Anxiety based disorders. This ppt has been specifically designed for the Post Graduate Diploma in Guidance and Couselling students of GJUS&T, Hisar and affiliated College. FGM Govt. College Adampur have such diploma. the total seats are 20. We have well furnished lab. The students have exposure to various activities during their session at college. For more information and Psychology videos click on the following handle Dr. Rajesh Verma
@Psychologywala
É uma doença viral aguda, transmitida principalmente por mosquitos, tais como Aedes aegypti, caracterizada por exantema maculopapular pruriginoso, febre intermitente, hiperemia conjuntival não purulenta e sem prurido, artralgia, mialgia e dor de cabeça. Apresenta evolução benigna e os sintomas geralmente desaparecem espontaneamente após 3-7 dias.
É uma doença viral aguda, transmitida principalmente por mosquitos, tais como Aedes aegypti, caracterizada por exantema maculopapular pruriginoso, febre intermitente, hiperemia conjuntival não purulenta e sem prurido, artralgia, mialgia e dor de cabeça. Apresenta evolução benigna e os sintomas geralmente desaparecem espontaneamente após 3-7 dias.
A febre amarela é uma doença infecciosa causada por um flavivírus, é geralmente adquirida quando uma pessoa não vacinada entra em áreas de transmissão silvestre (regiões de cerrado, florestas). Uma pessoa não transmite febre amarela diretamente para outra. Para que isto ocorra, é necessário que o mosquito pique uma pessoa infectada e, após o vírus ter se multiplicado, pique um indivíduo que ainda não teve a doença e não tenha sido vacinado.
Raiva: aspectos gerais e protocolo de atendimento.Juracir Bezerra
Esta apresentação mostra os aspectos gerais da raiva, abordando: histórico, transmissão, patogenia, sintomatologia e os protocolos básicos de atendimento aos pacientes vítimas de agressão pro animais.
Illness does not ask, it demands. Younger population perceives the un-earning family members as burden on their shoulders with more responsibility, which is taken as an economic loss, even if they are their parents. Anxiety is a broad aspect, which should not be termed as illness- as it is common emotion to experience in every individual’s life. But in 21st century due to defective coping mechanism, poor socialization, sedentary lifestyle- anxiety has become the slow poison to majority of the population, globally. Especially to the elder age group, which highlights the need of quick concern to look after it genuinely. Anxiety is an broad spectrum of disorder, constituting many of the forms which ae common for the human behavior to perform in the society. Management plays the essential role in conflicting the anxiety. Problem solving skills, coping mechanism and self esteem are the basics to tackle the anxiety as a whole.
A febre amarela é uma doença infecciosa causada por um flavivírus, é geralmente adquirida quando uma pessoa não vacinada entra em áreas de transmissão silvestre (regiões de cerrado, florestas). Uma pessoa não transmite febre amarela diretamente para outra. Para que isto ocorra, é necessário que o mosquito pique uma pessoa infectada e, após o vírus ter se multiplicado, pique um indivíduo que ainda não teve a doença e não tenha sido vacinado.
Raiva: aspectos gerais e protocolo de atendimento.Juracir Bezerra
Esta apresentação mostra os aspectos gerais da raiva, abordando: histórico, transmissão, patogenia, sintomatologia e os protocolos básicos de atendimento aos pacientes vítimas de agressão pro animais.
Illness does not ask, it demands. Younger population perceives the un-earning family members as burden on their shoulders with more responsibility, which is taken as an economic loss, even if they are their parents. Anxiety is a broad aspect, which should not be termed as illness- as it is common emotion to experience in every individual’s life. But in 21st century due to defective coping mechanism, poor socialization, sedentary lifestyle- anxiety has become the slow poison to majority of the population, globally. Especially to the elder age group, which highlights the need of quick concern to look after it genuinely. Anxiety is an broad spectrum of disorder, constituting many of the forms which ae common for the human behavior to perform in the society. Management plays the essential role in conflicting the anxiety. Problem solving skills, coping mechanism and self esteem are the basics to tackle the anxiety as a whole.
Finding Inner Peace_ The Best Meditations for Overcoming Fear.pdfKnowing Overt
Fear is a universal emotion that frequently rears its head in our lives. It's the instinctive response that sends our hearts racing, palms sweating, and minds racing. But fear isn't always an adversary; it's an evolutionary adaptation designed to protect us from potential threats.
