Relevant bibliographies by topics / Anxiety disorders in children

Academic literature on the topic 'Anxiety disorders in children'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Anxiety disorders in children"

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Mogg, K., G. A. Salum, B. P. Bradley, A. Gadelha, P. Pan, P. Alvarenga, L. A. Rohde, D. S. Pine, and G. G. Manfro. "Attention network functioning in children with anxiety disorders, attention-deficit/hyperactivity disorder and non-clinical anxiety." Psychological Medicine 45, no. 12 (April 24, 2015): 2633–46. http://dx.doi.org/10.1017/s0033291715000586.

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BackgroundResearch with adults suggests that anxiety is associated with poor control of executive attention. However, in children, it is unclear (a) whether anxiety disorders and non-clinical anxiety are associated with deficits in executive attention, (b) whether such deficits are specific to anxiety versus other psychiatric disorders, and (c) whether there is heterogeneity among anxiety disorders (in particular, specific phobia versus other anxiety disorders).MethodWe examined executive attention in 860 children classified into three groups: anxiety disorders (n = 67), attention-deficit/hyperactivity disorder (ADHD; n = 67) and no psychiatric disorder (n = 726). Anxiety disorders were subdivided into: anxiety disorders excluding specific phobia (n = 43) and specific phobia (n = 21). The Attention Network Task was used to assess executive attention, alerting and orienting.ResultsFindings indicated heterogeneity among anxiety disorders, as children with anxiety disorders (excluding specific phobia) showed impaired executive attention, compared with disorder-free children, whereas children with specific phobia showed no executive attention deficit. Among disorder-free children, executive attention was less efficient in those with high, relative to low, levels of anxiety. There were no anxiety-related deficits in orienting or alerting. Children with ADHD not only had poorer executive attention than disorder-free children, but also higher orienting scores, less accurate responses and more variable response times.ConclusionsImpaired executive attention in children (reflected by difficulty inhibiting processing of task-irrelevant information) was not fully explained by general psychopathology, but instead showed specific associations with anxiety disorders (other than specific phobia) and ADHD, as well as with high levels of anxiety symptoms in disorder-free children.
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Curran, Joseph. "Anxiety disorders in children." Mental Health Practice 9, no. 7 (April 1, 2006): 28. http://dx.doi.org/10.7748/mhp.9.7.28.s27.

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Dadds, Mark R., Paula M. Heard, and Ronald M. Rapee. "Anxiety disorders in children." International Review of Psychiatry 3, no. 2 (January 1991): 231–41. http://dx.doi.org/10.3109/09540269109110403.

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Love, Steven R. "Anxiety disorders in children." Research in Developmental Disabilities 11, no. 3 (January 1990): 345–46. http://dx.doi.org/10.1016/0891-4222(90)90020-9.

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Thyer, Bruce A. "Anxiety disorders in children." Journal of Anxiety Disorders 5, no. 3 (January 1991): 282. http://dx.doi.org/10.1016/0887-6185(91)90010-q.

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Sherwood, James V., and Kevin J. O'Connor. "Anxiety disorders in children." Clinical Psychology Review 11, no. 4 (January 1991): 487–88. http://dx.doi.org/10.1016/0272-7358(91)90120-j.

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Doyle, Melissa M. "Anxiety Disorders in Children." Pediatrics In Review 43, no. 11 (November 1, 2022): 618–30. http://dx.doi.org/10.1542/pir.2020-001198.

