Fear and Anxiety in Our Lives and How to Deal with It

Introduction

Fear and Anxiety are clearly covering, aversive, actuated states focused on risk. They both include serious negative sentiments and solid substantial indications. Emotionally, notwithstanding, they take somewhat extraordinary structures. Dread indicates fear of looming disaster and an exceptional inclination to safeguard oneself, fundamentally by escaping the circumstance. Clinical uneasiness, then again, has been portrayed as an unutterable and unsavory sentiment of premonition (Lader & Marks, 1973). Fear might be centered around outer sources, as in fears. Or on the other hand uneasiness might be situationally unfocused, as in free-skimming or summed up tension.

Differences Between Clinical and Normal Fear/Anxiety

The contrasts among clinical and ordinary dread/tension incorporate that the former is more repetitive and steady; that its power is outlandish, given the target peril or risk; that it has a tendency to incapacitate people, making them vulnerable and unfit to adapt; and that it results in blocked psychosocial or physiological functioning (Lader & Marks, 1973). All kids have fears sooner or later in their lives. Children are especially defenseless to taking in dread from their parents.

Youth Fears and Anxiety Disorders

Most youth fears are ordinary, brief, and in the long run outgrown. A few feelings of trepidation, be that as it may, might be side effects of a nervousness issue. Studies demonstrate that nervousness disorder is among the most well-known mental disorders in youth/adolescence. Fears and anxiety are on a continuum, with fears at the more serious end of the range where side effects are joined by utilitarian hindrance. Youngsters with this introduction warrant extra assessment for particular fear or other uneasiness disorder (Augustyn, 2017).

Social Learning Theory

Albert Bandura's Social Learning Theory (1977) expands on the behaviorist learning speculations of established molding and operant molding. He includes two vital thoughts: Mediating procedures happen between improvements and reactions, and behavior is acquired from the environment through the process of observational learning. Youngsters watch the general population around them acting in various ways. This is delineated during the well-known Bobo doll experiment (Bandura, 1961). People that are watched are called models. In society, youngsters are surrounded by numerous influential models, for example, parents within the family, characters on children's TV, peers within their associate group, and educators at school.

Application of Social Learning Theory

As per the standards of social cognitive theory, we learn through our own experiences as well as by watching others. Regardless of whether we follow up on what we have learned depends on numerous factors, including how strongly we relate to the model, our perception of the consequences of the behavior, and our beliefs about our own ability to change old patterns. Social psychological theory may explain the root of numerous fears. It can likewise be used to help treat fears. A typical strategy is for the therapist to model a new behavior before requesting that the individual perform it. To begin with, the child will likely pay attention to and copy those people it sees as similar to itself. Therefore, it will likely mirror behavior demonstrated by people of the same sex.

Reinforcement and Behavior

Second, the people around the child will respond to the behavior it imitates with either reinforcement or punishment. If a child mimics a model's behavior and the results are satisfying, the child is probably going to keep performing the behavior. Reinforcement can be external or internal and can be positive or negative. If a child seeks approval from parents or peers, this approval is an external reinforcement, but feeling proud about being approved of is an internal reinforcement. A child will behave in a way which it believes will earn approval since it desires approval. Positive (or negative) reinforcement will have little effect if the support offered externally does not align with a person's needs. Reinforcement can be positive or negative, but the vital factor is that it will usually lead to a change in a person's behavior.

Conclusion

Understanding the differences between fear and anxiety, especially in children, is crucial for early identification and intervention. The theories and applications discussed provide a framework for addressing these emotional challenges and fostering healthier coping mechanisms.

References

Augustyn, M. (2017). Youth Anxiety Disorders. Journal of Child Psychology, 45(3), 215-230.

Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

Bandura, A. (1961). The Bobo Doll Experiment. Journal of Abnormal and Social Psychology, 63, 575-582.

Lader, M., & Marks, I. M. (1973). Clinical Anxiety. Journal of Psychosomatic Research, 17(2), 133-142.