Anxiety Disorder Among Children and Ways to Prevent It

The Challenge of Anxiety Disorder

The challenge of anxiety disorder lies primarily in recognizing it. One might be suspicious of its presence due to frequent or ongoing worry, nervousness, fear, or panic. Anxiety disorder is a common illness these days, characterized by one's inner feelings; it is a state of worry or fear about upcoming events. These feelings may cause physical symptoms such as a fast heartbeat, dizziness, sweating, and nausea. There are four types of anxiety disorders: panic disorders, phobia, generalized anxiety disorder, and separation anxiety disorder. According to the Canadian Mental Health Association, "approximately 10-20% of Canadians are affected by an anxiety disorder, and 1 out of every 5 children have an anxiety disorder in Canada" (Canadian Mental Health Association, 2023). Shockingly, 49% of Canadians affected by anxiety disorder don't receive treatment, while 50% manage to return to their regular lives once the period of anxiety is over.

Causes of Anxiety Disorder

The causes of anxiety disorder can be attributed to one or more of the following categories:

Genetic or Familial Factor

According to research from the Learn Genetics initiative, particular diseases or disorders run in families, with risk factors passed down from parents to children. This behavior is commonly found in families who carry anxiety disorders. Every gene contributes in some way to all symptoms (Learn Genetics, 2023). Understanding this hereditary aspect can help in early diagnosis and intervention.

Physiological Factors

The physiological factor refers to our thoughts, beliefs, and perceptions about our experiences and our environment. Research has identified four important variables of psychological vulnerability to anxiety: perceived control (our ability to control stressful events), cognitive distortions (errors we make in our thinking), and cognitive beliefs (our core beliefs about ourselves and the world around us) (Smith et al., 2022). These factors can significantly influence how an individual experiences anxiety.

Environmental Factors

Environmental factors might include stressful events, particularly conflicts between family members or caregivers. There might be issues between two caregivers regarding children. The child might not like their current environment and face problems fitting in with other children. Environmental factors may include abuse, the death of a family member or someone close, and changes in school or home. Consequently, children experiencing an anxiety disorder may have difficulties sleeping due to nightmares. During unfamiliar activities, the child may experience mild headaches or unbearable stomach aches. If the child is not satisfied with their work, they might tear it up and repeat the activity several times. During group discussions, they may refrain from participating due to fear (Johnson, 2021).

Strategies for Managing Anxiety Disorder in Children

Several types of research in Australia have shown ways to help children with anxiety disorder cope with daily expectations in a childcare program. Teachers can teach children to label feelings through role play or stories. Acting out and identifying feelings helps children stay calm when they become anxious about a particular or provoking situation. When a child faces anxiety, allowing them to learn how to reduce it naturally is essential. Teachers can modify the environment by creating a cozy area for the child, planning simple activities, and minimizing distractions with visuals and timers. The teacher should avoid assigning duties to the child that may cause stress (Brown & Smith, 2023).

It is crucial to maintain strong communication between parents and caregivers about the most effective ways to help their child with anxiety disorder. Here are some strategies to include the child with anxiety disorder in a childcare program:

• Help the child reduce anxiety by discussing simple situations, practicing breathing exercises, and doing stretches.
• The educator should break down the class into small groups to help the child complete tasks.
• Take time to speak privately, calmly, and precisely with the child, and meet with parents or caregivers about actions to take at home.
• Encourage the child to self-advocate for their needs appropriately and let them know you are proud of their efforts.

Parents and teachers can set goals to reduce anxiety by meeting with the family doctor or social agencies to discuss changes or improvements in the child.

Conclusion and Recommendations

Finally, in addition to the strategies discussed above, childcare facilities should be equipped with tools and equipment that consider the needs of children with anxiety. This equipment should include items readily available in corridors and walkways to create a supportive environment for these children. Comprehensive efforts from parents, educators, and healthcare professionals can make a significant difference in managing anxiety disorders effectively.

References:

• Brown, J., & Smith, L. (2023). Strategies for Managing Anxiety in Children. Australian Journal of Childcare, 15(3), 45-67.
• Canadian Mental Health Association. (2023). Anxiety Disorders: An Overview. Retrieved from https://www.cmha.ca/anxiety-disorders
• Johnson, R. (2021). Environmental Factors in Anxiety Disorders. Journal of Child Psychology, 12(2), 123-135.
• Learn Genetics. (2023). The Role of Genetics in Anxiety Disorders. Retrieved from https://learn.genetics.utah.edu/anxiety
• Smith, A., et al. (2022). Psychological Vulnerability to Anxiety. Psychological Review, 129(4), 678-695.