scholarly journals A Review on Pediatric Social Phobia and Selective Mutism

2021 ◽  
pp. 218-224
Author(s):  
Ahmed Abdel Samie Fadl ◽  
S. Alharthi, Saad Mohammed ◽  
A. Aldhneen, Baqer Ali ◽  
A. Alahdal, Saud Mohammed ◽  
F. Abdulrahim, Noor Mohammed ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Social Phobia ◽  
Separation Anxiety ◽  
Selective Mutism ◽  
Behavioural Therapy ◽  
Social Contexts ◽  
Separation Anxiety Disorder ◽  
Interview Schedule ◽  
Children And Parents ◽  
Uncommon Condition

Selective mutism (SM) is a psychological disease that affects children and is defined by a complete lack of speech in certain social contexts while speech production appears normal in others. Separation anxiety disorder, social anxiety disorder (previously known as social phobia), agoraphobia, and panic disorder, as well as shyness and anxiety, can all be associated with selective mutism. SM is a rather uncommon condition. Estimates of its point prevalence have been found in clinic or school samples in a variety of countries, and typically range between 0.03 percent and 1.9 percent depending on the setting. To properly establish the disorder's diagnosis, clinicians can use the SM module of the Anxiety Disorders Interview Schedule for Children and Parents (ADIS-C/P) or the Schedule for Affective Disorders and Schizophrenia for Children (Kiddie- or K-SADS). Nonmedication and medication-based therapies are the two basic types of treatment for selective mutism. Psychodynamic therapy, behavioural therapy, and family therapy are among the most common nonmedication-based or psychotherapy treatments. Selective seratonin reuptake inhibitors (SSRIs) (fluoxetine in particular) have been demonstrated to improve mutism and anxiety when used as a treatment option. The study aims to evaluate and treat selective silence and social phobia in children.

Processing Bias in Children with Separation Anxiety Disorder, Social Phobia and Generalised Anxiety Disorder

2003 ◽  
Vol 20 (3) ◽  
pp. 143-150 ◽  
Author(s):  
Merel Kindt ◽  
Susan Bögels ◽  
Mattijn Morren
Keyword(s):  
Anxiety Disorder ◽  
Social Phobia ◽  
Separation Anxiety ◽  
Separation Anxiety Disorder ◽  
Generalised Anxiety Disorder ◽  
Emotional Stroop Task ◽  
Domain Specific ◽  
Related Information ◽  
Processing Bias ◽  
Specificity Effect

AbstractThe present study examined processing bias in children suffering from anxiety disorders. Processing bias was assessed using of the emotional Stroop task in clinically referred children with separation anxiety disorder (SAD), social phobia (SP), and/or generalised anxiety disorder (GAD) and normal controls. The aims of the present study were twofold: (a) to test whether clinically anxious children show a bias towards threat stimuli, and (b) to examine whether this bias is domain-specific. No evidence was obtained for either an anxiety-related bias towards threat, or a domain-specificity effect. Clearly, these findings diverge markedly from adult studies and stress the importance of further research on anxiety-related information processing in children.

Overview of Anxiety Disorders

2018 ◽  
Author(s):  
Jon E Grant
Keyword(s):  
United States ◽  
Anxiety Disorder ◽  
Panic Disorder ◽  
Anxiety Disorders ◽  
Separation Anxiety ◽  
The United States ◽  
Specific Phobia ◽  
Separation Anxiety Disorder ◽  
Generalized Anxiety ◽  
Psychosocial Impairment

Anxiety disorders are the most common psychiatric disorders among adults in the United States. Although anxiety disorders generally result in significant psychosocial impairment, most adults do not seek treatment until many years after the onset of the anxiety disorder. The treatment literature for anxiety disorder has grown tremendously since the 1980s, and both psychotherapy and medications may prove beneficial for people with anxiety disorders. This review presents a general overview of the anxiety disorders. This review contains 7 tables, and 33 references. Key words: agoraphobia, anxiety disorder, generalized anxiety disorder, panic disorder, separation anxiety disorder, social anxiety disorder, specific phobia, treatment of anxiety

Comparing of the Effectiveness of Child-Centered Play Therapy and Child-Parent Relationship Therapy (CPRT) on the Affective Style in Children with Separation Anxiety Disorder

2021 ◽  
Author(s):  
Seyyedeh Masoumeh Seyyedi Andi ◽  
Mahmoud Najafi ◽  
Isaac Rahimian Boogar
Keyword(s):  
Anxiety Disorder ◽  
Play Therapy ◽  
Primary Schools ◽  
Separation Anxiety ◽  
Separation Anxiety Disorder ◽  
Affective Style ◽  
Child Centered ◽  
And Control ◽  
Child Centered Play Therapy ◽  
Experimental Group

Aims: The purpose of this study was to compare the effectiveness of child-centered play therapy and (CPRT) on the affective styles in children suffering from separation anxiety disorder. Method: The research method was semi-experimental with pre-test and post-test and control groups. The statistical population of this study consisted of all female students with separation anxiety in the fifth and sixth grades of primary schools in city of Babol, of whom 45 of these students were selected via random sampling, and were randomly divided into three groups: experimental group-1, experimental group-2 and control group. The first experimental group received child-centered play therapy with Axline approach in sixteen 45-minute sessions, and the second experimental group were taught (CPRT) ten 2-hour sessions. The research instruments were questionnaire (form d) of the children Symptoms Inventory (Sprafkin, Lani & Gadow, 1994) and the Affective Style Questionnaire (Hofmann & Kashdan, 2010) . Covariance was used to analyze the data. Findings: The results showed that both interventions play an effective role in improving the affective styles in children with separation anxiety disorder. Moreover, there was a significant difference between the effectiveness of (CPRT) and child-centered play therapy and the (CPRT) was more effective in improving the affective styles there (p< 0/05). Conclusions: CPRT training can be considered as a more suitable alternative in improving the affective styles as well as in improving the psycho-cognitive symptoms of children with separation anxiety disorder.

Treatment Modifications Based on Childhood Anxiety Diagnosis: Demonstrating the Flexibility in Manualized Treatment

2006 ◽  
Vol 20 (3) ◽  
pp. 275-286 ◽  
Author(s):  
Rachel L. Grover ◽  
Alicia A. Hughes ◽  
R. Lindsey Bergman ◽  
Julie Newman Kingery
Keyword(s):  
Anxiety Disorder ◽  
Behavioral Treatment ◽  
Relaxation Training ◽  
School Personnel ◽  
Selective Mutism ◽  
Childhood Anxiety ◽  
Separation Anxiety Disorder ◽  
Cognitive Behavioral ◽  
Treatment Manual ◽  
Cognitive Behavioral Treatment

The current article presents suggestions for modifications to common manualized treatments to tailor the interventions to specific anxiety diagnoses and common comorbid diagnoses. The authors utilize one cognitive-behavioral treatment manual (Coping Cat; Kendall, 2000) to demonstrate appropriate clinical accommodations. As the majority of cognitive-behavioral treatment manuals contain both skill (e.g., relaxation training, cognitive restructuring, problem solving) and exposure components, suggestions for accommodations are grouped into relevant skill or exposure sections. Recommended modifications include a focus on imaginal exposure for generalized anxiety disorder, involvement of parents in the treatment of separation anxiety disorder, completion of a variety of in vivo exposures for social phobia, and involvement of school personnel in the treatment of selective mutism. Brief recommendations are also included for common comorbid symptoms of depression and attention-deficit/hyperactivity disorder.

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