All about anxiety

⁶ (American Psychiatric Association, 2013)

Children with Social Anxiety Disorder are fearful of social or performance-based situations in which they are exposed to unfamiliar people or the possible scrutiny of others (APA, 2013). They fear they will act in a way that is embarrassing and will be criticised by others. In the classroom this can present as a fear of talking in front of the class, taking part in music or athletic performances, and playing with other children. When faced with these situations, children with social anxiety often cry, get angry, freeze up, withdraw, hide behind people, or try to avoid the situation altogether. The distress and avoidance of social situations may lead children with social phobia to have poorer social skills, fewer friends and be less involved in extracurricular activities.

Specific Phobia is defined by a significant and persistent fear of a particular object or situation. Common phobias in children include fear of the dark, thunderstorms, animals, insects, heights, needles, and other medical procedures (APA, 2013).  When confronted with the feared situation or object, phobic children will become extremely anxious and distressed and will try to avoid the object or situation wherever possible. Phobias in children are distinguished from normal childhood fears by the marked degree of anxiety and avoidance, which is excessive compared to other children of the same age, and which interferes with family, social, or school functioning.

Obsessive-Compulsive Disorder (OCD) is characterised by the presence of intrusive, recurrent thoughts, images, or impulses (known as obsessions), which are usually alleviated or neutralised by repetitive behaviours (known as compulsions). Common obsessions reported by children and adolescents include concerns about harming others or themselves, contamination, superstitious ideas, and religion. Common types of compulsions include washing, checking, touching, ordering, and hoarding. OCD is a debilitating condition that has a significant impact on family and peer relationships, causes marked distress, is time-consuming and significantly interferes with daily functioning in addition to school performance (APA, 2013).

The essential feature of Panic Disorder is frequent and unexpected panic attacks and subsequent worry about future attacks. A panic attack is defined by a sudden onset of intense fear or discomfort that reaches a peak within minutes. Symptoms experienced can include heart palpitations, sweating, trembling, dizziness, breathlessness, nausea and paraesthesia (“pins and needles”), and these symptoms are typically misinterpreted as something being wrong, perpetuating the panic cycle (APA, 2013).

Post-Traumatic Stress Disorder (PTSD) is an anxiety disorder that develops following exposure to a traumatic, physically threatening event and is characterised by a persistent re-experiencing of the trauma (APA, 2013). Traumatic events may include natural disasters (e.g. fires, floods, cyclones), severe car accidents, witnessing someone else die or be badly injured, sexual abuse, robbery, or physical abuse. Children with PTSD may re-experience the trauma in several ways, such as repetitive play, nightmares, distressing recollections and severe anxiety when exposed to cues that remind them of the traumatic event. They may also try to avoid situations or objects that are associated with the traumatic event. 

A secondary disorder to panic disorder and is defined by anxiety or avoidance of places in which panic may occur. Situations that young people commonly avoid for fear of having a panic attack include classrooms, public transport, cinemas, crowded environments, and being outside the home. Panic disorder is extremely rare in children and is not commonly seen until late adolescence.