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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
TABLE OF CONTENTS
REFERENCES ....................................................................................................................... 22
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
1.0 INTRODUCTION
This study was designed to determine the practices exist to assessment and
treatment of anxiety disorder among teenagers at university. Besides that, this study
also to generate the best practices for both assessment and treatment. To complete
these research aim, this chapter will discussed background of study, a descriptions of
anxiety disorder, its incidences and important for teenagers. Meanwhile, statements of
purpose, research aims and research questions, terms and the rationale also include in
this discussion.
1.1 BACKGROUND
Anxiety disorder is the crucial problem can affects the teenagers. According to
(Mohammad, 2016), the fear of embarrassment over any matter could push students
towards extreme consternation. Moreover, from the observed views personal life and
family history was the recorded from interaction with the teenagers (M.Wehry et.al,
2015).
Personal life and family history as well as can affects social skills deficit
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
et.al, 2010), physical and mental health (K. Shamsudin et.al, 2013) and their school
psychological treatments is the therapy available for social anxiety disorder but there
to conducting the assessment and treatments for anxiety patients with systematic and
professionally. Meanwhile, it can control level of patient anxiety with better and
fear and physiologic hyper arousals (Breuer, 1999). The Psychophysiology is one of
the anxiety difficulties (Callahan, 2001). Shy and phobia is some of the suffer
According to Harris and Coy (2003) mentioned anxiety is the basic human
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
this concept, individual have high level of anxiety directly hold heightened trait, but
in evaluative situation can state of anxiety and elevates (Vitasari et.al, 2010).
Therefore, social anxiety disorder refers to conditions that are bad experienced
demographic problem that is low family income, marital status, living arrangement,
and lonely then affects their emotion more too worried and stress (K.Shamsuddin
et.al, 2013). Bayram and Bilgel, (2008) mentioned the prevalence of anxiety among
university student is 47%. According to Nolan and Walters (2000), female students
high risk to affects anxiety because easily feel a fear and negative thinking.
Vitasari et.al, (2010) reported every year engineering students given low
recorded female students have high score with 53.2% while male students score
46.8%. Shy and phobia is one reason of students have anxiety disorder, there feel a
fear with their social exchange (Olivares, García and Pina, 2009). There is listed the
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
No. Symptoms
friends to get together, order food in restaurants, or call, text, or e-mail peers
6. Sitting alone.
The systematic appraisal collected basic data relevant to the syndrome and it
also finding and analyzing the reliable methodology for the assessment and treatment
of anxiety disorder. It includes the best practices to managing control level of anxiety
to teenagers. After that, also provides the guidelines and procedures to conduct
development the current issues of assessment and treatment with rightness. It also can
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
this research lack of information about assessment and treatment. Many recent studies
children not the teenagers. From the objective, lack of tools gathered to examines the
Adopt the valid and reliable assessment and treatment is too important when
conducted this research. Screening and assessment tools have been developed to assist
disorder diagnoses (M.Wehry et.al, 2015). Therefore, this research would to the best
disease. This study aims to searching the good treatment to anxiety disorder for
disorder treatments (Kabat-Zinn, et al., 1992). Actually, both the assessment and
treatment have negative and positive outcome to recovery disorder. So, hopefully this
research potential can develop good strategies to recovery the assessment and
treatment.
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
teenagers at university.
at university.
c) Generate the best practices for both assessment and treatment of anxiety
The first aim involves determining the practices available to conduct the
assessment. Many psychometric tests can be too discussed in this situation. Secondly,
the research aim is strategies that can used to manage anxiety treatment to teenagers.
Lastly, the aim focuses to generate the best practices assessment and treatment good
c) What are best practices for both assessment and treatment of anxiety disorder?
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
In this systematic appraisal, there have three keys terms are defined.
1983). People have high level of anxiety can affects their mental illness
(Vitasari et. al, 2010). Anxiety disorders are common, treatable medical
conditions that affect one in eight children (Mohammad, 2016). They are
anxiety that interfere with daily activities. These are real disorders that affect
how the brain functions. The term “anxiety disorder” refers to a group of
(PTSD), social anxiety disorder (also called social phobia), and specific
1.8.2 Assessment
Assessment is the process of gathering and discussing information
from multiple and diverse sources related with their tasks (Huba & Freed,
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
1.8.3 Treatment
Treatment refers to the way to combating of a disease or disorder (The
1.9 RATIONALE
and alarm that danger or a sudden, threatening change is near. Yet, sometimes anxiety
becomes an exaggerated, unhealthy response. The student high level anxiety also
predicts that has low ability to study (Vitasari et.al, 2010). In other hand, it not new
reduces their emotion during exanimation (Vitasari et.al, 2010). Many students cannot
control their anxiety when faced the problem. As well as, when conducted program,
they know basic concept to control their anxiety symptoms (Mohammad, 2016) such
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
individual answering with honestly. Observed is the best practices strategy to manage
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
2.0 INTRODUCTION
This research will review previous research that had been conducted by
teenagers. There have some similar studies in this chapter. This chapter focused to
reviews causes of anxiety, effects of anxiety, and the clinical symptoms of anxiety
disorder. In order, this study also reviews the assessment and treatment to anxiety
disorder among teenagers. All the articles obtained from many database such as
Science Direct, Clinical Psychology journal, Google Scholar, HHs public assess and
other else.
the one of common causes teenagers would have high level of anxiety disorder.
