- Recurrent unexpected panic attacks characterized by a sudden surge of intense fear or discomfort that reaches a peak within minutes and involves at least 4 of 13 physical or cognitive symptoms.
- At least one attack must be followed by 1 month or more of persistent concern about additional attacks or a significant change in behavior related to the attacks.
- Panic attacks are not better explained by another mental disorder and are not due to a medical condition or substance.
There is no precise definition of behavioral problems, but we can define them as child behaviors that cause or are likely to cause difficulties in the child's learning activities. A child may show one or more than one behavior problem during his/her period of development. Some behavior problems may occur at a specific stage of development while some behavior problems occur at different stages.
The document discusses several psychological disorders including anxiety disorders, mood disorders, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and childhood disintegrative disorder. It defines each disorder and describes their common symptoms, causes, diagnosis process, and treatment options which typically involve medication and behavioral therapies.
This document provides information about behavioral disorders, including definitions and classifications from sources like IDEA and the DSM-IV. It describes characteristics of different types of behavioral disorders such as internalizing disorders (anxiety, withdrawal) and externalizing disorders (conduct disorders, attention problems). Causes can include biological and environmental factors. Students with behavioral disorders often have lower academic achievement and social skills deficits. Teachers are encouraged to use positive behavior management strategies like clearly defining expectations, setting consistent rules, and implementing preventive discipline programs to address behavioral issues in the classroom.
This document discusses emotional and behavioral disorders (EBD) in children. It defines EBD and provides classifications of internalizing versus externalizing behaviors. Common types of EBD are described such as anxiety disorders, depression, ADHD, conduct disorder, and eating disorders. Causes, characteristics, diagnosis, assessment, prevalence and management strategies are outlined. Behavioral and academic issues associated with EBD are also summarized.
Anxiety disorders include disorders that share features of excessi.docxYASHU40
Anxiety disorders involve excessive fear and anxiety about future threats. Separation anxiety disorder specifically involves developmentally inappropriate fear or anxiety about separation from attachment figures. Key features include distress when anticipating or experiencing separation, worrying about harm befalling attachment figures, and reluctance or refusal to be away from attachment figures. Separation anxiety disorder is common in children and typically involves fears of being away from home or parents, though it can also affect adults with fears of separation from spouses or children. It is diagnosed when fears or anxiety last at least 4 weeks in children or typically 6 months in adults and cause impairment.
This document provides an overview of anxiety disorders, including:
- Definitions of anxiety and fear and how anxiety disorders can affect daily life.
- The six main types of anxiety disorders - generalized anxiety disorder, panic disorder, specific phobias, agoraphobia, social anxiety disorder, and separation anxiety disorder.
- Common symptoms, diagnostic criteria, and treatments for anxiety disorders, which often involve psychotherapy and medication.
- Risk factors for anxiety disorders include genetic and environmental influences.
Anxiety disorders affect 12% of the Canadian population and there are seven main types of anxiety disorders that can affect children and youth. There are also several types of depression including major depression, bipolar depression, and dysthymia. Anxiety disorders and depression can have physical, emotional, and academic symptoms. Treatments include behavioral therapy, cognitive behavioral therapy, medication, and complementary approaches. Teachers can support students by developing strategies around communication, classroom environment, and instructional methods. It is important to consider a student's emotional needs in addition to their learning needs.
This document provides information on various anxiety disorders. It defines anxiety and discusses when it becomes pathological. It then outlines the physical, cognitive, behavioral, and affective impairments associated with anxiety disorders. The document discusses causes and risk factors, common types of anxiety disorders (including diagnostic criteria), treatments involving pharmacological and non-pharmacological approaches, and substance-induced anxiety disorders.
There is no precise definition of behavioral problems, but we can define them as child behaviors that cause or are likely to cause difficulties in the child's learning activities. A child may show one or more than one behavior problem during his/her period of development. Some behavior problems may occur at a specific stage of development while some behavior problems occur at different stages.
The document discusses several psychological disorders including anxiety disorders, mood disorders, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and childhood disintegrative disorder. It defines each disorder and describes their common symptoms, causes, diagnosis process, and treatment options which typically involve medication and behavioral therapies.
This document provides information about behavioral disorders, including definitions and classifications from sources like IDEA and the DSM-IV. It describes characteristics of different types of behavioral disorders such as internalizing disorders (anxiety, withdrawal) and externalizing disorders (conduct disorders, attention problems). Causes can include biological and environmental factors. Students with behavioral disorders often have lower academic achievement and social skills deficits. Teachers are encouraged to use positive behavior management strategies like clearly defining expectations, setting consistent rules, and implementing preventive discipline programs to address behavioral issues in the classroom.
This document discusses emotional and behavioral disorders (EBD) in children. It defines EBD and provides classifications of internalizing versus externalizing behaviors. Common types of EBD are described such as anxiety disorders, depression, ADHD, conduct disorder, and eating disorders. Causes, characteristics, diagnosis, assessment, prevalence and management strategies are outlined. Behavioral and academic issues associated with EBD are also summarized.
Anxiety disorders include disorders that share features of excessi.docxYASHU40
Anxiety disorders involve excessive fear and anxiety about future threats. Separation anxiety disorder specifically involves developmentally inappropriate fear or anxiety about separation from attachment figures. Key features include distress when anticipating or experiencing separation, worrying about harm befalling attachment figures, and reluctance or refusal to be away from attachment figures. Separation anxiety disorder is common in children and typically involves fears of being away from home or parents, though it can also affect adults with fears of separation from spouses or children. It is diagnosed when fears or anxiety last at least 4 weeks in children or typically 6 months in adults and cause impairment.
This document provides an overview of anxiety disorders, including:
- Definitions of anxiety and fear and how anxiety disorders can affect daily life.
- The six main types of anxiety disorders - generalized anxiety disorder, panic disorder, specific phobias, agoraphobia, social anxiety disorder, and separation anxiety disorder.
