Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Developmental Psychopathology > Anxiety > Flashcards

Anxiety Flashcards

1
Q

Technically, anxiety is

A

A mood state characterized by strong negative emotion and bodily symptoms of tension, in which a person apprehensively anticipates danger or misfortune

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Anxiety disorder

A

An excessive and debilitating chronic recurrence of anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Anxiety disorder prevalence

A

Among most common disorders in DSM, 10-20% of kids

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Fear

A

Present-oriented, response to what happening in moment, intense physical sensations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Worry

A

Future-oriented, what-if

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Two defining features of anxiety

A

Fear and worry

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

DSM primarily worry

A

Agoraphobia, separation anxiety disorder, generalized anxiety disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

DSM primarily fear

A

Specific phobia, social phobia, selective mutism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

DSM blend of fear and worry

A

Panic disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Fear as developmental and normal

A

Fear is normative, 25% of parents say kids have a lot of fears, fears that are common at one age can be debilitating in others, in general, number of things people are afraid of tends to decline over childhood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Specific Phobia DSM Criteria

A
  • Marked fear or anxiety about a specific object or situation, in kids can see with crying, tantrums, freezing, clinging
  • Phobic object or situation almost always provokes immediate fear or anxiety, no exceptions
  • The phobic object or situation is actively avoided or endured with intense fear or anxiety
  • Fear or anxiety is out of proportion to the actual danger posed by the specific object or situation and to the sociocultural context
  • Fear, anxiety, avoidance is persistent, typically lasting for 6 months or more
  • Fear, anxiety, avoidance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Specific phobia prevalence

A

Most common type of childhood anxiety disorder, 6-7% of kids

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Examples of fear being impairing

A

Can’t eat lunch in school cafeteria - cockroach
Won’t enter parts of home - cockroach
Won’t take public transportation - cockroach
Doesn’t visit family bc of flying phobia
Declining job on high floor of building bc fear of enclosed places (elevator) or not getting medically necessary MRI

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Common specific phobias

A

Heights
Enclosed spaces
Snakes
Dark
Spiders
Thunder/lightning
Dogs
Flying
Have evolutionary background

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Why do people avoid the things they fear?

A

They believe they are in danger
They don’t want to feel anxious, anxiety is aversive
Don’t want others to notice they are anxious
Don’t believe they can handle being anxious
Know they haven’t handled situation well in the past

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Avoidance is a negatively reinforcing behavior- means:

A

Negative- taking something away
Reinforcing- makes behavior more likely to occur
Avoidance recurs because it takes away something bad, when avoid a phobic stimulus you take away awfulness of the fear making you more likely to avoid phobic stimulus in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What does avoidance do for a phobia?

A

Exacerbates and maintains it, as it is a reinforcement, worsens association between fear and phobic stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Extinction

A

When a previously reinforced behavior is no longer reinforced, the behavior will occur less frequently

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Key to improving a phobia

A

Extinguish the reinforcement associated with avoidance, unlink fear and phobic stimulus by taking away reinforcement associated with them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

If avoidance doesn’t occur,

A

Anxiety will be experienced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

CBT triangle

A

Behaviors, feelings, thoughts all linked, if you change one, you can change the others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

CBT triangle- avoidance

A

If consciously modify an avoidant behavior, can improve thoughts which perpetuate anxiety and the anxious feelings themselves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Taking away avoidance

A

Modifies thoughts from avoidant to non-avoidant, from, for ex, believing they are in danger to believing it is not dangerous, from not being able to handle being anxious to knowing they can even if they dislike it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Core technique of CBT for phobias

A

Exposures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Exposures

A

Most effective treatments for phobias all include exposure to a fear-provoking stimulus but limiting the anxiety-reducing response (avoidance)
With prolonged exposure, people habituate- their body acclimates to feeling of anxiety
Helps people form new beliefs about feared situation and their ability to cope with it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Fear and avoidance hierarchy

A

Developed collaboratively with therapist
Ordered list of situations in which a client experiences fear of phobic stimulus
Each situation rated in terms of how much fear it generates and the lengths to which a client will go to avoid that situation
Used as a guide for exposures in therapy, clients work from least feared to most feared stimulus- don’t move on until extinguish the fear with stage
Individualized to client’s particular fears

