Worry and Anxiety With Children
Worry and Anxiety With Children
Monday, 01 November 2010 19:03
Children: Anxiety and Worry
DONALD P. PAYNE, BGS, MS, D.MSc, Ed. D, (Cand) NCC, CADC
Clinical Psychotherapist & Addictions Specialist
Behavior Health & Counseling Psychology
Affiliated Clinical Associates
Specialist in Behavior Health
Chicago, Illinois
Date: September 7, 2009
Revised: November 1, 2010: Parent Power Now!
Tele-Forum
Judge Glenda A Hatchett
Former
Presiding Chief Justice of the Fulton County Juvenile Division
Atlanta Georgia
Cheryl Scales: PPN Moderator
Children and Worry
Stress, anxiety and worry in children can be caused by a variety of situations, events, or challenges that require some form(s) of adaptation or change. As adults, we are also are vulnerable to the challenges of life that bring upon changes and adaptations to our daily living and stability. Such situations can produce anxiety. Stress may be produced by positive changes such as starting a new activity. However, with children stress and worry is more commonly associated with changes in family relationships or deaths, and environmental conditions. According to the National Institute of Health (2009), it has been reported that worrying in children, when not controlled or addressed can lead to anxiety disorders, depression and other mental conditions that may affect their mental and physical health in future years.
Anxiety can be described as physiological, psychological, cognitive (thoughts), somatic, emotional and behavioral components that interact to create an uneasy feelings, apprehensions, fears, and worry (DSM IV TR, 2000). Children present with different signs and symptoms when they are worried over time. The physical symptoms in a worrying child are often marked by headaches, upset stomach or vague stomach pain; sleep disturbances, nightmares, bedwetting, decreased appetite, and ‘stuttering,’ Some of the emotional symptoms in a worrying child are anxiety, restlessness , fears, clinging or attachments; anger, crying, whining, aggressiveness, emotional disturbances, participating in self-defeating behaviors, unwillingness to participate in family or school activities. Often these symptoms will dissipate on their own, however; if the symptoms persist or intensify over a two week time period: the parent need to seek immediate professional services.
Some of the common worries among children are identified as:
· Doing homework, being late for school or class, changing schools, not getting good grades.
· Health issues or becoming sick.
· Being smaller or much larger than other peers in their social surroundings
· Being left out of a group, not getting along well with teachers or a particular teacher, or not being good enough to make the school sports’ teams.
· Personal harm from other children, family or others.
· Separation from the family.
· Some may worry about the content of news media: wars, natural disaster, terror acts, money, or dying.
· Environmental safety: neighborhood, gang activity, being left along at home or coming home alone.
· Teens may worry about getting into college, or receiving financial assistance to continue their educational support.
Some salient facts:
Worrying is a common phenomenon in normal children between the age of 8-13 years of age. Between 5 and 10% have some forms of anxiety issues. Stress levels in children have
Increased 45% over the last 30 years (National Institute of Health, 2009). The most frequent worry of children involves their parents, grades in schools and peers. The most intense worries of children are surrounded around war, money and disasters. Research has reported that 1 in 4 children worry that that they do not spend enough time with their parents primarily because both parents are two busy working, divorced or separated. Children’s worries have been associated with diagnosis of anxiety disorder.
What can Teachers and Educators do?
Educators can make the class room setting more conducive to appropriate expression. Be aware of children’s feelings and use empathic approaches, with gentle verbal tones. The educators should be aware of student shyness, timid and quite demeanors. They should afford the children the opportunity to express feelings, fears, concerns, without inhibitions as well as letting the children know that they are not the only ones. Educators could help the children benefit from their experiences through venting their common worries through classroom activities, stories, humor, games, and art. The educator can discuss common issues of children from different cultures and ethnic groups. In addition, focusing on improving problem solving and coping skills development in a safe environment is also an important component.
What can Parents do?
As parents we should listen and talk to our children. Pay attention to their physical and emotional needs. Focus on their strengths. Be a role model for your children by not displaying excessive personal worrying in front of your children. Children identify with their parents (and peers) behaviors through vicarious or social interactions. Encourage questions of concerns, worries, and problems. Reinforce self-esteem and self worth by making your children feel wanted loved and appreciated. Invite your children’s friends, classmates to your home and know who your children spend time and with at school as well as other places. Be aware of situation in your home environment that has the potential to be upsetting or disruptive for your children. Do not punish your children in an abusive manner. Prepare your children for major changes in the household or family. Allow your children to talk about their problems. Encourage them to talk to someone that they trust and/or love: Above all seek professional help if conditions persist.
References
Diagnostic and Statistical Manual: DSM IV TR (2000). Diagnostic and Statistical Manual for Mental Disorders DSM IV TR (4th ed.). Washington DC: American Psychiatric Association.
National Institute Of Health (2009). National Institute of Health: Mental Health Report 2009. Bethesda, MD: National Institute of Health.
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