- Common symptoms, diagnostic criteria, and treatments for anxiety disorders, which often involve psychotherapy and medication.
- Risk factors for anxiety disorders include genetic and environmental influences.
Anxiety disorders affect 12% of the Canadian population and there are seven main types of anxiety disorders that can affect children and youth. There are also several types of depression including major depression, bipolar depression, and dysthymia. Anxiety disorders and depression can have physical, emotional, and academic symptoms. Treatments include behavioral therapy, cognitive behavioral therapy, medication, and complementary approaches. Teachers can support students by developing strategies around communication, classroom environment, and instructional methods. It is important to consider a student's emotional needs in addition to their learning needs.
This document provides information on various anxiety disorders. It defines anxiety and discusses when it becomes pathological. It then outlines the physical, cognitive, behavioral, and affective impairments associated with anxiety disorders. The document discusses causes and risk factors, common types of anxiety disorders (including diagnostic criteria), treatments involving pharmacological and non-pharmacological approaches, and substance-induced anxiety disorders.
The document discusses personality disorders and schizophrenic disorders. It describes three clusters of personality disorders - cluster A includes disorders like schizotypal PD characterized by odd behavior and poor social skills; cluster B includes dramatic disorders like borderline PD with unstable relationships and self-image; cluster C includes anxious disorders like avoidant PD. Schizophrenia is then discussed, characterized by positive symptoms like hallucinations and negative symptoms like flat affect. Causes may include genetic and environmental factors. Treatment involves medications to reduce symptoms and therapies like family therapy.
Separation anxiety disorder involves excessive anxiety regarding separation from home or attachment figures. It is characterized by distress when anticipating or experiencing separation, persistent worry about harm befalling attachment figures, and reluctance or refusal to go places alone. It is diagnosed when fears or avoidance last at least 4 weeks in children or typically 6 months in adults and cause impairment. Treatment involves cognitive behavioral therapy and may include medication, parenting techniques, or family therapy. Prognosis is generally good with treatment, though co-occurring conditions or actual threats of separation decrease likelihood of positive outcomes.
Children's mental and emotional health issues can negatively impact their development in several key ways:
Physically, living with an undiagnosed illness can decrease children's desire or ability to be active and lead to poor diet and physical health over time. Socially and emotionally, children may experience a lack of motivation, risky behaviors, and difficulties with relationships. Cognitively, developmental delays or difficulties with language skills can interfere with normal cognitive development processes.
Effective treatment approaches depend on each individual child but may include medication management from psychiatrists, therapy from psychologists or social workers, and coping techniques tailored for their specific diagnoses like taking breaks for anxiety or using fidget toys for ADHD. Supporting healthy physical
This document provides information about anxiety disorders that school counselors should know. It discusses how anxiety disorders are different from normal anxiety in that they are excessive, unreasonable, and impairing. It outlines common physical, psychological, and behavioral symptoms of anxiety disorders. The document emphasizes that anxiety disorders are highly prevalent but often underdiagnosed and undertreated conditions that typically begin in childhood/adolescence. Left untreated, they can negatively impact functioning and lead to other issues.
Childhood anxiety disorders occur when fears and worries interfere with a child's daily activities. There are several types of childhood anxiety disorders including generalized anxiety disorder, panic disorder, separation anxiety disorder, social anxiety disorder, selective mutism, specific phobias, obsessive-compulsive disorder, and posttraumatic stress disorder. Each disorder has distinct symptoms, such as excessive worrying, panic attacks, extreme distress during separation from caregivers, intense fear of social situations, refusal to speak in some contexts, irrational fears of specific objects, unwanted thoughts and compulsive behaviors, and anxiety after a traumatic event.
The document discusses various types of anxiety, including symptoms, causes, and treatment options. It defines fear, anxiety, and stress and distinguishes between them. It also describes common anxiety disorders like generalized anxiety disorder, panic disorder, separation anxiety disorder, and social anxiety/phobia. The document outlines physical, cognitive, behavioral, and emotional symptoms of anxiety. It provides advice on when to seek treatment and discusses treatment options like cognitive behavioral therapy and medication.
The document discusses various types of anxiety, including symptoms, causes, and treatment options. It defines fear and anxiety, and distinguishes anxiety from stress. It describes common anxiety disorders like generalized anxiety disorder, panic disorder, separation anxiety disorder, and social anxiety/phobia. The document outlines physical, cognitive, behavioral, and emotional symptoms of anxiety. It provides advice on when to be concerned about anxiety in children and discusses treatment options like cognitive behavioral therapy and medication.
CHILDHOOD ONSET PSYCHIATRIC DISORDER MED II 2021 (YOUMNA).pptxssuser4114571
This document provides an overview of 14 common childhood onset psychiatric disorders including major depressive disorder, dysthymic disorder, adjustment disorder, generalized anxiety disorder, separation anxiety disorder, obsessive compulsive disorder, specific phobia, attention deficit hyperactivity disorder, conduct disorder, posttraumatic stress disorder, elimination disorders, autism spectrum disorder, social communication disorder, and anaclitic depression. For each disorder, it discusses prevalence, diagnostic criteria, characteristics, and subtypes.
Separation Anxiety in Children with causes, symptomsNidhiBalhera
Separation anxiety is normal
in child development.
It is a concern if it disrupts
their quality of life or
developmental progress. The powerpoint talks about symptoms, causes and how an adult can help children to feel safe in the environment.
This document discusses mental health and mental illness. It defines mental disorder as an illness of the mind that prevents people from living happy, healthy lives. It states that 1 in 5 teens and 1 in 6 American adults have a mental health problem or mental illness. Common symptoms are described. The document emphasizes that mental illnesses are treatable and recovery is possible with treatment and management of symptoms. It discusses several specific mental disorders like depression, anxiety disorders, bipolar disorder, and schizophrenia. The importance of mental health and addressing the stigma around mental illness is also covered.
