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1
Cojocaru, Aurelia, and Vlada Troian. "Separation anxiety." Vector European, no. 1 (April 2024): 182–85. http://dx.doi.org/10.52507/2345-1106.2024-1.33.
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Anxiety disorders are the most common mental disorders in children and are often under-recognized. Untreated anxiety disorders in children can significantly affect the quality of life. They can lead to comorbid psychiatric conditions and interfere with social, emotional and academic development, including in adulthood. Separation anxiety disorder is one of the most common childhood anxiety disorders. It involves an exaggeration of the anxiety typical for the developmental process and is manifested by excessive distress at separation from the attachment figure or family environment. The etiology of separation anxiety disorder points to the interaction of biological and environmental factors, particularly the family environment in early childhood. Diagnostic criteria for SAD are provided by DSM-V and are used in the comprehensive assessment of the disorder, in combination with other internationally validated assessment tools. The diagnosis provides essential information for the elaboration of the therapeutic approach by the clinical specialists. In this sense, there are conclusive data on the effectiveness of combining psychotherapy with pharmacotherapy to achieve lasting results. Furthermore, the importance of coordinating inter-professional efforts is essential for the effectiveness of the comprehensive approach to TAS.
2
Jellinek, Michael S., and M. Elyce Kearns. "Separation Anxiety." Pediatrics In Review 16, no. 2 (1995): 57–61. http://dx.doi.org/10.1542/pir.16.2.57.
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Fear in reaction to danger potentially leads to life-saving "fight or flight." Anxiety is intrinsic to fear, and the young infant experiences anxiety during the earliest inevitable separations from caretakers. Over time, a child learns to experience anxiety in anticipation of fear, whether this fear is based on a true impending danger or a separation (eg, being left to fall asleep at bedtime). Bowlby, recognizing the infant's life and death dependency on a caretaker, defined separation as the "basic anxiety of infancy." The mother's leaving is so potentially dangerous that the infant responds with a piercing cry that reflects both protest and anxiety while calling forth the mother's return. This cry is a paradigm for what we all face when we experience the inevitable losses of loved ones or even our own hopes. Anxiety secondary to separation can continue beyond the expected age and interfere with a child's ability to function. Separation anxiety disorder may prevent a child from achieving critical developmental milestones, such as leaving his or her parent to play with friends or go to school. The early recognition of unwarranted or excessive separation anxiety may help limit potentially serious dysfunction. Separation anxiety can be expected to begin to ease for most children at 18 months of age with the cognitive mastery of object permanence and the growing security of consistent caretaking.
3
Wu, Wenjiao. "State-Trait and Separation Anxiety Among Mothers with an Only Child Entering Kindergarten." International Journal of Education and Humanities 12, no. 2 (2024): 35–39. http://dx.doi.org/10.54097/nay8hp28.
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Parents are the first and best teachers for their children. In homeschooling, the level of separation anxiety in kindergarten children is closely related to the level of anxiety in their mothers. The mother's behavior has a greater impact on the child than the father's. Parents' attitudes toward their children, their attitudes toward kindergarten, their own level of education, and their ability to regulate their emotions all affect the level of separation anxiety of children with their mothers. Therefore, it is particularly important to study the anxiety state of mothers when studying kindergarten anxiety in younger children. Since children spend most of their time with their mothers after leaving kindergarten, they chose to study the state-traits and separation anxiety of mothers of only children entering kindergarten". As early as Bowlby's attachment theory, the infant's emotional attachment to the caregiver was mentioned. Hawke et al. argued that, based on Spielberg's theory of state-trait anxiety, the mother's parent-child separation anxiety is a state of infant anxiety caused by short-term separation. When mothers experience occasional separation anxiety, the mother's state emotions include the following three perceived levels: the mother's self-anxiety, the mother's awareness of her child's anxiety, and the mother's anxiety about her child's lack of maternal care.
4
Kianoosh, Zainab, Bahram Mirzaian, and Hamid Nejat. "Comparing the effectiveness of cognitive-behavioral therapy and parent-child interaction therapy on the anxiety and loneliness of children with separation anxiety disorder." Applied Family Therapy Journal 4, no. 2 (2023): 79–95. http://dx.doi.org/10.61838/kman.aftj.4.2.5.
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Aim: The purpose of this study was to compare the effectiveness of cognitive-behavioral therapy and parent-child interaction therapy on the anxiety and loneliness of children with separation anxiety disorder. Methods: The current research was of the type of practical and quasi-experimental designs of pre-test-post-test and follow-up with a control group. The statistical population of this research included all children (girls and boys) suffering from separation anxiety disorder in Sari city in the first six months of 2021. The sample of this research includes 30 people who referred to Bammad Counseling Center and Bawar Counseling Center who were selected using available sampling method and randomly divided into two experimental groups of cognitive-behavioral therapy and parent-child interaction therapy and the control group in the list. They waited. The data were obtained using the Spence Children's Anxiety Scale (1997) and Asher et al.'s (1984) Loneliness Questionnaire. The data was analyzed using the method of analysis of variance with repeated measurements and SPSS-26 software. Results: The results showed that there is a significant difference between the two groups of cognitive-behavioral therapy and parent-child interaction therapy on anxiety and loneliness in children with separation anxiety disorder, and cognitive-behavioral therapy causes more changes in anxiety in children. He was diagnosed with separation anxiety disorder and this treatment is stronger than parent-child interaction therapy in this group of patients. However, according to the average indices and the effect size obtained in the treatment of parent-child interaction, it caused more changes in loneliness in children with separation anxiety disorder, and this treatment is stronger than cognitive-behavioral therapy in this group of children with separation anxiety disorder. It was separation anxiety disorder (P<0.001). Conclusion: Therefore, it can be concluded that cognitive-behavioral treatment of anxiety in children with separation anxiety disorder and parent-child interaction therapy can be an effective intervention method to improve the loneliness of children with separation anxiety disorder.
5
Mahmood HamaSalh, Nabard, Nian Namq Sabr, and Yohan Othman. "The effectiveness of multimedia use in relieving separation anxiety among first level kindergarten children from mothers viewpoint." Journal of University of Raparin 11, no. 2 (2024): 346–79. http://dx.doi.org/10.26750/vol(11).no(2).paper13.
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The aim of this study was to determine the level of separation anxiety among children in the first level of kindergarten from the perspective of mothers , as well as the effect of multimedia use on relieving this anxiety and the effect of variable (gender) on the level of separation anxiety among children in the first level of kindergarten. The researcher used an experimental approach , the research community was the (Kazewa) kindergarten in the western education directorate in the center of Sulaimaniyah.The sample of study were purposely selected (30) children in the first level of kindergarten. The tool used was a survey form answered by the mothers of children. The results of study showed that the level of separation anxiety among children in the first level of kindergarten was high. there was a statistically significant difference between the pretest and the posttest ,and the difference was in favor of the posttest. This showed the effect of multimedia use on the relief of separation anxiety among the children in the study sample , as it was found that the variable (gender) has no role on the level of separation anxiety among the children in the sample.
6
Masi, Gabriele, Maria Mucci, and Stefania Millepiedi. "Separation Anxiety Disorder in Children and Adolescents." CNS Drugs 15, no. 2 (2001): 93–104. http://dx.doi.org/10.2165/00023210-200115020-00002.
