Identifying Anxiety Disorders
Objectives:
- Identify anxiety disorders.
- Describe the origin of emotional and psychological issues.
Part A
Susan, a college student, is anxious whenever she must speak. Her anxiety motivates her to prepare meticulously and rehearse material again and again. Is Susan’s reaction normal, or does she have an anxiety disorder? Explain two (2) criteria you used in arriving at your answer.
Part B
In recent years, several best-selling books have argued that most emotional problems can be traced to an unhappy or traumatic childhood (an abusive or dysfunctional family, “toxic” parents, and suppression of the “inner child”). What are two (2) possible benefits of focusing on childhood as the time when emotional problems originate, and what are two (2) possible drawbacks?
Part C
Suppose a member of your family has become increasingly depressed in recent months, and it’s apparent that the person needs treatment. You’re chosen to look into the options and to make decisions about the treatment. Based on information in Chapter 16, how might you proceed? Provide two (2) supporting facts to justify your plan of action.
Part A:
Susan’s reaction could be indicative of social anxiety disorder, also known as social phobia. To determine whether her reaction is normal anxiety or an anxiety disorder, two criteria that can be considered are:
- Severity and Impairment: If Susan’s anxiety is severely impacting her daily life, academic performance, and overall functioning, it might suggest an anxiety disorder. If her anxiety is so intense that it interferes with her ability to speak in normal social situations, and if she goes to great lengths (such as meticulous preparation and excessive rehearsing) to avoid those situations, it could be a sign of social anxiety disorder. This goes beyond normal nervousness or apprehension that people might feel before public speaking.
- Duration and Persistence: If Susan’s anxiety has been ongoing for an extended period of time (typically at least six months) and is not improving despite her efforts, it could indicate an anxiety disorder. If her anxiety is a consistent reaction to social situations involving speaking and hasn’t shown signs of improvement over time, this could be an indication that it’s more than just a normal reaction to stress.
Part B:
Possible benefits of focusing on childhood as the time when emotional problems originate:
- Understanding Root Causes: Exploring childhood experiences can help individuals understand the origins of their emotional difficulties. It can provide insights into how certain patterns, beliefs, and behaviors developed and offer a roadmap for addressing and healing these issues.
- Preventative Measures: If emotional problems are indeed linked to childhood experiences, addressing these issues early in life could potentially prevent more severe emotional struggles in adulthood. Identifying and addressing dysfunctional patterns in childhood might equip individuals with coping skills that serve them well in the long run.
Possible drawbacks of focusing on childhood as the time when emotional problems originate:
- Oversimplification: While childhood experiences can play a significant role, they are not the sole determinant of emotional problems. Focusing exclusively on childhood can oversimplify the complex interplay of genetic, environmental, and situational factors that contribute to emotional difficulties.
- Blame and Responsibility: Placing too much emphasis on childhood experiences might lead to a victim mentality or an excessive amount of blame being placed on parents or early caregivers. While childhood experiences can shape a person, it’s important to recognize that individuals have agency and the capacity to change and grow beyond their early experiences.