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Anxiety disorders are the most common mental health disorders in children with clearly defined and empirically based treatment. However, assessment and treatment pose several obstacles for pediatric providers. A child who may have age-appropriate communication skills will still struggle to accurately report the presence, timing, and severity of symptoms. Reports from parents, caregivers, and teachers are often subjective and can focus on 1 aspect of the child’s behavior. Untreated, anxiety disorders have an adverse effect on a child’s functioning, and impairments in physical health, academic performance, and social competence can lead to lifelong consequences. Well-validated and rapidly administered screening tools can be used to gather data from schools and other resources to inform the diagnosis, guide treatment recommendations, and track improvements. Limited training on behavioral health diagnosis and fear of “black box warnings” have left many pediatric clinicians reluctant to prescribe medications. There are readily available practice guidelines for these medications, and data documenting the efficacy of these medications for children should encourage their use.
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Garcia de Miguel, Berta, David J. Nutt, Sean D. Hood, and Simon JC Davies. "Elucidation of neurobiology of anxiety disorders in children through pharmacological challenge tests and cortisol measurements: a systematic review." Journal of Psychopharmacology 26, no. 4 (July 19, 2010): 431–42. http://dx.doi.org/10.1177/0269881110372818.

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Anxiety disorders are common both in adults and children. While there have been major advances in understanding the neurobiology of anxiety disorders in adults, progress has been more limited in the elucidation of the mechanisms underlying these disorders in childhood. There is a need to delineate childhood biological models, since anxiety represents a significant clinical problem in children and is a risk factor for the subsequent development of anxiety and depression in adulthood. We conducted a review of the literature regarding pharmacological challenge tests and direct hypothalamic–pituitary–adrenal axis measurement in children with anxiety disorders, with emphasis on panic disorder and social anxiety disorder. Studies identified were contrasted with those in adult panic disorder and social anxiety disorder. Despite this broad approach few studies emerged in children, with only 22 studies meeting inclusion criteria. When contrasted with adult neurobiological models of panic disorder and social anxiety disorder, children studied showed some abnormalities which mirrored those reported in adults, such as altered baseline respiration, altered responses to CO2 challenge tests and blunted growth hormone response to yohimbine. However, results differed from adults with panic disorder and social anxiety in some aspects of noradrenergic and serotonergic function. For endpoints studied in panic disorder children, unlike adults, displayed a lack of baseline end-tidal CO2 abnormalities and a different hypothalamic–pituitary–adrenal pattern response under low-dose CO2. The biology of these anxiety disorders in children may only partially mirror that of adult anxiety disorders. However, caution is required as the evidence is limited, and many studies combined patients with panic disorder and social anxiety disorder with other disorders or non-specific anxiety. Further research is required to fully understand the biology and progression of childhood anxiety disorders.
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Mohammed, Hussein. "Elimination Disorders and their relationship to anxiety disorders in mentally disabled children with autism." Journal of Umm Al-Qura University for Educational and Psychological Sciences 14, no. 2 (June 1, 2022): 94–115. http://dx.doi.org/10.54940/ep51372350.

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The current research aims to identify the patterns of Elimination Disorders and their relationship to anxiety disorders in a sample of mentally handicapped children with autism spectrum disorder, numbering (70) of them (43 males, 27 females), ranging in age from (5-9 years) with an average age of (5.89). And a standard deviation of (1.22), from Israr Association and Ayyad Najd Center in Arar, Northern Borders Region. The study relied on the descriptive correlative approach. The results of the research have revealed the prevalence of some patterns of Elimination Disorders and anxiety disorders in children in the research sample, and there is a correlation between patterns of Elimination Disorders and anxiety disorders resulting from them in children with autism spectrum disorder who are mentally handicapped, as well as the contribution of Elimination Disorders(Enuresis- Encopresis- dysury- dysuria) in predicting anxiety disorders (specific phobia, panic disorder, agoraphobia, generalized anxiety disorder) in mentally disabled children with autism spectrum disorder.
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Waters, A. M., B. P. Bradley, and K. Mogg. "Biased attention to threat in paediatric anxiety disorders (generalized anxiety disorder, social phobia, specific phobia, separation anxiety disorder) as a function of ‘distress’versus‘fear’ diagnostic categorization." Psychological Medicine 44, no. 3 (April 17, 2013): 607–16. http://dx.doi.org/10.1017/s0033291713000779.

