Anxiety is defined as a term for several disorders that causes nervousness, fear, apprehension, and worrying (MedicalNewsToday, 2004-2016). Anxiety has different effects on a person, depending on the type of anxiety that they have. People can have symptoms like fatigue, shortness of breath, panic attacks, fear and much more (Pietrangelo, 2014). There are many factors that can lead to a person having an anxiety disorder, such as biological, environmental, brain chemistry or all of the above (MedicalNewsToday, 2004-2016). Brain chemistry is all the chemicals in the brain working together to function everyday task like talking, moving, and thinking (Advameg, 2016). Anxiety can be formed over time or caused by a traumatic situation. Anxiety can
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Over the period of the study, six total reports were taken on three same questions which were answered by the primary caregiver. When the child turned seven, the child’s second grade teacher also answered the same three questions as the primary caregiver. The three questions consisted of: how often is (child`s name) nervous?, is tense?, and worried or anxious? With the information that was gathered the child`s potential anxiety was measure from 0-2, two being frequent. Along with the previous questions that were asked about the child, the mother/family were asked about characteristics like depression, family dysfunction, and family status to see if these were also potential risk factors for anxiety. Based on the answers on how dysfunctional the family was, the higher the score the more of a chance in family difficulties. To show the trajectories of the child`s anxiety Proc TRAJ was …show more content…
The SASC showed that female children had higher score than males, and that the female children had a mostly constant score while the male children`s score declined over the study. The SASC also showed that the participants that were left behind had significantly higher scores with social anxiety, however they were not above the non-left behind by much. The study illustrated that Chinese children had steady social anxiety levels and the children who did have more of a presence of social anxiety at the beginning of the study recovered by the end of it. However, children who did not have elevated symptoms developed symptoms for anxiety sometime during the study. Along with the results from QOL, APGAR, TCSQ (positive coping), and CSES, children with the lower scores had a lower social anxiety compared to children who had higher score with negative coping and depression symptoms. The study had similar results to previous studies performed before. From the results the study found that social anxiety symptoms followed a heterogeneous pattern that dealt with different subgroups in the children`s environment and way of growing
Over the period of the study, six total reports were taken on three same questions which were answered by the primary caregiver. When the child turned seven, the child’s second grade teacher also answered the same three questions as the primary caregiver. The three questions consisted of: how often is (child`s name) nervous?, is tense?, and worried or anxious? With the information that was gathered the child`s potential anxiety was measure from 0-2, two being frequent. Along with the previous questions that were asked about the child, the mother/family were asked about characteristics like depression, family dysfunction, and family status to see if these were also potential risk factors for anxiety. Based on the answers on how dysfunctional the family was, the higher the score the more of a chance in family difficulties. To show the trajectories of the child`s anxiety Proc TRAJ was …show more content…
The SASC showed that female children had higher score than males, and that the female children had a mostly constant score while the male children`s score declined over the study. The SASC also showed that the participants that were left behind had significantly higher scores with social anxiety, however they were not above the non-left behind by much. The study illustrated that Chinese children had steady social anxiety levels and the children who did have more of a presence of social anxiety at the beginning of the study recovered by the end of it. However, children who did not have elevated symptoms developed symptoms for anxiety sometime during the study. Along with the results from QOL, APGAR, TCSQ (positive coping), and CSES, children with the lower scores had a lower social anxiety compared to children who had higher score with negative coping and depression symptoms. The study had similar results to previous studies performed before. From the results the study found that social anxiety symptoms followed a heterogeneous pattern that dealt with different subgroups in the children`s environment and way of growing