Posts Tagged ‘medicines’
Friday, June 10th, 2011
When children are asked this, about a third have anxiety symptoms and do what they are supposed to. About 15% admit that they pretend they are sick to get out of it. Another 10% just cry.
Social Anxiety Disorder can be very disabling. They are often “loners” but don’t really want to be. These children have poor social skills. They are very lonely. When this is looked at, 75% of children with Social Anxiety Disorder had no or few friends. Half were not involved in any after school activities. Half said they did not like school and 10% refused to go to school.
There are quite a few different other anxiety disorders which are often found with Social Anxiety Disorder. Here is a thumbnail sketch of each:
Separation Anxiety disorder – This is a fear of being separated from your parents which is far more than one would expect for the child’s developmental stage. About 6% of children with Social Anxiety Disorder have this, too.
Generalized Anxiety disorder – These are people who worry all the time over nothing – themselves, others safety, their health, the world, and everything else you can imagine to a far great extent than the average. They often have many physical signs of anxiety – headache, abdominal pain, cramps diarrhea, vomiting, dizziness, and many others. About 10% of children with Social Anxiety Disorder have this, too.
Panic Disorder – Sudden onset of all sorts of physical signs which make most people think something horrible is about to happen, but it is just the brain giving you a rush of adrenaline for no good reason. About 2% of children with Social Anxiety Disorder have this, too.
Post-Traumatic Stress Disorder – After something horrible happens to a child, sometimes they will keep thinking of it over and over, avoid things that remind them of that horrible thing, and being very nervous.
Phobias – An unreasonable fear of all sorts of things. Being in crowds, the dark, dying, and heights are common ones. This is very common in Social Anxiety Disorder. In a recent study, 87% of children with Social Anxiety Disorder had at least one ver distressing phobia. The top ten were : getting shots, having blood drawn, high places, seeing blood or scrapes, darkness, insects and bees, thunder and lightening, doctors, loud noises and water.
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Tuesday, June 7th, 2011
What signs and symptoms do children and adolescents have?
You can see signs of Social Anxiety Disorder as early as a year old. Children with this problem are less interested in exploring new things. Rather than becoming excited by new things, they are much more likely to be scared. As pre-schoolers, they are shy around strangers and may not speak well to people outside of the family. More children with Social Anxiety Disorder than you would expect have some mild to moderate speech and/or language problem. Others are shy and also have some disfiguring medical problem which makes them more noticeable. However, most have no language or physical problem. Children with this problem almost never are thought to require assessment at this point.
Here are the “top ten” most feared social situations:
* Reading aloud in front of class
* Musical or athletic performances
* Joining in on a conversation
* Speaking to Adults
* Starting a Conversation
* Writing on the blackboard
* Ordering food in a restaurant
* Attending dances or birthday parties
Less Common ones are:
* Answering questions in class,
* Working or playing with other kids,
* Asking the teacher for help,
* Gym Class,
* Pictures,
* Inviting a friend over,
* Eating in a cafeteria with kids,
* Walking in the hallway,
* Answering the phone and eating in front of others.
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Friday, June 3rd, 2011
Usually to have Social Anxiety Disorder that is severe enough to come to my attention, the cause is a combination of two things, genetics and environment.
Genetics – Anxiety disorders are inherited. Many children will have one or even two parents with an anxiety disorder, but not necessarily Social Anxiety Disorder. Many people think that this inheritance is in part expressed through something called Behavioral Inhibition.
Behavioral Inhibition is a tendency to react negatively to new situations or things. Some infants and children will be very happy and curious about new people and things. However, roughly 15% of children will be shy, withdrawn, and irritable when they are in a new situation or with new people or things. Other children are just fearful in general. Often these children and irritable as infants, shy and fearful as toddlers, and cautious, quiet, and introverted at school age. Children who are consistently this way are much more likely to have biological parents with anxiety disorders. They are also more likely to develop Social Anxiety Disorder later in childhood or in adolescence. For example, if a child is not fearful and does not avoid social situations, there is only a 4-5% chance they will get Social Anxiety Disorder as teenagers. However if a child is fearful and avoids social situations when they are little, about 20-25% will have Social Anxiety Disorder as teenagers (1). At the moment it is thought these traits of Behavioral inhibition is what is inherited. This tendency towards being fearful and socially avoidant runs in families and can lead to Social Anxiety Disorder.
Environment – By this I mean everything other than genetics. Some of the environmental causes of Social Anxiety Disorder are: a Speech or language problem, a disfiguring physical illness, abuse, neglect, being raised by very nervous people and having certain extremely embarrassing experiences – vomiting during show and tell, having diarrhea in class, tripping on a stage and falling on someone during a performance at school, etc.
In most cases it is a combination of both genetics and environment. It takes a big genetic load (both parents have multiple anxiety disorders) to cause Social Anxiety Disorder in the absence of any environmental problem. Likewise, it takes a huge environmental cause (massive abuse and neglect) to cause an anxiety disorder when there is no family history of nervousness.
