This document discusses childhood anxiety, fear, and cognitive behavioral therapy (CBT) approaches. It defines anxiety and fear, noting that anxiety involves worrying about potential future threats while fear involves reacting to present dangers. It outlines normal developmental fears but also signs of problematic anxiety like avoidance, distress, and impairment. Common childhood anxiety disorders are described like separation anxiety, social anxiety, and generalized anxiety disorder. Somatic symptoms are also outlined. The document recommends screening for anxiety and notes CBT can help by changing anxious thoughts and behaviors. It provides an example CBT technique and parenting strategies like rewarding bravery and not giving in to avoidance.
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
Childanixiety
1. Childhood Anxiety and Fear
University of Rwanda
Rebecca L White, MSN, FPMHNP-BC, FNP-BC
2. Objectives
• Recognize the difference between anxiety & fear in
children and adolescents
• Identify anxiety levels that are at risk for becoming
pathological
• Apply Cognitive behavioral therapy basic to children
suffering from fear and anxiety
• Express a working knowledge and have the ability to
educate parents in basic CBT skills with their children
3. What is Anxiety
• How do I know if a child has anxiety?
• Fear of something bad happening
• Worrying about the future
– “Am I going to get sick”
– “Is something going to happen to my parents”
– “ Am I going to get a bad grade on this test”
4. What is Fear ?
• An immediate reaction to an actual or perceived threat
• In the moment
• A dog barking will I get bitten?
• Developmental levels are natures early warning systems to
avoid injury
5. Normal Developmental Fears
• Infancy-strangers, loud noises
– Able to differentiate
• Early childhood-separation
monsters
– See normal fears
– Separation anxiety
• Middle childhood-real-world
dangers and new challenges
– Attending school
– Meeting other kids, going out into
world
– Earthquake fires,
– Worry about school
• Adolescence- social status, social
group performance.
– Peer attention
– Social
6. Anxiety
• Mild fears are common in children
• Fears decline with age
• Girls report a greater number of fears than boys in general
• Problematic anxiety
– Similar in girls and boys until puberty then the rate of anxiety in girls
is almost double that of boys
7. Expression of Anxiety &
Depression in Children-Cognitive Development
• Emotional & cognitive development - how children
express fear and anxiety
– Small child clinging, crying , tantrums, stomach aches
• Fears change
– Concrete fears-monsters, the dark, illness
– Abstract “what about my future?” ”what will happen about the
world?” “will they like me? “
• Focus changes over time-specific fears decrease over the
course of childhood
• Social anxiety increases with age
– Phobias may be present
8. Anxiety
• Short term anxiety is common and normal
• Related to events Going to a new school
• Oral report , teasing at school
• Overshadowed by cumulative effect of positive reinforcement
9. Normal versus Problematic Anxiety
• Intensity of fear
– is it within expected limits or out of proportion to the actual
threat screaming yelling?
• Frequency of fears-
– does it continue for longer than normal despite being
supported to reassured?
• Is fear focused on an inappropriate situation such as fear
of dogs but it is a picture of a dog?
• Does the fear occur spontaneously ? (no reason)
10. Anxiety Disorder
• Avoidance
– Refuses to do things
• Interface
– Not facing developmental challenges
– Interfering with the child’s life
– Goes to school nurse frequently
• Distress
– Long period of time
– Effects all family members
• Duration
– Lasting for weeks or longer
11. Prevalence of Anxiety
• 12 to 20 % of children suffer from anxiety
– severe enough to interferes with functioning
• Most Common 5 %
– Generalized Anxiety disorder
– Separation Anxiety Disorder
– Social Phobia
– Specific Phobia
12. Prevalence of Anxiety
• Less Common (1%)
–Obsessive Compulsive Disorders
–Agoraphobia
• Won’t leave home
–Panic
–Mutism (selective)
• Afraid of refuse to talks
13. Separation Anxiety
3 or more of the following :
• Distress when separation occurs
• Worry about harm may occur to
others
• Worry something will happen &
separation will occur
• Refusal to go to school
• Fear or reluctance to be alone
• Refusal to sleep away from
parents
• Nightmares
• Physical complaints at
separation
14. Separation Anxiety Symptoms
• Ages 5-8- fear of harm befalling attachment figures,
nightmares, school refusal
• Ages 9-12- excessive distress at separation
– Tantrums
• Ages 13 -16- somatic complaints & school refusal
– Can even occur in adults
15. Social Anxiety (Social Phobia)
• May be seen as inhibited temperament
• Selected Mutism will not talk in public setting
• Increases in adolescents
• Adults with social anxiety disorder usually identify have onset
in adolescence.
