Breaking down assignments into smaller pieces
I
dentification process
In order to obtain reliable diagnoses, inter-
views are usually based on the current version of the
standard Diagnostic tools DSM7 or ICD.8 In order to
structure the diagnostic process and to obtain objective
results; special interview manuals have been devel-
oped.
These include:
• The Structured Interview for DSM (SCID),
A semi structured interview for Major DSM Axis I diag-
noses, which is administered by clinicians.
• The Diagnostic Interview Schedule (DIS)
Which made it possible for the first time for trained lay
interviewers to carry out assessments of clinically sig-
nificant mental disorders. Before its development, the
comparability of cross-national comparisons was ham-
pered by the absence of common standards and op-
erational procedures for diagnostic interviews
• The Composite International Diagnostic Interview
(CIDI)
For DSM, 12 which combines questions from the DIS
with Present State Examination questions and is ad-
ministered by lay interviewers
• The Mini-International Neuropsychiatric Interview
(M.I.N.I. 6.0)
A structured diagnostic tool for DSM and ICD in which
was designed to be a short but accurate psychiatric
interview for epidemiologic studies.
For most anxiety disorders, you need to have had the
symptoms for a few months to get a diagnosis.
(Borwin Bandelow & Sophie Michaelis, 2015)
List the most prominent characteristics
Modified tests and homework
Physical Sensations
Record class lectures or uses a scribe for notes
Increased heart rate
Preferential group (teacher or adult child knows
Shallow breathing, tight chest
well) for field trips
Stomachaches, headaches, “butterflies”
Identify one adult at school to seek help from when
Behaviour
feeling anxious (school counselor, if available)
Withdrawing
Buddy system: Pair student with a peer to assist
Fast repetitive talking, jitters
with transitions to lunch and recess (these less
Avoiding – not going to school or work;
structured situations can trigger anxious feel-
avoiding people, thoughts, emotions..
ings)
Emotion
Help after illness: Missed work can spike anxious
Worry
feelings. Providing class notes and exempting
Apprehension students from missed homework can help.
Fear, dread (Katie Hurley, 2018)
Panic
Cognitive/Thought Patterns Assessment procedures
Scanning for anxiety, threat Assessment should take place within the context of the
family, and it is important to seek additional information
Ruminating or obsessing from adults, such as parents and teachers. A compre-
“What if?!” scenarios hensive assessment should incorporate individual in-
(Center for Addiction and Mental Treating Anxiety terviews, parent reports, teacher reports and family
Disorder, 2008) assessments.
“The key to assessment is a careful, detailed history,
Major educational consideration
based on respectful, reflective probing, and listening
The following list of suggested accommodations will help
skills. This should take into account cultural, gender
you get started:
and other psychosocial issues impacting on the per-
Extra time and warnings before transitions son’s life for a fuller discussion of these).”
Preferential seating (near the door, near the front of the (National Health Committee, 1998)
room, near the teacher’s desk)
Clearly stated and written expectations (behavioral and aca- Early intervention
demic) Counseling parents, relaxation techniques, and incen-
Not requiring to read aloud or work at the board in front of tives for "brave" behavior can often return children with
the class mild disorders to age-appropriate functioning. Children
• Videotaped presentations or presenting in front of the who are severely impaired or fail to respond to these
teacher (instead of the whole class) simple interventions might require medication or refer-
• Extended time for tests ral for cognitive-behavioral therapy. (Manassis K. Can
• Tests taken in a separate, quiet environment (to re- Fam, 2004)
duce performance pressure and distraction)
Anxiety is an organized response by which a person
senses, evaluates anticipates and responds to cues of
threat or danger in one’s internal or external environ-
ment. But when anxiety lasts weeks or months, develop
into constant sense of dread or begins to affect your
everyday life, then you may have Anxiety Disorder.
(American Psychiatric Association, 2019)
Separation Anxiety Disorder
A person with separation anxiety disorder is excessively
fearful or anxious about separation from those with whom he
or she is attached. The feeling is beyond what is appropriate
for the person’s age, persists (at least four weeks in children
and six months in adults) and causes problems functioning.
(American Psychiatric Association, 2019)

Types of Anxiety Disorders Prevalence

Different anxiety disorders have various symptoms. In any given year the estimated percent of U.S. adults with
The most common anxiety disorders include: various anxiety disorders are:
ο 7 to 9 percent: specific phobia
Generalized Anxiety Disorder ο 7 percent: social anxiety disorder
Is a disorder that involves persistent and excessive ο 2 to 3 percent: panic disorder
worry that interferes with daily activities that may be ο 2 percent: generalized anxiety disorder
accompanied by physical symptoms, such as restless- 1 to 2 percent: separation anxiety disorder
ness, feeling on edge or easily fatigued, difficulty con-
centrating, muscle tension or problems sleeping. Women are more likely than men to experience anxiety dis-
orders. (American Psychiatric Association, 2019)
Panic Disorder
It is a sudden feeling of terror that sometimes striking Causes
repeatedly and without warning. Often mistaken for a Anxiety disorders are usually the result of interaction among
heart attack, a panic attack causes powerful, physical several factors including:
symptoms including chest pain, heart palpitations, diz-
ziness, shortness of breath and stomach upset. Biological Factor
Genetics
Phobias, Specific Phobia Psychological factors
A specific phobia is excessive and persistent fear of a Family background and upbringing
specific object, situation or activity that is generally not Behavioral Factor
harmful. Patients know their fear is excessive, but they
Stressful or traumatic life events
can’t overcome it. These fears cause such distress that
some people go to extreme lengths to avoid what they Personal beliefs and attitudes
fear. Medical Factors
Social Anxiety Disorder (previously called social Alcohol, medications or illicit
phobia) substances
A person with social anxiety disorder has significant Other medical or psychiatric
anxiety and discomfort about being embarrassed, hu- problems.
miliated, rejected or looked down on in social interac- (Center for Addiction and Men-
tions. People with this disorder will try to avoid the tal Treating Anxiety Disorder,
situation or endure it with great anxiety. 2008)