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BackgroundStructural models of emotional disorders propose that anxiety disorders can be classified into fear and distress disorders. Sources of evidence for this distinction come from genetic, self-report and neurophysiological data from adults. The present study examined whether this distinction relates to cognitive processes, indexed by attention bias towards threat, which is thought to cause and maintain anxiety disorders.MethodDiagnostic and attention bias data were analysed from 435 children between 5 and 13 years of age; 158 had principal fear disorder (specific phobia, social phobia or separation anxiety disorder), 75 had principal distress disorder (generalized anxiety disorder, GAD) and 202 had no psychiatric disorder. Anxious children were a clinic-based treatment-seeking sample. Attention bias was assessed on a visual-probe task with angry, neutral and happy faces.ResultsCompared to healthy controls, children with principal distress disorder (GAD) showed a significant bias towards threat relative to neutral faces whereas children with principal fear disorder showed an attention bias away from threat relative to neutral faces. Overall, children displayed an attention bias towards happy faces, irrespective of diagnostic group.ConclusionsOur findings support the distinction between fear and distress disorders, and extend empirically derived structural models of emotional disorders to threat processing in childhood, when many anxiety disorders begin and predict lifetime impairment.
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Dissertations / Theses on the topic "Anxiety disorders in children"

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Percy, Ray. "Maternal verbal communication and the treatment of children with anxiety disorders in the context of maternal anxiety disorder." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/370404/.

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Waters, Allison M. "An investigation of information processing bias in childhood anxiety disorders /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16403.pdf.

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Didehbani, Nyaz Kelly Kimberly. "Role of parental anxiety on pediatric feeding disorders." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9853.

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Gallop, Catherine. "The moderating effect of maternal anxiety on clinical outcome in children with anxiety disorders." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275187.

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Cumbo, Steven Kent. "Worry, anxiety and their relation in a clinical sample of children with anxiety disorders." FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/2689.

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Worry is the hallmark feature of the anxiety disorders in children and adolescents. Little information, however, is available on childhood worry, and when worry may lead to functional impairment. The number, frequency, intensity, and areas of worry were examined in a clinic sample of children with anxiety disorders (n=59) using a structured data gathering procedure. Findings revealed that number of worry increased with age; severity decreased with age. An interaction between age and gender was also found. No differences were found for frequency or intensity. The most common areas of worry were School, Health, and Personal Harm. A link between worry and anxiety was also established as children with Overanxious Disorder (which is characterized by excessive worry) scored higher on all worry parameters relative to children with other types of anxiety disorders. The theoretical and clinical implication of these finding are discussed.
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Fredericks, Irina. "An Evaluation of Functional Impairment among Children with Anxiety Disorders." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/479.

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Despite a considerable progress in developing and testing psychosocial treatments to reduce youth anxiety disorders, much remains to learn about the relation between anxiety symptom reduction and change in youth functional impairment. The specific aims of this dissertation thus were to examine: (1) the relation between different levels of anxiety and youth functional impairment ratings; (2) incremental validity of the Children Global Assessment Scale (CGAS); (3) the mediating role of anxiety symptom reduction on youth functional impairment ratings; (4) the directionality of change between anxiety symptom reduction and youth functional impairment; (5) the moderating effects of youth age, sex, and ethnicity on the mediated relation between youth anxiety symptom reduction and change in functional impairment; and (6) an agreement (or lack thereof) between youths and their parents in their views of change in youth functional impairment vis-à-vis anxiety symptom reduction. The results were analyzed using archival data set acquired from 183 youths and their mothers. Research questions were tested using SPSS and structural equation modeling techniques in Mplus. The results supported the efficacy of psychosocial treatments to reduce the severity of youth anxiety symptoms and its associated functional impairment. Moreover, the results revealed that at posttreatment, youths who scored either low or medium on anxiety levels scored significantly lower on impairment, than youths who scored high on anxiety levels. Incremental validity of the CGAS was also revealed across all assessment points and informants in my sample. In addition, the results indicated the mediating role of anxiety symptom reduction with respect to change in youth functional impairment at posttest, regardless of the youth’s age, sex, and ethnicity. No significant findings were observed with regard to the bidirectionality and an informant disagreement vis-à-vis the relation between anxiety symptom reduction and change in functional impairment. The study’s main contributions and potential implications on theoretical, empirical, and clinical levels are further discussed. The emphasis is on the need to enhance existing evidence-based treatments and develop innovative treatment models that will not only reduce youth’s symptoms (such anxiety) but also evoke genuine and palpable improvements in lives of youths and their families.
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Jitlina, Ekaterina. "The development of anxiety in children with autism spectrum disorders." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62776.

