Childhood anxiety has increased over time for several reasons. Studies show that children today report more anxiety than in previous decades even during times of significant hardship. This is likely due to greater academic pressure, overscheduling of activities, less free play and time outdoors, and a societal focus on competition and extrinsic goals rather than intrinsic motivation and personal control. Diagnostic changes and stigma around mental illness may also influence reported rates of childhood anxiety. Strategies to help anxious students include validating feelings, teaching relaxation techniques, providing choices, and reducing unnecessary classroom stressors.
Childhood anxiety has increased over time for several reasons. Studies show that children today report more anxiety than in previous decades even during times of significant hardship. This is likely due to greater academic pressure, overscheduling of activities, less free play and time outdoors, and a societal focus on competition and extrinsic goals rather than intrinsic motivation and personal control. Diagnostic changes and stigma around mental illness may also influence reported rates of childhood anxiety. Strategies to help anxious students include validating feelings, teaching relaxation techniques, providing choices, and reducing unnecessary classroom stressors.
Childhood anxiety has increased over time for several reasons. Studies show that children today report more anxiety than in previous decades even during times of significant hardship. This is likely due to greater academic pressure, overscheduling of activities, less free play and time outdoors, and a societal focus on competition and extrinsic goals rather than intrinsic motivation and personal control. Diagnostic changes and stigma around mental illness may also influence reported rates of childhood anxiety. Strategies to help anxious students include validating feelings, teaching relaxation techniques, providing choices, and reducing unnecessary classroom stressors.
Childhood anxiety has increased over time for several reasons. Studies show that children today report more anxiety than in previous decades even during times of significant hardship. This is likely due to greater academic pressure, overscheduling of activities, less free play and time outdoors, and a societal focus on competition and extrinsic goals rather than intrinsic motivation and personal control. Diagnostic changes and stigma around mental illness may also influence reported rates of childhood anxiety. Strategies to help anxious students include validating feelings, teaching relaxation techniques, providing choices, and reducing unnecessary classroom stressors.
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Childhood Anxiety
Has childhood anxiety increased
over time? If yes, why?
Anxiety in Children
It is not uncommon for children to have fears and insecurities or
for young children to cling to their parents when in new situations
or around new people. As children grow older and enter school situations, it is also quite common for them to feel nervous about exams or giving class presentations. When physical and/or emotional symptoms become difficult to manage, or a childs ability to function in a variety of situations like school, extra curricular activities, friendships, etc. becomes compromised, then your child may be suffering from a childhood anxiety disorder. Source: www.anxietycanada.ca
Statistics Anxiety disorders are the most common mental health concern in Canada. 1 in 4 Canadians are affected by an anxiety disorder. Adults may suffer from six disorders: 1) Post-traumatic stress
2)obsessive compulsive 3) generalized anxiety 4) social anxiety 5)
panic 6) specific phobias. Children may suffer from seven disorders. The six above as well as
separation anxiety.. People with anxiety disorders often suffer from more than one and may
also experience depression, eating disorders and/or substance abuse
simultaneously. Anxiety disorders are caused by a combination of biological factors,
brain function, and personal circumstance. Social and economic factors
may increase the incidence of anxiety. www.anxietycanada.ca
National Institutes of Health: There is persuasive evidence from
a range of studies that anxiety disorders are the most frequent
mental disorders in children and adolescents and the number of children with anxiety disorders is increasing every year. These new numbers may be viewed skeptically because of the
trend towards looser and broader definitions of mental illness.
Some argue it is because of the influence of pharmaceutical companies on diagnosis and prescription patterns. Despite these stipulations, however, research shows that
childhood anxiety is indeed on the rise at every level, from fears
of monsters under the bed to phobias and panic attacks to severe anxiety disorders.
Yes! Child Anxiety has
Increased Kids, Poverty and Mental Health: Anxiety a growing
problem (Feb. 2014) CBC
The Decline of Play and Rise in Children's Mental
Disorders Children are more anxious and depressed than
ever before. Why? (Jan. 2010) Studies Show Normal Children Today Report More
Anxiety than Child Psychiatric Patients in the 1950's
Rates of anxiety and depression among children and adolescents were far lower during the
Great Depression, during World War II, during the Cold War, and during the turbulent 1960s and early 70s than they are today. The changes seem to have much more to do with the way young people view the world than with the way the world actually is. Dr. Gray low social connectedness and high environmental threat.
Schools are more competitive, children are more overscheduled, parents are worried about
finances and safety, and our society is based on a win-lose model, where only a few children will be able to succeed. Meanwhile, coping mechanisms are disappearing: Children dont get enough time outside, either experiencing nature or running around in their neighborhoods. Children dont spend nearly enough time doing nothing, enjoying the downtime necessary to process all their new experiences. Instead, they are desperately engaged in a drive to never be bored. I think society has put ourselves, and our children, into an anxiety-producing corner. We want our children to be academically successful and always happy and creative and socially/emotionally intelligent. Its an impossible demand, and the inevitable result is anxiety and burnout. focus on the opposite of worry, anxiety, and fear. In terms of the body, that means relaxation,
physical activity, roughhousing, and outdoor time. In terms of over-protectiveness, that means letting children have adventures that are scary, fun, and safe. -Dr. L. Cohen
Why? Decline in Young People's Sense of Personal Control over their Fate. Measured by Julien Rotters Internal-External Locus of Control Scale.
Shift Toward Extrinsic goals, away from Intrinsic Goals
Decline of Free Play. By depriving children of opportunities to play on their own, away from direct adult supervision and control, we are depriving them of opportunities to learn how to take control of their own lives.
Schooling Deprives Young People of Personal Control, Directs Them
Toward Extrinsic Goals, and Promotes Anxiety and Depression
The stigma surrounding mental illness discourages some parents
from seeking help. "I've had parents refuse to sign permission for counseling for one boy," said Hsu, whose agency conducted a training for Fremont Unified home-health teachers. "They were afraid it would negatively affect his college application.
Parent/Family stress DSM-V changes. Diagnostic and statistical manual on mental disorders. source: https://www.psychologytoday.com
Strategies to Help Students Validate the students feelings and understand that his/her worries/fears are
real to him/her Teach and model appropriate responses to stress Teach specific steps the student can take to relax (i.e. taking deep breaths, tensing muscles and then relaxing muscles, etc.) Allow the student to have a small object (such as stress ball) in his/her pocket that would be appropriate to use during class time and would not disturb others Allow choices in order to help the student feel more in control Minimize the emphasis on competition
Allow the student to engage in calming activities, such as silent reading or
listening to music, when worried or stressed
Reduce unnecessary stress within school/classroom environment Where feasible, avoid bringing up topics that are sensitive to the student
