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Mental disorders facing adolescents research paper
Separation anxiety case studies
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Introduction Imagine a school bus driver and his dilemma when a student refuses to get off at her stop. The first grader is frozen to her seat in tears because she cannot see her mother from the bus window as usual. The mother is standing in the yard waiting for her child as always, but sees that the bus drives away. The frustrated driver returns the child back to the school. An aggravated principal meets with the parent over the incident shaming the child as she throws her hands up in the air saying, “I have kindergarteners who walk home alone!” The distraught parent intervenes with the principal’s inappropriate statements, but leaves having to acknowledge the reality of a new manifestation of an ongoing problem. She is diagnosed with Separation Anxiety Disorder at the age of seven. Separation anxiety is said to have a childhood onset earlier than the median age of any specific phobia. Are children with separation anxiety bound to adult anxiety disorders? Studies are making the connection between childhood separation anxiety and increased risk of subsequent disorders in adulthood. There is an estimated 33% to 40% chance that a child diagnosed with Separation Anxiety Disorder (SAD) will develop another psychiatric disorder between ages nineteen and thirty. Continued studies will help clinicians gain understanding and develop preventative treatment for children with SAD into adulthood (Lewinsohn, Holm-Denoma, & Joiner, 2008). A Review of the Literature Childhood Separation Anxiety Disorder Separation Anxiety Disorder (SAD) is prevalent in 4.1% of children aged 7 – 11 and 3.9% in children 12 – 14 years old in the United States ("Separation Anxiety Disorder Related," n.d.). SAD onset is most common during the ages of seven to t... ... middle of paper ... ...eparation Anxiety in Patients with Adult Separation Anxiety Disorder. Journal Of Personality Disorders, 25(1), 128-133. doi:10.1521/pedi.2011.25.1.128 Silove, D. M., Marnane, C. L., Wagner, R., Manicavasagar, V. L., & Rees, S. (2010). The prevalence and correlates of adult separation anxiety disorder in an anxiety clinic. BMC Psychiatry, 10(21). http://dx.doi.org/10.1186/ 1471-244X-10-21 Understanding anxiety disorders. (n.d.). Retrieved April 26, 2014, from The University of Texas Harris County Psychiatric Center website: http://www.uth.tmc.edu/uth_orgs/hcpc/understanding_anxiety_disorders.htm#ad_sep Walkup, J. T. (2012, January 26). Best Medications for Kids With Anxiety . Best Medications for Kids With Anxiety. Retrieved April 27, 2014, from http://www.childmind.org/en/posts/articles/2012-1-26-best-medications-kids-anxiety
The primary diagnosis for Amanda Anderson is separation anxiety disorder (SAD) with a co-morbidity of school phobia. Separation anxiety disorder is commonly the precursor to school phobia, which is “one of the two most common anxiety disorders to occur during childhood, and is found in about 4% to 10% of all children” (Mash & Wolfe, 2010, p. 198). Amanda is a seven-year-old girl and her anxiety significantly affects her social life. Based on the case study, Amanda’s father informs the therapist that Amanda is extremely dependent on her mother and she is unenthusiastic when separated from her mother. Amanda was sitting on her mother’s lap when the therapist walked in the room to take Amanda in her office for an interview (Morgan, 1999, p. 1).
Sixth grade Jodee enrolled at a private academy and the first few months were without incident. Jodee reveled in having friends and tried to do everything right to stay in their good standing. The trouble started when she called her mother to leave a party early. Jodee begged her mother not tell what was going on with the twelve year olds—but they were all caught in the act. Monday morning at school she found her favorite suede shoes floating in a toilet bowl of urine with a note attached—“Bitch, this is just the beginning.” She was cruelly treated, spit at, beaten, and shunned on a daily basis. Her parents were sympathetic to her dilemma and finally forced her to see a psychiatrist. She was placed on medication that made her very sleepy. The psychiatrist said that “kids will be kids and that possibly she was looking for attention from her parents.
Susie’s mother opened the door to let Molly, Susie’s babysitter, inside. Ten-month old Susie seemed happy to see Molly. Susie then observed her mother put her jacket on and Susie’s face turned from smiling to sad as she realized that her mother was going out. Molly had sat for Susie many times in the past month, and Susie had never reacted like this before. When Susie’s mother returned home, the sitter told her that Susie had cried until she knew that her mother had left and then they had a nice time playing with toys until she heard her mother’s key in the door. Then Susie began crying once again.