Anxiety disorder comprise a group of conditions that share a key feature of ...AljonAgustin4
Anxiety disorder comprise a group of conditions that share a key feature of excessive anxiety with ensuing behavioral, emotional, cognitive and physiologic responses
Anxiety disorders include disorders that share features of excessi.docxYASHU40
Anxiety disorders include disorders that share features of excessive fear and anxiety and related behavioral disturbances. Fear is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat. Obviously, these two states overlap, but they also differ, with fear more often associated with surges of autonomic arousal necessary for fight or flight, thoughts of immediate danger, and escape behaviors, and anxiety more often associated with muscle tension and vigilance in preparation for future danger and cautious or avoidant behaviors. Sometimes the level of fear or anxiety is reduced by pervasive avoidance behaviors. Panic attacks feature prominently within the anxiety disorders as a particular type of fear response. Panic attacks are not limited to anxiety disorders but rather can be seen in other mental disorders as well.
The anxiety disorders differ from one another in the types of objects or situations that induce fear, anxiety, or avoidance behavior, and the associated cognitive ideation. Thus, while the anxiety disorders tend to be highly comorbid with each other, they can be differentiated by close examination of the types of situations that are feared or avoided and the content of the associated thoughts or beliefs.
Anxiety disorders differ from developmentally normative fear or anxiety by being excessive or persisting beyond developmentally appropriate periods. They differ from transient fear or anxiety, often stress-induced, by being persistent (e.g., typically lasting 6 months or more), although the criterion for duration is intended as a general guide with allowance for some degree of flexibility and is sometimes of shorter duration in children (as in separation anxiety disorder and selective mutism). Since individuals with anxiety disorders typically overestimate the danger in situations they fear or avoid, the primary determination of whether the fear or anxiety is excessive or out of proportion is made by the clinician, taking cultural contextual factors into account. Many of the anxiety disorders develop in childhood and tend to persist if not treated. Most occur more frequently in females than in males (approximately 2:1 ratio). Each anxiety disorder is diagnosed only when the symptoms are not attributable to the physiological effects of a substance/medication or to another medical condition or are not better explained by another mental disorder.
The chapter is arranged developmentally, with disorders sequenced according to the typical age at onset. The individual with separation anxiety disorder is fearful or anxious about separation from attachment figures to a degree that is developmentally inappropriate. There is persistent fear or anxiety about harm coming to attachment figures and events that could lead to loss of or separation from attachment figures and reluctance to go away from attachment figures, as well as nightmares and physical symptoms of distress. Although the sympt.
Managing anxiety By Ms. Jai Bapat.
Sheetal participates in school Debate competition. She prepares her speech thoroughly. On the day of debate she can’t recollect anything about her speech. She gets scared when she has to go on stage.
Reema is studying very hard for her annual exams. She prepares everything and on the day of exam when she sees her question paper she can’t recollect what she has studied in the past week and is not able to write anything in her exam.
Soham a college going teenager likes a girl in his college. But whenever he meets her he is unable to express his feelings to her. Thinking the fact that what will be her reply. He is anxious and never expresses his feelings to her.
What is common in above all the three situations? That they are scared and not able to finish their task. We can label this feeling as Anxiety
So what is Anxiety?
Anxiety is often described as a feeling of worry, fear. It’s much more than just a feeling. It encompasses feelings or emotions, thoughts and bodily sensations.
So the talk will be about How Anxiety can hamper our daily activities. Also how anxiety develops, Cognitive Behavior Therapy can help you deal with anxiety and techniques to deal with it.
For info log on to www.healthlibrary.com
2_Substance related and addictive disorders.pptxDr Rajesh Verma
Substance Abuse Related Disorders. this ppt is specially for students who are pursuing Post Graduate Diploma in Guidance and Counseling from GJUS&T Hisar and affiliated colleges.
Students can contact me for further discussion and doubts.
