Download Childhood Anxiety Disorders: A Guide to Research and by Deborah C. Beidel PDF

April 5, 2017 | Developmental Psychology | By admin | 0 Comments

By Deborah C. Beidel

Fears in kids are part of general improvement, as is evidenced by means of various reports that exhibit that nearly ninety% of yank young children have not less than one apprehensive response among the a while of two and 14. anxiousness problems are one of the moment commonest psychiatric issues between youngsters and youngsters, affecting nearly 10% of all children lower than the age of 18. Childhood nervousness problems presents details on youth fears, anxiousness and nervousness issues for psychological future health execs. even though firmly rooted within the present medical examine, thought, and dialogue, the publication is written in a mode that's loose from technical jargon, making it hugely readable. utilizing the newest examine information, this booklet examines youth nervousness issues, together with their etiology, psychopathology, and therapy (both pharmacological and psychological). Chapters are dedicated to all of the anxiousness issues indexed within the DSM-IV-TR guide, andВ other chaptersВ cover the fears linked to clinical strategies, power scientific health problems, and somatic stipulations that can increase or are maintained via tension and nervousness, as those are quite often happening stipulations in young children and kids.

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Extra resources for Childhood Anxiety Disorders: A Guide to Research and Treatment

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Overall, 20–30% of children who had an anxiety disorder at the initial assessment also met diagnostic criteria at follow-up, suggesting a moderate level of continuity, beyond what would be expected by chance alone. More recent studies support these findings of moderate stability for the presence of anxiety disorders. For example, Last and her colleagues (Last, Perrin, Hersen, & Kazdin, 1996) conducted a 3 to 4 year prospective follow-up study of children with anxiety disorders. Overall, 82% of children diagnosed with anxiety disorders at time 1 did not have the same disorder at follow-up.

Obviously, these conditions require different types of interventions. Our clinic, for example, offers social skills training for children with social phobia. Often however, we interview families where the child may have social skills deficits but the deficiency is the result of oppositional disorders or pervasive developmental disorders such as autism or Asperger’s disorder. , social skills training) remains the same. Kearny and Silverman (1999) also addressed the problem of prescriptive treatments with respect to school refusal, another behavior that can result from various etiologies.

Costello and Angold (1995) described the results of five earlier studies that examined the continuity of anxiety disorders in children and adolescents across intervals from 2 to 5 years. Overall, 20–30% of children who had an anxiety disorder at the initial assessment also met diagnostic criteria at follow-up, suggesting a moderate level of continuity, beyond what would be expected by chance alone. More recent studies support these findings of moderate stability for the presence of anxiety disorders.

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