Anxiety Disorders Treatment Programs

1991 ◽  
pp. 213-238
Author(s):  
Ronald A. Kleinknecht
2019 ◽  
pp. 113-128
Author(s):  
Tina B Lonsdorf

Experimental fear conditioning and extinction represent basic forms of associative learning with considerable clinical relevance and serve as laboratory models for the development and treatment of anxiety disorders, respectively. There is considerable inter-individual variation in the ability to acquire and extinguish conditioned fear reactions as well as the return of fear and approximately one third of the variance in human fear conditioning and in the vulnerability for anxiety disorders can be attributed to genetic factors. The experimental paradigms of fear conditioning and extinction are particularly well suited for genetic association studies as these optimally investigate simple behavioral paradigms with sufficient inter-individual variability and clear heritability that elicit robust behavioral responses which are easy to measure and quantify and rely on a well-defined underlying neural circuitry. Understanding the molecular pathways that mediate conditioning and extinction might therefore make an important contribution to the study of anxiety pathophysiology and resilience. Because a significant proportion of patients do not respond to or tolerate standard treatments, such advances may ultimately open up new perspectives for pharmacological interventions (i.e. pharmacologically enhanced CBT) or the individualization of current prevention and treatment programs. In the future, translational work employing a synergy between molecular genetics, neuroimaging, psychophysiology and psychopharmacology will be powerful in unraveling the neurobiology of fear learning and extinction processes and the investigation of genetic polymorphisms in fear learning and extinction processes represents one avenue along this path.


1992 ◽  
Vol 37 (8) ◽  
pp. 544-548 ◽  
Author(s):  
Nady El-Guebaly ◽  
Douglas Staley ◽  
Alison Leckie ◽  
Stuart Koensgen

Studies of the first-degree relatives of patients with alcoholism and anxiety disorders have identified a significant overlap of these disorders. Forty percent of the patients in an outpatient anxiety disorder program were adult children of alcoholics (ACOA), a proportion similar to that found in the substance abuse program. The ACOAs in both programs were younger, had higher co-dependency scores and were younger when they had their first psychiatric contact than the controls. The adult children of alcoholics who had anxiety disorders were more likely to be female and their alcoholic parents were less likely to have had psychiatric antecedents to alcoholism. Aside from substance abuse, similarities in socio-demographic variables and the impact of the parents' alcoholism were noted, reinforcing the hypothesis that vulnerabilities to anxiety disorders and alcoholism overlap.


1973 ◽  
Vol 38 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Linda Lynch ◽  
Annette Tobin

This paper presents the procedures developed and used in the individual treatment programs for a group of preschool, postrubella, hearing-impaired children. A case study illustrates the systematic fashion in which the clinician plans programs for each child on the basis of the child’s progress at any given time during the program. The clinician’s decisions are discussed relevant to (1) the choice of a mode(s) for the child and the teacher, (2) the basis for selecting specific target behaviors, (3) the progress of each program, and (4) the implications for future programming.


1983 ◽  
Vol 48 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Peter W. Zinkus ◽  
Marvin I. Gottlieb

Auditory processing deficits and articulation disorders were studied in a group of male juvenile delinquents. Significant auditory processing deficits were frequently observed and were significantly related to underachievement in reading, spelling, and arithmetic. In addition, articulation disorders were present in over 60% of the delinquent subjects. The results are interpreted to indicate that the evaluation of speech capabilities and auditory processing skills should be an integral part of treatment programs for delinquent populations. The importance of early intervention through identification and treatment of speech and language disorders in the early school period is supported.


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