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Thursday, June 2nd, 2011
This is one of the most common psychiatric illnesses. Up to 14% of adults have this. About .1% of children have this disorder or one in a thousand. The official criteria for it are as follows:
1. A marked and persistent fear of one or more social or performance situations in which the person is exposed to unfamiliar people or to possible scrutiny by others. The individual fears the he or she will act in a way (or show anxiety symptoms) that will be humiliating or embarrassing.
2. Exposure to the feared social situation almost invariably provokes anxiety, which may take the form of panic, crying, tantrums, freezing, or shrinking from social situations with unfamiliar people.
3. If they are an adult or teenager, the person realizes that the fear is excessive or unreasonable.
4. The feared social or performance situations are avoided or else endured with intense anxiety or distress.
5. The avoidance, anxious anticipation, or distress in the feared social or performance situations interferes significantly with the person’s routine, academic functioning, or social activities.
It is important to teach children how to overcome social anxiety because it can make a huge impact on their development of becoming a happy and successful adult. It has been reported that about 40% of the symptoms of social anxiety can be developed before a child turns 10 and almost 95% before they become 20 years old. Children need every resource available to reduce this statistic, because if something isn’t done to correct their social anxiety when they are young, it might carry with them into their adult years.
It may be tempting to think that a child will just grow out of excessive shyness, self consciousness and be able to overcome social anxiety. If the problem is ignored and the child never receives help to overcome social anxiety, they can close themselves off from opportunities that are a result of social interactions. On the other hand, if a preadolescent child can learn how to overcome social anxiety, they can expand their potential greatly.
Many parents and teachers have chosen the BoostKids program because it is designed to increase self esteem and confidence in children, which can combat a child’s social anxiety. The program can be used to give children the assistance they need to overcome social anxiety and receive the benefits that are the result of being a well rounded individual, by teaching them social skills that will help them address social situations with confidence.
It makes no difference what a person ends up doing in their life because every one of the happiest and most successful individuals in the world have confidence in themselves. Self confidence is one of the essential keys to development. When a person is confident, they create opportunities for themselves that further aid their development.
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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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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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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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Friday, March 19th, 2010
Anxiety is a normal and common part of childhood. In most cases, anxiety in children is temporary, and may be triggered by a specific stressful event. For example, a young child may experience separation anxiety when starting preschool or kindergarten. Or a child may see a scary movie or learn about a tragic news event and have trouble sleeping.
In some cases, however, anxiety in children can be persistent and intense, and can interfere with a child’s daily routines and activities such as going to school, making friends, or sleeping. When anxiety in children is constant and serious, and doesn’t go away with reassurance and comfort, it is classified as an anxiety disorder.
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Wednesday, March 17th, 2010
The Atlantic’s Chris Good says that it is:
Gallup released findings today on economic confidence by state, and it appears anxiety doesn’t give a clear partisan edge one way or the other.
Conventional wisdom says that an improved, or improving, economy is good for President Obama and Democrats, while economic anxiety is bad for the president’s party. Of the 10 states with the highest confidence ratings, five voted for Obama in ‘08 and five voted for John McCain; of the 10 states with the least confidence in the economy, six voted for Obama and four for McCain.
Five minutes later, the commenter “jennis psycho” said:
Your thesis does not follow from the data you cite.
And jennis psycho is correct. Good falls prey to our old friend, the ecological fallacy.
Better data is actually sitting immediately to the right of Good’s blog post: the ABC/WP consumer confidence index. You click on that link, then you click on the pdf in the ABC story.
Here is the consumer confidence rating of the three partisan groups (no word on how independent leaners were classified, but I am guessing they were classified as independents):
Republicans: -46
Democrats: -51
Independents: -49
So the difference here are small — especially compared to the differences across income groups, where consumer confidence ranges from -75 among those making $15,000 or less to -6 among those making $100,000 or more. It appears that a lack of consumer confidence is bipartisan.
But the most recent numbers obscure an important trend that indicates partisanship is at work. If you compare Democrats now to one year ago, their consumer confidence has improved by 10 points. But Republicans’ confidence has declined by 12 points. A year ago, Democrats were 27 points “less confident” than Republicans. Now they are 5 points less confident. Independents, meanwhile, are virtually unchanged.
A while back, Andy and I wrote up this basic finding and a number of others under the heading “Red and Blue Economies. The broader point is this. Even if Republican and Democrats currently have similar views of the economy — “bipartisanship,” in Good’s terminology — partisan bias may still be at work.
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Monday, March 15th, 2010
Buspar Potential for Withdrawal Reactions in Sedative, Hypnotic, Anxiolytic Drug-Dependent Patients
Because BuSpar does not exhibit cross-tolerance with benzodiazepines and other common sedative/hypnotic drugs, it will not block the withdrawal syndrome often seen with cessation of therapy with these drugs. Therefore, before starting therapy with BuSpar, it is advisable to withdraw patients gradually, especially patients who have been using a CNS-depressant drug chronically, from their prior treatment. Rebound or withdrawal symptoms may occur over varying time periods, depending in part on the type of drug, and its effective half-life of elimination.
The syndrome of withdrawal from sedative/hypnotic/anxiolytic drugs can appear as any combination of irritability, anxiety, agitation, insomnia, tremor, abdominal cramps, muscle cramps, vomiting, sweating, flu-like symptoms without fever, and occasionally, even as seizures.
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