16. Name some commonly avoided situations
• Birthday parties
• Meeting new people
• Talking to adults
• Entering a group of peers
• Talking one on one
• Being assertive
• Performances
• Class participation
• Public speaking
• Public or shared Restrooms
• Playing sports
• Dating
17. Generalized Anxiety Disorder
• Excessive worry & anxiety occurring more days than not for at
least 6 months
• Worry is difficult to control
– At least 1 physical symptom: fatigue, restlessness, difficulty
concentrating , irritability, muscle tension, sleep disturbances
18. Generalized Anxiety Disorder
• Self conscious and require frequent reassurance
– “What if ????”
• Worry about low frequency events
– Intensity of worry differentiates youth with Generalized Anxiety
Disorder from those without the disorder
19. Anxiety Issues at School
• Generalized Anxiety Disorder
– Excessive worry about school work, friendships
– Needs for reassurance
– May ask repeated questions
• Social Phobia
– Avoidance or extreme discomfort
– R/T doing or performing in groups or in front of others
• Separation Anxiety Disorder
– Worries about something happening to parent
– Wants to call parent, wants to go home
20. Refusal to Attend School
• Identify underlying reason for refusal to go to school
– Separation fears
– Social anxiety
– Test anxiety
– Boredom
– Bullying or being teased
– Learning problems or disability
21. Warning Signs for Anxiety
• Shyness (extreme)
• Isolation
• Avoidance of social situations
• Extreme discomfort when the center of attention
• Avoids schoolwork for fear of making a mistake
22. Warning Signs for Anxiety
• Expecting bad things to happen
• Excessive worries about upsetting others
• Frequent questions
• Perfectionism
• Excessive worries about failure
• High strung, shaky, unable to relax
• Lacking self-confidence
24. Screening for Anxiety
• Does your child worry or ask for parental reassurance almost
every day?
• Does your child consistently avoid certain age-appropriate
situations or activities, or avoid doing them without a parent?
• Does your child frequently complain of a stomach ache,
headache or have times or episodes of hyperventilating ?
• Does your child have daily repetitive rituals?
26. Three Parts of Anxiety Break the Connections
Thoughts
BehaviorsFeelings
27. Cognitive Behavioral Therapy (CBT)
• Change the thoughts and feelings first
– Then behavior change becomes easier
• CBT in children starts with changing physical symptoms first
• Easiest to identify and then move to thoughts and behaviors
• Deep Breathing Exercises
28. Performing for your class
“The class will
think I am
stupid”
Avoid, Freeze
Sweat heart
races ,
flushed
29. Anxiety Cycle
Time to get up
for school Separation worries, stomach ache
Tantrum, gets to stay homeSymptoms
Resolve
Negative
Reinforcement
30. Negative Reinforcement
• The more you give your child the worse the anxiety gets.
• Break the cycle in treatment
31. Parenting Strategy
• Reward courageous behaviors
– Avoid giving in to your child's fear behavior
• Don’t give in to the child’s attempts to avoid things they should
be doing
– like school or activities
• Teach your child to communicate, cope and problem solve
• Control your anxiety as a parent
32. How To Win the Avoidance Battle
• Disengage or ignore
– at the earliest possible point
• Do not engage in back and forth arguing
• Maintain a calm emotional reaction
– Avoid punishment
– Calmest person wins !!!
• As soon as child calms down even briefly, engage in a
different activities
– Positive reinforcement of appropriate behaviors
– This can include discussion of the event
33. References
• Cohen, J. A., Berliner, L., & Mannarino, A. (2010). Trauma focused CBT for
children with co-occurring trauma and behavior problems. Child abu
• Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., ... &
Mallah, K. (2017). Complex trauma in children and adolescents. Psychiatric
annals, 35(5), 390-398.
• Stallard, P. (2005). A clinician's guide to think good-feel good: Using CBT
with children and young people. John Wiley & Sons.se & neglect, 34(4),
215-224.
• Vigerland, S., Ljótsson, B., Thulin, U., Öst, L. G., Andersson, G., &
Serlachius, E. (2016). Internet-delivered cognitive behavioural therapy for
children with anxiety disorders: a randomised controlled trial. Behaviour
Research and Therapy, 76, 47-56.