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Phobias
Published in Judy Z. Koenigsberg, Anxiety Disorders, 2020
What are the sources of the etiology of the development and maintenance of specific phobia (SP) (see Table 7.1)? The etiology of the development and maintenance of specific phobia does not emerge from one source. Rather, Shearer and colleagues (2013) proposed that the etiology of specific phobia derives from different sources such as learning theory, e.g., Rachman’s (1977) conditioning, Poulton, Pine, & Harrington’s (2009) biological explanations, and Craske and Waters’s (2005) informational sources about a threatening stimulus, such as other individuals warning the patient.
Psychiatric disorders
Published in Anne Lee, Sally Inch, David Finnigan, Therapeutics in Pregnancy and Lactation, 2019
Anxiety attacks may occur in pregnancy in response to concerns about the possible dangers involved. However, in some women anxiety impairs the ability to undertake simple, everyday tasks. Physical symptoms, such as gastrointestinal disturbances, tachycardia, tremor, sleep disturbance and poor concentration, may be present. Specific phobias are often managed by cognitive and behavioural therapies.
The presentation and management of mental disease in older people
Published in David Beales, Michael Denham, Alistair Tulloch, Community Care of Older People, 2018
Making a diagnosis of an anxiety state, and distinguishing between a specific phobia, generalized anxiety, panic attacks, or agoraphobia, depends on establishing: the presence of physical symptoms of anxiety (racing heart, breathlessness, sweating, giddiness, dry mouth)the presence of anxious thoughts (fear of dying, fainting, having a stroke)the relationship between the anxiety and circumstances which precipitate it or relieve it (e.g. agoraphobia is relieved by returning to a safe place or a safe person).
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.
Often Undiagnosed but Treatable: Case Vignettes and Clinical Considerations for Assessing Anxiety Disorders in Youth with Autism Spectrum Disorder and Intellectual Disability
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2022
Breanna Winder-Patel, Megan E. Tudor, Connor M. Kerns, Konnor Davis, Christine Wu Nordahl, David G. Amaral, Marjorie Solomon
In addition to the DSM-5, there is a diagnostic manual for areas of mental health in those with intellectual disability, called the Diagnostic Manual – Intellectual Disability (DM-ID-2; Fletcher et al., 2018). The DM-ID-2 separately specifies whether adaptations should be made when applying DSM criteria to those with Mild ID, Moderate ID, and Severe to Profound ID. For the four anxiety disorders assessed in this study, there were typically no adaptations suggested for those with Mild or Moderate ID. However, for Severe to Profound ID, the adaptations typically include: “fear can be observed rather than subjectively described.” In addition, there are some specific examples depending on the anxiety disorder. For example, Specific Phobia includes “fear or anxiety may be expressed by crying, tantrums, freezing, or clinging.”
Genes in treatment: Polygenic risk scores for different psychopathologies, neuroticism, educational attainment and IQ and the outcome of two different exposure-based fear treatments
Published in The World Journal of Biological Psychiatry, 2021
André Wannemüller, Robert Kumsta, Hans-Peter Jöhren, Thalia C. Eley, Tobias Teismann, Dirk Moser, Christopher Rayner, Gerome Breen, Jonathan Coleman, Svenja Schaumburg, Simon E. Blackwell, Jürgen Margraf
Individual cognitive-behavioural treatment for the mixed fear cohort was conducted by postgraduate clinical psychologists with regular supervision (including use of audio-visual recordings) by experienced senior clinicians. Participants with a primary diagnosis of agoraphobia were randomly assigned to one of two treatment formats, a cognitive-behavioural treatment or to an exposure-alone condition without any element of cognitive restructuring. All participants received five preliminary sessions covering diagnostics based on a semi-structured clinical interview (DIPS; Schneider and Margraf 2006) and psychoeducation before starting therapy. Participants with a specific phobia were treated in a long-term program of up to twenty-five individual sessions of in vivo exposure. Six months (M = 5.70 ± 1.37) after completing the treatment, patients were invited for a follow-up (FU) assessment containing the same questionnaire measures as presented at the pre- and post-treatment assessments. A postgraduate psychologist who was blind to the post-treatment diagnostic status of the respective patient assessed their diagnostic status based on the DIPS. One hundred patients (65.4% of the original sample and 90.1% of treatment completers) were available for FU-assessment.