworth did when Bowlby was still in the process of strengthening his attachment theory.

One such study was conducted by Schore and Schore (2008), which explored the emotion regulation aspect of the theory. In their study, the authors realized the potential of attachment theory in developing a "therapeutic intervention" from which coping on the loss of the attachment figure would be a healthier process for the individual. The authors shifted from the issue of attachment to…...

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References

Ainsworth, M. (1984). "Attachment across the life span." Bulletin of New York Academy of Medicine.

Ainsworth, M. And J. Bowlby. (1991). "An ethological approach to personality development." American Psychologist, Vol. 46, No. 4.

Bartholomew, K. And L. Horowitz. (1991). "Attachment styles among young adults: a test of a four-category model." Journal of Personality and Social Psychology, Vol. 61, No. 2.

Bartholomew, K. And P. Shaver. (1998). In Attachment theory and close relationships. J. Simpson and W. Rholes (Eds.). NY: Guilford Press.

(Broderick & Blewitt).
Aside from the major issue, at least for the parents, of Jason's reserved social demeanor; there have been several other indicators of acting our behavior that he has presented. On several occasions Jason has complained of stomachaches and headaches prior to having to go to day care or even to any other playtimes where he knows his parents will not be attending. Also, if he has felt threatened by other children in outside settings he will also develop these symptoms in order to be sent home. Then, conversely, after he has been at day care he often does not want to return home and occasionally has a minor tantrum or crying fit. In instances such as these, with seemingly confusing and contradictory symptoms, one must remember that children often do not express anxieties in any direct fashion but often present with symptoms or strange ideologies that can…...

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Works Cited

Broderick, P.C., & Blewitt, P. The life span: Human Development for Helping

Professionals (2nd ed.). (2006) Upper Saddle River, New Jersey: Merrill Prentice Hall.

Burgess, Kim B., and Alastair J. Younger. "Self-Schemas, Anxiety Somatic and Depressive

Symptoms in Socially Withdrawn Children and Adolescents." Journal of Research in Childhood Education 20.3 (2006): 175+.

The results were found to be similar with regards to the scales of CMAS (a 37 item measure), STAIC (for the 20 item state scale measure only), CDI (a 27 item measure) and FSSC- (an 80 item measure). The trait scale of STAIC showed a few variations but was not strong enough when the Bonferroni correction was applied. The CASI scale presented a higher occurrence in the second group compared to the first, regardless of Bonferroni corrections. This amounted to at least 16 of the 18 items. The remaining two items, recorded higher in the second group can be considered to be of an external nature. The origins of these differences were obtained using t-test analysis methods (Kearney, Albano, Eisen, Allan & Barlow, 1997)
Conclusions of the research

The conclusions drawn from the study participants with panic disorder revealed nausea, shivering, difficulties in breathing and increased heart rate as the recurring…...

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References

Kearney, C, A, Albano, A, M, Eisen, A, R, Allan, W, D & Barlow, D, H. (1997) The Phenomenology of Panic Disorders in youngsters: Empirical Study of a Clinical sample, Journal of Anxiety Disorders, 2(1), 49-62

Attachment was believed by owlby to be a critical aspect of the normal development of human behavior. Attachment is inclusive of the following characteristics:
1) Proximity Seeking - the infant seeks to be near the maternal figure;

2) Separation distress or protests - when separated or distant from the material figure the infant becomes distressed and signals this by vocalizing these feelings and changes in affect.

3) a secure base - when the infant develops a healthy attachment, the mother becomes a 'secure base' from which the child can venture forth into the world and securely explore their surroundings.

Ainsworth is noted as the first to conduct empirical research assessing patterns of attachment behaviors in infant attachment relating to the mother being under stress. Infant attachment behavior was categorized as: (1) secure; (2) avoidant; and (3) ambivalent. Since then the behavioral patterns of infants has undergone intensive assessment and study with a core…...

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Bibliography

DSM-III-R). Washington, DC: APA. - (1994) Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV). Washington, DC: American Psychiatric Association.

Aaronson, C.J., Bender, D.S., Skodol, a.E. And Gunderson, J.G. (2006) Comparison of Attachment Styles in Borderline Personality Disorder and Obsessive-Compulsive Personality Disorder Journal Psychiatric Quarterly Vol. 77 No. 1 March 2006. Online available at  http://aolsearch.aol.com/aol/search?query=attachment+theory+and+borderline+personality+disorder&page=3&nt=null&userid=9218600308675950091&encquery=431f3e36d133ebdff7537ee6febc11c6eca098f7674f16b90920f3bd5b092d5ab49460504194f6e58ee065b5a3272811bc442682a5c9c059&ie=UTF-8&invocationType=keyword_rollover&clickstreamid=5154621097040471491 .