27
Q

Fear and avoidance hierarchy columns

A

Situation, level of fear, level of avoidance, ordered by fear level

28
Q

Effective exposures

A

Identify scary thoughts about situation before exposure occurs
Rate level of distress before exposure
During exposure, continue to rate distress every 5 minutes
During exposure, don’t try to distract self- form of avoidance, won’t extinguish
During exposure, maintain objective awareness of physical symptoms and thoughts
Don’t stop when distress is high- continue until anxiety goes down (3/4 out of 10 is optimaI)
One long exposure is better than several short ones
After exposure, rate level of distress and evaluate scary thoughts again

29
Q

Most important rule of anxiety treatment

A

Never stop an exposure before habituation occurs, otherwise, all that is reinforced is the sense that the anxiety-producing stimulus is to be feared

30
Q

In vivo exposures

A

Done in life, but also can do them in session

31
Q

Social Phobia DSM Criteria

A

Marked fear or anxiety about one or more social situations in which the individual is exposed to possible scrutiny by others; examples include social interactions, being observed, etc
(Core fear is of social judgement by other people)
In children, must occur
Other criteria like specific phobia (COME BACK)

32
Q

Developmental course of social phobia

A

Social phobia, unlike specific phobias, has a clear developmental precursor, can predict who will develop this early on in life

33
Q

Behavioral inhibition

A

A temperament style evident in infancy, refers to tendency to withdraw or display physical fear response (crying, back arching) when faced with novel or unfamiliar situations or people, pervasive across contexts and remains stable across development as babies grow into children
A generalized response to novelty, not the specific people or situations involved`

34
Q

Developmental trajectory of behavioral inhibition

A

Behavior inhibition in infancy (4 mo age) doubles likelihood of diagnosis of social phobia during middle childhood, quadruples likelihood in adolescence
Consistent and strong precursor

35
Q

What causes behavioral inhibition?

A

Biological, hyper-reactive amygdala in response to novelty, no consistent association of parenting style or attachment with BI in infancy

36
Q

Parenting and BI in middle childhood

A

BI children are more likely to have parents who are extremely protective and limit autonomy
Emergence of childhood anxiety symptoms come before parental overprotection, when kids are anxious, their parents become overprotective in response
Parents are attuned to kids and don’t want their children to be in situations that will make them distressed, help children avoid situations with potential for distress
Development is transactional- children play a role in shaping the world around them

37
Q

Separation anxiety

A

Normal development stage in securely attached babies and toddlers in which they become upset when separated from caregivers, usually wanes by around 3 years

38
Q

Separation Anxiety Disorder

A

Disorder characterized by significant worry and distress regarding separation from people to whom an individual has a strong, emotional attachment, occurs up into adulthood- developmentally inappropriate

39
Q

Separation Anxiety Disorder DSM Criteria (check these I think they got weird)

A

Developmentally inappropriate or excessive fear or anxiety concerning separation from those to whom the individual is attached, as evidenced by at least 3 of the following:
1. Recurrent excessive distress when anticipating or experiencing separation from home or from major attachment figures
2. Persistent and excessive worry about losing major attachment figures or about possible harm to them, such as illness, injury, disasters, or death
3. Persistent and excessive worry about experiencing an untoward event that causes separation from a major attachment figure
4. Persistent reluctance or refusal to go out, away from home, etc because of fear of separation
5. Persistent and excessive fear of or reluctance about being alone or without major attachment figures at home or in other settings
6. Persistent reluctance to or refusal to sleep away from home or go to sleep without being near a major attachment figure
7. Repeated nightmares involving theme of separation
8. Repeated complaints of physical symptoms when separation from major attachment figures occurs or is anticipated
Persistent, at least 4 weeks in children and 6 months in adults
Causes clinically significant distress or impairment
Disturbance not better explained by another mental disorder

40
Q

Number one symptom of kids with separation anxiety disorder

A

School refusal behavior, 75% of kids show this- resistance to going to or remaining in school for a full day

41
Q

SAD over age

A

More common in adults than children, 3-5% of children, 7% in adults
Adults develop it during adulthood? Typically starts very early in life- before age 7 ????????

42
Q

SAD and comorbidity

A

About 2/3 kids with SAD will also meet criteria for another anxiety disorder at the same time

43
Q

Why do we make people more anxious in order to make them less anxious?