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Although up to 40% of children with autism spectrum disorder (ASD) have a comorbid anxiety disorder, little is known about the origins and trajectory of change in anxiety symptoms in ASD. Characteristics specific to ASD such as social impairments and alexithymia may alter the experience of anxiety in this population. Consequently, anxiety may differ in the ASD population and merits focused study. This dissertation consists of two related studies that used data from the longitudinal Pathways in ASD study. The psychometric properties of the Spence Children’s Anxiety Scale – Parent Form (SCAS-P) in 238 children who were seen annually from ages 7.5 to 11 were examined in Study 1. While the original six-factor structure was not a good fit in this sample, four subscales reflecting Generalized, Separation Anxiety, Panic and Agoraphobia symptoms were identified. In Study 2, parent ratings of Generalized, Separation Anxiety, Panic and Agoraphobia symptoms were captured at snapshots in middle childhood, as well as changing over time in 262 children who were seen annually between ages 7.5 to 11. The proportion of children whose parents rated them as experiencing Elevated Generalized Anxiety was comparable to past reports, though rates of Elevated Separation Anxiety symptoms were higher than past reports. Parent-rated Generalized Anxiety, Separation Anxiety, Panic and Agoraphobia symptoms were stable over the middle childhood years, and there was little variance in the trajectories of all except the Separation Anxiety domain. Children with age-typical language abilities were rated as experiencing higher levels of Generalized and Separation Anxiety in middle childhood. Parent-rated anxiety in early childhood significantly predicted higher Generalized and Separation anxiety across middle childhood, while parental internalizing symptoms in early childhood were predictive of Generalized, but not Separation Anxiety symptoms. There were no differences in Generalized or Separation Anxiety levels across ages 7-11 between boys and girls. The results of this research offer a deeper understanding of the psychometric properties of one widely used anxiety rating scale, as well as its predictors, incidence and development over middle childhood. In turn, this understanding can support efforts aimed at preventing and treating anxiety disorders in ASD.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Choy, Shan-shan Susanna. "Validity of the Chinese version of the multidimentional anxiety scale for children (MASC) with the anxiety disorders interview schedule for DSM-IV (ADIS-IV)." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41712754.

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Schreier, Andrea, Hans-Ulrich Wittchen, Michael Höfler, and Roselind Lieb. "Anxiety disorders in mothers and their children: prospective longitudinal community study." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120122.

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The relationship between DSM-IV anxiety disorders and their clinical characteristics in mothers and anxiety in offspring was examined in 933 mother-child pairs from a longitudinal community study. Offspring of mothers with an anxiety disorder had an elevated risk of developing any anxiety disorder, compared with offspring of mothers with no anxiety disorder. Increased risk of anxiety in the offspring was especially associated with maternal social phobia and generalised anxiety disorder, and with maternal diagnoses of early onset, greater number and more severe impairment. These results suggest that the type of maternal anxiety disorder and its severity of manifestation contribute to mother-offspring aggregation of anxiety.
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Schreier, Andrea, Hans-Ulrich Wittchen, Michael Höfler, and Roselind Lieb. "Anxiety disorders in mothers and their children: prospective longitudinal community study." Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A27106.

