It would appear that Ann is behind in this developmental stage. Ann is fearful and anxious around her classmates. Ann is too afraid of the other children to make friends. Culture and race could play a role in Ann’s social anixety. Ann is a Native American women from the Seneca. Ann’s mother had grown up on a reservation. There could be a culture barrier at Ann’s school and Ann may feel out of place due to the differences in culture. Ann could be feeling as though she is different than the other kids that she goes to school with and she is fearful that will reject her for being different. Ann’s parents are not home often. Ann’s grandmother appears to be the primary caretakers, and that her parents are absent. Ann might feel rejected and nejected …show more content…
Ann is uncomforable around her classmates and aviods them. Children who suffer from anxiety disorder typically experience “fear, nervousness, shyness, and avoidance of places and activities that persist despite the helpful efforts of parents, caretakers, and teachers.” (https://adaa.org/sites/default/files/Anxiety%20Disorders%20in%20Children.pdf (pg 4)
Case Assessment In the case-study provided I was able to examine information about Ann a six year-old girl who is fearful of her classmatess and does not want to play with then. I examined this case from the biopsychosocial perspective and came up with possible causes for Ann’s shy, fearful, anxious behavior around her classmates. Biologically, Ann could be on the Fetal Acholol Spectrum due to her mother drinking during her pregnacy. This could be the cause for Ann’s delay in social development and caused her to be fearful of her classmates. Drawing from the case information Ann was one month premature, which could be a cause of FAS. You would not be able to fully diagnose this because there is not a test for it. But, I would ask Ella Ann’s mother if Ann had a low birth weight, had feeding diffculties, missed milestones, deattachment, and more. Psychology, Ann could be suffering from an anxiety disorder due to
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).
Nick is at a critical point in his development, and he appeared to be well accepted by the students. That being said, I could sense frustration with Nick is beginning to set in for some of his classmates. To further understand possible reasons Nick’s current developmental state, his information can be applied to developmental theories to see if they will better explain his development. One such theory is Erickson’s Psychosocial Stages of Development theory. Erickson’s theory is characterized by resolution of conflicts at each stage (Crain, 2011). With the information obtained about Nick, Erickson’s first stage is applicable to his development. The conflict in the first stage is trust verses mistrust, where the child is looking to the
A woman hates to stand in line in the grocery store because she's afraid that everyone is watching her. She knows that it's not really true, but she can't shake the feeling. While she is shopping, she is conscious of the fact that people might be staring at her from the big mirrors on the inside front of the ceiling. Now, she has to talk to the person who's checking out her groceries. She tries to smile, but her voice comes out weakly. She's sure she's making a fool of herself. Her self-consciousness and anxiety rise to the roof...(Richards 1) (1).
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.
Social anxiety is a prevalent and common disorder amongst society. Social anxiety disorder is expressed as a fear in public and social situations for an individual (Kashdan, Farmer, Adams, Mcknight, Ferssizidis, Nezelf 2013). A person with social anxiety fears that a social appearance, outcome, or situation will lead a to negative response to their surrounding audience (Kashdan, Farmer, Adams, Mcknight, Ferssizidis, Nezelf 2013). However there are numerous treatments for social anxiety. Cognitive behavioral therapy is one of the most efficacious treatments that a patient may receive (Hambrick, Weeks, Harb, & Heimberg, 2003. Cognitive behavioral therapy has numerous techniques that can be used on patients. The result of using cognitive behavioral therapy on patients shows that it has long-term and short-term effectiveness (Hambrick, Weeks, Harb, & Heimberg, 2003. In conclusion a patient with social anxiety disorder should have the opportunity to try cognitive behavioral therapy.
Today, many Americans today suffer from either social anxiety disorder (SAD) and/or depression. In general, people who suffer with either one of these disorders actually have both, as social anxiety and depression are closely linked together. Allegedly, if someone has social anxiety disorder or social phobia, and does not receive treatment, they have the tendency to develop depression. There is a major factor between the two disorders. A person suffering with SAD is unlikely to attending social situations out of fear that they will not be liked by others. Someone suffering with depression avoids social situations because they feel hopeless and no longer care about themselves. Typically, SAD leads to the onset of the
“Beyond Shyness and Stage Fright: Social Anxiety Disorder.” Harvard Mental Health Letter. Oct, 2003:1-4. SIRS Issues Researcher. Web. 30 Mar. 2014.
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.