A

Anxiety symptoms are exacerbated and maintained by avoidant behavior, exposures are a technique to extinguish the reinforcement associated with avoidance

44
Q

Panic attack

A

Abrupt surge of intense fear or intense discomfort that reaches a peak within minutes and during which time at least 4 of these symptoms occur:
Rapid heart rate
Sweating
Shaking
Shortness of breath
Feeling of choking
Chest pain
Nausea
Dizziness
Chills or hot flashes
Paresthesias (numbness)
Derealization (feelings of unreality) or depersonalization (being detached)
Fear of losing control
Fear of dying

45
Q

Panic attack timeline

A

Time-limited, usually reach a peak in 10 minutes and then declines

46
Q

Situationally bound panic attack

A

Clear triggers such as snakes, bugs, flying, social situations, etc

47
Q

Not situationally bound panic attack

A

Out of the blue, can even occur in the middle of the night

48
Q

Panic Disorder criteria

A

Characterized by recurrent unexpected (not situationally bound) panic attacks
At least one of the attacks has been followed by 1 month of one or both of:
Persistent concern or worry about additional panic attacks or their consequences
A significant maladaptive change in behavior related to the attacks (behaviors designed to avoid having panic attacks)

49
Q

Agoraphobia

A

Anxiety about being in places or situations from which escape might be difficult or in which help may not be available in the event of having an unexpected panic attack or panic-like symptoms- core fear is it might be difficult to escape if I had a panic attack

50
Q

Avoidance in panic

A

Agoraphobia, restriction of caffeine and exercise, only doing certain activities when safety mechanisms are there

51
Q

Trajectory of panic

A

Possible but rare in early and middle childhood, vast majority of cases emerge during or soon after puberty

52
Q

Why panic disorder in adolescence?

A

Catastrophic misinterpretation of bodily sensations- fear of physical sensations associated with panic are believed to be the biggest reason some people develop panic disorder, these physical sensations seem to be more common once people have reached a certain developmental level

53
Q

Fear of Fear Model

A

Development and maintenance of panic disorder starts with bodily sensations (heart pounding, rapid breathing, sweating, muscle tension, dizzy, etc), people respond with uh-oh reaction (thoughts of having a heart attack, what if other people notice, I die, go crazy, etc), then increased anxiety (worry about possibility of future panic, excessive focus on small changes in bodily state) keeps them at a high level of physiological arousal which leads to more symptoms (thoughts about the meaning of physical symptoms keeps body at high level of physiological arousal)

54
Q

CBT Panic Disorder

A

Blend exposure with cognitive restructuring about panic (thoughts of dying or not being able to handle it), include psychoeducation about what a heart attack feels like and evolutionary origins of symptoms

55
Q

When treating panic, what should the focus of exposures be?

A

Creating sensations that feel like sensations that occur in panic attacks, because people are trying to avoid the physical sensations of panic

56
Q

Interoceptive

A

Perception of physical states

57
Q

Interoceptive Exposures

A

People with panic disorder have high interoceptive awareness, so use exposures that are designed to mimic the physical sensations of panic in a controlled, intentional way
Construct fear and avoidance hierarchy according to intensity of symptom and similarity to panic
For example breathing through a straw, head rolling, running in place, body tensing, spinning, hyperventilating etc

58
Q

In Vivo exposures

A

Construct and follow fear and avoidance hierarchy for situations that typically bring on panic outside of therapy sessions

59
Q

CBT for panic disorder- does it work?

A

Yes, 70-80% remission (no more panic attacks) for moderate levels of panic, 50-70% for higher levels, results generally maintained over 2 years, 27% have a panic attack and return for booster sessions
Clear advantage of CBT over meds

60
Q

Panic medication

A

Anxiety meds- benzodiazepines- are good at relieving panic but effects are short-lived, addictive, 80% relapse after stopping meds

61
Q

Selective mutism prevalence

A

Rare, 0.7%

62
Q

Selective Mutism DSM Criteria

A

Consistent failure to speak in specific social situations in which there is an expectation for speaking despite speaking in other situations
Disturbance interferes with achievement or social communication
Duration of the disturbance is at least 1 month
Failure to speak is not attributable to a lack of knowledge of or comfort with the spoken language required in the social situation
Not better explained by a communication disorder or occurs exclusively during course of another disorder

63
Q

Selective Mutism versus Social Phobia

A

Different but related, half kids with SM meet criteria for SP

64
Q

Who becomes selectively mute?

A

Kids with family histories of anxiety disorders and kids with another anxiety disorder
Some studies suggest more common in children from immigrant communities who speak a different language at home than the dominant language of culture

Developmental Psychopathology (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions