ANXIETY DISORDERS KEY FACTSNine to 15 percent of US childrentoms that interfere with their day1996 Bernstein and Shaw 1997Up to 15 percent of female and 6percent of male children and adolesder ID: 954613
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ANXIETY DISORDERS ANXIETY DISORDERS KEY FACTSNine to 15 percent of U.S. childrentoms that interfere with their day-1996; Bernstein and Shaw, 1997).Up to 15 percent of female and 6percent of male children and adoles-der (PTSD). However, rates of PTSDrate of nearly 100 percent), havepercent), have been exposed to aschool shooting (77 percent), or haveco
mmunity (35 percent) (Hamblen,2001; AACAP, 1998b). 192 ANXIETY DISORDERS DESCRIPTION OF SYMPTOMS Anxiety Problem eneralized Anxiety Disorder problem. There are various forms of anxiety disorders, including generalized anxiety disorder (GAD), panic disorder, spe-isorder, posttraumatic stress disorder (PTSD), and obsessivecompulsive disorder (OCD). 193
ANXIETY DISORDERS anic Disorder information from DSM-IV-TR is available in the appendix. Referpersistent fear cued by the presence or anticipation ofchildhood and are usually transient during this period.In children and adolescents, specific phobia is diag- Adapted from DSM-PC and DSM-IV-TR. Selected additionalinformation from DSM-IV-TR is available i
n the appendix.Refer to DSM-IV/DSM-IV-TR for full criteria and furtherThe key feature of social phobia is a marked andpersistent fear of social or performance situations inny of others. The child or adolescent fears that he or 1 Children and adolescents with agoraphobia avoid places from which escape might be difficult or in which help might not beava
ilable in the event of a panic attack, and/or they experience intense anxiety about being in such places. 194 ANXIETY DISORDERS Separation Anxiety Disorder Acute Stress Disorder; Posttraumatic Stress Disorder (continued on next page)D(continued) 195 ANXIETY DISORDERS co-occurs with other mental disorders such as substanceNot commonly diagnosed, but ma
y take the form offailure to thrive, feeding problems, or extra fears oraggression in response to stressEarly Childhood and Middle Childhooderalized nightmares of monsters or other threats tothrough repetitive play, drawing, or storytelling;headaches)Failure to progress or regression in developmentalskills, such as toilet learning, language develop-ed
ness (e.g., indifference, extreme ambivalence, fail-Adolescencebacks to the traumatic eventsometimes through risk-taking behaviorheadaches)Failure to progress, or regression in academic skills;difficulty concentrating Acute Stress Disorder; Posttraumatic Stress Disorder Obsessive Compulsive Disorder (continued on next page)(continued) 196 ANXIETY DISO
RDERSINTERVENTIONS1.Talk directly with the child or adolescent about2.Encourage the child or adolescent to pursue her3.Help the child or adolescent ease gradually into4.Most children in middle childhood and adoles-5.Help the child or adolescent address realistic con- COMMONLY ASSOCIATED DISORDERS Obsessive Compulsive Disorder D(continued) 197 ANXIETY
DISORDERS6.Assess for other causes of anxiety, such as med-7.If the primary care health professional has any8.Ascertain whether the child or adolescent has9.Refer children and adolescents who have anxiety 198 ANXIETY DISORDERS 1.If parents become aware early in their childÕs2.Structured group play and activities can help3.If structured activities do n
ot help a child or ado-1.Following guidelines for confidentiality, and1.Talk with parents about their childÕs or adoles-2.Assess for any family history of anxiety, depres-3.Refer to a mental health professional any parents 199 ANXIETY DISORDERS3.Collaborate with the school (including school4.Encourage school staff to foster alliances betweenINTERVENTI
ONS FORSPECIFIC ANXIETYDISORDERS AND RESPONSESanic Disorder1.Ask about substance use, recent stressors, history2.Ask the child or adolescent to tell you her own3.Reassure the child or adolescent and her parentsSchool Avoidance1.Ask about recent stressors at school or at home2.Discuss school avoidance with the child or ado- 200 ANXIETY DISORDERS3.Reass
ure the child or adolescent and4.Discuss strategies to ease the childÕs5.After obtaining appropriate permission, contact6.Schedule regular follow-up visits, especially after7.Encourage parents to call you at the onset of any8.Consider further evalution and specific mentalResources for Families 201 ANXIETY DISORDERSSelected Bibliography 202 ANXIETY DIS