Anxiety and its Effect on Children
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Anxiety is one of the most common mental health issues reported in children and can take several forms including separation anxiety, generalized anxiety disorder, obsessive-compulsive disorder, panic disorder, post-traumatic stress disorder, social phobia, and specific phobias. Environmental factors like parental modeling of anxious behaviors and information transmission from parents can promote anxiety in children. Positive relationships with peers have been shown to help relieve social anxiety in children while negative relationships have been shown to increase anxiety. Untreated anxiety disorders in children can lead to issues like developmental delays, impaired daily functioning, and poor quality of life.
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EMOTIONS DEFINED
Theorists with a functionalist approach to emotion believe that emotions play an integral role in cognitive processing, social behavior, and physical health. They believe that the purpose of emotions is to motivate behavior aimed at accomplishing personal goals. If you have a goal in mind, the anticipation of the outcome, as well as the outcome itself, triggers emotions that help dictate your response. As an individual interacts with his or her environment and situations change, emotions change.
We see how cognition and emotions work together when we consider the impact of anxiety on performance. When anxiety levels rise, thinking skills are often impacted, as attention given to mental processing is now occupied with thoughts of worry. In addition, children who become distressed tend to better recall that particular experience, showing emotion is linked to memory. We also previously learned that two childhood growth disorders, nonorganic failure to thrive and psychosocial dwarfism, result from emotional deprivation.
SOCIAL SITUATIONS
SELF-AWARENESS
HEALTH
Emotional Expression
The progression of emotional expression occurs with age. In early infancy, happiness is displayed through smiles and laughter, often as a reaction to parental affection or the achievement of sensorimotor goals. Infants also begin to experience anger (as a result of not being able ...
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Key messages from international research evidence.
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Conduct disorder refers to behavioral and emotional problems in children and adolescents where they have difficulty following rules and behaving appropriately. It is often viewed as "bad" behavior rather than a mental illness. Many factors can contribute to conduct disorder, including brain damage, abuse, genetics, school failure, and traumatic life experiences. Children with conduct disorder often engage in aggressive behavior towards others, destroy property, lie, violate rules, and show little remorse for their actions. Early intervention is important to prevent more serious issues later in life.
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Attachment theory proposes that secure attachment to caregivers in early childhood is essential for healthy social and emotional development. Insecure or disrupted attachment can result from factors like parental mental illness, abuse/neglect, and multiple caregiving changes. Children with insecure attachment are at higher risk for problems like difficulty regulating emotions and forming relationships. Providing stable, nurturing caregiving environments and supporting the development of secure attachments can help mitigate these risks.
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The document discusses factors that can cause anxiety in students and the results of a study measuring anxiety levels in paramedical and non-paramedical students. The study found that younger paramedical students and female paramedical students showed higher levels of anxiety. Factors discussed as potentially causing anxiety included family history, parenting styles, peer pressure, abuse, medical conditions, and stress from academic demands. The document provides details on the methodology and results of the anxiety assessment conducted with students.
week 3 forum.docx
1) The document discusses Chomsky's theory of critical periods in language development and provides examples from real life cases, including Genie, showing disruptions during critical periods can negatively affect language development.
2) It asks what Genie's outcome tells us about language and emotional development, and what cues educators can take from these tragic cases.
3) The document is about emotional and language development in children, discussing theories, stages of emotional development, attachment theory, and the development of language and communication skills.
School phobia poerpoints
School phobia in children affects their social, cognitive, and motor skill development. It can lead to poor academic performance, lack of interest in learning, health issues, and delayed development. Studies show that 5-7.5% of school-aged children experience some degree of school phobia, with the most common age being 5-9 years old. Risk factors include issues at home or school, trauma, and imbalances in brain chemistry that can cause increased anxiety. Treatment involves cognitive behavioral therapy, desensitization, and gradual exposure to reduce anxiety through psychological support from parents, teachers, and counselors.
111Impact of Child Homelessness on Mental Heal
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11
Impact of Child Homelessness on Mental Health and Academic Performance
Literature Review
Iriana Pinto
Department of Counseling, Webster University
COUN 5850: Research and Program Evaluation
Helen Singh Benn, PhD., LMHC
February 8, 2021
Literature Review
Ironically, homelessness itself a kind of mental torture which automatically creates distress in a person's mind and bitterness about life. A person without having shelter feels uncomfortable; unsatisfied with his life that he cannot feed his family, even the state's policies are not fair enough to support homeless families. Here, in this paper, we discuss child homelessness which is a great threat to child health in terms of mental distress and academic performance (Vostanis, 1998). In a recent survey, there were 1.4 million children experienced homelessness worldwide, about 75% of children experienced homelessness by doubling-up with other families. On the other hand, 15% of children were in shelters, hotels/motels percentage calculated as 7%, and those were who didn't have shelter to live were 4%. The data has been collected from 2016-17 survey regarding measuring the child homelessness in all over the world according to which appropriate measures could be taken to ensure the provision of shelters, homes, education to homeless children effectively and efficiently. The data mentioned above is being reported from two sources, i.e. school districts required to report based on the number of homeless students they serve. In contrast, others belong to the consensus of federally funded homeless shelters and temporary housing programs conducted by the U.S. Department of Housing and urban development.