Anxiety definition, symptoms and risk factors include
Personality - Sensitive nature
Childhood history of anxiety
Female gender
Abuse of alcohol
Traumatic experience
Difficult childhood
Family history of anxiety disorders
Separation and divorce
Intoxication with alcohol, sedatives etc
Illness and medical conditions
. Generalized Anxiety Disorder and Separation Anxiety Disorder. treatment and therapy include- medication, cognitive behavioural therapy, exposure therapy, Mindfulness based cognitive therapy and certain lifestyle changes are also helpful in treating mild anxiety.
This document provides an overview of various psychological disorders classified into 12 categories: anxiety disorders, obsessive-compulsive and related disorders, trauma and stressor-related disorders, somatic symptom and related disorders, dissociative disorders, depressive disorders, bipolar and related disorders, schizophrenia spectrum and other psychotic disorders, neurodevelopmental disorders, disruptive, impulse-control and conduct disorders, feeding and eating disorders, and substance-related and addictive disorders. Each category includes definitions and examples of specific disorders within that category.
The document discusses psychological disorders from multiple perspectives. It begins by outlining what topics will be covered, including defining and classifying disorders, specific disorders like anxiety disorders, mood disorders, and schizophrenia. It then discusses reasons for learning about psychological disorders and different perspectives on defining and understanding disorders. Key concepts covered include the medical model of disorders, biopsychosocial approaches, diagnosing and classifying disorders using the DSM, and critiques of diagnosis and labeling. Specific anxiety disorders like generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder are explained. The nature of mood disorders like major depressive disorder and bipolar disorder are also outlined.
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.
Up to 40% of children with epilepsy develop anxiety disorders. Anxiety disorders are very common in youth with epilepsy due to the unpredictable nature of seizures causing feelings of anxiety. Children with epilepsy may struggle to communicate their feelings effectively, which can increase anxiety levels and cause physical symptoms. Anxiety in children with epilepsy can present differently than in adults, with more argumentative, irritable, or aggressive behaviors as well as avoidance of activities and fears. Treatment for anxiety disorders in children with epilepsy includes antidepressant medications such as SSRIs, cognitive behavioral therapy to change negative thoughts, and psychotherapy to develop coping skills and a positive attitude.
Separation Anxiety Disorder(SAD) is a psychological condition in which an individual has an excessive anxiety regarding separation from home or with whom the individual has a strong emotional attachment.
This document provides an overview of conversion disorder in children. It discusses the history and conceptualization of conversion disorder. Key points include: conversion disorder involves physical symptoms that cannot be explained by medical factors and may represent underlying psychological issues; it is more common in children and adolescents experiencing stressors or family dysfunction; learning from models and gaining secondary benefits can perpetuate symptoms; accurate diagnosis is important to guide appropriate treatment focusing on the underlying psychological needs rather than the physical symptoms.
Lesson about abnormal psychology which help to understand who are suffering from psychological problems and guide us to understand other peoples behavior, attitude. some of the type of abnormal behavior are the DID, somatoform, hypochondriasis and understanding psychosomatic behavior.
Reactive attachment disorder is a condition in which infants and young children do not form healthy attachments with caregivers due to neglect of their emotional needs. It can develop when a child's needs for comfort, affection and nurturing are not consistently met. The diagnostic criteria in the DSM-5 include inhibited or withdrawn behavior toward caregivers, social and emotional problems, and a history of neglect or lack of stable attachments. Treatment focuses on family therapy, counseling, parenting skills classes, and other interventions to help children form secure attachments.
The document discusses personality disorders and schizophrenic disorders. It describes three clusters of personality disorders - cluster A includes disorders like schizotypal PD characterized by odd behavior and poor social skills; cluster B includes dramatic disorders like borderline PD with unstable relationships and self-image; cluster C includes anxious disorders like avoidant PD. Schizophrenia is then discussed, characterized by positive symptoms like hallucinations and negative symptoms like flat affect. Causes may include genetic and environmental factors. Treatment involves medications to reduce symptoms and therapies like family therapy.
Separation anxiety disorder involves excessive anxiety regarding separation from home or attachment figures. It is characterized by distress when anticipating or experiencing separation, persistent worry about harm befalling attachment figures, and reluctance or refusal to go places alone. It is diagnosed when fears or avoidance last at least 4 weeks in children or typically 6 months in adults and cause impairment. Treatment involves cognitive behavioral therapy and may include medication, parenting techniques, or family therapy. Prognosis is generally good with treatment, though co-occurring conditions or actual threats of separation decrease likelihood of positive outcomes.
Children's mental and emotional health issues can negatively impact their development in several key ways:
Physically, living with an undiagnosed illness can decrease children's desire or ability to be active and lead to poor diet and physical health over time. Socially and emotionally, children may experience a lack of motivation, risky behaviors, and difficulties with relationships. Cognitively, developmental delays or difficulties with language skills can interfere with normal cognitive development processes.
Effective treatment approaches depend on each individual child but may include medication management from psychiatrists, therapy from psychologists or social workers, and coping techniques tailored for their specific diagnoses like taking breaks for anxiety or using fidget toys for ADHD. Supporting healthy physical
This document provides information about anxiety disorders that school counselors should know. It discusses how anxiety disorders are different from normal anxiety in that they are excessive, unreasonable, and impairing. It outlines common physical, psychological, and behavioral symptoms of anxiety disorders. The document emphasizes that anxiety disorders are highly prevalent but often underdiagnosed and undertreated conditions that typically begin in childhood/adolescence. Left untreated, they can negatively impact functioning and lead to other issues.
Childhood anxiety disorders occur when fears and worries interfere with a child's daily activities. There are several types of childhood anxiety disorders including generalized anxiety disorder, panic disorder, separation anxiety disorder, social anxiety disorder, selective mutism, specific phobias, obsessive-compulsive disorder, and posttraumatic stress disorder. Each disorder has distinct symptoms, such as excessive worrying, panic attacks, extreme distress during separation from caregivers, intense fear of social situations, refusal to speak in some contexts, irrational fears of specific objects, unwanted thoughts and compulsive behaviors, and anxiety after a traumatic event.