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Lamtraktul, Su-ari. "DO NOT IGNORE SEPARATION ANXIETY IN CHILDREN." Belitung Nursing Journal 2, no. 1 (2016): 1–2. http://dx.doi.org/10.33546/bnj.6.
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Zhou, Hongjin. "Risk Factors Relevant to Adult Separation Anxiety Disorder." Transactions on Social Science, Education and Humanities Research 5 (April 1, 2024): 473–80. http://dx.doi.org/10.62051/1694nb16.
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Separation anxiety disorder was previously often used to describe children; however, the age limit was removed from the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) and a new symptom called adult separation anxiety disorder (ASAD) was added to it. Nevertheless, because this is a relatively new field, the risk factors of developing separation anxiety disorder in adults are less clear. This article reviews the definitions and differences of separation anxiety in adults and children and evaluates the risk factors for adult separation anxiety in the literature. These factors include intolerance to uncertainty, sensitivity to anxiety, attachment style, and other mental disorders. This paper describes the effects of these factors on adult separation anxiety and presents limitations of existing research and recommendations for future development in this field. The purpose of this article is to make more people understand what adult separation anxiety is, to distinguish it from children's separation anxiety and to understand what risk factors can affect and cause adult separation anxiety. Another purpose of this article is to help people prevent and intervene in adult separation anxiety disorders.
9
Robbins, Jill. "Separation Anxiety: A Study on Commencement at Preschool." Australasian Journal of Early Childhood 22, no. 1 (1997): 12–17. http://dx.doi.org/10.1177/183693919702200104.
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In this study of the incidence and intensity of separation anxiety on entrance to preschool, differences in variables such as age, sex and prior experience at separation were examined, as well as the relationship between general anxiety and separation anxiety. The subjects were 221 three- and four-year-old children about to commence preschool, while the instruments employed were Doris et al. (1971) Parental Anxiety Rating Scale (PAR), which included a general anxiety subscale and another relating to separation anxiety and their Teacher Separation Anxiety Rating Scale (TSAR). The majority of the children were rated by their parents as exhibiting relatively low levels of age-appropriate anxiety and fears, and teachers found they made a relatively easy adjustment to preschool. No significant sex differences were found in the general fears of the children, but four-year-olds were rated more fearful than three-year-olds. On the separation anxiety subscale of the PAR prior experience with separation was found to be significant, as well as the combined effects of sex, age and experience. A link between separation anxiety and general anxiety proneness was evident. No significant sex, age or prior experience differences were found on the TSAR scale. The study failed to find a significant correlation between the TSAR and the PAR on either of its subscales.
10
Kochetova, Yu A., and M. V. Klimakova. "Foreign Studies of Separational Anxiety." Современная зарубежная психология 11, no. 1 (2022): 39–47. http://dx.doi.org/10.17759/jmfp.2022110104.
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The article aimes to studying the phenomenon of separation anxiety in different ages. Currently separation anxiety studying its become more relevant at different stages of human development. This article presents an analysis of the phenomenon of separation anxiety, its manifestations and clinical picture, diagnostic criteria and methods of psychotherapy, in particular, the use of non-directive play therapy, methods of cognitive behavioral therapy (the program “The Coping Cat”). The analysis of foreign studies shows the relationship between the level of infant's parents separation anxiety with the level of anxiety of their children, with the personal growth of the parents. Modern foreign studies shows the impact of separation anxiety on the mental development of children. The data obtained in the studies allow us to see the role of anxiety disorder caused by separation in the personality formation, which is an important condition for the therapeutic and corrective tools.
11
Bögels, Susan M., Nienke Snieder, and Merel Kindt. "Specificity of Dysfunctional Thinking in Children with Symptoms of Social Anxiety, Separation Anxiety and Generalised Anxiety." Behaviour Change 20, no. 3 (2003): 160–69. http://dx.doi.org/10.1375/bech.20.3.160.24836.
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AbstractThe present study investigated whether children with high symptom levels of either social phobia (SP), separation anxiety disorder (SAD), or generalised anxiety disorder (GAD) are characterised by a specific set of dysfunctional interpretations that are consistent with the cognitive model of their specific fear (“content-specificity of interpretations”). It was also examined whether such cognitive bias is predominantly activated in those ambiguous situations that are relevant for the pertinent fear (“content-specificity of situations”). Children high on symptoms of SP, SAD, and GAD and low-anxious control children were exposed to stories describing ambiguous situations and asked to give their interpretations and action plans. Results showed that high-anxious children displayed a negative cognitive bias compared to control children, but did not differ from controls with respect to the action plans given. Some evidence was found for the content-specificity of this cognitive bias. That is, consistent with the hypothesis of content-specificity of interpretations, children high on SAD reported more interpretations consistent with the content of their fear than children high on SP and GAD. Further, children high on SP and SAD predominantly displayed a negative cognitive bias in response to respectively social and separation situations. Children high on GAD did not show content-specificity for interpretations or situations. The theoretical implications of these findings are briefly discussed.
12
Kalra, Nupur, Nikita Sharma, Muskan Bhatia, Naresh Sharma, and Shveta Sood. "Management of separation anxiety in pediatric patients in a dental setting." Journal of Dental Specialities 11, no. 2 (2023): 97–104. http://dx.doi.org/10.18231/j.jds.2023.018.
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To inculcate a better understanding and facilitate a better management of separation anxiety seen in children in dental clinic. Separation anxiety is often seen in pediatric patients. Although, not much thought is given to it as parents presume the anxiety to be merely a byproduct of a new environment and unfamiliar faces. It was significant to compile separation anxiety seen in children with a special emphasis on its dental aspect which will aid pedodontists as well as general practitioners in a swift recognition of the symptoms followed by prompt management of pediatric separation anxiety patients in a dental setting.
13
Blunk, Elizabeth M., and Sue W. Williams. "A COMPARISON OF ADOLESCENT AND ADULT MOTHERS' MATERNAL SEPARATION ANXIETY." Social Behavior and Personality: an international journal 27, no. 3 (1999): 281–87. http://dx.doi.org/10.2224/sbp.1999.27.3.281.
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Maternal separation anxiety was compared for twenty adolescent and twenty adult mothers. The adolescent mothers were recruited from a high school teen parent program. Adult participants were recruited from two university day care programs. The Maternal Separation Anxiety Scale was used to assess the level of anxiety experienced by employed or school enrolled mothers when separated from their children. Analysis of variance indicated a group difference for separation anxiety with the adolescent mothers being significantly more anxious when leaving their children.
14
Ferdinand, Robert F., Ilja L. Bongers, Jan van der Ende, et al. "Distinctions between separation anxiety and social anxiety in children and adolescents." Behaviour Research and Therapy 44, no. 11 (2006): 1523–35. http://dx.doi.org/10.1016/j.brat.2005.11.006.
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Delvecchio, Elisa, Daniela Di Riso, Diana Mabilia, Silvia Salcuni, and Adriana Lis. "The separation anxiety scale for children: Validation with Italian children." European Journal of Developmental Psychology 11, no. 5 (2014): 635–44. http://dx.doi.org/10.1080/17405629.2014.915804.
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Drazheva, Elena. "Preliminary Study of the “Separation Anxiety” Phenomenon Through the Eyes of the Method of Positive and Transcultural Psychotherapy." Global Psychotherapist 1, no. 1 (2021): 22–26. http://dx.doi.org/10.52982/lkj137.