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The relationship between DSM-IV anxiety disorders and their clinical characteristics in mothers and anxiety in offspring was examined in 933 mother-child pairs from a longitudinal community study. Offspring of mothers with an anxiety disorder had an elevated risk of developing any anxiety disorder, compared with offspring of mothers with no anxiety disorder. Increased risk of anxiety in the offspring was especially associated with maternal social phobia and generalised anxiety disorder, and with maternal diagnoses of early onset, greater number and more severe impairment. These results suggest that the type of maternal anxiety disorder and its severity of manifestation contribute to mother-offspring aggregation of anxiety.
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Books on the topic "Anxiety disorders in children"

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G, Last Cynthia, ed. Anxiety disorders in children. Newbury Park, Calif: Sage Publications, 1989.

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MD, March John S., ed. Anxiety disorders in children and adolescents. New York: Guilford Press, 1995.

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Rachel, Gittelman, ed. Anxiety disorders of childhood. Chichester: Wiley, 1986.

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1937-, Kashani Javad H., ed. Anxiety disorders in children and adolescents. Washington, DC: American Psychiatric Press, 1991.

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Silverman, Wendy K., and Andy P. Field, eds. Anxiety Disorders in Children and Adolescents. Cambridge: Cambridge University Press, 2011. http://dx.doi.org/10.1017/cbo9780511994920.

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Anxiety disorders in children and adolescents. 2nd ed. Cambridge, UK: Cambridge University Press, 2011.

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Anxiety disorders. Broomall, PA: Mason Crest, 2016.

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Kendall, Philip C. Anxiety disorders in youth. Oxford: Pergamon, 1991.

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G, Klein Rachel, ed. Anxiety disorders of childhood. New York: Guilford Press, 1986.

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R, Eisen Andrew, Kearney Christopher A, and Schaefer Charles E, eds. Clinical handbook of anxiety disorders in children and adolescents. Northvale, N.J: J. Aronson, 1995.

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Book chapters on the topic "Anxiety disorders in children"

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Palitz, Sophie A., and Philip C. Kendall. "Anxiety Disorders in Children." In Clinical Handbook of Anxiety Disorders, 141–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30687-8_7.

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Gittelman, Rachel. "Anxiety Disorders in Children." In Advances in Clinical Child Psychology, 53–79. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-9820-2_2.

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Grasso, Damion J., and Joan Kaufman. "Posttraumatic Stress Disorder in Children and Adolescents." In Pediatric Anxiety Disorders, 177–207. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6599-7_10.

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Kelly, Patrick M., and Emily J. Frosch. "Anxiety in Children with Chronic Medical Illness." In Pediatric Anxiety Disorders, 317–43. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6599-7_15.

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Jennett, Heather, Roma A. Vasa, and Louis Hagopian. "Anxiety in Children with Autism Spectrum Disorder." In Pediatric Anxiety Disorders, 345–77. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6599-7_16.

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Ginsburg, Golda S., and Nicholas W. Affrunti. "Generalized Anxiety Disorder in Children and Adolescents." In Pediatric Anxiety Disorders, 71–90. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6599-7_4.

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Lewin, Adam B., Jennifer M. Park, and Eric A. Storch. "Obsessive-Compulsive Disorder in Children and Adolescents." In Pediatric Anxiety Disorders, 157–75. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6599-7_9.

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Warnke, Andreas. "Anxiety Disorders and Phobias." In Psychiatric Drugs in Children and Adolescents, 359–68. Vienna: Springer Vienna, 2014. http://dx.doi.org/10.1007/978-3-7091-1501-5_11.

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Davis, Thompson E., Melissa S. Munson, and Erin V. Tarcza. "Anxiety Disorders and Phobias." In Social Behavior and Skills in Children, 219–43. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_11.

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Monga, Suneeta, and Diane Benoit. "Anxiety Disorders in Young Children." In Assessing and Treating Anxiety Disorders in Young Children, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04939-3_1.

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Conference papers on the topic "Anxiety disorders in children"

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Nursanaa, Wa Ode, and Intan Novantin Citra Ady. "Play Therapy for Children with Anxiety Disorders." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.018.