The document discusses various types of anxiety, including symptoms, causes, and treatment options. It defines fear, anxiety, and stress and distinguishes between them. It also describes common anxiety disorders like generalized anxiety disorder, panic disorder, separation anxiety disorder, and social anxiety/phobia. The document outlines physical, cognitive, behavioral, and emotional symptoms of anxiety. It provides advice on when to seek treatment and discusses treatment options like cognitive behavioral therapy and medication.
The document discusses various types of anxiety, including symptoms, causes, and treatment options. It defines fear and anxiety, and distinguishes anxiety from stress. It describes common anxiety disorders like generalized anxiety disorder, panic disorder, separation anxiety disorder, and social anxiety/phobia. The document outlines physical, cognitive, behavioral, and emotional symptoms of anxiety. It provides advice on when to be concerned about anxiety in children and discusses treatment options like cognitive behavioral therapy and medication.
CHILDHOOD ONSET PSYCHIATRIC DISORDER MED II 2021 (YOUMNA).pptxssuser4114571
This document provides an overview of 14 common childhood onset psychiatric disorders including major depressive disorder, dysthymic disorder, adjustment disorder, generalized anxiety disorder, separation anxiety disorder, obsessive compulsive disorder, specific phobia, attention deficit hyperactivity disorder, conduct disorder, posttraumatic stress disorder, elimination disorders, autism spectrum disorder, social communication disorder, and anaclitic depression. For each disorder, it discusses prevalence, diagnostic criteria, characteristics, and subtypes.
Separation Anxiety in Children with causes, symptomsNidhiBalhera
Separation anxiety is normal
in child development.
It is a concern if it disrupts
their quality of life or
developmental progress. The powerpoint talks about symptoms, causes and how an adult can help children to feel safe in the environment.
This document discusses mental health and mental illness. It defines mental disorder as an illness of the mind that prevents people from living happy, healthy lives. It states that 1 in 5 teens and 1 in 6 American adults have a mental health problem or mental illness. Common symptoms are described. The document emphasizes that mental illnesses are treatable and recovery is possible with treatment and management of symptoms. It discusses several specific mental disorders like depression, anxiety disorders, bipolar disorder, and schizophrenia. The importance of mental health and addressing the stigma around mental illness is also covered.
Anxiety definition, symptoms and risk factors include
Personality - Sensitive nature
Childhood history of anxiety
Female gender
Abuse of alcohol
Traumatic experience
Difficult childhood
Family history of anxiety disorders
Separation and divorce
Intoxication with alcohol, sedatives etc
Illness and medical conditions
. Generalized Anxiety Disorder and Separation Anxiety Disorder. treatment and therapy include- medication, cognitive behavioural therapy, exposure therapy, Mindfulness based cognitive therapy and certain lifestyle changes are also helpful in treating mild anxiety.
This document provides an overview of various psychological disorders classified into 12 categories: anxiety disorders, obsessive-compulsive and related disorders, trauma and stressor-related disorders, somatic symptom and related disorders, dissociative disorders, depressive disorders, bipolar and related disorders, schizophrenia spectrum and other psychotic disorders, neurodevelopmental disorders, disruptive, impulse-control and conduct disorders, feeding and eating disorders, and substance-related and addictive disorders. Each category includes definitions and examples of specific disorders within that category.
The document discusses psychological disorders from multiple perspectives. It begins by outlining what topics will be covered, including defining and classifying disorders, specific disorders like anxiety disorders, mood disorders, and schizophrenia. It then discusses reasons for learning about psychological disorders and different perspectives on defining and understanding disorders. Key concepts covered include the medical model of disorders, biopsychosocial approaches, diagnosing and classifying disorders using the DSM, and critiques of diagnosis and labeling. Specific anxiety disorders like generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder are explained. The nature of mood disorders like major depressive disorder and bipolar disorder are also outlined.
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.
Up to 40% of children with epilepsy develop anxiety disorders. Anxiety disorders are very common in youth with epilepsy due to the unpredictable nature of seizures causing feelings of anxiety. Children with epilepsy may struggle to communicate their feelings effectively, which can increase anxiety levels and cause physical symptoms. Anxiety in children with epilepsy can present differently than in adults, with more argumentative, irritable, or aggressive behaviors as well as avoidance of activities and fears. Treatment for anxiety disorders in children with epilepsy includes antidepressant medications such as SSRIs, cognitive behavioral therapy to change negative thoughts, and psychotherapy to develop coping skills and a positive attitude.
Separation Anxiety Disorder(SAD) is a psychological condition in which an individual has an excessive anxiety regarding separation from home or with whom the individual has a strong emotional attachment.
This document provides an overview of conversion disorder in children. It discusses the history and conceptualization of conversion disorder. Key points include: conversion disorder involves physical symptoms that cannot be explained by medical factors and may represent underlying psychological issues; it is more common in children and adolescents experiencing stressors or family dysfunction; learning from models and gaining secondary benefits can perpetuate symptoms; accurate diagnosis is important to guide appropriate treatment focusing on the underlying psychological needs rather than the physical symptoms.
Lesson about abnormal psychology which help to understand who are suffering from psychological problems and guide us to understand other peoples behavior, attitude. some of the type of abnormal behavior are the DID, somatoform, hypochondriasis and understanding psychosomatic behavior.
