Generalized Anxiety Disorders: A Case Study

Individuals with generalized anxiety disorder have a high level of worry. According to the current Diagnostic and Statistical Manual of mental disorders (DSM-5) the criteria for generalized anxiety disorder (GAD) looks at many aspects, but they all lead to excessive worrying and having difficulty controlling it. The more issues in which a person worries excessively, the more likely it is that he or she suffers from GAD (American Psychiatric Association, 2013). There are many theoretical orientations that can work with anxiety disorders, but one that is especially helpful is cognitive behavioral therapy (CBT). CBT is an empirically supported psychological treatment for anxiety disorder (Collimore & Rector, 2014). CBT is a widely used treatment for many disorders and is viewed as the gold standard for treating anxiety (Knaus, 2014). The types of skills you will learn to use from a CBT perspective would include reducing physical tension, controlling excessive worry, and dealing with real problem situations (Craske, & Barlow, 2006).

The use of CBT, biofeedback, and self-reporting scales can be a very important aspect for college students who are dealing with anxiety/anxiety issues. Many emerging adult college students are going through transitional periods in their lives and need to learn how to cope with these issues. They must develop skills, such as independence and self-sufficiency skills. Along with academic and financial skills, which can lead to more positive outcomes for these individuals overall. Those who have positive relationships within their lives ultimately have greater life satisfaction and can better cope with their life stressors. It is important that students in college know about these correlations so that they can prevent negative coping and can increase the positive factors around them to ensure a better quality of life for