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Dimitrova, Lubomira. "Psychotherapy of psychosomatic anxiety responses." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.19219d.

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Psychotherapy of psychosomatic disorders in adolescents is one of the most responsible tasks that the therapist could undertake. The psychosomatic spectrum of disorders in children between the ages of 5 and 18 is wide. The similarity between the individual symptoms lies in the fact that they are masked satisfied desires, but not in an adequate, but in a neurotic way. In the process of psychotherapy should be approached individually and take into account the personal characteristics and character traits of adolescents. This article discusses some of the most common disorders, as well as the reasons that caused them. The focus is not on eliminating the symptom, but on the cause.
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Dimitrova, Lubomira. "Psychotherapy of psychosomatic anxiety responses." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.19219d.

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Psychotherapy of psychosomatic disorders in adolescents is one of the most responsible tasks that the therapist could undertake. The psychosomatic spectrum of disorders in children between the ages of 5 and 18 is wide. The similarity between the individual symptoms lies in the fact that they are masked satisfied desires, but not in an adequate, but in a neurotic way. In the process of psychotherapy should be approached individually and take into account the personal characteristics and character traits of adolescents. This article discusses some of the most common disorders, as well as the reasons that caused them. The focus is not on eliminating the symptom, but on the cause.
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Ruxanda (Șuhan), Alina. "Anxiety Tests in Primary School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/30.

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The purpose of this paper is to present both theoretical and practical aspects related to student’s test anxiety. The role of this paper is to inform the teachers about haw the word” test” should be used in the school context and to highlight the aspects of anxiety and everything that lies behind this rich subject. The main objective underlying this paper is the detailed analysis of what anxiety means and haw it manifests itself among the students. The paper is structured of 3 chapters, two of them presenting the theoretical part and one practical part. In the first part called, Theoretical Approach” the paper aims to analyse the following: anxiety, anxiety theories and contemporary theories and implications of anxiety towards the test. In the second chapter called, Anxiety and stress towards tests” the paper focuses on the following aspects: anxiety about test, anxiety disorders and their effects on personality development, the role of tests in education children of primary school, blocking anxiety and recovering from failure, affectivity and perfectionism. In the third chapter named, the research methodology” I will try to analyse haw children are affected during the assessment and haw high their level of anxiety is when they are faced with these situations. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. Thus, after centralizing the results of the students participating in the study, we reached the following conclusions: during the tests some of students trembled their hands, often students forget what they have learned or have problems in remembering. Many students do not give 100% performance when undergoing tests because they are stressed, became anxious and they block. The teacher has to teach children that the role of testing is to figure out where you went wrong or what needs to be improved. From study the material needed for this paper I was able to discover what each child (even myself) felt and lived when he heard the word, test”.
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Hirata, Yutaro, Yutaka Haramaki, and Yasuyo Takano. "A STUDY OF THE EFFECTIVENESS OF A MUTUAL EXCHANGE SUPPORT PROGRAM FOR PARENTS OF CHILDREN WITH DEVELOPMENT DISORDERS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact088.