Reactive attachment disorder is a condition in which infants and young children do not form healthy attachments with caregivers due to neglect of their emotional needs. It can develop when a child's needs for comfort, affection and nurturing are not consistently met. The diagnostic criteria in the DSM-5 include inhibited or withdrawn behavior toward caregivers, social and emotional problems, and a history of neglect or lack of stable attachments. Treatment focuses on family therapy, counseling, parenting skills classes, and other interventions to help children form secure attachments.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Kat...rightmanforbloodline
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
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Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
2. 02
Separation Anxiety Disorder /
01
03
04
05
07
0
6
08
09
10
Selective Mutism
Specific Phobia
Social Anxiety /
Panic Disorder
Panic Attack Specifier
Agoraphobia
Generalised Anxiety
Disorder
Substance / Medication -
Induced Anxiety
Due to Other Medical
Condition
Contents
3. Anxiety Disorders
- include disorders that share features of excessive fear and anxiety and related behavioral
disturbances.
Fear Anxiety
The emotional response to real or
perceived imminent threat.
Anticipation of future threat.
more often associated with surges of
autonomic arousal necessary for fight or
flight, thoughts of immediate danger, and
escape behaviors.
more often associated with muscle
tension and vigilance in preparation for
future danger and cautious or avoidant
behaviors.
Fear & anxiety overlap, but they also differ.
● Many of the anxiety disorders develop in childhood & tend to persist if not treated.
● Most occur more frequently in females than in males (approximately 2:1 ratio).
Pathologic anxiety occurs when the symptoms are excessive, irrational, out of
proportion to the trigger or are without an identifiable trigger.
4. Separation Anxiety Disorder
01
A. Developmentally 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
2. Persistent & excessive worry about losing major attachment figures or about possible harm to them
3. Persistent & excessive worry about experiencing an untoward event that causes separation
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
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 when separation from major
attachment figures occurs or is anticipated.
5. B. Lasting at least 4 weeks in children and adolescents and typically 6 months or more in
adults.
C. Causes clinically significant distress or impairment in important areas of functioning.
D. The disturbance is not better explained by another mental disorder, such as:
- refusing to leave home because of excessive resistance to change in autism
spectrum disorder;
- delusions or hallucinations concerning separation in psychotic disorders;
- refusal to go outside without a trusted companion in agoraphobia;
- worries about ill health or other harm befalling significant others in generalized
anxiety disorder;
- or concerns about having an illness in illness anxiety disorder
6. What are the symptoms of separation anxiety in children?
Separation anxiety disorder in children often starts in preschool, daycare or playdate
settings. Your child may refuse to go or have a temper tantrum when you leave.
Other signs of separation anxiety disorder can include:
● Fear that something bad will happen to a family member during separation.
● Fear of being abducted or getting lost.
● Following caregiver around the house.
● Fear of being left alone.
● Nightmares.
● Bedwetting (nocturnal enuresis).
7. What are the symptoms of separation anxiety in adults?
Some symptoms of separation anxiety in adults are the same as separation
anxiety in children. These symptoms include:
● Fear that something bad will happen to a family member during separation.
● Fear of being abducted.
● Following loved ones around the house.
● Fear of being left alone.
Other symptoms in adults include:
● Panic attacks when you can’t reach loved ones.
● Fear that you or a loved one will get injured during separation.
● Social withdrawal.
● Difficulty concentrating
8. Physical symptoms of separation anxiety disorder in children
and adults can include:
● Stomach aches.
● Headaches.
● Dizziness.
● Nausea and vomiting.
● Diarrhea.
● Chest pain.
● Trouble breathing.
9. Management
How can I ease my child’s separation anxiety at home?
● Keep transitions short and sweet.
● Have a good-bye routine and be consistent.
● Build trust by returning when you say you will.
● Practice being apart by letting a trusted caregiver babysit.
How is separation anxiety disorder in children treated?
● Separation anxiety disorder can be treated with cognitive behavioral therapy (CBT).
Cognitive behavioral therapy teaches children how to understand and manage their
fears. CBT is used during separations to help children learn coping skills. These
skills can be used when a child is feeling anxious.
● If separation anxiety disorder in your child is severe, medication may be prescribed.
Antidepressants called selective serotonin reuptake inhibitors (SSRIs) can help
manage symptoms of separation anxiety disorder.
10. How is separation anxiety order in adults treated?
Separation anxiety disorder in adults also can be treated with cognitive behavioral
therapy (CBT). Your healthcare provider may recommend CBT or another type of therapy.
Other therapy options include:
● Dialectical behavioral therapy (DBT), a type of therapy that helps you deal with
difficult emotions.
● Family therapy.
● Group therapy.
Medications also may be prescribed. Antidepressants such as selective serotonin
reuptake inhibitors (SSRIs) and anti-anxiety medication (benzodiazepines) can help
manage symptoms.
11. Selective Mutism
Diagnostic Criteria
● Consistent failure to speak in specific social situations despite
speaking in other situations
● The duration of disturbance last at least 1 month
● The disturbance cause impairment in academic, occupational or social
functioning
● Mutism is not due to language difficulty or communication disorder
02
12. Signs of selective mutism
The main warning sign is the marked contrast in the child's ability to engage with
different people, characterised by a sudden stillness and frozen facial expression
when they're expected to talk to someone who's outside their comfort zone.
They may avoid eye contact and appear:
● nervous, uneasy or socially awkward
● rude, disinterested or sulky
● clingy
● shy and withdrawn
● stiff, tense or poorly coordinated
● stubborn or aggressive, having temper tantrums when they get home from
school, or getting angry when questioned by parents
13. More confident children with selective mutism can use gestures to communicate – for
example, they may nod for "yes" or shake their head for "no".
But more severely affected children tend to avoid any form of communication – spoken,
written or gestured.
Some children may manage to respond with a few words, or they may speak in an altered
voice, such as a whisper.
Treatment
● Psychotherapy: Cognitive behavioural therapy (CBT), family therapy
● Pharmacotherapy: Selective serotonin reuptake inhibitors (SSRI)
14. Specific Phobia
Specific Phobia is an anxiety disorder
characterized by intense fear or anxiety in the
presence of a particular situation or object
(phobic stimulus).
03
15. A
B
C
Specific Phobia - Diagnostic Criteria
(DSM-5)
Fear and Anxiety
About a specific object or
situation.