व्यावहारिक मनोविज्ञान का अर्थ इतिहास (Meaning and History of Applied Pschology)Dr Rajesh Verma
हेनरी इलियट के अनुसार “यह मनोविज्ञान की ऐसी शाखा है जिसमें शुद्ध और विशेषकर प्रायोगिक मनोविज्ञान की विधियों एवं परिणामों को व्यहारिक समस्याओं और व्यवहारिक जीवन पर प्रयोग करने का प्रयास किया जाता है”
Maulana Sayyid Abul Kalam Ghulam Muhiyuddin Ahmed bin Khairuddin Al-Hussaini Azad. मौलाना सैय्यद अबुल कलाम गुलाम मुहियुद्दीन अहमद बिन खैरुद्दीन अल-हुसैनी आज़ाद।
पतंजलि के अनुसार, "पर्यावरण के साथ पूर्वव्यस्तता के बिना आत्म से सामंजस्य बनाये रखने के लिए शारीरिक, बौद्धिक और संवेगात्मक संसाधनों के इष्टतम उपयोग को स्वास्थ्य कहा जाता है" (वर्मा, 1979)। According to Patanjali, “health is the optimal utilisation of one’s physical, intellectual and emotional faculties to maintain harmony with self without undue preoccupation with the environment’ (Verma, 1979)
सामान्यता की अवधारणा व्यक्तिपरक घटना होती है। जो व्यक्ति उचित व्यवहार करते हैं, उपयुक्त कार्य करते हैं और अपना जीवन सही तरीके से जीते हैं, कमोबेश स्वयं से संतुष्ट होते हैं और जीवन यापन के लिए आवश्यक दैनिक गतिविधियों को करने में किसी भी प्रकार की कठिनाई का सामना नहीं
करते हैं उन्हें आमतौर पर ‘सामान्य’ माना जाता है।
If we look at word Normal it is derived from Latin word ‘Norma’
meaning Rule. It means following or confirming to social norms or standards. “Normal means abiding by conduct and explicit or
implicit norms of the
society”
Overview of Quantitative research by Prof Rajbir Singh.Dr Rajesh Verma
In sciences we conduct research in order to determine the acceptability of hypotheses derived from theories. Having selected a certain hypothesis which seems important in a certain theory, we collect empirical data which should yield direct information on the acceptability of that hypothesis. Our decision about the meaning of the data may lead us to retain, revise, or reject the hypothesis and even the theory which was its source
मानक विचलन स्कोर्स के विस्तार की डिग्री का सूचकांक और उस जनसंख्या का जिसमे में से नमूना लिया गया है की विचलनशीलता का एक अनुमान होता है (Guilford & Fruchter, 1976)।
Standard deviation is and index of degree of dispersion and an estimate of the variability in the population from which the sample is drawn (Guilford & Fruchter, 1976).
चतुर्थक उन तीन बिंदुओं में से एक होता है जो किसी डेटा सेट को चार बराबर भागों में विभाजित करता है। या वो संख्याएँ जो डेटा को चार चतुर्थांशों में विभाजित करती हैं। प्रत्येक चतुर्थांश में आंकड़ों या डेटा की संख्या
समान होती है। चतुर्थक की गणना का आधार माध्य (Median) होता है।
One of the three points that divide a data set into four equal parts. Or the values that divide data into quarters. Each group contains equal number of observations or data. Median acts as base for calculation of quartile.
दो मनोविज्ञान के प्रोफेसर छात्रों के असाइनमेंट चेक करते हैं और 50 में से जो नंबर देते हैं उनका औसत 38 अंक आता है। इसे देखकर क्या हमें ये मान लेना चाहिए की दोनों शिक्षक एक जैसा करते मूल्यांकन हैं? (ऐसा मानना खतरनाक हो सकता है!)। मान लीजिये: -
(i) एक शिक्षक 34 से 40 के बीच अंक देता है,
(ii) और दूसरा 20 से 48 के बीच।
यदि आप अपने असाइनमेंट को चेक
करवाना चाहते हैं तो आप किस शिक्षक
को चुनेंगे?
Two psychology professors assesses students’ assignment with average 38 marks (out of 50). Does this indicate that both teachers have same evaluation temperament (assuming such may be disastrous!). Let us consider
(i) teacher A awards within 34 to 40 marks,
(ii) while teacher B awards within 20 to 48 marks.
If you are a student and seeking
to get your assignment assessed which
teacher you will prefer??
Importance of social science research 17.09.2020Dr Rajesh Verma
Quantitative research based on measurement of quantity or amount
Applies to variables that can be measured
Asks questions such as what, how much etc.
Qualitative research applies to qualitative phenomena
Asks questions as why, seeks opinions, tries to find reasons for particular behaviour or event
केंद्रीय प्रवृत्ति’ शब्द 1920 के दशक के उत्तरार्ध की देन है (wikipedia)। सांख्यिकी, विशेष रूप से सामाजिक अनुसंधान में केंद्रीय प्रवृत्ति एक प्रकार का औसत (Average) होता है। आमतौर पर औसत तीन प्रकार के होते हैं अर्थात मध्यमान, माध्य एवं बहुलक (Mean, Median, Mode)। औसत ऐसी संख्या होती है जो स्कोर या व्यक्तियों के एक समूह के केंद्रीय मूल्य को दर्शाती है (Guilford & Fruchter, 1978)।
The single numerical value that indicates the orientation
of data towards the calculated central value of distribution. This value is sometimes called as nuclear value of the data.