Anxiety is a feeling of nervousness and uneasiness about something that has an uncertain outcome. For instance, the thought of not knowing the outcome on an examination can cause anxiety. Anxiety can be caused by many things, and everyone has different triggers. Something minuscule that will not affect a person might have a major effect on another person. “Approximately 20%” of adolescents suffer from Social anxiety disorder (SAD)” (Mehtalia, Vankar, 2004.). Social anxiety is the nervousness of being in a social setting or that involves one to socialize with others. Social anxiety has many contributing factors. Factors like the fear of being laughed at or being unaccepted by peers, along with their perception of themselves. A feeling of inadequacy
Social anxiety disorder is also known as social phobia. It is defined as the fear of social situations that involve interaction with other people. It is the fear and anxiety of being judged and evaluated negatively by other people or behaving in a way that might cause embarrassment or ridicule. This leads to feelings of inadequacy, self-consciousness, and depression. The person with social anxiety disorder may believe that all eyes are on him at all times. Social anxiety disorder is the third largest mental health case issue in the world, and it can effect 7% of the population (15 million Americans) at any given time.
There are many casual factors that can help explain Riley’s behavior such as culture, school, family, and biology. Riley experienced a culture shock when she moved to a different state. The first night when they got to San Francisco Riley suggested to get pizza for dinner. There was a pizza joint just down the road that she saw on the way to the new house but when she got there, there’s only one type of pizza on the menu, broccoli pizza. Which is radically different to what she is used to in Minnesota. Riley was extremely disgusted and soon realized that being in a new city, comes different ways of living. “Besides the conflicts that differing cultural standards create, children’s and adults’ own culture values may bias their perceptions of others... but it’s important to note that problems of bias and discrimination carry serious implications for evaluating youngsters’ behavior (Kauffman, 159). School also can have many effects on her behavior. When the teacher called on Riley to introduce herself to the class she started off well until she thought about Minnesota and how her life used to be and comparing it to what it will be like now. Riley had an emotional breakdown and became upset under pressure. She started to cry, ramble and lose her train of thought when she talked about the times she used to play hockey out on the pond every winter with her dad when the water froze.
During Middle School, the changes and expectations young individuals experience can cause damage to their self-esteem and increase their anxiety. If the individuals low self-esteem and anxiety is not treated the youth may be at risk for other disorders or deficits. The author Altınta (2014) explains, that during this transition, issues such as body dissatisfaction may arise. Additionally, according to Obeid, Buchholz, Boerner, Henderson, & Norris (2013), suggest that social anxiety can lead to some disruption of everyday functioning. Moreover, symptoms of social anxiety tend to increase across adolescence and’ increase awareness and concerns of their surrounding peers, friends, and adult’s perceptions (Obeid, Buchholz, Boerner, Henderson, &
Social anxiety disorder (SAD), also referred to as social phobia, is defined as the extreme fear of being scrutinized and judged by others in social and performance situations. For most individuals, it has been known to wreak havoc within the lives of those who suffer from it (Anxiety and Depression Association of America [ADAA], 2017). There are some that suffer from symptoms so extreme, that SAD interferes with and disrupts their everyday life (ADAA, 2017). Those who have been diagnosed with this disorder may have few to no social or romantic relationships, thus making them feel powerless, alone, and in some instances, ashamed. On average, these symptoms emerge at thirteen years old and about 15 million adults suffer from social anxiety disorder
Social anxiety disorder (SAD) is characterised as fear of negative evaluation by others during social events leading often to impaired work, school and relationship functioning (American Psychiatric Association, 2013). Therefore Socially anxious (SA) individuals avoid most social encounters or endure them with great discomfort, during which they experience cognitive (e.g. mental blanks) and somatic (e.g. sweating) anxiety symptoms (Stein & Stein, 2008). SAD typically occurs during childhood or early adolescence (Wittchen & Fehm, 2003) and makes up roughly 7-13% of the population (Furmark, 2002). The etiology of SAD has been attributed to a variety of factors including genetics and biology, cognitive factors, adverse life events, peer relations
The difference between normal worrying and generalized anxiety disorder are the accompanying symptoms as well as the length of time the worrying persists. To occasionally torment oneself with or suffer from distressing thoughts is classified as normal worrying. The symptoms of worrying may vary, but most people experience disturbed feelings and the mental fatigue of being overly concerned with a circumstance. On the other hand, with generalized anxiety disorder (GAD) one experiences excessive anxiety under most circumstances, expecting the worst even when there is no obvious or visible reason for concern. The symptoms are being agitated, on edge, easily tired, having difficulty concentrating, muscle tension, and issues with sleep. GAD usually develops during childhood or the adolescent years and the symptoms last as long as six months as opposed to normal worrying which dissipates in a much shorter length of time. (Word count: 141)