Actively avoided or endured
To the phobic object or situation
Out of Proportion
(Fear & Anxiety)
Than the danger posed by phobic object/situation
03
D
Provokes Fear Immediately
By the phobic object or situation.
16. E
F
G
Specific Phobia -
Diagnostic Criteria
Last for 6 months
For the fear, anxiety or
avoidance
Social, Occupational, or
other important area of
functioning ↓
To the phobic object or situation
03
Not due to other mental disorder
Including Agoraphobia, OCD, PTSD, Separation
Anxiety Disorder, Social Anxiety DIsorder
18. Specific Phobia - Signs & Symptoms
Specific Phobia
Signs & Symptoms
Increase in sympathetic
nervous system arousal
01
Vasovagal fainting /
near fainting response
Situational, natural
environment, animal
specific phobias
02
03
Blood-injection-injury
specific phobia
19. - Pharmacotherapy
- Benzodiazepines
- for acute symptom relief
- limited role
- Psychotherapy
- Cognitive behavioural
therapy
- Treatment of choice
1 B
Specific Phobia - Management
03
20. Social Anxiety Disorder (Social Phobia)
Diagnostic Criteria
A. Marked fear or anxiety about one or more social situations in which the individual has exposed to possible
scrutiny by others. Examples include social interactions, being observed, and performing in front of others.
Note: In children, must occur in peer setting, not just during interaction with adults
A. The individual fears that he/she will act in a way or show anxiety symptoms that will be negatively
evaluated.
B. The social situations almost always provoke fear or anxiety.
Note: In children, fear/anxiety may be expressed by crying, tantrums, freezing, clinging, shrinking, or failing
to speak in social situations.
04
D. The social situations are avoided or endured with intense fear or anxiety.
E. The fear/anxiety is out of proportion to the actual threat posed by the social
situation and to the sociocultural context.
F. The fear, anxiety, or avoidance is persistent, typically lasting for 6 months or more
21. Social Anxiety Disorder (Social Phobia)
Diagnostic Criteria
G. The fear, anxiety, or avoidance causes clinically significant distress or
impairment in social, occupational or other important areas of functioning.
H. The fear, anxiety, or avoidance is not attributable to the physiological effects
of a substance or another medical condition
I. The fear, anxiety or avoidance is not better explained by the symptoms of
another mental disorder such as panic disorder, body dysmorphic disorder or
autism spectrum disorder.
J. If another medical condition (e.g., Parkinson’s disease, obesity,
disfigurement from burn or injury) is present, the fear, anxiety or avoidance is
clearly unrelated or is excessive.
04
Resource: DSM V
23. Signs and Symptoms
● The anticipatory anxiety in social anxiety can occur far in
advance of upcoming situations.
○ Individuals often overestimate the negative
consequences of the social situations, but the
sociocultural context always needs to be taken into
account by the clinician.
● Individuals (e.g., public speakers, musicians, dancers,
performers, athletes) with the performance only type of social
anxiety disorder will have performance fears that are typically
most impairing during their careers or professional lives. They
do not fear or avoid non-performance social events.
● Some may have fear of public restroom and avoid urination
when other individuals are present (paruresis or shy bladder
syndrome). Common in male.
● Blushing is considered a hallmark response for social anxiety
disorder
Resource: https://www.psychdb.com/anxiety/social-anxiety
24. Management
Psychotherapy
a. Cognitive behavioral therapy (CBT)
i. Education
ii. Exposure
iii. Cognitive restructuring
iv. Social skills training
v. Emotion-regulation approaches
Resource: https://www.psychdb.com/anxiety/social-anxiety
26. Panic Disorder
Panic Disorder
characterized by recurrent
spontaneous/unexpected,
panic attacks.
Recurrent
more than one
unexpected panic attack.
01
Unexpected
no obvious cue or trigger
at the time of occurrence
/ out of the blue
02
05
27. 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.
Note: Culture-specific symptoms (e.g., tinnitus, neck soreness, headache, uncontrollable screaming or crying)
may be seen. Such symptoms should not count as one of the four required symptoms.
1. Palpitations, pounding heart, or accelerated heart rate.
2. Sweating.
3. Trembling or shaking.
4. Sensations of shortness of breath or smothering.
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 one- self).
12. Fear of losing control or “going crazy.”
13. Fear of dying.
28. 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)
C. The disturbance is not attributable to the physiological effects of a substance (e.g., a drug of abuse, a
medication) or another medical condition (e.g., hyperthyroidism, cardiopulmonary disorders).
D. The disturbance is not better explained by another mental disorder (e.g., the panic attacks do not occur
only in response to feared social situations, as in social anxiety disorder; in response to circumscribed
phobic objects or situations, as in specific phobia; in response to obsessions, as in obsessive-compulsive
disorder; in response to reminders of traumatic events, as in posttraumatic stress disorder; or in response
to separation from attachment figures, as in separation anxiety disorder
29. one of the attacks, followed by 1 month (or more),
of one or both:
- Persistent concern/worry on additional panic
attacks or their consequences
- maladaptive change in behavior related to the
attacks (e.g., avoidance of possible triggers)
- Recurrent unexpected panic attacks.
- abrupt surge of intense fear / discomfort,
reaches a peak within minutes
- 4 (or more) of the 13 symptoms occur.
A B
C D
not attributable to the physiological
effects of a substance or another
medical condition
not better explained by another
mental disorder
30. Symptoms of Panic Attacks
Da PANICS
● Dizziness
● Disconnectedness
● Derealization
(unreality)
● Depersonalization
(detached from self)
● Palpitations
● Paresthesias
● Abdominal
distress
● Numbness
● Nausea
● Intense fear of dying,
losing control or
“going crazy”
● Chills
● Chest pain
● Sweating
● Shaking
● Shortness of breath
31. Management
Pharmacotherapy and CBT— most effective
● First-line: SSRIs (e.g., sertraline, citalopram, escitalopram)
● Can switch to TCAs (clomipramine, imipramine) if SSRIs not effective
● Can use benzodiazepines (clonazepam, lorazepam) as scheduled or PRN
(as needed), especially until the other medications reach full efficacy
32. ● An abrupt surge of intense fear or intense discomfort that
reaches a peak within minutes and during which time 4 (or
more) of 13 physical and cognitive symptoms occur.