“No human mind is capable of
grasping in its entirety the meaning of
any considerable quantity of numerical
data. We want to be able to express all
the relevant information contained in the
mass by means of comparatively few
numerical values. This is a purely
practical need which the science of
statistics is able to some extent to
meet” (Fisher, 1950 p 7).
Maze was invented at the Lab of Edmund Sanford in Clark University in 1898-1899. They (Sanford and his students) started ‘rats-in-mazes’ tradition (Goodwin, 2012).
1898-1899 में क्लार्क विश्वविद्यालय में एडमंड सैनफोर्ड की लैब में भूलभुलैया का आविष्कार किया गया था। उन्होंने (सैनफोर्ड और उनके छात्रों ने) भूलभुलैया-में-चूहे नामक परंपरा की (गुडविन, 2012) शुरुआत की
1905 में दर्पण चित्रण की तकनीक डब्ल्यू एफ डियरबॉर्न ने प्रयास एवं त्रुटि द्वारा सीखने को दिखाने के लिए विशेष रूप से विकसित की गई थी (कारमाइकल, 2012) ।
In 1905 a technique of mirror drawing was developed by W. F. Dearborn specifically as a demonstration of trial and error learning (Carmichael, 2012).
निरपेक्ष सीमा या निरपेक्ष देहली एवं भेद सीमा या भेद देहली साइकोफिजिक्स की मूलभूत अवधारणाएं हैं जो 1860 में गुस्ताव थियोडोर फेचनर द्वारा प्रस्तावित की गई थीं ताकि शरीर और मन के बीच के संबंध का वर्णन गणित के आधार पर किया जा सके।
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Anxiety: An introduction
Dr Rajesh Verma
Assistant Professor of Psychology
Govt. College Adampur, Hisar (Haryana)
2. Meaning-cum-Definition
Meaning - “an intense feeling of worry or fear
or feelings that produced due to frightening situation”
“The term anxiety is usually defined as a
diffused, vague, very unpleasant feeling of
fear and apprehension” NCERT.
“An emotion characterized by feelings
of tension, worried thoughts and
physical changes like increased blood
pressure” (APA).
Anxiety even in mild form can shorten the life
span (https://www.webmd.com/mental-health/
news/20120731/mild-anxiety-may-shorten-persons-life#1).
3. Introduction
Anxiety in mild form and occasional is the integral
part of stress response pattern of human beings.
Anxiety is anticipation of future threat. The levels of
worrry that are distressing and interfere with day-to-day effective
functioning indicate the presence of anxiety.
It keeps the individual in a constant state
of tension, worry and diffused uneasiness. It
can range from being mild and transient to
becoming severe and disruptive.
Life situations that can trigger anxiety
(i) Impending examination or waiting for results
(ii) Job interview
(iii) लड़का या लड़की देखने जाना
(iv) Results of medical test (Covid-19)
4. Causes of
Anxiety
(i) Genetics
(Personality disposition).
(ii) Changes in neurological or brain
chemistry.
(iii) Disruptive life events.
(iv) Physical and emotional stress.
(v) Traumatic event.
(vi) Substance abuse.
(vii) Stress.
(viii) Other anxiety disorder.
(ix) Depression.
(x) Environmental stressors.
5. Psychological Symptoms
(i) Panic attacks with constant state of
fear.
(ii) Feeling of severe physical problem or
failure of an organ.
(iii) Loss of control over psychological &
physical self.
(iv) Excessive worry and nervousness.
(v) Worrying of being rejected.
(vi) Escape ideation.
(vii) Insomniac reaction.
(viii) Phobic reactions (Irrational fear).
(ix) Repeated thoughts or regular
flashback of some uneventful past event.
(x) Mental discomfort.
6. Behavioural Symptoms
(i) Feeling of nervousness and excessive emotional
expression.
(ii) Marked variation in regular life.
(iii) Experience of fear without any significant
cause.
(iv) Avoiding social gathering such as party or function.
(v) Feeling of uneasiness in the event of being alone.
(vi) Moving out of crowded places.
(vii) Master of tendering excuses or procrastination.
(viii) Hesitation in speaking with or in front of other
peoples.
(ix) Disproportionate response pattern.
(x) Uncontrollable obsessive thoughts,
nightmares and ritualistic behaviors, such as
repeated hand washing.
