Anxiety And Anxiety

Anxiety is at some point felt by the majority of people. Anxiety can be referred to as an emotion or a disorder. The emotion can be distinguished by the feeling of unease about an upcoming event or an unusual circumstance. The nervous disorder is characterized by excessive worry that originates from no evident reason. Mundane tasks or interactions can trigger panic attacks or excessive anxiety in someone with this mental health disorder. Anxiety disorders will often interfere with a person’s daily life. The feeling of anxiety is often temporary in a person without the disorder, while people with the disorder may have it long-term. Anxiety disorders affect mental and physical development. Anxiety disorders are prevalent in childhood and adolescence.

The terms attachment, emotion regulation, anxiety, and ages 0-18 were used to narrow down the results (Esbjørn, 2011). Attachment theory and emotion regulation both may be important in the development of anxiety disorder in children. The attachment to the primary care giver is crucial in attachment security. Attachment quality can be tied to emotion regulation. Having an insecure attachment with a caregiver can lead to poor emotion regulated skills. Having a secure attachment can lead to better emotion regulating skills (Esbjørn, 2011). Higher levels of social anxiety were related to insecure-ambivalent attachment in multiple studies (Esbjørn, 2011). Insecure-ambivalent attachments increased susceptibility for anxiety symptoms in children. Insecure-ambivalent attachment doubled the risk of developing the disorder of anxiety in a particular study. The study had a 64% follow-up rate and only nine children had the disorder and ambivalent attachment. (Esbjørn, 2011). Therefore, the results were not very compelling. Attachment theory and emotion regulation are both factors in the development of childhood anxiety. Theory and evidence both propose that there are correlations between flawed emotion regulation abilities and childhood anxiety disorders. More research is essential in determining conclusive factors in the development of anxiety in children (Esbjørn,

Advances in mental health care are helping more people get diagnosed accurately, have access to more effective treatments, and to raise mental health awareness. New treatments have had little success compared to the established evidence-based treatments. Research suggests that the most considerable challenge in treatment of anxiety disorders are that many therapists use different methods. Many therapists do not use evidence-based treatments and many clients are unaware of the options (Antony, 2011). Many treatments are available to treat anxiety but not each treatment is affective for each client. According to Antony, developing new treatments may not improve outcomes but finding ways to improve access to effective treatments and to improve understanding of the factors that affect individual’s symptoms can improve