● can arise from either a calm state or an anxious state, and
time to peak intensity should be assessed independently of
any preceding anxiety.
● Peaks within only a few minutes and usually resolve within
half an hour.
● Not a mental disorder & cannot be coded.
● Can occur in the context of any mental disorders (e.g.,
anxiety disorders, depressive disorders, PTSD, OCD,
substance use disorders) and some medical conditions
(e.g., cardiac, respiratory, vestibular, gastrointestinal).
Panic Attacks Specifiers
0
6
When the presence of a panic attack is
identified, it should be noted as a specifier
(e.g., “PTSD with panic attacks”).
Panic attack is not used as a specifier for
panic disorder because the presence of
panic attack is contained within the panic
disorder criteria.
Limited-symptom attacks:
Attacks that meet all other criteria but
have < 4 symptoms.
33. Types of Panic Attacks
Expected
● attacks for which there is
an obvious cue or trigger,
such as situations in which
panic attacks have
typically occurred.
Unexpected
● there is no obvious cue or
trigger at the time of
occurrence (e.g., when
relaxing or out of sleep
[nocturnal panic attack]).
0
6
34. Agoraphobia
07
B. Fear or avoid these situations in which escape is perceived as
difficult or help might not be available in the event of panic-like
symptoms or other incapacitating or
embarrassing symptoms.
A. Marked fear or anxiety about 2 or more following 5 situations:
i) Using public transportation
ii) Being in open spaces
iii) Being in enclosed spaces
iv) Standing in line or being in a crowd
v) Being outside of home alone
C. The situations almost always provoke fear/anxiety
D. Actively avoided, require companion, endured intense
fear/anxiety
35. Management:
● CBT
● Pharmacotherapy [SSRIs (for
panic symptoms)]
E. Out of proportion to the actual danger & to the sociocultural context.
F. Persistent, last > 6 months
G. Cause clinically significant distress/impairment in social, occupational or other important
areas
of functioning.
H. If another medical condition (e.g., inflammatory bowel disease, Parkinson’s disease) is
present, the fear, anxiety, or avoidance is clearly excessive.
I. Not better explained by the symptoms of another mental disorder
Note: Diagnosed irrespective of presence of panic disorder.
If an individual’s presentation meets criteria for panic disorder and agoraphobia, both
diagnoses should be assigned.
DDx:
● Specific phobia, situational type.
● Separation anxiety disorder.
● Social anxiety disorder
● Panic disorder.
● Acute stress disorder and
posttraumatic stress disorder.
36. Generalised Anxiety Disorder
08
A. Excessive anxiety and worry (apprehensive expectation), occurring more
days than not for at least 6 months, about a number of events or
activities
(such as work or school performance).
B. The individual finds it difficult to control the worry.
C. Associated with three (or more) of the following (with at least some symptoms having been
present for more days than not for the past 6 months);
Note: Only one item is required in children.
1. Restlessness or feeling keyed up or on edge.
2. Being easily fatigued.
3. Difficulty concentrating or mind going blank.
4. Irritability.
5. Muscle tension.
6. Sleep disturbance (difficulty falling or staying asleep, or restless, unsatisfying sleep).
37. D. Cause clinically significant distress or impairment in functioning.
E. The disturbance is not attributable to the physiological effects of a substance (or
another medical condition.
F. The disturbance is not better explained by another mental disorder.
DDx:
1. Anxiety disorder due to another medical condition
2. Substance/medication-induced anxiety disorder
3. Social anxiety disorder
4. OCD
5. PTSD and adjustment disorder
6. Depressive, bipolar, and psychotic disorders
38. 09
Substance / Medication - Induced Anxiety
Diagnostic Criteria
A. Panic attacks or anxiety is predominant in the clinical picture.
A. There is evidence from history, physical examination, or laboratory findings of both (1) and (2):
1. The symptoms in Criterion A developed during or soon after substance intoxication or
withdrawal or after exposure to a medication.
2. The involved substance/ medication is capable of producing the symptoms in Criterion A
A. The disturbance is not better explained by an anxiety disorder that is not substance/ medication-
induced. Such evidence of an independent anxiety disorder could include the following:
The symptoms precede the onset of the substance/medication use; the symptoms persist for a substantial period of
time (eg, about 1 month) after the cessation of acute withdrawal or severe intoxication or there is other evidence
suggesting the existence of an independent non-substance/medication-induced anxiety disorder
A. The disturbance does not occur exclusively during the course of a delirium.
A. The disturbance causes clinically significant distress or impairment in social, occupational, or other
important areas of functioning.
39. 10
Anxiety Disorder Due to Another Medical Condition
Diagnostic Criteria
A. Panic attacks or anxiety is predominant in the clinical picture.
B. There is evidence from the history, physical examination, or laboratory findings that the
disturbance is the direct pathophysiological consequence of another medical condition.
C. The disturbance is not better explained by another mental disorder.
D. The disturbance does not occur exclusively during the course of a delirium.
E. The disturbance causes clinically significant distress or impairment in social,
occupational, or other important areas of functioning.