7. Physiological Symptoms
(i) Pounding heart or palpitations.
(ii) Mouth going dry and problem in
swallowing.
(iii) Excessive sweating.
(iv) Feeling weak at the knees.
(v) Stomach churning and feeling sick.
(vi) Increased characteristics
trembling of body limbs.
(vii) Tingling and numbing
sensation.
(viii) Excessive muscular tension.
(ix) Increased respiration rate.
(x) Feeling light giddiness.
8. Salient Features of Anxiety
(i) Anxiety is a psycho-physiological
response.
(ii) It is the
apprehension of future events.
(iii) Anxiety is a negative emotional state.
(iv) Arousal is the by-product of anxiety.
(v) A general state of nervousness,
fear, apprehension, and worrying.
(vi) More often it occurs without any real
cause.
(vii) The intensity of response is out of
proportion with the magnitude of the problem
real or imaginary.
9. Anxiety Type According to
Intensity
(i) Common or usual Anxiety
– The anxiety symptoms i.e.
uneasiness or nervousness due to normal life events e.g.
exams, relationships, financial hardship, loss in business
/agricultural produce etc. The symptoms are relatively for
lesser duration and intensity and clinically non-significant.
(ii) Mild Anxiety – The feeling of nervousness and fear
that have significant impact on daily life yet clinically non
-significant. The borderline state that can trigger unusual
response pattern from an usual event. The symptoms stay
for longer duration with increased intensity than of
common or usual anxiety.
(iii) Severe Anxiety – The excessive feeling of worry
and nervousness that requires clinical interventions.
10. Other Anxiety Types
(i) Cognitive Anxiety – The
experience of worry and apprehension
in thought process and other cognitive
components.
(ii) Somatic Anxiety – The magnitude of physiological
expression of worry and apprehension.
(iii) State Anxiety – It reflects the psycho-physiological
transient reactions pattern in response to a unpleasant situation.
(iv) Cognitive State Anxiety – The magnitude and intensity
of worry and negative thought process.
(v) Somatic State Anxiety – The perception of even subtle
changes in the physiological arousal.
(vi) Trait Anxiety – The predisposition to experience anxiety.
Personality type that are genetically predisposed or acquired the
tendency to be anxious. It is an important characteristic of
clients with anxiety disorders.
11. Classification of Anxiety
(i) Reality Anxiety – It is the basic
form of anxiety developing due to
perception about the dangers and
threats that may emanates from real life situations. In
terms of Psychoanalysis the anxiety faced by Ego due to
the external environment. For
example fear of LPG cylinder
blast, fear of occurrence of
road accident, being constantly
watched by someone (Yaksha
Yudhister Samvad).
12. (ii) Moral Anxiety – This type of anxiety is
based upon the ‘Feeling of guilt’. It occurs
when an individual feels that his behaviour
has violated his value system, moral code of
conduct or not able to meet the social
expectations. It is a kind of is unconscious fear that can arise on
both occasions i.e. done something or not
done any thing. In Psychoanalysis terms it
is a fear that superego might excessively
interfere in an individual’s life leading to
criticism and punishment. उमराव जान फिल्म
क
े एक गाने फजसक
े बोल हैं यह क्या जगह है दोस्ोों यह
कौन सा दयार है में कफव शहरयार फलखते हैं की “तमाम
उम्र का फहसाब माोंगती है फजोंदगी ये मेरा फदल कहे तो
क्या, ये ख़ुद से शममसार है”। (Arjuna Krishna Samvad).
13. (iii) Neurotic Anxiety – The fear that Id
might override the role of ego and takes
control of the individual’s
behaviour. The fear of
consequences arising due to expression of
improper demands of Id. In other words
fear of disturbing the balance between Id
and Superego. It may lead to punishment
and social repulsion.
14. (iv) Generalised Anxiety – It consists of
prolonged, vague, unexplained and
intense fears that are not attached to
any particular object, event or
phenomenon. In this condition the individual worries
about the quality of their social and nonsocial
performance and tends to overestimate the danger in
situations. Uncontrolled
generalized anxiety may leads
to muscular pain, insomnia,
trembling, and gastro
intestinal problems.
16. Separation Anxiety Disorder
Defining Feature
Periods of heightened separation anxiety from attachment figures.
Development and Course
Onset of separation anxiety disorder may be as early as
preschool age and may occur at any time during childhood and
more rarely in adolescence.