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The article presents the results of a preliminary study which forms part of the preparation of a dissertation titled: “Influence of parental behavior on separation anxiety in children aged 1.5 to 5 years.” This article discusses the relationship between the symptoms and problems of children manifesting separation anxiety when starting to attend kindergarten and the experiences of their parents. The preliminary study included 38 parents and their children manifesting anxiety upon separation. The study used the tools of Positive psychotherapy, which offers the opportunity to diagnose parent-child relationships and supportive intervention.
17
Deater-Deckard, Kirby, Sandra Scarr, Kathleen McCartney, and Marlene Eisenberg. "Paternal Separation Anxiety: Relationships With Parenting Stress, Child-Rearing Attitudes, and Maternal Anxieties." Psychological Science 5, no. 6 (1994): 341–46. http://dx.doi.org/10.1111/j.1467-9280.1994.tb00283.x.
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Employed mothers of young children worry about the effects of daily separation on their children Do fathers have similar anxieties? Because fathers are expected to leave the home and go to work, psychologists have not studied fathers' concerns about daily separation from their babies and preschool children In this study, we investigated fathers' and mothers' separation anxiety and the relationships between separation anxiety and family and child-care characteristics The sample included 589 married couples from a larger study of families and center-based child care Data were collected through in-home and center visits Fathers and mothers had similar levels of Separation Anxiety However, fathers reported slightly higher Concern for the Child, and mothers reported higher Employment Concerns Fathers' perceptions of their wives' anxieties were higher by half a standard deviation compared with mothers' reports Fathers' and mothers self-reported separation anxieties were modestly correlated Paternal separation anxiety was most strongly associated with fathers' perceptions of their wives' separation concerns, not with mothers' reported anxieties, which suggested ego defensiveness and projection
18
Dotto, Chiara, Maria Montanaro, Silvia Spaggiari, et al. "Early Evidence of the Interplay between Separation Anxiety Symptoms and COVID-19-Related Worries in a Group of Children Diagnosed with Cancer and Their Mothers." Children 9, no. 4 (2022): 481. http://dx.doi.org/10.3390/children9040481.
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Having cancer in childhood is a risk factor for separation anxiety symptoms, with negative effects on the disease and psychological wellbeing. The Covid-19-pandemic-related concerns could have a negative effect. The present study explores the interplay between separation anxiety symptoms and COVID-19-related worries in pediatric cancer patients and their mothers, compared to a group of healthy children and their mothers, during the pandemic. Thirty-three subjects with cancer, aged 7–15 years, and their mothers were compared to a control sample of 36 healthy children and caregivers. They were administered a pandemic-related psychological experience survey and standardized questionnaires assessing psychological wellbeing, anxiety, and separation anxiety symptoms. Children with cancer reported significantly higher prosocial behaviors, fear of being alone, and fear of abandonment. Their mothers had worse psychological wellbeing, higher COVID-19 concerns, anxiety, and separation anxiety symptoms. The multiple linear regression model showed that an increase in children’s separation anxiety symptoms was associated with younger age, more recent diagnosis, more mother-child time, lower mothers’ worry for children’s contagion, and higher mothers’ and children’s anxiety. COVID-19-related worries of clinical children’s mothers seem to be protective for children’s psychological wellbeing. Early psychosocial support interventions for mothers are essential in health services for cancer.
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Lighezzolo, Joëlle, Claude de Tychey, and Eric Thiebaut. "Comparative Approach to Separation Anxiety Using the Baby Bird Tale." Rorschachiana 28, no. 1 (2006): 58–80. http://dx.doi.org/10.1027/1192-5604.28.1.58.
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Authors present a new tool: the baby bird tale, taken from Tales Test ( Royer, 1978 ), which can be used to diagnose separation anxiety disorder. They compared the responses of a control group of 120 children divided into three subgroups (4–6, 6–11, and 11–13 years of age), with the responses of a clinical group of 80 children suffering from separation anxiety disorder, matched for age, sex and parental socioeconomic status. Results show the discriminating value of the instrument and confirm the existence of an insecure attachment and of the inability to mentally elaborate separation anxiety among children from the clinical subgroup.
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KLEIN, RACHEL G., HAROLD S. KOPLEWICZ, and ANDRES KANNER. "Imipramine Treatment of Children with Separation Anxiety Disorder." Journal of the American Academy of Child & Adolescent Psychiatry 31, no. 1 (1992): 21–28. http://dx.doi.org/10.1097/00004583-199201000-00005.
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商, 渝凤. "A Case Study of Separation Anxiety of Children." Advances in Psychology 04, no. 07 (2014): 997–1005. http://dx.doi.org/10.12677/ap.2014.47128.
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Muratori, Filippo, Lara Picchi, Fabio Apicella, et al. "Psychodynamic psychotherapy for separation anxiety disorders in children." Depression and Anxiety 21, no. 1 (2005): 45–46. http://dx.doi.org/10.1002/da.20049.
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Sochukwuma, Ezaka Emmanuel, and Ezaka Ephraim Ibeabuchi. "Impact of Separation Anxiety on Vulnerability of Children without Parental Care." International Journal of Psychological Studies 15, no. 2 (2023): 64. http://dx.doi.org/10.5539/ijps.v15n2p64.
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The present study examined the impact of separation anxiety on the vulnerability of children without parental care. Parenting is no doubt one of the most tedious, diverse, and complex jobs to execute, and when it goes wrong, it affects society deeply. Parents are the first form of protection for their children, and when the roles are not executed, it tends to affect the child&rsquo;s moral and psychological abilities. Separating children from their loved ones and/or familiar environments has a great impact on the developmental milestones of such children. Separation anxiety is a required distress-response to being separated from one&rsquo;s caregivers during infancy, which is critical to the child&rsquo;s emotional or psychological development. Regardless of the fact that some children develop coping strategies to regulate how they react to this distress, others hardly handle it, and it affects their behaviors and how they react to things. The United Nations Convention on the Rights of the Child (UNCRC) suggests that bringing up a child under the care of a parent or close relative is of great help to the child. However, children who are not privileged to have such opportunities are subjected to negligence and severe vulnerability. Some of the factors that contribute to child vulnerability include, but are not limited to, disability, parents&rsquo; educational level, and mental health status. Therefore, this commentary aims to investigate the previous empirical studies and other psychological implications and triggers of vulnerability in children without parents. It suggests that, apart from the physical and socio-economic challenges faced by children without parents, some psychological challenges (e.g., separation anxiety) predispose them to being vulnerable.
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Siron, Yubaedi. "KETERLIBATAN AYAH DALAM PENGASUHAN ANAK DENGAN SEPARATION ANXIETY DISORDER." Martabat: Jurnal Perempuan dan Anak 4, no. 2 (2020): 325–46. http://dx.doi.org/10.21274/martabat.2020.4.2.325-346.
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Father involvement in parenting is an important factor in the process of child development. However, the involvement of fathers in childcare is very low. The objective of this study is to explore and find out how fathers are involved in parenting of children with separation anxiety disorder. This research uses a qualitative approach. Collecting data in this study using structured interviews. Participants were selected using purposive sampling. Participants in this study were 3 fathers who have children with Separation Anxiety Disorder (ASD). The results showed that the involvement of fathers in childcare plays an important role in the development of children with ASD. Fathers have done a good role in parenting for ASD children, as well as a good relationship between father and children with ASD. Fathers have varied activities to stimulate their ASD children, as well as positive communication by fathers to their children. Fathers give good understanding to their children and provide follow-up on their parenting involvement.
