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). According to the DSM-IV-TR, family factors such as over controlling parents are onsets to anxiety disorders (American Psychiatric Association, 2000). For instance, “while other children live in the neighborhood, Amanda is not allowed to play with them. According to Amanda, “Mommy says, “You can’t be too careful” (Morgan, 1999, p. 1). In addition, Amanda states that her parents do not allow her to watch television or listen to recent music. She is only familiar with music from the 1980s like Huey Lewis. Mrs. Anderson emphasized, “We don’t allow any of that modern music in the house” (Morgan, 1999, p. 2). Furthermore, Amanda suffers from school anxiety and frequently has symptoms such as feeling sick and vomiting before or during school. When the therapist inquiries about school, Amanda become nervous, irritant, and fidget around in her chair. Amanda explains that she likes her teachers; however, she did not like attending school. Children at her school tease her about her appeara... ... middle of paper ... ...e stage of life where socializing with her peers are very important. She wants friends and often feels lonely. Amanda will learn alternative ways to communicate and express her feelings with the support of his family and teachers. Separation anxiety is the onset of school phobia. With treatment, Amanda will grow out separation anxiety and school phobia once she reaches adolescence. Reference American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition. Arlington : American Psychiatric Association. Mash, E. J., & Wolfe, D. A. (2010). Adnormal Child Psychologoy. Belmont: Wadworth. Morgan, R. K. (1999). Case Study of Amanda: Case Studies in Child and Adolescent Psychopathology. Saddle River: Prentice Hall. Morrow, S. (2012, February 19). The Anxiety Disorders. Norfolk, Virginia, United States of America.
Cases of extreme isolation are brought up in an attempt to analyze whether or not a child who suffers from isolation are able to recover and make up for lost time. Two cases presented were that of Anna's and Isabelle's who suffered from severe isolation and the change they underwent once discovered. Anna was a sick, illegitimate child whose mother gave her up for adoption due to pressure from her father, Anna, however, ended up in and out of different facilities and later back into her grandfather's home. Although Anna went back to her mother, her mother payed little or no attention to her. By the time Anna was discovered she had never walked, spoken, or done anything that showed a bit of intelligence. Anna was then taken to a private home
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
As an additional provided layer of social support for Lydia, the therapist will recommend Lydia to visit the school counselor when encountering difficulties during the day, especially if she’s being bullied. In addition to seeing Lydia and Lisa each week, the therapist will check in with the school counselor via phone call or email to assess Lydia’s social participation and perceived affect. The therapist will also assess if there have been any issues when she interacts with her peers or with the staff. As Lydia continues to grow and develop, another useful collaborator on her case would be her pediatrician. While the pediatrician can be a helpful resource for the parent to make sure a child’s development is following an appropriate trajectory, they are more importantly an important resource for the child to ask questions that might be too embarrassing to ask a parent. Since most children this age only see their pediatrician once a year, this resource is one that would be reinforced by the parents. When talking to a child about their pediatrician, it would be important to remind them that an appointment can be scheduled when the child needs one, even if they’ve already done an annual exam. Since the therapist will not know how often the child will see the
When I first arrived at the preschool, the kids seemed very shy towards me and they did not seem like they were very sociable. I was a stranger to them, and I would have to guess that all of the children were experiencing a little bit of stranger anxiety. I talked to my mother about how the children reacted at the beginning of the year when they did not know her and the parents left them there. She said that the children often would cry and become very uneasy. I believe that these would be signs of separation anxiety.
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).
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th ed.). Washington, DC: American Psychiatric Association.
In Case Study #2, 2 concerned parents approached a consultant already contracted with the school regarding their child’s anxiety and fear of something happening to them, as well as the child’s reluctance to go to school. During classes, the child would go to the window to establish that his parents were not injured. The parents of this child were trained mental health providers, and believed the child’s fear was the primary cause of the child not going to school (Dougherty, 2010).
American Psychiatric Association: Diagnostic and statistical manual of mental disorders. Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.
...chiatric Association. (2012). “Diagnostic and statistical manual of mental disorders” (4th Ed.). Washington, DC: Author.
Storch, E. A. (2005). THIS ISSUE: Childhood anxiety disorders. Pediatric Annals, 34(2), 78-78,80-81. Retrieved from http://search.proquest.com/docview/217546002?accountid=12832
Noticeably, social abilities get questionable in establishing individuals when they confine themselves. Individuals become socially disengaged with contrasting perspectives of considerations, feelings, and thought processes. Uniquely, infant separation is a type of fear causing emotional reactions and surprise when isolated from typical conditions. The parent and child connection is essential for the child's survival, emotions, and the relationship yields a protected security.
Separation anxiety is not something new. It is a common thing humans experience let’s say, the first time your kid goes to school, or the first time you move out of your house. It can be described as this feeling of loneliness and dread due to the absence of maybe a person or thing you are used to seeing or being with.
Separation anxiety can pull your strings and give you stress. But just as expected it is pretty quite normal for the first-time preschoolers. The cue is to combat the situation and prepare in a spirited manner. Bear in mind that it may take some time for your child to feel at ease and be comfortable at school. May we suggest to just continue being supportive and understanding. Then eventually everything will come out smoothly. Good luck dear parents! And as for us, we’re still crossing our fingers and hoping that our child will soon get well adjusted. So let us together hope for the best!
3.American Psychiatric Association. (1994). Diagnostic & Statistical Manual of Mental Disorders. 4th ed. Washington, D.C.: American Psychiatric Association.
According to class notes, anxiety disorders are on the Diathesis-Stress Model meaning individuals have a genetic predisposition to anxiety disorders. In therapy, Amanda’s parents admitted they as children they grew up in a very strict household which over time affected their peer interactions. Amanda’s parents may have a high genetic predisposition for anxiety disorders. According to the Psychiatric Times, “Family-association studies have found anxiety disorders to be elevated in children of parents with anxiety disorders and, conversely, in parents of children with anxiety disorders” (Heritability of Childhood Anxiety, 2002). This biological predisposition may have been a causal factor for Amanda’s Social