17. Separation Anxiety Disorder
Diagnostic Criteria
Inappropriate and excessive fear or anxiety concerning separation
from those to whom the individual is attached, as evidenced by at
least three of the following:
1. Recurrent excessive distress when anticipating or
experiencing separation from home or from major attachment
figures.
2. Persistent and excessive worry about losing major
attachment figures or about possible harm to them, such as
illness, injury, disasters, or death.
3. Persistent and excessive worry about experiencing an
untoward event (e.g., getting lost, being kidnapped, having an
accident, becoming ill) that causes separation from a major
attachment figure.
18. 4. Persistent reluctance or refusal to go out, away from home,
to school, to work, or elsewhere because of fear of separation.
5. Persistent and excessive fear of or reluctance about being
alone or without major attachment figures at home or in other
settings.
6. Persistent reluctance or refusal to sleep away from home or
to go to sleep without being near a major attachment figure.
7. Repeated nightmares involving the theme of separation.
8. Repeated complaints of physical symptoms (e.g., headaches,
stomachaches, nausea, vomiting) when separation from major
attachment figures occurs or is anticipated.
19. Panic Disorder
Defining Feature
Panic disorder refers to recurrent unexpected panic attacks.
A panic attack is an abrupt surge of intense fear or intense
discomfort that reaches a peak within minutes.
The term unexpected refers to a panic attack for which there
is no obvious cue or trigger at the time of occurrence.
20. Panic Disorder
Diagnostic Criteria
A. Recurrent unexpected panic attacks. A panic attack is an
abrupt surge of intense fear or intense discomfort that reaches a
peak within minutes, and during which time four (or more) of the
following symptoms occur;
Note: The abrupt surge can occur from a calm state or an anxious
state.
1. Palpitations, pounding heart, or accelerated heart rate.
2. Sweating.
3. Trembling or shaking.
4. Sensations of shortness of breath or smothering.
21. 5. Feelings of choking.
6. Chest pain or discomfort.
7. Nausea or abdominal distress.
8. Feeling dizzy, unsteady, light-headed, or faint.
9. Chills or heat sensations.
10. Paresthesias (numbness or tingling sensations).
11. Derealization (feelings of unreality) or depersonalization
(being detached from oneself).
12. Fear of losing control or “going crazy.”
13. Fear of dying
22. B. At least one of the attacks has been followed by 1 month (or
more) of one or both of the following:
1. Persistent concern or worry about additional panic attacks
or their consequences (e.g., losing control, having a heart attack,
“going crazy”).
2. A significant maladaptive change in behavior related to the
attacks (e.g., behaviors designed to avoid having panic attacks,
such as avoidance of exercise or unfamiliar situations).
23. Generalize Anxiety Disorder
GAD is one of the types of anxiety disorders. It consists
of prolonged, vague, unexplained and intense fears that are
not attached to any particular object, event or phenomenon.
In this condition the individual worries about the quality of
their social and nonsocial performance and tends to
overestimate the danger in situations.
The key features of generalized anxiety disorder are
persistent and excessive anxiety and worry
about various domains, that the individual
finds difficult to control. In addition, the
individual experiences physical symptoms,
including restlessness; being easily fatigued;
difficulty concentrating; irritability; muscle
tension; and sleep disturbance. Female are
at the double the risk of getting into the
GAD trap than males.
24. Symptoms
(i) Increased heart rate & shortness of breath,
(ii) Difficulty in decision making,
(iii) Inability to concentrate,
(iv) Fainting & dizziness,
(v) Extreme sensitivity,
(vi) Tremors,
(vii) Sleeplessness,
(viii) Loss of appetite,
(ix) Excessive sweating,
(x) Frequent urination,
(xi) Discouragement,
(xii) Sustained muscular tension, and
(xiii) Hypervigilance (constantly scanning the
environment for dangers).
25. Diagnostic Criterion
The individual with chronic anxiety who is eligible for
specified GAD criteria and does not meet the criteria for
any other anxiety disorder or any other mental disorder
should be diagnosed as having generalized anxiety disorder.
Before pronouncing an individual with GAD the cultural
and gender factors must be taken into account.
(i) Excessive anxiety and worry occurring more days
than not for at least 6 months, about a number of events or
activities.
(ii) The individual finds it
difficult to control the worry.
(iii) The symptoms cause
clinically significant distress or
impairment in social, occupational,
or other important areas of functioning.
26. Diagnostic Criterion
(iv) The anxiety and worry are associated with three
or more of the following six symptoms: -
Note: Only one item is required in children.
(a) Restlessness.
(b) Being easily fatigued.
(c) Difficulty concentrating.