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Astuti, Umi, Hartono Hartono, and Sunawan Sunawan. "The Influence of Parental Attachment toward Early Childhood Children's Separation Anxiety." Journal of Primary Education 9, no. 5 (2020): 501–10. http://dx.doi.org/10.15294/jpe.v9i5.43210.
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Most preschool children show incapabilities of overcoming anxieties so that they have negative emotions while parting with an intimate figure. This research examined parental attachment toward early childhood children's parting anxieties. The research population consisted of 793 participants aged 5-6 years old. The sampling technique was purposive sampling. It involved 185 early childhood children (87 boys and 98 girls). The data were collected through a questionnaire. The data technique used the Parental-Child Attachment-Child Survey questionnaire to measure parental attachment to children. Separation anxiety in early childhood was measured using the Children's Separation Anxiety Disorders (CSAS) questionaire. Each question item was read by the researcher to facilitate the children. The applied analysis was a simple linear regression. It was to analyze the parental attachment toward children's separation anxiety. The result shows Fcount = 15.26 < Ftable = 3.045 with a Sig value 0.000 < 0.05. It means high parental attachment lowered children's separation anxiety at schools. This child-parent intimacy supported adaptive social quality in a peer group. It also provided a positive foundation for their further development.
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Korennaia, A. V., and I. A. Ralnikova. "Psychological Separation from Parents in Adolescence in the Context of Value and Semantic Orientations." Консультативная психология и психотерапия 32, no. 1 (2024): 122–38. http://dx.doi.org/10.17759/cpp.2024320106.
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<p style="text-align: justify;">Relevance. The problem of psychological separation in adolescence comes up against many contradictions, such as high demands of society to the young generation and difficulties on the way to comply with them (prolongation of the adolescent period, dependence on parents, personal immaturity, infantilism, instability of axiological orientations, etc.). Aim. The goal is to study the relationship between the level of separation anxiety, components of psychological separation from parents and axiological and life&ndash;purpose orientations in adolescence. Materials and methods. Adult Separation Anxiety Questionnaire ASA&ndash;27, adapted by A.A. Dityuk Hoffman&rsquo;s questionnaire of psychological separation, D.A. Leontyev&rsquo;s test of life&ndash;purpose orientations, E.B. Fantalova&rsquo;s &laquo;Level of Value and Availability Ratio in Different Life Spheres&raquo;. Sampling: 98 students of higher and secondary specialized educational institutions at the age of 17&ndash;21 years (52% boys and 48% girls). Results and conclusions. Components of psychological separation from parents in adolescence is uneven; psychological separation from parents has been partially completed. Separation from the mother is more pronounced than from the father. Separation anxiety is expressed to a moderate degree. The conflicting style of separation prevails. Attitudinal separation from parents has been achieved to a greater extent affective and behavioral separations are insufficiently formed; in boys and girls, pronounced separation anxiety is associated with unformed life&ndash;purpose orientations and motivational and personal integration in the &laquo;value&ndash;availability&raquo; plane in the areas of &laquo;happy family life&raquo;, &laquo;materially secure life&raquo;, &laquo;freedom&raquo;; incomplete separation from the mother and the presence of meaning in life for her children are interconnected; incomplete separation from the father is associated with the present life&ndash;meaning crisis in his children.</p>
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Kianoosh, Zeinab, Bahram Mirzaian, and Hamid Nejat. "Comparing the effectiveness of cognitive-behavioral therapy and parent-child interaction therapy on Parent-child interaction in children with separation anxiety disorder." Journal of Adolescent and Youth Psychological Studies 4, no. 2 (2023): 44–53. http://dx.doi.org/10.61838/kman.jayps.4.2.6.
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Background and Aim: Anxiety disorders have significant negative effects on children's academic performance, relationships with peers, and family functioning. The purpose of the present study was to compare the effectiveness of cognitive-behavioral therapy and parent-child interaction therapy on Parent-child interaction in children with separation anxiety disorder. Methods: The current research was of the type of practical and quasi-experimental designs of pre-test-post-test and follow-up with a control group. The statistical population of this research included all children (girls and boys) suffering from separation anxiety disorder in Sari city in the first six months of 2021. The sample of this research includes 30 people who referred to Bamdad Counseling Center and Bavar Counseling Center who were selected using available sampling method and randomly divided into two experimental groups of cognitive-behavioral therapy and parent-child interaction therapy and the control group in the list. They waited. The data were obtained using the Strauss Parent-child interaction Questionnaire (1990), Spence Children's Anxiety Scale (1997). The data was analyzed using the method of analysis of variance with repeated measurements and SPSS-26 software. Results: The results showed that there is a significant difference between the two groups of cognitive-behavioral therapy and parent-child interaction therapy on Parent-child interaction in children with separation anxiety disorder (F=14.09; P<0.001). And cognitive behavioral therapy had a greater effect than parent-child interaction therapy on Parent-child interaction in children with separation anxiety disorder (P<0.001). Conclusion: Therefore, it can be concluded that cognitive behavioral therapy can be an effective intervention method to improve Parent-child interaction in children with separation anxiety disorder.
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Delavari, Abasali, Seyed Madani, Abbas Rahmani, and Marzieh Lak. "Comparison of the effect of intravenous ketamine and midazolam as a premedication in children undergoing cochlear implantation at the time of separation from parents." Romanian Journal of Military Medicine 124, no. 3 (2021): 297–303. http://dx.doi.org/10.55453/rjmm.2021.124.3.5.
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Background and aim: Preoperative anxiety and fear of separation from parents are some of the most important preoperative problems for children with deaf muteness. Here, the effect of intravenous administration of ketamine and midazolam was compared on sedation in children who candidates for choral cochlear implantation at the time of separation from parents. Patients and methods: This double-blind, prospective clinical study was performed on 74 children with deaf-muteness before cochlear implantation. Patients were randomly divided into two groups, midazolam (0.1 mg /kg) and ketamine (1 mg/kg). The sedation anxiety score scale (SASS) form was filled in to assess the anxiety and sedation status for each child. The children's relaxation score from recovery was assessed by the PACU sedation score scale (PACUSSS). Results: The average of the children's anxiety score after the injection of both drugs during the separation from their parents was 3, and there was no significant difference in the mean of SASS between the two groups (p>0.05). The mean PACU sedation score scale in both ketamine and midazolam groups was 1.08 ± 0.89 and 1.32 ± 1.01, respectively (p = 0.27). The mean of extubation and recovery times in the ketamine group were 10.44 ± 4.47 and 30.27 ± 6.87, respectively, while the mean extubation and recovery times in the midazolam group were 11.83 ± 3.33 and 29.81 ± 6.31 minutes, respectively. Conclusion: Both ketamine and midazolam caused equal sedation scores in children with deaf muteness at the time of separating from their parents.
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Kindt, Merel, Susan Bögels, and Mattijn Morren. "Processing Bias in Children with Separation Anxiety Disorder, Social Phobia and Generalised Anxiety Disorder." Behaviour Change 20, no. 3 (2003): 143–50. http://dx.doi.org/10.1375/bech.20.3.143.24832.