40. 10
Anxiety Disorder Due to Another Medical Condition
Medical disorder similar to panic disorder
1. Endocrine
a. Pheochromocytomas
b. Hypo and hyperthyroid states
c. Hyperparathyroidism
d. Episodic hypoglycemia associated with insulinomas
Atypical features of panic attacks that
indicates underlying medical etiology
1. Ataxia
2. Altercation in consciousness
3. Bladder dyscontrol
4. Onset of panic disorder relatively
late in life
2. CNS
a. Seizure disorders
b. Vestibular dysfunction
c. Neoplasms
d. Prescribed and illicit substances on the CNS
3. Cardio & Pulmonary
a. Arrhythmias
b. Chronic obstructive pulmonary disease
c. Asthma
41. 11
Other Specified Anxiety Disorder
Presentation in which symptoms are characteristics of an anxiety disorder that cause clinically
significant distress or impairment in social, occupational , or other important areas of functioning
predominate but do not meet the full criteria for any disorders in the anxiety disorders diagnostic class.
Examples of presentations :
1. Limited - symptom attacks
2. Generalised anxiety not occuring more days than not
3. Khyâl cap (wind attacks)-characterized by dizziness, shortness of breath, palpitations, and other
symptoms of anxiety and autonomic arousal.
4. Ataque de nervios (attack of nerves)
DSM-5 Diagnostic Criteria
Marked fear or anxiety about a specific object or situation (e.g. - flying, heights, animals, receiving an injection, seeing blood – the specific object or situation is called a phobic stimulus).
Note: In children, the fear or anxiety may be expressed by crying, tantrums, freezing, or clinging.
The phobic object or situation almost always provokes immediate fear or anxiety.
The phobic object or situation is actively avoided or endured with intense fear or anxiety.
The fear or anxiety is out of proportion to the actual danger posed by the specific object, or situation and to the sociocultural context
The fear, anxiety, or avoidance is persistent, typically lasting for 6 months or more.
The fear, anxiety, or avoidance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning.
The disturbance is not better explained by the symptoms of another mental disorder, including:
Fear, anxiety, and avoidance of situations associated with panic-like symptoms or other incapacitating symptoms (agoraphobia)
Objects or situations related to obsessions (obsessive-compulsive disorder)
Reminders of traumatic events (posttraumatic stress disorder)
Separation from home or attachment figures (separation anxiety disorder)
Social situations (social anxiety disorder)
DSM-5 Diagnostic Criteria
Marked fear or anxiety about a specific object or situation (e.g. - flying, heights, animals, receiving an injection, seeing blood – the specific object or situation is called a phobic stimulus).
Note: In children, the fear or anxiety may be expressed by crying, tantrums, freezing, or clinging.
The phobic object or situation almost always provokes immediate fear or anxiety.
The phobic object or situation is actively avoided or endured with intense fear or anxiety.
The fear or anxiety is out of proportion to the actual danger posed by the specific object, or situation and to the sociocultural context
The fear, anxiety, or avoidance is persistent, typically lasting for 6 months or more.
The fear, anxiety, or avoidance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning.
The disturbance is not better explained by the symptoms of another mental disorder, including:
Fear, anxiety, and avoidance of situations associated with panic-like symptoms or other incapacitating symptoms (agoraphobia)
Objects or situations related to obsessions (obsessive-compulsive disorder)
Reminders of traumatic events (posttraumatic stress disorder)
Separation from home or attachment figures (separation anxiety disorder)
Social situations (social anxiety disorder)
Specifier
Specify based on the phobia:
Animal (e.g. - spiders, insects, dogs).
Natural environment (e.g. - heights, storms, water).
Blood-injection-injury (e.g. - needles, invasive medical procedures).
Situational (e.g. - airplanes, elevators, enclosed places).
Other (e.g. - situations that may lead to choking or vomiting: in children, e.g. - loud sounds or costumed characters).
Signs & Symptoms
Individuals with certain specific phobia (situational, natural environment, and animal specific phobias) usually experience an increase in sympathetic nervous system arousal in anticipation of or during exposure to a phobic object or situation.
E.g. accelerate heart rate, decrease motility (movement) of the large intestine, activate goose bumps, start sweating and raise blood pressure.
However, individuals with blood-injection-injury specific phobias often demonstrate a vasovagal fainting or near-fainting response.
There may be an initial brief acceleration of heart rate and elevation of blood pressure followed by a quick deceleration of heart rate and a drop in blood pressure.
Psychotherapy
Cognitive behavioural therapy with exposure is the first line treatment for specific phobias.[17]
Both in vivo (in real life) and virtual reality exposure (VRE) are superior than imaginal therapy.
Exposure therapy is more effective when sessions are grouped closely together and the exposure is real, and there is some degree of therapist involvement.
There is no difference between “flooding” and gradual (graded) exposure in specific phobias
Treatment with CBT and exposure therapies provides sustained long-term benefits.
Pharmacotherapy
There is a limited role for the use of pharmacotherapy in the treatment of specific phobias, and there is little research on its role. This is because exposure based therapies are very successful. Benzodiazepines may sometimes be used in clinical practice for acute symptom relief, or in cases where there is a very specific feared situation that would warrant one-time medication use (e.g. - claustrophobia in MRI machine, or fear of flying for an unexpected urgent flight).
DSM-5 Diagnostic Criteria
Marked fear or anxiety about a specific object or situation (e.g. - flying, heights, animals, receiving an injection, seeing blood – the specific object or situation is called a phobic stimulus).
Note: In children, the fear or anxiety may be expressed by crying, tantrums, freezing, or clinging.
The phobic object or situation almost always provokes immediate fear or anxiety.
The phobic object or situation is actively avoided or endured with intense fear or anxiety.
The fear or anxiety is out of proportion to the actual danger posed by the specific object, or situation and to the sociocultural context
The fear, anxiety, or avoidance is persistent, typically lasting for 6 months or more.
The fear, anxiety, or avoidance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning.
The disturbance is not better explained by the symptoms of another mental disorder, including:
Fear, anxiety, and avoidance of situations associated with panic-like symptoms or other incapacitating symptoms (agoraphobia)
Objects or situations related to obsessions (obsessive-compulsive disorder)
Reminders of traumatic events (posttraumatic stress disorder)
Separation from home or attachment figures (separation anxiety disorder)
Social situations (social anxiety disorder)