Adalist-Estrin, Ann (1993) Moral Development and Attachment: Disruptions that Create Cycles of Criminal Behavior October 10-12. The Fourth North American Conference on the Family & Corrections Family and Corrections Network. Family Pathway Project. Online available at http://www.fcnetwork.org/4thnorth/moral.html

Agrawal, H.R., Gunderson, J., Holmes, B.M. And Lyons-Ruth, K. (2004) Attachment Studies with Borderline Patients: A Review. HARV REV PSYCHIATRY 2004;12:94-104

Terrell
One approach from the chapter that explains Terrell's behavior very well is the behavioral approach, especially the behaviorism of B.F. Skinner. By looking at the antecedents and consequences of the behavior we can determine what is being reinforced and Terrell's case. The vignette clearly states that Terrell's symptoms are disappearing once he is allowed to stay home, informing us that Terrell is being allowed to stay home when he feigns sickness. It is quite obvious that Terrell is being reinforced for feigning that he is ill according to B.F. Skinner's operant conditioning paradigm. The vignette does not allow us to determine the reason why he wants to stay home; however, it is not unusual for it a six-year-old boy to feel some anxiety regarding a new environment and separation from mother and we could hypothesize that Terrell is feeling some mild anxiety before going to school, this anxiety leads him…...

Theory
What are the major concepts of Ainsworth's theory?

Ainsworth's attachment theory is rooted in Bowlby's research on the bonds that develop between parent and child. Building on Bowlby's research, Ainsworth conducted a groundbreaking experiment known as the Strange Situation. esults of the Strange Situation experiment revealed three different categories of attachment styles. Ainsworth found secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment (Cherry, n.d.). Moreover, four categories of attachment style behaviors were observed. These four categories include separation anxiety, which refers to the emotional reaction to the caregiver leaving. The infant's willingness to explore in the caregiver's absence is another feature of attachment. Stranger anxiety refers to how the infant responds to strangers when the primary caregiver is absent. Finally, Ainsworth studied reunion behavior, which was how the child reacted to the return of the caregiver. Using these four parameters of attachment-related behaviors, Ainsworth developed the three primary attachment styles: secure…...

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References

Benoit, D. (2004). Infant-parent attachment. Pediatric Child Health 9(8): 541-545.

Cherry, K. (n.d.). Attachment theory. Retrieved online:  http://psychology.about.com/od/loveandattraction/a/attachment01.htm 

Fraley, R.C. (n.d.). A Brief Overview of Adult Attachment Theory and Research. Retrieved online: http://internal.psychology.illinois.edu/~rcfraley/attachment.htm

Main, M. & Solomon, J. (1986). Discovery of an insecure-disorganized/disoriented attachment pattern. Affective Development in Infancy. 95(124).

Apparent health can be generally positive or negative; in spite of how it links with the real health; it may be significant to comprehend its function in certain kinds of psychopathology. Negatively apparent health has been anticipated to symbolize a cognitive risk factor for panic disorder (PD), detached from elevated anxiety feeling. As a result, PD may be more likely to take place on a background of negative perceptions of one's health. A negatively perceived health may also have predictive implications for PD patients, bearing in mind that negatively perceived health has been found to be a considerable predictor of mortality in general and that individuals with panic-like anxiety indications, panic attacks, and PD have elevated mortality rates, mostly due to cardiovascular and cerebrovascular illnesses (Starcevick, Berle, Fenech, Milicevic, Lamplugh and Hannan, 2009).
Psychological

Studies have suggested that panic attacks (PA) are widespread and connected with an augmented occurrence of mental…...

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References

Carrera, M.; Herran, a.; Ramirez, M.L.; Ayestaran, a.; Sierra-Biddle, D.; Hoyuela, F.;

Rodriguez-Cabo, B.; Vazquez-Barquero, J.L..(2006). Personality traits in early phases of panic disorder: implications on the presence of agoraphobia, clinical severity and short-

term outcome. Acta Psychiatrica Scandinavica, 114(6), p.417-425.

Craske, Michelle G., Kircanski, Katharina, Phil., C., Epstein, Alyssa, Wittchen, Hans-Ulrich,

Anxiety is a normal feeling that can be present in a variety of people.  However, when a person feels excessive anxiety, which is characterized as anxiety that is either without a cause or is disproportionate to any stimuli, then the anxiety may go beyond a normal reaction and be part of an anxiety disorder.  When you are writing a speech about anxiety, it is important to differentiate between that anxiety that is a normal part of everyday life or even a normal reaction to unusual stressors and anxiety that 

Outline for Speech on Anxiety Example

I. Introduction