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AbstractThe present study examined processing bias in children suffering from anxiety disorders. Processing bias was assessed using of the emotional Stroop task in clinically referred children with separation anxiety disorder (SAD), social phobia (SP), and/or generalised anxiety disorder (GAD) and normal controls. The aims of the present study were twofold: (a) to test whether clinically anxious children show a bias towards threat stimuli, and (b) to examine whether this bias is domain-specific. No evidence was obtained for either an anxiety-related bias towards threat, or a domain-specificity effect. Clearly, these findings diverge markedly from adult studies and stress the importance of further research on anxiety-related information processing in children.
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McFayden, Tyler C., and Susan W. White. "Brief, Intensive Treatment for Separation Anxiety in an 8-Year-Old Boy: A Case Study." Clinical Case Studies 19, no. 2 (2019): 83–100. http://dx.doi.org/10.1177/1534650119888282.
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Cognitive behavioral therapy (CBT) is the evidence-based treatment modality for children with anxiety disorders; yet, many youth do not receive treatment. To overcome barriers associated with standardized CBT approaches, brief, intensive treatments have been proposed. This case study illustrates a brief, intensive CBT intervention for a preadolescent male client who presented with severe separation anxiety. The intervention consisted of five sessions (one each day for five consecutive days) and a follow-up assessment 4 months later to evaluate treatment outcomes. The intervention strategies were based in CBTs and included exposures, cognitive reappraisal work with both the client and the parents, and reduction of parental accommodation. Reliable Change Indices were calculated to evaluate change from preintervention to the follow-up assessment. There were large and statistically significant decreases in the main outcome measure of separation anxiety symptoms, indicating significant improvements in separation symptoms over treatment per the client’s and parents’ reports. At the follow-up session, the client no longer met diagnostic criteria for separation anxiety disorder. The results highlight the utility of brief, intensive interventions for separation anxiety in young children.
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Thorpe, Moriah, Line Tremblay, Brahim Chebbi, Brahim Chebbi, and Céline Larivière. "The Relationship Between Motor Skills, Psychosocial Adjustment and Peer Victimization in School-Aged Children." Diversity of Research in Health Journal 2 (August 7, 2018): 66–87. http://dx.doi.org/10.28984/drhj.v2i0.240.
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The aim of this study was to investigate the relationships between childrens’ motor competence, psychosocial adjustment, peer victimization, physical activity participation and obesity. Using the Elaborated Environmental Stress Hypothesis as the framework, we hypothesized that multiple stressors influence children with poor motor competence and that the pathway from motor competence to psychosocial maladjustment is more complex than initially thought. A sample of child-parent dyads (n = 51; children ages 7 to 10 years), were recruited from two educational institutions in Sudbury, Ontario. Child participants completed self-report measures on peer victimization, depression symptoms, loneliness and anxiety symptoms across five dimensions (social phobia, obsessive-compulsive disorder, separation anxiety, panic disorder and generalized anxiety). Child participants also completed the Test of Gross Motor Development-3. Parent participants completed a sociodemographic questionnaire and a questionnaire on their child’s levels of participation in physical activity. For boys, Pearson product-moment correlations revealed that lower motor competence was significantly related to depressive symptoms, social phobia, separation anxiety symptoms, loneliness and peer victimization. For girls, lower motor competence was significantly related to separation anxiety symptoms and loneliness. No correlations were found between motor competence, weight status and physical activity participation. Findings are consistent with previous literature. These findings suggest that (1) boys are more psychosocially affected and victimized than girls when measured against motor competence and, (2) children are experiencing these issues as early as age 7, which is a time when children are starting to build social relationships. More research is required strengthen these findings.
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Blunk, Elizabeth M., Elizabeth Morgan Russell, and Sue W. Williams. "PILOT STUDY OF HISPANIC MOTHERS AND MATERNAL SEPARATION ANXIETY." Social Behavior and Personality: an international journal 36, no. 6 (2008): 727–36. http://dx.doi.org/10.2224/sbp.2008.36.6.727.
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In this pilot study the maternal separation anxiety of 49 mothers of primarily Mexican descent was examined. A hierarchical multiple regression was conducted to determine if predictors of maternal separation anxiety in Euro-American mothers would also predict maternal separation anxiety in Hispanic mothers. Results identified maternal education, marital status, and total number of children as predictors. Maternal age produced a significant increment when added to the model. Neither infant age nor hours mothers spent attending school or in paid employment predicted maternal separation anxiety. Additionally, adolescents reported greater maternal separation anxiety when separated from their infants than did adult mothers. Results of this pilot study indicated some consistency with findings of previous research with Euro-American participants. Suggestions for future research are discussed.
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Gerami, Sahel, Parvaneh Ghodsi, Parvaneh Mohammadkhani, and Sadegh Taghiloo. "Comparison of Efficacy of Child Cognitive – Behavioral Therapy (CCBT) Versus Family Cognitive – Behavioral Therapy (FCBT) and Mother - Child Attachment Intervention in Reduction of Separation Anxiety Disorder in Children between 7-12 Years Old." Journal of Assessment and Research in Applied Counseling 5, no. 3 (2023): 68–77. http://dx.doi.org/10.61838/kman.jarac.5.3.10.
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Objective: The purpose of this study was to compare and evaluate the effectiveness of child-based cognitive-behavioral therapy (CCBT), family-based cognitive-behavioral therapy (FCBT) and mother-child attachment intervention in reducing separation anxiety in children aged 7 to 12 years. Methods and Materials: The method of this semi-experimental study was pre-test-post-test with a control group and a three-month follow-up. For this purpose, 48 children with separation anxiety disorder were selected by purposive sampling and were divided into four groups of 12 people. The first group received child-based cognitive behavioral therapy, the second group received family-based cognitive behavioral therapy, the third group received mother-child attachment intervention, and the control group did not receive any intervention. The measurement tools of this research include the semi-structured diagnostic interview of mood disorders and schizophrenia for children and adolescents (K-SADS-PL) and Separation Anxiety Scale (Parental Form). The data were analyzed using mixed variance analysis with repeated measurement and Bonferroni's post hoc test. Findings: The findings show that child-centered cognitive-behavioral therapy has been more successful in reducing separation anxiety compared to family-centered cognitive-behavioral therapy and mother-child attachment-centered intervention. Also, family-centered cognitive-behavioral therapy has been more effective in reducing children's separation anxiety compared to mother-child attachment-centered intervention (P<0.05). Conclusion: The results of the present study show that the therapeutic methods used can be effective in the treatment of separation anxiety disorder by psychologists and psychiatrists.
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Siron, Yubaedi, Tiara Anggraini, and Maulia Amandasari. "PARENTING CHILDREN WITH SEPARATION ANXIETY DISORDER: FATHER INVOLVEMENT AND PARTICIPATION." Child Education Journal 5, no. 1 (2023): 49–60. http://dx.doi.org/10.33086/cej.v5i1.3112.
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Father involvement in parenting is an important factor in the process of children’s growth and development.This study aims to explore and find out how fathers are involved in parenting the children with separationanxiety disorder. The qualitative method is employed in this research. This study included structuredinterviews for data collection. Purposive sampling was used to choose participants. Three fathers whosechildren with Separation Anxiety Disorder (SAD) involved in this study. The results showed that theinvolvement of fathers in childcare plays an essential role in the development of children with SAD. Fathershave done a good role in parenting for SAD children, as well as a good relationship between fatherand children with SAD. Fathers have varied activities to stimulate their SAD children, such as positivecommunication comes from fathers to their children. Fathers give good understanding to their childrenand provide follow-up on their parenting participation and involvement. This study contribute to themodel of father involvement in special needs children, especially children with separation anxiety disorder.