(d) Irritability.
(e) Muscle tension.
(f) Sleep disturbance.
(v) The disturbance is not due to the physiological
effects of a substance (drug or medication) or another
medical condition.
(vi) The disturbance is not better explained by
another mental disorder.
27. Characteristics of GAD
(i) Social worries are common in GAD.
(ii) Excessive and uncontrollable ‘worry’ (apprehensive
expectation) is defining symptom of GAD which has shifting
nature from one topic to another.
(iii) It leads to distress and impairment in daily life.
(iv) The worries typically interfere significantly with
psychosocial functioning.
(v) The worries are more pervasive,
pronounced, and distressing; have
longer duration; and frequently occur
without precipitants.
(vi) GAD rarely occurs prior to
adolescence.
(vii) The clinical expression of GAD is
relatively consistent across the lifespan.
(viii) GAD manifests more severe
symptoms in younger adults than adults.
28. OCD
“Obsessions are defined as persistent thoughts,
impulses or images that occur repeatedly and are experienced
as intrusive, inappropriate and distressing”.
“Compulsions are repetitive behaviours or mental acts
that an individual feels compelled to perform in response to
an obsession or some rigid rules”.
“Being preoccupied with
certain thoughts that are viewed
by the person to be embarrassing
or shameful, and being unable to
check the impulse to repeatedly
carry out certain acts like checking,
washing, counting, etc.”
29. Examples of Obsession and Compulsion
Obsessions – Occurrence of a repetitive thought
(How dare he? Who is he to call me names?), fear
of harming others, I may commit a
mistake etc.
Compulsions – Repetitive
Washing, Counting, Cleaning,
Checking etc.
30. Why an Individual Engage in Obsessive Thoughts and
Compulsive Acts
It brings a feeling of reduced tension and
satisfaction (Quoted by Coleman, 1988). If the person
tries to resist the compulsion, he is overcome with
anxiety.
OCD types
(i) Hoarding,
(ii) Contamination,
(iii) Rumination,
(iv) Orderliness, and
(v) Checking.
31. Some Obvious Symptoms
(i) Repetitive actions & activities (Washing hands).
(ii) Ritualized patterns of behaviour.
(iii) Obsessive [tormenting] thoughts on variety of topics
(bodily functions, committing immoral acts, attempting
suicide, or finding the solution to unsolvable problems).
(iv) Individual feels inadequate and insecure.
(v) Tendency of feeling guilt.
(vi) Display symptoms of fear,
worry, depression and anxiety
frequently.
(vii) Their actions are slow and to
the level of perfection.
(viii) Frequent bout of anger and
irritative behaviour.
32. Important Causes and Determinants
Causes
(i) Genetics,
(ii) Environment,
(iii) History of Psychiatric
Disorders, and
(iv) Emotional Trauma.
Determinants
(i) Substitutive thoughts and activities – Defending self from
anxiety [produced by threatening thoughts] by thinking
something else or diverting to another activity. It’s a kind of
escape-from-the-problem system.
(ii) Guilt and fear of punishment – OCB usually stems from
feelings of guilt and self-condemnation.
(iii) Assurance of order and predictability – Maintaining
meticulously methodical and rigid pattern of behaviour. Rigid
behaviour provide mental solace and security against anything
going wrong.
33. Diagnostic Criterion
The diagnosis must be done by expert, qualified and
experienced individual on the set scientific standards. Some
of them are described below (DSM V): -
(i) The individual must experience that the obsession or
compulsion are excessive and
interfering in day to day life.
(ii) Spent more than 1 hour per
day in OCB.
(iii) Cause clinically significant
distress or impairment in
social, occupational, or other
important areas of functioning.
(iv) OCB is not the result of
some physiological substance
such as drug or medication.
34. Characteristics of OCD/N
(i) OCB (behaviour) is maladaptive.
(ii) It represents irrational and exaggerated behaviour in
the face of nonthreatening stresses.
(iii) It reduces behavioural flexibility
of the individual.
(iv) Individual feels inadequate,
insecure and highly vulnerable to
threats.
(v) Compulsive acts are performed
in response to the obsessive thoughts.
(vi) Thoughts can be in the form of
language or images.
(vii) OCD is neither a trait nor part of personality, rather a
mental illness.
(viii) OCB is the manifestation of anxiety not stress.
(ix) OCD is gender neutral in its occurrence.
35. Phobia
“Irrational fears related to specific objects,
interactions with others, and unfamiliar
situations.” NCERT.
