Archive for April, 2010

How to Spot Anxiety and Stress in Children

Monday, April 26th, 2010

Anxiety and stress in children is a common problem. As with adults, children respond differently to anxiety and stress depending on their age, individual personalities and coping skills. When it comes to anxiety and stress in children, younger grade-schoolers may not be able to fully explain their feelings whereas older kids may be able to say exactly what’s bothering them and why (though that’s no guarantee that they’ll share that information with mom or dad).

In most cases, fear and anxiety and stress in children change or disappear with age. For instance, a kindergartener who experiences separation anxiety may become a social butterfly who bounds into school in the later grades. A second grader who is afraid of the dark or is afraid of monsters may grow into a kid who loves ghost stories.

Once parents determine whether the stress or anxiety in their child is something temporary or a more deeply-rooted anxiety disorder, they can then find ways to handle stress and anxiety in children.

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Girls’ Math Skills Reflect Female Teachers’ Anxiety

Wednesday, April 7th, 2010

Female elementary school teachers can inadvertently pass along their anxieties about mathematics to their girl students, according to new research from the University of Chicago. The study finds that teachers need more math training before they receive their teaching certificates.

Female elementary school teachers can unknowingly pass along their anxieties about mathematics to their girl students, who then score lower on achievement tests compared with boys in the same class, according to new research from the University of Chicago.

The yearlong study found that female elementary school teachers pass along their anxiety about math to girl students, which then undermines the students’ confidence in their own math skills. This can also cause girls to perform poorly in math-dependent subjects such as engineering and science.

The researchers conclude that teachers need more math training before entering the classroom.

The Chicago study found that many teachers—about 90 percent of the country’s elementary school teachers are women—receive their teaching certificate with little mathematics preparation. The teachers’ concerns about their own math skills are then passed along to girls in their classes. However, the study found that teachers’ anxiety does not impact boys’ math ability.

“Having a highly math-anxious female teacher may push girls to confirm the stereotype that they are not as good as boys at math, which in turn, affects girls’ math achievement,” writes Sian Beilock, an associate professor in psychology at the University of Chicago and the lead author of the study.

The study, “Female Teachers’ Math Anxiety Affects Girls’ Math Achievement,” was published in the Jan. 25 issue of “Proceedings of the National Academy of Sciences.”

Along with Beilock, Stella Rowley, a professor of psychology at the University of Chicago, and two graduate students followed 17 first- and second-grade teachers, along with 52 boy students and 65 girl students, for 12 months. The study tested the students early in the year and found that both boys and girls were not affected by math anxiety.

Later in the year, the researchers found that as the teachers became more anxious about their own math skills, girls were more likely than boys to develop doubts about their own math skills. The study found the girls who were affected by their teachers’ concerns did worse on standard tests than boys and that some girls began accepting the stereotype that “boys are good at math and girls are good at reading.”

“Thus it may be that first- and second-grade girls are more likely to be influenced by their teachers’ anxieties than their male classmates, because most early-elementary school teachers are female, and the high levels of math anxiety in this teacher population confirm a societal stereotype about girls’ math ability,” writes Beilock.

The researchers conclude that programs that prepare teachers for the classroom should focus more energy and resources on developing the math skills of their teachers. Teachers also need help in coping with and overcoming their anxiety when it comes to math, according to the report.

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Types of Anxiety Disorders in Children

Monday, April 5th, 2010

What are the Types of Anxiety Disorders in Children?

Generalized anxiety disorder. Children who have generalized anxiety disorder, or GAD, experience constant, excessive, and uncontrollable fears about any number of everyday things such as grades, family issues, performing well in sports, being on time, or even natural disasters. Children with generalized anxiety disorder may be more likely to be perfectionists. They may experience trouble sleeping, irritability, or find it difficult to concentrate at school.

Separation anxiety disorder. Toddlers frequently experience separation anxiety when a parent or caregiver leaves the room. As children get older and attend daycare, preschool or kindergarten, they can experience separation anxiety when they are dropped off by mom or dad. Separation anxiety usually goes away as children become acclimated to their new environment and caregiver or teacher. But even beyond kindergarten, a child can have trouble being separated from a parent and may experience excessive distress or anxiety. Grade-schoolers who have separation anxiety disorder may be reluctant to go to school or sleep alone. Children with separation anxiety disorder may also fear that something bad will happen to their parents or themselves when they are not together.

Obsessive-compulsive disorder. Children who have obsessive compulsive disorder, or OCD, have frequent thoughts that they can’t control called obsessions. They may feel compelled to perform routines and rituals, called compulsions, to try to control their thoughts and ease their anxiety. For instance, a child with OCD may spend a lot of time performing rituals involving hand washing, counting, repeating words, or repeatedly checking and rechecking things to keep unpleasant thoughts, images, or feelings at bay.

Post-traumatic stress disorder. Children can develop post traumatic stress disorder, or PTSD, after witnessing or experiencing a life-threatening or traumatic event such as a robbery or a car accident. While it’s normal to be fearful, worried, or sad after experiencing a frightening event, many children may recover fairly quickly. However, some children — particularly those who experienced the traumatic event directly or who lack a strong support system at home — can develop PTSD. These children can continue to experience flashbacks, nightmares, insomnia, depression, and intense fear and anxiety, and reenact the traumatic incident while playing. They may withdraw and avoid people, places and activities months after the traumatic event.

Phobias. Children with a phobia have an intense, extreme, and irrational fear of something specific, such as a dog, needles, or the dark. Other common phobias in children include fear of thunderstorms, flying, water, heights, and blood. Children with phobias are less likely than adults to be able to put their fears into proportion or realize that their fears are irrational.

If you suspect that your child may have an anxiety disorder, talk to your pediatrician and child mental health experts. Early diagnosis and treatment are important for effective treatment of anxiety disorders in children. Untreated anxiety disorders in children can have a negative effect on developing friendships and may lead to problems at school and low self-esteem.

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