Get
Psyched Teachers
Volume 1, Number 1
Anxiety
Disorders: Ruled by Fear
Approximately 13 out of every 100 people suffer from some form
of anxiety disorder and, often, symptoms begin to appear in middle
or late adolescence. Although highly treatable, two-thirds of
those with this problem do not seek help. At what point should
they? If behaviors persist, become overwhelming and seriously
limit the way a person WANTS to live, then it's time to ask for
help.
Anxiety
is as much a part of life as eating and sleeping. Under the right
circumstances, anxiety is beneficial-it prepares the body and
mind to face a challenge. Anxieties or fears also protect us from
danger. Nevertheless, the word anxiety is so commonly used now
that many people don't understand what it means in terms of "mental
health". Anxiety refers to an unpleasant and overriding mental
tension that has no apparent identifiable cause. Fear caused mental
tension because of a specific, external reason (a big dog is growling
at you.)
Anxiety
disorders refer to a group of illnesses: generalized anxiety disorder,
phobias, panic disorders, post-traumatic stress disorder and obsessive-compulsive
disorder. Symptoms are expressed by: problems with sleeping, excessive
worry, fatigue, dry mouth, ritualistic behaviors to "calm"
anxieties, racing heart, numbness/tingling of a body part, rapid
breathing, upset stomach, sweating, dizziness, trembling or "flashbacks"
of a past trauma. The anxious person is often impatient, irritable
and easily distracted.
Evolving
Knowledge
Different theories explain these disorders, but probably no single
situation or condition causes anxiety disorders. Rather, experts
say that similar to other illnesses, physical and environmental
triggers may combine to create a particular anxiety. With more
knowledge of the brain, scientists are finding that all thoughts
and feelings result from complex electrochemical interactions
in the nervous system. Some studies suggest that infusions of
certain biochemicals can cause a panic attack in some people.
Others may be biologically susceptible where fear from childhood
events develops into a full-blown anxiety disorder overtime.
Live
better through treatment
People with psychiatric problems are not responsible for their
illness, but we can help them be part of their recovery. Unfortunately,
our culture persists in equating "cause" with "blame."
This negative judgment causes more guilt, pain and debilitating
isolation and often blocks a person's decision to be treated for
the illness. When treatment does occur, is tailored to the individual.
Some people may be in treatment several months while others may
need several years. Typically, a combination of "talk"
therapy and medication is used (see other side for descriptions).
The outlook for recovery is hopeful for even the most severe anxiety
disorders. Studies have shown that 70% of people will improve
with a combination of treatment.
Naming
Anxiety
Generalized Anxiety Disorder
Excessive and unrealistic worry that lasts six or more months.
People often feel "shaky", "keyed up", "on
edge". Depression can be a co-companion to this disorder.
Phobias
Feeling terror or panic when confronted with a feared object or
activity with an overwhelming desire to avoid the source of the
fear. Can lead to "agoraphobia" - the fear of being
alone or in a public place that has no escape hatch. Left untreated,
phobias can worsen over time.
Panic
Disorder
Intense, overwhelming terror for no apparent reason accompanied
by at least four of the symptoms listed in this article. Untreated,
panic sufferers can despair and become suicidal.
Obsessive-Compulsive
Disorders
Obsessions which are repeated, intrusive, unwanted thoughts that
cause distress and extreme anxiety. The most common obsessions
focus on fear of hurting others or violating socially acceptable
behavior standards. They also focus on religious or philosophical
issues which are never resolved. Repeated and involuntary "rituals"
may be performed because it is believed that these rituals will
prevent or produce a future event. Examples: spending hours washing
a spot where dirt had been, repeating a name or gesture, checking
locks, switches, etc.
Post
Traumatic Stress Disorder
Can occur in anyone who has experienced a severe and unusual physical
or mental trauma. Severity of the disorder increases if the trauma
was unanticipated. Symptoms can include: nightmares, night terrors,
flashbacks, "Psychic Numbing" or emotional anesthesia
(decreased interest or involvement), excessive alertness and highly
sharpened reactions, depression, and general anxiety.
Q
& A:
Soon, schools will receive a brief questionnaire asking what mental
health materials would be beneficial. Please take a moment to
answer our inquiry. COFAMH will use your responses to plan future
educational projects.
Anxiety
Disorders: Defining Treatment
All treatment requires a person's desire to get better.
Behavior
Therapy: The goal is to modify the unwanted behavior so
a person feels in control. Stresses coping skills, anxiety management
and relaxation techniques.
Cognitive Therapy: The goal is to change unproductive
or harmful thought patterns and feelings through personal examination
and separation of realistic and unrealistic thoughts.