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"There is an urgent need to support families of children with developmental disorders, especially when it is necessary for such families to help each other. However, practice and research related to support systems for families have begun only recently in Japan. Considering these issues, the authors developed a program to support mutual exchanges among parents of children with developmental disorders. This study aimed to verify the program’s effectiveness and to examine the relationship between participants’ program experience and its effectiveness. Participants included 21 male and female parents of children with developmental disorders. The parents were in their 30s to 50s (4 in their 30s, 14 in their 40s, and 3 in their 50s) (1 male, 20 females). Effectiveness indicators included the Profile of Mood States 2nd Edition-Adult Short (POMS2-A Short) (before and after implementation), Session Impact Scale (SIS), and Mutual Exchange Support Experience Rating Scale. t-tests were conducted on the pre- and post-program results of the POMS2-A short. Results showed that scores on Anger-Hostility (t=4.77, df=20, p<.01, d=1.04), Confusion-Bewilderment (t=4.31, df=20, p<.01, d=.94), Depression-Dejection (t=2.88, df=20, p<.01, d=.63), Fatigue-Inertia (t=3.63, df=20, p<.01, d=.79), and Tension-Anxiety (t=3.61, df=20, p<.01, d=.79) in the POMS2-A Short decreased significantly after the implementation of the program. These results evidence the effectiveness of the program in improving several mood states, especially anger-hostility, tension-anxiety, depression-depression, and fatigue."
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Omoniyi, Mary Banke Iyabo. "PARENTAL BEHAVIOUR AS CORRELATES OF ANXIETY RELATED EMOTIONAL DISORDERS AMONG NORMAL CHILDREN: IMPLICATIONS FOR POSITIVE MENTAL HEALTH." In 36th International Academic Conference, London. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.036.032.

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Winarsih, Tri, and Zahro Varisna Rohmadan. "The Anxiety of Children’s Future in Parents Who Have Children With Autism Spectrum Disorder." In International Conference on Health and Medical Sciences (AHMS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/ahsr.k.210127.048.

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Bend, G. "ИСПОЛЬЗОВАНИЕ АРТ-ТЕРАПЕВТИЧЕСКИХ МЕТОДОВ В ПРОФИЛАКТИКЕ И КОРРЕКЦИИ ТРЕВОЖНОСТИ У ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА (ЭКОЛОГИЧЕСКИЙ ПОДХОД)." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.61.97.001.

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This article focuses on using ecological expressive arts therapy in dealing with anxiety in preschool children. Emotional disorders detection, as well as prevention and intervention, can help children to sustain their mental health. Doing arts in nature and with nature could be very efficient in helping children to learn about their emotions, to express themselves and to develop self-confidence. Art-therapy program (environmental approach based) aimed at lowering the anxiety level in preschoolers was implemented in a private kindergarten “Deborah” (Shenzhen, China) in January, 2020. The article describes some of the sessions conducted. Данная статья посвящена исследованию воздействия методов экологической арт-терапии в коррекции тревожности у детей старшего дошкольного возраста. Выявление эмоциональных проблем у дошкольников, их коррекция и профилактика способствует гармоничному развитию детей, поддержанию их психологического здоровья. Применение средств арт-терапии подходит для этих целей – занятия экспрессивными искусствами в сочетании с положительным влиянием природной среды могут помочь детям отреагировать свои эмоции, снять эмоциональное напряжение, развить уверенность в своих силах. В частном дошкольном образовательном учреждении «Дебора» (г. Шеньчжень, КНР) была реализована программа занятий, направленная на снижение уровня тревожности методами арт-терапии в экологическом подходе (январь 2020). В статье приводятся примеры выборочных занятий.
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Vintere, Anna. "A study on learning difficulties related to dyscalculia and mathematical anxiety." In Research for Rural Development 2021 : annual 27th International scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2021. http://dx.doi.org/10.22616/rrd.27.2021.047.

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This article discusses two math learning disorders: dyscalculia and mathematical anxiety. Dyscalculia is a cognitive disorder, math anxiety – emotional. Dyscalculia is a mathematics learning difficulty which is a brain-based condition connected to information organization and proceeding. In turn, mathematical anxiety is one of the emotional factors that causes learning difficulties in mathematics. Therefore, to promote progress in mathematics, the aim of this study is to identify learning difficulties in mathematics from the perspective of teachers and parents, to identify existing experiences in overcoming these learning difficulties in mathematics, and to determine the support needed by teachers. To achieve this goal, both parents and teachers have been surveyed as part of this study. About one-fifth of students have signs of dyscalculia, but 25% – mathematical anxiety. In Latvia, the most problematic type of dyscalculia is the ability to perform mathematical activities and perform both operational and practical calculations, but mathematical anxiety is equally common at all stages of education. According to a survey of teachers, only 7% of students have no mathematics learning difficulties. Parents associate children’s learning difficulties with the organization of the learning process (intensive curricula, when the teacher does not have the opportunity to implement a differentiated / individual approach), as well as teachers’ attitudes. Research shows that teachers are unable or unaware of how to determine whether a student has dyscalculia or math anxiety and do not have appropriate skills, know-how or training to help a student who experiences learning disabilities and difficulties with mathematics.
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Pleshkova, N. L., T. V. Tatarenko, and D. V. Sevryugin. "Behavioral promlems and mother-child interaction in children with autism spectrum disorder." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.928.9.