Previous studies found current financial struggles (Eisenberg, Golberstein, Gollust, &
Hefner, 2007), not satisfaction with living environments (Christie, Munro, & Retting,
2002), health status (K. Shamsuddin et. al, 2013), and family history or personal is the
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
2016). Though students have anxiety disorder need to control their feeling to
anxiety disorder. It affects poor performance in their academic (Vitasari et.al, 2010),
relationship with family and peers also can affect ( R. Zuelling , et al., 2002), physical
and mental health (K. Shamsudin et.al, 2013), and social activity life also can affects
teenagers when they feeling shy, worried and scary faced with sociality.
Teenagers suffer anxiety disorder need supported from their family, peer and
health psychologist to give new energy to themselves (Mohammad, 2016). The best
therapy care to anxiety patients can give outcome to others faced with these problems.
(Vitasari et.al, 2013). The symptoms are sweaty palms, cold nervousness, panic, fast
during faced with examination there fear to fail certain difficult subject in the courses
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
(Vitasari et.al, 2013). The situation caused students get low academic performance in
their results. Supported to anxiety patients can lead to changes their academic
performance (K. Shamssuddin, 2013). Following the below is the types and symptoms
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
effected children skill deficits in childhood social anxiety. They also suggested that
socially anxious individual merely believe that they have skill deficits. The social
Anxiety Scale for children (SASC-R) by LaGreca & Stone, 1993 instruments used in
this study for assess social anxiety symptoms in children aged 9-12 years. The
study anxiety level and students performance. The method used Spielherger State
Trait Anxiety Inventory Scale 1993 (STAI). The STAI is documented of reliability
and validity test which is 0.923. Students who have higher score in anxiety achieve
low ability to study. However, it was suggested large of sample size to strengthen the
results.
especially important given the subjective and internalized nature of social anxiety
(Kearney, 2005). The instrument used in this study is Social Anxiety Scale for
Adolescents (SAS-A) by La Greca & Lopez, 1998. They conclude social anxiety
adolescent not only in terms of intensity and duration, but also in their treatment
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
conditions and held outcomes for affected children and adolescents. The questionnaire
method used for anxiety patient is Multidimensional Anxiety Scale for Children
Screen for children Anxiety and Related Emotional Disorders (SCARED) by March
et.al, 1997. They found both highly prevalent to substantial morbidity and an
assessment of child and adolescent anxiety disorders include use of semi structured
Sluis (2017) the studies aim of this dissertation was to gain more knowledge
Self- reported method used to identify children who consistently show high anxiety.
In this way, more children in need of treatment can be offered effective interventions.
These indicate children seem to have an impact on their parents, and with the right
age adjustments, can be helpful informants and clients in their own diagnostic and
treatment process.
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
SUMMARY ASSESSMENT OF ANXIETY DISORDER
Cartwright-Hatton, Assumption effected SASC-R by LaGreca & Suggested that socially anxious
Tschernitz and children skill deficits in Stone, 1993. individual merely believe that they have
Vitasari et.al Assessed observed the STAI by Spielherger Suggested large of sample size to
J. Ingles et.al A self-report SAS-A by La Greca & Conclude social anxiety interventions
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
M.Wehry et.al Understanding of these MASC by American Conclude both highly prevalent to
(2015), conditions and held Academic of Children substantial morbidity and an increased
et.al, 1997.
important interventions.
maintenance,
assessment and
treatment of anxiety
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
disorders in children.
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
anxiety disorders. They suggest that SSRIs and SSNRIs are efficacious and well-
anxiety. The treatment of anxiety is crucial to the patient physical and emotional
management. The efficacy of one of these treatments alone depends on the severity of
interventions to reduce child anxiety. One was a 2 group CBT for the parents
(henceforth parent intervention) and the young child itself (henceforth child
intervention). From the outcome of the both treatments are not directly comparable,
the post-hoc tested differences in effect sizes between the two treatments were not
significant, all p’s > .05. Thus, the child intervention did not perform the parent
intervention, or vice versa. These results indicate that both treatments the lack of
differences treated effectively on their own, with only minimal parental involvement.
Sluis (2017) cognitive behavioral therapy (CBT) typically includes these steps:
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
to share patient thoughts about them. This may include observing what
and events. The therapist may suggest that you keep a journal of
patient thoughts.
about their life. With practice, helpful thinking and behaviour patterns
behavioral therapy (CBT) and exposure-based therapies have emerged as the most
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
children and adolescents. These indicates Research indicates that CBT plus SSRI
medication is the most effective treatment of anxiety for youths ages seven to 17,
compared with either CBT or medication alone. Also, medication monotherapy and
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
Pharmacotherapy:
smaller grey matter volumes in right middle lateral
OFC
decreased metabolic activity in OFC
increased right caudate nucleus metabolism
SERT availability in thalamic and hypothalamic brain
regions
lower regional cerebral flood flow in OFC and higher
regional cerebral flood flow
in bilateral posterior cingulate cortex in response to
symptom provocation
increased right cerebellum and left STG activity to
illness-related words
Generalized Anxiety Pharmacotherapy:
Disorder hyperactivity in the pregenual ACC in response to
anticipation of aversive and
neutral stimuli
increased activity in the rostral ACC and decreased
amygdala activity when
viewing fearful faces
Social Anxiety Disorder Cognitive Behavioral Therapy:
reduced dopamine D2 receptor binding in medial PFC
and hippocampus
increased activity in right occiptotemporal brain areas
in response to response to
angry vs. neutral faces
Panic Disorder Cognitive Behavioral Therapy:
Provided in 12-16 sessions.
Focuses on recreating fear symptoms and helping
patients change their response to them.
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
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ASSESSMENT AND TREATMENT ANXIETY DISORDER AMONG TEENAGERS AT UNIVERSITY
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