Cognitive-Behavior Therapy (CBT): A combination
of the two therapies above.
Medications- include selective serotonin reuptake inhibitors (SSRIs),
tricyclic antidepressants, benzodiazepines, beta blockers and
monoamine oxidase inhibitors (MAOIs.)
Refining
Treatment for teens through research
The bulk of scientific research over the past two decades has
been adult focused, so treatment and causal data is lacking for
the younger population. A February 2002 monograph published by
the ADAA (Anxiety Disorders Association of America) called for
more solid scientific evidence to help treat the "13 percent
of children aged 9 to 17" who suffer from anxiety disorder.
Visit www.ADAA for
details)
Learning
Tools for Schools
Mental
Health Lesson Plans Available
Mental health lesson plans, "Breaking the Silence-Teaching
the next generation about mental health" are available free
of charge to area teachers. A video, posters, discussion guide
are included in the packet. May is Mental Health month. Please
consider using some of these lesson plans in classroom discussions.
Workshop
for 10th Grade Health & 12th Grade Psych Classes
"Get Psyched" Field Trip Health & Psych Classes:
March 14th at ACC. Take a closer look at depression and how this
psychiatric disorder can lead to alcohol and substance abuse,
eating disorders and other self-harming behaviors. Held at Adirondack
Community College. Includes speakers, videos, improvisational
performance, pizza party lunch. Limited to 100, first-come, first-served.
Free.
CONTACT
KAREN PADOWICZ
747-2284, EXT. 237
Bullies
& Bullying: Too harmful to ignore
Schools need to create safe environments for learning. So, when
anywhere from 10 to 25% of kids start saying that their lives
are miserable at school because of bullying, you know something
needs to change.
Kids
hate the teasing and torment, but most feel powerless to change
it. Contrary to popular opinion, being bullied does NOT build
character, victims don't "bring it on themselves" and
bullying IS more than "kids being kids." Bullying needs
to be taken seriously because in extreme cases it has led to violence.
Solving
bullying problems takes more than having the school psychologist
or counselor talk about it during a special class. In fact, if
kids sense that there's really no adult support and follow through,
victims lose hope and bullies win once again. And, if teachers
don't intervene or use sarcasm themselves in class, kids get the
message that it must be OK to behave this way.
Getting
on the right track MUST begin with a commitment on the part of
EVERYONE who is part of the school system-teachers, administrators,
parents and students. The plan MUST be clearly stated and communicate
a zero tolerance attitude team effort. Present it before the student
body so everyone knows the consequences of bullying and the help
available for the victim (these kids tend to be more passive and
benefit from assertiveness/self-esteem training). Kids must also
know that the anonymity of the victim and/or the reporting student
will be protected. A breach in trust could destroy all efforts
to create a kinder environment.
Prevention
Works: A Case in Point
Several years ago surveys taken from McCormick Middle School in
South Carolina, showed that nearly half the students had been
bullied. This alarming fact prompted the beginning of an "anti-bullying
campaign" with ideas from a successful prevention program
in Norway. Why Norway? In 1982, three 10 to 14 year old boys committed
suicide as a consequence of severe bullying. This triggered a
chain reaction which resulted in a nationwide campaign.
Among
other activities, McCormick Middle School posted three rules:
"We will not bully others." "We will help children
who are being bullied." "We will try to include shy
children who tend to be left out." Clear sanctions were set
to punish bullying and the staff began identifying both bullies
and their victims for intensive counseling. At the end of the
'95-'96 school year, a follow-up survey found that the number
of students who reported being bullied DROPPED nearly half.
When
the road gets rocky
What about the girl who wrote for advice about her friend? Is
she being a bully? Probably. Although the stereotypical bully
is a boy, girls can be bullies too. Their technique usually relies
of verbal and psychological abuse. The intent of forming
a "gang" of kids which "points and laughs"
at the girl is to hurt, embarrass and humiliate. Bullies tend
to have trouble in their backgrounds. In this case, the recent
divorce. School personnel could have intervened and helped both
kids.
A
real problem
- Playground observation research finds: One incident of bullying
every seven minutes.
- Adult intervention in (only) 4% of incidents
- Peer intervention in 11% of incidents.
- NO INTERVENTION in 85% of incidents.
Recognizing
Behaviors
Bullying behaviors are categorized under four headings:
- Physical Bullying
- Verbal Bullying
- Relationship Bullying
- Sexual Harassment
Often, acts of aggression are passed-off as rough-housing between
friends so it is important to know that there is a difference
between bad play and bullying.
Three
identifying intentions:
- There's a power difference between the individual being bullied
and the one bullying.
- There is a negative intent to hurt, embarrass or humiliate the
other.
- The behavior is repeated with the same person or others over time.
