By Deborah C. Beidel
Baby nervousness issues, second variation, positive factors sections on pharmacological and mental interventions, sleep and anxiousness problems, and race, ethnic, and cultural components within the sector of formative years anxiousness issues. An creation to kid's fears -- An creation to youth nervousness issues -- Developmental concerns -- Etiological components within the improvement of tension issues -- Sleep and nervousness problems in youngsters -- over the top fear and generalized nervousness sickness -- particular phobia -- university refusal -- Separation anxiousness affliction -- Social anxiousness disease and selective mutism -- Obsessive-compulsive disease and trichotillomania -- Panic illness -- Posttraumatic rigidity illness
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Extra info for Child anxiety disorders : a guide to research and treatment
This study gave credence to Watson’s treatise on behaviorism and provided an empirical test of a conditioning theory of human behavior. Despite these auspicious beginnings, the scientific study of fears and anxieties in children made little progress for many years, perhaps because fears were considered normal and transient or because it was assumed that interventions developed for adults would also be useful for children. , 1974). Since that time, there has been an exponential increase in interest regarding childhood anxiety disorders; currently, there is fairly substantive literature regarding the clinical presentation of children’s fears and anxieties.
Therefore, the challenge to parents, educators, and health care professionals is to decide when a fear is a problem, even if it is not acknowledged as such by the child. Is the fear out of proportion to the demands of the situation? Some anxiety before a final exam would be considered normal. However, fear so severe that it inhibits the ability to study, causes nausea or vomiting on the morning of the exam, or makes the child forget all the answers that were so well known the previous night would be considered out of proportion to the situation.
When differences were examined in terms of the total number of fears rather than simply fear content, children with lower SES reported more fears. Graziano et al. (1979) concluded that children of lower SES perceived their immediate environment as much more hostile and fearful than children of higher SES, which probably reflected their reality. Fear survey schedules often equate total number of fears with fear intensity. Although someone who fears a variety of stimuli is likely to be more generally fearful than someone with a particularly circumscribed fear, the description of the stimuli (as illustrated by the type of fears listed) undoubtedly affects self-report.
Child anxiety disorders : a guide to research and treatment by Deborah C. Beidel