Child Homelessness Statistics and Survey
Furthermore, the most important thing noticed during this survey is that overall child homelessness affects the mental health of the children and their academic performance. They do not feel comfortable while studying with 13-14 other family members, unsatisfied mind creates mental trouble and become the reason of destruction in overall academic performance. The explanations behind vagrancy in this get-together are extraordinary: many are overcomers of local violence, four and the get-together moreover consolidates uprooted individual families, generally in U.S. Homeless young people are on a very basic level more plausible than everyone, or assessment kids in stable housing, to have conceded development, six learning difficulties, seven and higher speeds of mental prosperity issues (social issues, for instance, rest agitating impact, eating issues, ill will, and overactivity, and energetic issues, for instance, despairing, anxiety, and self-harm).6,8–10 Such issues are not express to down and out families. They occur in various families living in trouble. They are related to threatening life events that rush vagrancy, for example, family breakdown, abuse, receptiveness to for ...
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Anxiety and its Effect on Children
- 1. Anxiety and its Effect on Children Lacy Hulings American College of Education
- 2. Anxiety Anxiety is one of the most commonly known mental health issues reported in adolescents and young children (Altman, Sommer, & McGoey, 2009).
- 3. Types of Anxiety Experienced by Children ● Separation anxiety ○ Distress when separated from home or attachment figure ● Generalized anxiety disorder (GAD) ○ Anxiety across many contexts ● Obsessive-compulsive disorder (OCD) ○ Distressing thoughts that cause an individual to act a certain way ● Panic disorder ○ Unexpected panic attacks ● Posttraumatic stress disorder (PTSD) ○ Re Experiencing a traumatic event ● Social phobia ○ Fear of embarrassment ● Specific phobia ○ Fear or anxiety related to specific object (Altman, Sommer, & McGoey, 2009)
- 4. Psychosocial Influence on Anxiety ● Environmental factors play a role in fear and anxiety ○ Children learn anxious behavior from watching their parents’ anxious actions ● Parental modeling and threat information transmission can promote fear and anxiety in children ○ Parents instill fear by telling children about specific dangers ● Peer influenced anxiety ○ Fear or anxiety learned from peers around them (Fliek, Dibbets, Roelofs, & Muris, 2016)
- 5. Social Cognition and Anxiety Taking in information A child with an anxiety disorder take in their environment or situation Processing Information The child processes the environment or situation. After processing they will decide if it is scary or worrisome to them. Applying Information If the child begins to be anxious, they may act by crying, shutting down, or trying to get our of the situation that is making them anxious.
- 6. Why is Anxiety a Concern? - Can cause developmental delays - Can prevent children from participating in activities - Impairment in daily functioning including the following - social acceptance - Family functioning - Child emotional and behavioral problems - High levels of stress - Distorted cognitions - Deficit in quality of life (Pella, Drake, Tein, & Ginsburg, 2016)
- 7. What Can be Done? - Family -based therapy - Decrease parental stress - Improve family and friend relationships - Improve self-perception - Preventative interventions
- 8. Impact of Relationships - Anxiety disorders can lead to peer-rejection and/or lack of friendship - Peer-rejection is when an individual is rejected by most and maybe liked by a few. - Peer-acceptance is when an individual is liked by most and maybe rejected by a few. - Friendships are personal relationships between two people that is mutual and reciprocal. - Positive peer interactions can help to relieve social anxiety - Negative relationships can increase and heighten anxiety in children (Mikami, 2010)
- 9. What Does this Mean for Health Educators? First and foremost, health educators need to be aware of anxiety disorders in children. They are very prevalent and need to be handled accordingly. Also, it is the job of the health educator to educate those in your environment about childhood anxiety.; it is real and not enough people are educated on the subject. Health educators should provide support for children struggling with anxiety and they should also offer anxiety prevention classes and coping mechanisms.
- 10. References Altman, C., Sommer, J. L., & McGoey, K. E. (2009). Anxiety in early childhood: what do we know? Journal of Early Childhood & Infant Psychology, (5), 157–175. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=54479621 &site=eds-live&scope=site&authtype=sso&custid=ns083389 Fliek, L., Dibbets, P., Roelofs, J., & Muris, P. (2016). Cognitive Bias as a Mediator in the Relation Between Fear-Enhancing Parental Behaviors and Anxiety Symptoms in Children: A Cross-Sectional Study. Child Psychiatry & Human Development, 48(1), 82-93. doi:10.1007/s10578-016-0655-2 Mikami, A. Y. (2010). The Importance of Friendship for Youth with Attention-Deficit/Hyperactivity Disorder. Clinical Child and `Family Psychology Review, 13(2), 181-198. doi:10.1007/s10567-010-0067-y Pella, J. E., Drake, K. L., Tein, J., & Ginsburg, G. S. (2016). Child Anxiety Prevention Study: Impact on Functional Outcomes. Child Psychiatry & Human Development, 48(3), 400-410.