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Results of the emotional and behavioral problems among children with autism spectrum disorder (ASD) in connection with mother-child interaction is presented. 29 children aged 52.9 ± 8.7 months old with ASD took part in the study. Mother-child interaction was studied by PCERA (Clark, 1985), the behavioral problems assessed by CBCL/1½-5 (Achenbach & Rescorla, 2000). Results showed that children demonstrate a lower level withdrawal, aggressive behavior, and attention if their mothers have a high level of positive involvement in the interaction. A high level of emotional reactivity, anxiety and oppositional behavior are observed if there were no reciprocity and mutuality in the dyadic interaction.
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Reports on the topic "Anxiety disorders in children"

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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Jiang, Zhenyuan, Jianhao Wang, Xiaowen Yu, ChuanCheng Li, Yuze Shao, and Zhonglin Wang. Comparative efficacy and safety of Traditional Chinese Patent Medicine for Anxiety disorders in children or adolescence — A Bayesian network meta-analysis protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2020. http://dx.doi.org/10.37766/inplasy2020.8.0048.

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McNabb, David, and David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, May 2022. http://dx.doi.org/10.34074/thes.revw5412.

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Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.
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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Wang, Ph.D., Zhen, Stephen Whiteside, Ph.D., L.P., Leslie Sim, Ph.D., L.P., Wigdan Farah, M.B.B.S., Allison Morrow, B.A., Mouaz Alsawas, M.D., M.Sc., Patricia Barrionuevo Moreno, M.D., et al. Anxiety in Children. Agency for Healthcare Research and Quality (AHRQ), August 2017. http://dx.doi.org/10.23970/ahrqepccer192.

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MOSKALENKO, OLGA, and ROMAN YASKEVICH. ANXIETY-DEPRESSIVE DISORDERS IN PATIENTS WITH ARTERIAL HYPERTENSION. Science and Innovation Center Publishing House, March 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-185-190.

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Our article presents a review of the literature and considers the most pressing problem of modern medicine - a combination of anxiety-depressive states in patients with cardiovascular diseases, which are more common in people of working age, having a negative impact on the quality of life of patients, contributing to the deterioration of physical, mental and social adaptation, which further leads to negative socio-economic consequences.
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MOSKALENKO, O., and R. YASKEVICH. FACTORS AFFECTING THE FREQUENCY AND PREVALENCE OF ANXIETY DISORDERS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-3-95-103.

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A review of the literature on the actual problem of medicine - factors affecting the prevalence and frequency of anxiety disorders presented. The study of the factors influencing the formation and prevalence of anxiety disorders will help to increase the level of diagnosis of affective disorders and organize measures for the effective prevention and treatment of these conditions in the general medical network.
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MOSKALENKO, O. L., and R. A. YASKEVICH. ANXIETY DISORDERS AMONG STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-120-127.

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The review of literature on the actual problem of medicine - anxiety disorders among medical students presented. The need to study the problem of anxiety disorders among students of medical higher educational institutions is due to their high frequency and negative impact on the quality of life of students.
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Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2892.

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Warden, Deborah L. A Randomized Placebo-Controlled Trial of Citalopram for Anxiety Disorders Following Traumatic Brain Injury. Fort Belvoir, VA: Defense Technical Information Center, April 2005. http://dx.doi.org/10.21236/ada444003.

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