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Areli Sandoval Period 2

Areli Sandoval Period 2. Separation Anxiety Disorder. Separation Anxiety Disorder.

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Areli Sandoval Period 2

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  1. Areli Sandoval Period 2 Separation Anxiety Disorder

  2. Separation Anxiety Disorder • Separation anxiety disorder is a psychological condition in which an individual has excessive anxiety regarding separation from home or from people to whom the individual has a strong emotional attachment (like a mother). Present in all age groups, adult separation anxiety is now believed to be even more common than childhood separation anxiety.

  3. Associated Features… [Thoughts, Feelings, & Behaviors] • An unrealistic and lasting worry that something bad will happen to the parent or caregiver if the child leaves. • Refusal to go to school in order to stay with the caregiver. • Refusal to go to sleep without the caregiver being nearby or to sleep away from home. • Fear of being alone. • Bed Wetting. • Complaints of physical symptoms, such as headaches and stomachaches, on school days. • Repeated nightmares involving separation. • Worry that harm may befall important attachment figures or that they will lose these people.

  4. Associated Features.. • Separation anxiety symptom of a co-morbid condition. Studies show that children suffering from separation anxiety are much more likely to have ADHD, bipolar disorder, panic disorder, and others later in life. • Anxiety disorder is blanket term covering several different forms of abnormal, pathological anxiety, fears, phobias and nervous conditions that are described as an irrational or illogical worry that is not based on fact. The term anxiety disorder can cover a range of severities from general social anxieties to panic disorders.

  5. Associative Features [DMS-IV-TR] • Phobia is a kind of anxiety that is also defined in the Diagnostic and Statistical Manual of Mental Disorders (DMS-IV-TR) as a “persistent or irrational fear.” Fear is defined as an emotional and physiological response to a recognized external threat.

  6. Etiology [Potential Causes] • Separation anxiety often develops after a significant stress or trauma in the child’s life, such as: • stay in the hospital • the death of a loved one • change in the environment • It usually ends when the child is around 2 years old. At this age, toddlers begin to understand that parents may be out of sight now, but will return later. There is also a normal desire to test their independence. • To get over separation anxiety, children must: • Feel save in their home environment • Trust people other than their parents • Trust that their parents will return

  7. Prevalence • Separation anxiety affects approximately 4%-5% of children in the U.S. ages 7-11 years. It is less common in teen agers, affecting about 1.3% of American teens and affects boys and girls equally. • Anxiety disorders are often debilitating chronic conditions, which can be present from an early age or begin suddenly after a triggering event. They are prone to flare up at times of high stress.

  8. Treatment… • Cognitive behavioral psychotherapy is the primary type of treatment used for separation anxiety disorder. • There are a number of commonly used treatments for separation anxiety disorder, most of which focus on one or more types of psychotherapy. As with most childhood issues, the more likely the treatment will be successful. That’s why it’s important to seek professional care for your child if you suspect they might suffer from this disorder.

  9. Treatment… • For older children who have not outgrown separation anxiety within the normal developmental timetable or who have regressed to it under stress. • Effective treatments may include: • Anti-anxiety medications • Changes in parenting techniques • Counseling for the parents and child • Treatments for severe cases may include: • Family education • Family therapy • Individual psychotherapy

  10. Prognosis • Over 60% of children participating with their parents in cognitive behavioral treatment are successful in managing their symptoms with out medication. • Separation anxiety disorder has a poorer prognosis in environment where threat of physical harm or separation actually exist. • Existence of other conditions, such as autism, decrease the like hood of a positive prognosis.

  11. References • Halgin, R.P., & Whitbourne, S.K. (2005). Abnormal Psychology Clinical Perspectives on Psychological disorders. New York, NY: MC Grow Hill • Myers, D.G. (2011). Myre’s psychology for ap. New York, NY: Worth Publishers. • Stafford B, Boris NW, Dalton R. Anxiety disorders. In: Kliegman RM, Behrman RE, Jenson HB, Stanton BF, eds. Nelson Textbook of Pediatrics. 18th ed. Philadelphia, Pa: Saunders Elsevier; 2007:chap 24 • Feigelman S. The first year. In: Kliegman RM, Behram RE, Jenson HB, Stanton BF, eds. Nelson of Pediatrics. 18th ed. Philadephia, Pa: Saunders Elsevier; 2007:chap 8.

  12. Discussion • How does this type of anxiety can affect people around us? • Why should we see this important? • What type of results did we notice?

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