Anxiety Disorders
Children sometimes experience anxiety as a defense against stress. Mild anxiety can help turn that anxiety into positive behavior. For example, doing research on the subject for a debate study; Being prepared can help one cope with a difficult situation, such as public speaking, because one is aware that one will learn from the research. However, when anxiety is constantly present and appears as an irrational fear of familiar activities or situations, it is no longer a coping mechanism; it is more of a disabling condition (National Institute of Mental Health (NIMH)). Depending on the example, having knowledge does not make a person feel at ease. He/she may also feel vulnerable socially and communicatively.
Anxiety disorders usually begin in childhood, at the age of 6 or during adolescence, and significantly affect daily occupational performance. The Diagnostic and Statistical Manual of Mental Disorders (DSM) defines 5 types of anxiety disorders: Obsessive compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social or specific phobias, panic disorder, and generalized anxiety disorder. Common symptoms include:
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Excessive, unexplained worry,
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Difficulty managing anxiety,
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Restlessness or unexplained nervous energy,
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Fatigue easily,
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Difficulty concentrating or loss of thought ("mind ejaculates"),
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Nervousness,
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Muscle tension,
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Sleep disorders
Occupational therapists play an important role in addressing anxiety disorders in children in a variety of settings, including schools, communities, and the home. In every setting, intervention requires routines and They may focus on a number of areas, including the formation of habits, enjoyable activities that provide optimal levels of stimulation or relaxation, and strategies to manage symptoms to improve occupational performance. These services help children build self-esteem and establish supportive relationships with family members, school staff, and peers.
Occupational therapists work with teachers, healthcare personnel, and family members to meet the activity performance needs of children with anxiety disorders. plays a critical role in working together.
How Do Anxiety Disorders Affect Participation?
Anxiety symptoms may contribute to the child's participation in school activities, selected activity and social may interfere with the ability to participate in opportunities. Fear of failure, anxiety about having a panic attack, or fear of embarrassment can lead to a lack of participation even if the child wants to take action. These experiences can lead to social isolation and result in poor activity performance in all life skills areas.
How Do Anxiety Disorders Affect Emotional Health?
Decreased participation in social situations and activities can exacerbate feelings of low self-esteem; It can distort a child's self-image and disrupt their habits, routines, and roles in life. Overall quality of life and well-being are affected due to underlying symptoms.
Activity Performance
Children with anxiety disorders They may have difficulty in the following performance areas:
Social Participation
• They may avoid social situations due to fear of being in an unfamiliar environment, embarrassing themselves, or having a panic attack.
• They are uncomfortable. They can escape when it happens.
• Other They may appear irritable and unapproachable to younger children.
• They may choose to withdraw as a way to manage symptoms.
• The overall process interferes with enjoyment of social activities.
Activities of Daily Living
• Excessive anxiety, poor concentration, slow information processing, and fatigue can disrupt daily routines and the ability to perform the tasks of bathing, toileting, dressing, and eating.
• They may show a poor, uninterested start to the day and low motivation.
Education
• They show the potential for social isolation during breaks and in the canteen.
• Difficulty concentrating and processing information may interfere with activity participation, ability to understand and follow instructions, and completion of tasks.
• They may lose their train of thought due to the intrusion of worrying thoughts.
• Often in class They avoid talking loudly or drawing attention to themselves.
Work
• They may avoid work environments where interaction with the environment is needed and/or the environment is busy and unpredictable.
Game/Free Time
• They tend to engage in familiar/routine activities alone or with a reliable friend.
• They relax and have fun. They may have difficulty.
Sleep/Rest
• May be interrupted due to anxiety; This may cause daytime fatigue.
During the process, parents/caregivers should make good observations; In light of these observations, occupational therapy intervention should be used to increase well-being and improve independence.
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