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HANNA, GREGORY L., THOMAS E. FLUENT, and DANIEL J. FISCHER. "Separation Anxiety in Children and Adolescents Treated with Risperidone." Journal of Child and Adolescent Psychopharmacology 9, no. 4 (1999): 277–83. http://dx.doi.org/10.1089/cap.1999.9.277.
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Triebenbacher, Sandra Lookabaugh, and Deborah W. Tegano. "Children's Use of Transitional Objects during Daily Separations from Significant Caregivers." Perceptual and Motor Skills 76, no. 1 (1993): 89–90. http://dx.doi.org/10.2466/pms.1993.76.1.89.
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Attachment behaviors of 105 toddlers were observed as the children separated from significant caregiver(s) at child care. Analysis indicated that children attached to a transitional object and using the object when separating engaged in ritualistic touching behaviors directed at a variety of targets. Results lend some support to the notion of transitional objects facilitating separation and reducing anxiety in mildly stressful situations.
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Ceyhan, Aydogan Aykut. "INVESTIGATION OF EARLY SEPARATION ANXIETY SYMPTOM LEVELS IN TURKISH YOUNG ADULTS." Social Behavior and Personality: an international journal 34, no. 3 (2006): 295–308. http://dx.doi.org/10.2224/sbp.2006.34.3.295.
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This study aimed to determine whether the early separation anxiety symptom levels of young adults differ according to their personal and familial characteristics. It is retrospective. The sample consisted of 284 university students attending Anadolu University in Turkey, in the 2004–2005 academic years. Data were collected from the Separation Anxiety Symptoms Scale (Ceyhan, 2000) and a questionnaire. Analysis of the data was conducted using independent t-test and ANOVA. Results revealed that the levels of early separation anxiety symptoms of females are significantly higher than those of males. Also, that the level of early separation anxiety symptoms of young adults who were only children was significantly higher than those of first, middle, and last children. There was no significant difference in terms of the variables such as mothers' and fathers' attitudes perceived retrospectively, attendance at nursery school, or mothers' working conditions during childhood. Results are discussed in the light of literature regarding the limitations of the study.
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Orgilés, Mireia, Patricia Penosa, Alexandra Morales, Iván Fernández-Martínez, and José P. Espada. "Maternal Anxiety and Separation Anxiety in Children Aged Between 3 and 6 Years." Journal of Developmental & Behavioral Pediatrics 39, no. 8 (2018): 621–28. http://dx.doi.org/10.1097/dbp.0000000000000593.
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Iqbal, Sana. "Social Behaviors and Separation Anxiety in Unattended Social Media User Children of Working Women (in Lahore District)." Global Digital & Print Media Review I, no. I (2018): 40–57. http://dx.doi.org/10.31703/gdpmr.2018(i-i).05.
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In this research article, the discussion moves around children who faces a prolonged separation anxiety, which does not diminish even with parent's best efforts. 88.4% results showed that when parents go to work, usually children use social media content unattended. Children use social networking apps which are not age restricted and can put a negative impact on their social behaviors. Survey method is conducted to get the results for the research on this issue. 88.4% results proved that children of working women face separation anxiety. It is recommended in this research that awareness on these issues can make parents able to grasp the only way they can control anxiety issue in their children and have an eye on their social media use, which is to build healthy relationship with their children and gain their trust so that they share everything with their parents.
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Skendi, V., V. Alikaj, and E. Dashi. "Anxiety symptoms and their frequencies in albanian children: Differences by age, gender and other variables." European Psychiatry 64, S1 (2021): S633. http://dx.doi.org/10.1192/j.eurpsy.2021.1684.
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IntroductionAnxiety symptoms in childhood represent an important risk factor for developing anxiety disorders in subsequent developmental stages. This study examines the frequency and characteristics of the symptoms of the principal anxiety disorders in children and adolescents using a self-report questionnaire based on the diagnostic categories of the American Psychiatric Association (APA) manual.ObjectivesOur main aim was to have a bigger view of anxiety symptoms spectrum in Albanian children, their frequencies and diferences related to age, gender or other variables.MethodsA cross-sectional, non-interventional study was conducted on 50 children/adolescents aged 8 to 17 years (45% males), frequenting Child/Adolescent Psychiatric Service, who completed the Spence Children’s Anxiety Scale.ResultsMore than one in four of the children and adolescents showed high scores in any anxiety disorder. The anxiety symptoms due to separation were the most frequent in the sample (5.5%), followed by physical fears. Girls scored significantly higher in all disorders (P < .001), except in obsessive-compulsive disorder. Differences were found as regards to age in all disorders, except physical fears, but the effect sizes were only in anxiety due to separation, which decreased with age, and generalized anxiety, which was higher in adolescents than in children.ConclusionsThis study puts emphasizes to the early detection of anxiety symptoms in children, in order to provide the early and effective intervention and prevent the development of anxiety disorders in later life.DisclosureNo significant relationships.
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Gauchan, Sabin, Chitra Thapa, and Abha Prasai. "A Comparative Study of Oral Dexmedetomidine versus Oral Midazolam As preanesthesia Medication in Pediatric Patients to Reduce anxiety." Birat Journal of Health Sciences 4, no. 2 (2019): 724–28. http://dx.doi.org/10.3126/bjhs.v4i2.25453.
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Introduction: Preoperative period is a stressful period. In children the preoperative anxiety is expressed as difficult separation from parents and difficult mask induction. The level of preoperative anxiety also affects postoperative outcomes. To overcome anxiety premedication is often used by pediatric anesthesiologist.
 Objective: The objective of this study was to compare the effect of oral midazolam 0.5mg/kg and oral dexmedetomidine 4μg/kg on parental separation, mask induction and postoperative emergence agitation in children undergoing elective surgery under general anesthesia.
 Methodology: 120 children aged 2-8years undergoing elective surgery under general anesthesia were divided into two groups: Group M and Group D. Patients in group M received oral midazolam 0.5mg/kg and patients in group D received oral dexmedetomidine 4μg/kg. After 45min of premedication sedation score was assessed in both the groups. Ease of parental separation and mask acceptance was compared in both the groups. In the postoperative period occurrence of emergence agitation was compared in both the groups.
 Results: There was no statistically significant difference in preoperative sedation score in both the groups. Parent separation anxiety score and mask acceptance score were statistically similar in both the groups. But emergence agitation was significantly lesser in patients who received dexmedetomidine premedication.
 Conclusions: Premedication with oral midazolam as well as oral dexmedetomidine effectively reduces parental separation anxiety and produces satisfactory mask induction in pediatric age group. However, dexmedetomidine is more effective in reducing emergence delirium in comparison to midazolam.
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Draisey, Jenny, Brynjar Halldorsson, Peter Cooper, and Cathy Creswell. "Associations between family factors, childhood adversity, negative life events and child anxiety disorders: an exploratory study of diagnostic specificity." Behavioural and Cognitive Psychotherapy 48, no. 3 (2019): 253–67. http://dx.doi.org/10.1017/s1352465819000717.