United States. National Institute of Mental Health. “Mental Health Medications.” 2008. Health and Education. Web. 16 Nov. 2013
Mrs. Farrington was constantly worrying about allowing him out of the house or be with other kids. The hospital constantly kept correcting this behavior by stating that she needs to allow him to be like other kids but sometimes it was her first instinct to prevent hospitalization. Mainly Cody is hospitalized due to weight loss or to clean mucus out of his lungs completely. Unlike Mrs. Farrington who has to deal with the medical treatments daily, her husband is in more denial. When Cody becomes sick he understands to call the hospital but Mr. Farrington has no understanding of Cody’s medicine and such. Though studies have shown that children who are cared by their mother recover faster and are discharged earlier, Mr. Farrington behavior is very concerning (Family-Centered Care and the Pediatrician’s Role, 692). He avoids the topic overall by working constantly. Mrs. Farrington finds this behavior to be strange because if something negative happened to her, Mr. Farrington needs to know these treatments, so they aren’t neglected or performed incorrectly. However, this arrangement between the parents is not very healthy because the stress of Cody condition is completely Mrs. Farrington burden. This makes Mrs. Farrington struggle giving her other children the fair attention they deserve as
More research is constantly being conducted on the safety and efficacy of psychotropic medication use by children. Nevertheless, time will indeed show if these kinds of medications will prove to be entirely beneficial for those that have taken them, or if they will end up hindering healthy development and causing irreparable, long time damage. If parents take the time to research the findings of studies that have already been conducted about these medications they, along with their child’s doctor, can make better informed decisions as to what may be the best approach for helping their child who may be experiencing psychological issues. Through the use of alternative treatments such as behavioral training or psychological counseling parents may realize that medications are not the only way to alleviate symptoms of a child’s psychological disorder.
.... A comparison of the newer treatment options for ADHD. Formulary, 38 (1), pp. 38
According to the FDA, about 2.5% of children and around 8% of adolescents are affected by depression (Temple). A common way to treat depression is by taking antidepressants. Children and teens have also been prescribed antidepressants for various reasons other than depression such as OCD and anxiety disorders. While it is legal for teenagers and children to take antidepressants, many people are concerned with the issues that taking antidepressants have. Children and teens should be allowed to take antidepressants only when other forms of therapy don’t work. Antidepressants are serious drugs that have severe warnings when children and teens use them. There is also an increased risk of worsening depression and suicide in children and teens, especially in the when they begin to take it. Even the less severe side effects can make quite a negative impact on life.
Parental alienation varies in severity: naïve, active, and obsessed. When we know the severity of the alienating behavior we have determine the best way to stop it and prevent parental alienation syndrome.
Further research is advised to be done in this area considering there is limited of information supporting the prognosis and cultural differences in children diagnosed with reactive attachment disorder.
March, J. S., (1997). Multidimensional Anxiety Scale for Children: Technical manual. North Tonawanda, NY: Multi Health Systems, Inc.
She doesn’t like to get up in from of the class at preschool. For example, she doesn’t like to be Simon in the game Simon Says. She doesn’t like doing art work in front of a new teacher or other new person. She fears that she will act in a way or show anxiety symptoms that will be negatively evaluated. Not all social situation provoke fear or anxiety. She has been in preschool for three years now and is comfortable there with her friends and teachers, as long as she doesn’t have to perform in from of others or interact with new people. The social situations are avoided or endured with intense anxiety and Lily Cate responds by freezing, shrinking, or failing to speak. Her anxiety is out of proportion to the actual threat posed by the social situation. It has lasted for six months or more and to some degree, causes clinically significant distress in important areas of functioning. For example, she is already feeling nervous about going to Kindergarten in six months and is increasing her hoarding behavior. This anxiety is not attributable to effects of a substance, is not better explained by another mental disorder or other medical condition.
There is no indisputable confirmation on exactly why dogs suffer from separation anxiety. More shelter dogs get separation anxiety and puppies fostered by families. So, it that losing an important person or group of caretakers can generation separation anxiety once he arrives at his forever home. However, other changes of smaller magnitude can lead to this disorder. Following are some of those causes.
The social impact associated with anxiety disorders is most often isolation, tension, and depression. Dependent on what...
Young children, up to age five or six, are the most confused and the most disoriented by their parents’ separation. They often fear they are going to be abandoned by their parents, which causes great anxiety. The loss of a parent is extremely sad to a child of this age because they feel that their needs are not going to be attended to as well as they had before, when their needs are not going to be attended to as well as they had before, when their family was together. Many of the children in this group are worried that they will be left without a family or their parents might have money troubles and they will be deprived of food and toys. These thoughts that children of this age have cause them to have feelings of guilt, being unloved and fear of being alone. Some children will be extremely sad and show signs of depression and even sleeplessness. They might feel rejected by the parent who left and think that it is all their fault, that they weren’t good children and their parents stopped loving them. They also sometimes have increased tantrums, or may cry more easily than usual. Children at this age may develop physical complaints, like headaches, or stomachaches due to this depressing situation and time they are going thr...