A phobia is a persistent fear
of some object or situation that
presents no actual danger to the
person or in which the danger is
magnified out of all proportion to
its actual seriousness
(Coleman, 1988).
36. Key Feature of Phobia
The fear or anxiety is
circumscribed to the presence of a
particular situation or object.
37. Main Types of Phobia
Phobias can be grouped into three main
types: -
(i) Specific phobias,
(ii) Social phobias (Social
anxiety disorders), and
(iii) Agoraphobia
38. Some Specific Phobia
1. Acrophobia (high places),
2. Astraphobia (pain),
3. Claustrophobia (closed places)
4. Hematophobia (blood),
5. Mysophobia (contamination or germs),
6. Monophobia (being alone)
7. Nyctophobia (darkness)
8. Ochlophobia (crowds),
9. Pathophobia (disease),
10. Pyrophobia (fire),
11. Syphilophobia (syphilis),
12. Zoophobia (animals), and
13. Nomophobia (being without mobile phone)
14. Allodoxaphobia means (an irrational fear of opinions)
39. Symptoms
(i) Excessive, unreasonable, persistent feelings of
fear or anxiety triggered by a particular object, activity
or situation.
(ii) Feelings are either irrational or out of proportion
to any actual threat.
(iii) Avoidance of the object, activity or situation that
triggers the phobia.
(iv) Anxiety-related
physical symptoms such as
tremors, palpitations,
sweating, shortness of
breath, dizziness, nausea
etc.).
40. Causes
Specific phobia usually develops in early childhood,
with the majority of cases developing prior to age 10 years
(DSM V). Amygdala plays a pivotal role in fear.
(i) Experiencing a traumatic event.
(ii) Observation of a traumatic event.
(iii) Unexpected panic attack.
(iv) Information transmission.
(ii) Unfortunate experiences
(Experiential-specific phobia).
(iii) Genetic factors (25 to 65%).
(iv) Environmental factors.
41. Proteins and Chemicals (Neurotransmitters)
Responsible for Phobia
(i) GABA (Inhibition of amygdala)
(ii) Dopamine (Activate the amygdala)
(iii) Norepinephrine (Activate the amygdala)
42. Risk and Prognostic Factors
(i) Specific phobia was found to associate with cardiac
diseases, gastrointestinal diseases, respiratory diseases,
arthritic conditions, migraine, and thyroid diseases
(Harvard Medical School).
(ii) Impairment in psychosocial functioning and
decreased quality of life
(iii) Impairments in occupational and
interpersonal functioning.
(iv) Reduced mobility and reduced
physical and social functioning due to
fear of falling.
43. Diagnostic Criterion
(i) The fear or anxiety must be intense or severe.
(ii) Fear or anxiety should evoke almost every time the
individual comes into contact with the object of phobia (phobic
stimulus).
(iii) The fear or anxiety should
occur immediately as the phobic
object or situation is encountered.
(iv) The fear, anxiety, or
avoidance is persistent, typically lasting for 6 months or more,
which helps distinguish the disorder from transient fears.
(v) The specific phobia must cause clinically significant
distress or impairment in social, occupational, or other important
areas of functioning in order for the disorder to be diagnosed.
(v) Meticulous examination of symptoms and family history
of mental disorders.
Note: Before diagnosing an individual with phobia sociocultural
context should also be taken into account.
44. Characteristics of Phobia
(i) The fear in the phobia is unrealistic and
irrational.
(ii) It is persistent and excessive.
(iii) The fear causes overwhelming distress.
(iv) The reaction to the stimuli is
disproportionate.
(v) Phobia
results from
exposure to
objects or
situations.
45. Certain Phobic Stimuli (DSM V)
(i) Animal (e.g., spiders, insects, dogs).
(ii) Natural environment (e.g., heights, storms,
water).
(iii) Blood-injection-injury (e.g., needles,
invasive medical procedures).
(iv) Situational (e.g., airplanes, elevators,
enclosed places).
46. References:
1. Coleman, C. J. (1988). Abnormal psychology and
modern life. Bombay, India: D. B. Taraporevala Sons & Co.
2. Generalized anxiety and generalized anxiety disorder:
description and reconceptualization. (1986). American
Journal of Psychiatry, 143(1), 40–44. doi:10.1176/ajp.143.1.40
3. NCERT. (XII). Psychology Book.
4. DSM V Manual. Published by APA.
5. Kaur, S. & Singh, R. (2017). Role of
different neurotransmitters in anxiety: a
systemic review. IJPSR, 8 (2), 411-421.