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AbstractBackground:Chronic childhood adversity, negative life events, and anxiogenic parenting behaviours have all been implicated in the development and maintenance of childhood anxiety disorders. However, few studies have addressed whether these factors are associated with particular types of childhood anxiety disorders.Aims:The aims of this study were to investigate whether specific associations were obtained between specific types of childhood anxiety disorder – namely, social anxiety disorder (SOC), separation anxiety disorder (SEP) and generalized anxiety disorder (GAD) – and the nature of particular forms of psycho-social risk – namely, chronic childhood adversity, negative life events, and particular forms of parenting behaviours.Method:Two-hundred and ten children (aged 7–12 years) who met diagnostic criteria for SOC, SEP or GAD and their primary caregivers completed questionnaire measures on chronic childhood adversity and negative life events. In addition, dyads participated in two laboratory-based assessments of parent–child interactions.Results:We found little evidence for disorder specificity for chronic childhood adversity and negative life events, except in the case of separation anxiety disorder. Anxious children with separation anxiety were more likely than children with other forms of anxiety disorders to live with a single parent, experience more frequent parent arguments, and more negative life events. No group differences in observed parenting behaviours were found.Conclusions:Childhood SEP may be particularly associated with family challenges which may need specific consideration to optimize prevention and/or treatment. Beyond this, there is limited evidence of specific associations between family and environmental factors and specific types of childhood anxiety disorders.
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Stevanovic, D., and A. Lakic. "The tripartite model and dimensions of anxiety and depression in children and adolescents: Preliminary data from Serbia." European Psychiatry 26, S2 (2011): 355. http://dx.doi.org/10.1016/s0924-9338(11)72066-1.
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Introduction and objectivesThe tripartite model of emotions (TME) specifies a general factor, negative affect (NA), which represents a shared influence on anxiety and depression, and two specific factors, physiological hyperarousal (PH) common to anxiety, and (low) positive affect (PA) common to depression (Clark & Watson, 1991).AimsTo examine the relationships between TME and anxiety and depressive symptoms in children and adolescents.MethodsIn the study participated 126 non-referred children and adolescents, aged 10–18 years. TME was assessed by the Affect and Arousal Scale (AFARS). Anxiety symptoms were identified using the Screen for Child Anxiety Related Emotional Disorders questionnaire (SCARED). This questionnaire reports five types of anxiety disorders: panic/somatic, generalized, separation, social, and school phobia. Finally, depressive symptoms were identified using the Short Mood and Feeling Questionnaire (SMFQ). Zero-order correlations between all measures were presented.ResultsPA negatively correlated with the depression scale only, −0.2 (p = 0.012), while NA significantly correlated with the depression and all anxiety scale, except the separation anxiety scale (p < 0.05). PH significantly correlated with the depression, panic-somatic and separation anxiety and school avoidance scale. The highest correlations were between the depression (0.39) and panic scale (0.33).ConclusionsThe results indicate that the relationships between TME and symptoms of anxiety and depression in children and adolescents could be partially supported. However, they are consistent with the previous findings that reported that low PA correlate with depression and PH with panic disorder (Chorpita, 2000; Jacques & Mash, 2004; De Bolle, 2010).
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Fishbein, Mark, Ralph A. Lugo, Jennifer Woodland, Barbara Lininger, and Tom Linscheid. "Evaluation of Intranasal Midazolam in Children Undergoing Esophagogastroduodenoscopy." Journal of Pediatric Gastroenterology and Nutrition 25, no. 3 (1997): 261–66. http://dx.doi.org/10.1002/j.1536-4801.1997.tb01746.x.
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Background:Intravenous midazolam and opioids are used to produce conscious sedation in children undergoing esophagogastroduodenoscopy (EGD). However, children may experience significant fear and anxiety before receiving these medications, especially during separation from parents and during venipuncture. Intranasal administration of midazolam represents a noninvasive method of sedating children before anxiety‐producing events. The objective of this study was to determine whether premedication with intranasal midazolam reduces stress and anxiety of separation from parents and of undergoing venipuncture, while maintaining adequate sedation during EGD.Methods:This was a prospective, randomized, double‐blind study in 40 children, aged 2 to 12 years, who were undergoing EGD. Patients in group I were premedicated with intranasal placebo (0.9% NaCl) followed 10 minutes later by intravenous midazolam (0.05 mg/kg) and intravenous meperidine (1 mg/kg). Patients in group II were premedicated with intranasal midazolam (0.2 mg/kg) followed by intravenous placebo (0.9% NaCl) and intravenous meperidine (1 mg/kg). Anxiolysis and sedation were scored by a blinded observer, who identified minor and major negative behaviors during four observation periods: intranasal drug administration, separation from parents, venipuncture, and EGD.Results:Premedication with intranasal midazolam significantly reduced negative behaviors during separation from parents (p < 0.05); however, no difference between regimens was noted during venipuncture or EGD. Negative behaviors appeared to increase during administration of intranasal midazolam or placebo.Conclusions:Premedication with intranasal midazolam is effective in reducing negative behaviors during separation from parents, while it maintains sedation during the endoscopic procedure. The benefits of intranasal administration may be negated, however, by irritation, and discomfort caused by intranasal drug delivery.
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Zhou, Siyu, and Xiaowei Li. "Developmental Trajectories of Symptom-Specific Anxiety in Chinese Preschoolers: The Role of Maternal Anxious Rearing Behaviors." Sustainability 14, no. 24 (2022): 16402. http://dx.doi.org/10.3390/su142416402.
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Although developmental trajectories of anxiety have begun to be explored, most research has focused on total anxiety symptom scores in middle childhood and adolescence. Little is known about the developmental trajectories of specific anxiety symptoms in early childhood. This three-wave longitudinal study investigated (1) the developmental trajectories of four specific anxiety symptoms (separation anxiety, special fear, social anxiety, and generalized anxiety) during early childhood, and (2) the association between maternal anxious rearing behaviors and these four specific anxiety symptoms concurrently and over time. Mothers of 105 Chinese children completed the Preschool Anxiety Scale (PAS) and the “Egna Minnen Beträffande Uppfostran” for parents (EMBU-P) to report their child’s anxiety symptoms and their own anxious rearing behaviors when their child was 2–4, 3–5, and 6–7 years old. The results of latent growth curve modelling (LGCM) showed that participating children exhibited a slight linear decrease in special fear and social anxiety across three time points, whereas the trajectories of separation anxiety and generalized anxiety remained stable. Maternal anxious rearing behaviors were significant and positively related to children’s separation anxiety at T3 and specific fear at T1 and T2 but unrelated to social anxiety and generalized anxiety at any time points. These findings help us better understand how various types of anxiety problems develop in early life and isolate the risk factors (e.g., maternal anxious rearing behaviors) contributing to the emergence and continuity of anxiety problems as early as possible.
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Falsafi, Mona, Hasan Ahadi, and Parviz Asgari. "The effectiveness of Friends program training on behavioral disorders of children with separation anxiety disorder." Applied Family Therapy Journal 4, no. 3 (2023): 308–22. http://dx.doi.org/10.61838/kman.aftj.4.3.20.
