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Pet problems
Published in Clive R. Hollin, An Introduction to Human–Animal Relationships, 2021
In humans, a phobia is a deep fear, typically manifest as a panic attack, triggered by the presence of a specific situation or entity. Common phobias include fear of heights (acrophobia), enclosed spaces (claustrophobia), and flying (aerophobia). There are also phobias associated with everyday animals such as cats (ailurophobia), dogs (cynophobia), and spiders (arachnophobia); with the less commonly encountered animals such as snakes (ophidiophobia) and ladybirds (coccinellidaephobia); and with the more exotic such as elephants (pachydermophobia) and bears (arkoudaphobia).
Why services for vulnerable children should be different
Published in Panos Vostanis, Helping Children and Young People Who Experience Trauma, 2021
Emotional problems can be expressed in different ways which can be spotted by carers, but they invariably become prominent and debilitating if not recognised and dealt with promptly. These include generalised anxiety, expressed through excessive worries and associated cognitions; and physical (somatic) symptoms such as abdominal or other pains, nausea, sickness, sweating and muscular tension. Phobias are persistent and irrational fears of objects, animals or social situations that lead to anxiety and avoidance. Obsessive–compulsive presentations include intrusive thoughts that cause distress, are resisted and are recognised by the child as their own (in contrast with psychosis). Urges include touching an object a certain number of times, accompanied by thoughts that they might do or say something incompatible with their values; and/or actions they feel compelled to repeat such as hand washing, or arranging their room in exactly the same way. Post-traumatic stress reactions follow the experience of a recent or distant event, which can be re-lived through thoughts, images or nightmares; by avoiding related places or situations; and symptoms such as arousal and hyper-vigilance. Although the primary aim of separation anxiety has already been described as protecting children, when this is not resolved by enabling the child to function away from the main carer it can result in significant distress at the prospect of separation, becoming clingy, not sleeping on their own, worrying about themselves or the parent, or refusing to go to school.
Making Sense of Behaviour
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
These insights were then translated to human psychology and now form the basis of many educational, industrial and clinical psychological principles that are still valid today. Examples of these insights range from algorithms that govern the rewards rates in slot machines to programming schedules of advertisements in the media. A similar example in clinical practice is the learning theory explanation for phobias. Classified by doctors as a disorder of anxiety, phobias are a common presentation in children, defined as an unreasonable, focused and uncontrollable fear that leads to avoidance. Behaviouralists do not understand this phenomenon as an anxiety disorder, but as the unfortunate learning of a dysfunctional response, i.e. avoidance of a specific stimulus that is reinforced by a reward, i.e. the lowering of anxiety, every time the behaviour is displayed. The learning theory model of phobias is a causal explanation that leads to a direct, very successful treatment, i.e. progressive desensitisation, without offering any biological understanding.
Students’ interaction anxiety and social phobia in interprofessional education in Hong Kong: mapping a new research direction
Published in Annals of Medicine, 2023
Fraide A. Ganotice, Xiaoai Shen, Jacqueline Kwan Yuk Yuen, Yin Man Amy Chow, Anita M. Y. Wong, Karen M. K. Chan, Binbin Zheng, Linda Chan, Pauline Yeung Ng, Siu Chung Leung, Elizabeth Barrett, Hoi Yan Celia Chan, Wing Nga Chan, Kit Wa Sherry Chan, Siu Ling Polly Chan, So Ching Sarah Chan, Esther W. Y. Chan, Yuet Ying Jessica Cheuk, Jacky Choy, Qing He, Julienne Jen, Jingwen Jin, Ui Soon Khoo, Ho Yan Angie Lam, May P. S. Lam, Yik Wa Law, Jetty Chung Yung Lee, Feona Chung Yin Leung, Ann Leung, Rebecca K. W. Liu, Vivian Wei Qun Lou, Pauline Luk, Zoe Lai Han Ng, Alina Yee Man Ng, Maggie Wai Ming Pun, Mary Lok Man See, Jiangang Shen, Grace Pui Yuk Szeto, Eliza Y. T. Tam, Winnie Wan Yee Tso, Ning Wang, Runjia Wang, Janet Kit Ting Wong, Janet Yuen Ha Wong, Grace Wai Yee Yuen, George Lim Tipoe
Social anxiety is construed as a ‘fear of social situations in which embarrassment may occur (e.g. making conversation, meeting strangers, dating) or there is a risk of being negatively evaluated by others’ (e.g. seen as stupid, weak, or anxious [5]). Phobia, on the other hand, is an intense and irrational fear of certain objects and situations. Studies have shown that student social interaction anxiety has adverse effects on various outcomes: academic achievement [6,7], school completion [8,9] and well-being [10]. In IPE, social phobia is considered a barrier to promoting teamwork and collaboration among students [11,12]. Furthermore, reports indicate that students with Asian heritage tend to experience higher levels of social anxiety compared with their European and American counterparts [13,14].
Comparative effectiveness of cognitive behavioral treatment, serotonin, and serotonin noradrenaline reuptake inhibitors for anxiety in children and adolescents: a network meta-analysis
Published in Nordic Journal of Psychiatry, 2023
Alexandra Arnardóttir, Gudmundur Skarphedinsson
There has been one previous analysis of the comparative effectiveness of CBT and pharmacotherapy for childhood ADs using indirect comparisons within an NMA framework [14]. However, the authors included diagnoses of specific phobias in their analysis. This may be cause for concern, as evidence shows that exposure-based CBT is the only evidence-based treatment for specific phobias [15]. This implies that specific phobias should be excluded in the comparative effectiveness of different AD treatments. The authors further included studies that did not use a clinical interview or other method to confirm that the participants did indeed have an AD. Furthermore, Wang et al. [14] included nonrandomized comparative studies in their meta-analysis, which may have affected the findings, suggesting that further evidence is needed on the treatment efficacy for childhood AD to establish a specialized clinical guideline for the treatment of ADs in youth [8].
Identifying and Understanding Anxiety in Youth with ASD: Parent and School Provider Perspectives on Anxiety within Public School Settings
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2022
Nuri M. Reyes, Katherine Pickard, Tanea Tanda, Megan A. Morris, Judy Reaven
Regarding triggers for anxiety in school settings, parents and school providers indicated that youth with ASD and anxiety can often be triggered by school-specific environments or situations, such as loud events, changes in school routines, and social situations/academic groups. Diagnostically, these symptoms may be suggestive of specific phobias (e.g., fire alarms, idiosyncratic phobias of noises), fear of change (e.g., changes in routines), and social anxiety (e.g., school assembly). That is, different from their peers, youth with ASD may experience increased difficulties associated with social anxiety and specific phobias (Kerns et al., 2017). Importantly, anxiety symptoms likely interfere with these students’ ability to fully engage and participate in a variety of activities across the school day (Adams et al., 2018). Notably, school providers seemed to believe that the current political climate (e.g., increased negative views toward immigrants) appeared to play a role in increasing anxiety symptoms in Latinx children.