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Aim: The current research was conducted with the aim of the effectiveness of Friends program training on behavioral disorders of children with separation anxiety disorder. Method: The current research method was quasi-experimental and pre-test and post-test design with a control group. The statistical population in this research includes all children referred to behavioral disorders treatment clinics in the west of Tehran. The sampling method was available and was done on 7 to 12-year-old children with separation anxiety disorder, and they were randomly divided into two groups of 15 experimental and 15 second (control) groups. Then the experimental group underwent intervention for 10 sessions, 2 sessions of 30 to 45 minutes per week. The research tools included Achenbach's Child Behavior Inventory and Asghari Nikah et al.'s Cognitive Behavioral Play Therapy Intervention Protocol (2012) as well as the Friends training program designed by Barat (1990) and finally data were analyzed using the covariance analysis method and SPSS version 21 software. Results: The results showed that the training of Friends program for behavioral disorders of anxiety/depression (F=11.04, P<0.001), isolation/depression (F=10.21, P<0.001), physical complaints (F=10.08, P<0.001), social problems (F=11.41, P<0.001), thinking problems (F= 9.17, P<0.001), attention problems (F= 11.75, P<0.001), Law-breaking behavior (F=9.81, P<0.001) and behavior (F=10.16, P<0.001) of children with separation anxiety disorder were effective. Conclusion: Therefore, it can be concluded that Friends program training can be used to improve the behavioral disorders of children suffering from separation anxiety disorder
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Abdul Wahid, Shahla, Swapna Johncy, Sadaf Abbas, and Mikyoung Lee. "The Effects of Distraction on Preoperative Anxiety in Preschool and School-Age Children: A Literature Review." Athens Journal of Health and Medical Sciences 9, no. 1 (2022): 49–70. http://dx.doi.org/10.30958/ajhms.9-1-4.
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Children experience high levels of anxiety before surgery. Preoperative anxiety interferes with anesthesia induction compliance and is associated with many short and long-term postoperative complications The aim of this integrative review was to evaluate the impact of distraction methods on preoperative anxiety in preschool and school-age children compared to standard of care or conventional methods. A systematic search of literature was conducted using PubMed and CINHAL databases. We found 15 full-text articles in English published, between the years 2015-2019 on preschool and school-age children on PubMed, CINHAL, and keyword search according to inclusion criteria. The tools used to measure the children’s anxiety included a personal information from, separation scoring, index of clinical stress score, modified Yale preoperative assessment scale, the state-trait anxiety inventory for children, post hospitalization behavior questionnaire, Hamilton anxiety rating scale, and vital signs. Medical clowns, integrated art therapy, therapeutic play, “Play-doh”, computer games, books, and music, video games, toys, music, books, virtual reality, smartphone, relaxation-guided imagery, and iPads were used for creating distraction to reduce anxiety levels during parental separation and the preoperative period. Distraction is a safe, timely, and cost-effective non-pharmacological anxiolytic intervention that can be performed by nurses. Keywords: distraction, therapy, art, anxiety, play, surgery
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Batra, Kavita, Jennifer R. Pharr, Emylia Terry, and Brian Labus. "Assessing Psychological Impact of COVID-19 among Parents of Children Returning to K-12 Schools: A U.S. Based Cross-Sectional Survey." Healthcare 10, no. 5 (2022): 775. http://dx.doi.org/10.3390/healthcare10050775.
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Background and Purpose: While impacts of the pandemic on family well-being have been documented in the literature, little is known about the psychological challenges faced by children and their parents as schools reopen after mandated closures. Therefore, the purpose of this study was to determine if sending children back to in-person school impacts the mental health of parents and the perceived mental health of their children. Methods: This cross-sectional descriptive study recruited a nationally representative, non-probability sample of parents or guardians (n = 2100) of children attending grades K-12 in the United States (U.S.) through a 58-item web-based survey. The univariate, bivariate, and multivariate statistical tests were used to analyze the data. Results: The mean scores of parental Coronavirus anxiety and Coronavirus obsession were significantly different between race/ethnic groups of parents. Parents with children going to private schools had significantly higher mean scores for Coronavirus anxiety and obsession compared to parents whose children are attending public schools. Nearly 55% of parental Coronavirus anxiety was explained by the generalized anxiety, separation anxiety, child’s vulnerability to infection, and school type of the child. Similarly, 52% of parental Coronavirus obsession was explained by the generalized anxiety, separation anxiety, child’s vulnerability to infection, and social phobia of the children. Conclusions: The COVID-19 pandemic has a substantial impact on psychological well-being of parents and their school-going children. Findings of this study will inform policy makers in developing targeted interventions to address unique needs of families with school-going children.
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Kain, Zeev N., Linda C. Mayes, Shu-Ming Wang, Lisa A. Caramico, Dawn M. Krivutza, and Maura B. Hofstadter. "Parental Presence and a Sedative Premedicant for Children Undergoing Surgery." Anesthesiology 92, no. 4 (2000): 939–46. http://dx.doi.org/10.1097/00000542-200004000-00010.
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Background Although some anesthesiologists use oral sedatives or parental presence during induction of anesthesia (PPIA) to treat preoperative anxiety in children, others may use these interventions simultaneously (e.g., sedatives and PPIA). The purpose of this investigation was to determine whether this approach has advantages over treating children with sedatives alone. Methods The child's and the parental anxiety throughout the perioperative period was the primary endpoint of the study. Parental satisfaction was the secondary endpoint. Subjects (n = 103) were assigned randomly to one of two groups: a sedative group (0.5 mg/kg oral midazolam) or a sedative and PPIA group. Using standardized measures of anxiety and satisfaction, the effects of the interventions on the children and parents were assessed. Statistical analysis (varimax rotation) of the satisfaction questionnaire items resulted in two factors that described satisfaction of the separation process and satisfaction of the overall care provided. Results Anxiety in the holding area, at entrance to the operating room, and at introduction of the anesthesia mask did not differ significantly between the two groups (F[2,192] = 1.26, P = 0.28). Parental anxiety after separation, however, was significantly lower in the sedative and PPIA group (F[2,93] = 4.46, P = 0.037). Parental satisfaction with the overall care provided (-0.28 +/- 1.2 vs. 0.43 +/- 0.26, P = 0.046) and with the separation process (-0.30 +/- 1.2 vs. 0.47 +/- 0.20, P = 0.03) was significantly higher among the sedative and PPIA group compared with the sedative group. Conclusions PPIA in addition to 0.5 mg/kg oral midazolam has no additive effects in terms of reducing a child's anxiety. Parents who accompanied their children to the operating room, however, were less anxious and more satisfied.
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Shirzad, Galin. "The role of Maternal Attachment Styles in Predicting the Parent-Child Relationship and Anxiety Disorders in Children." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 249–55. http://dx.doi.org/10.18844/prosoc.v3i3.1560.
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The present study was conducted to assess the role of maternal attachment styles in predicting anxiety disorders in children. The present correlational study was conducted on 300 mothers and primary school students in Tehran selected through multistage random cluster sampling. The data collection tools used included the Adult Attachment Scale and Spence Children’s Anxiety Scale. The data obtained were then analyzed using the multivariate regression, the multivariate analysis of variance and the Pearson Correlation test. The results obtained showed that attachment styles predict anxiety disorders. There was a negative relationship between the secure attachment style and children’s anxiety and a positive relationship between the insecure attachment style and anxiety disorders. Problems in separation, the lack of tolerance for turmoil and the tendency to believe that events are out of one’s own control are mechanisms that explain the relationship between attachment styles and anxiety. Anxiety disorders associated with the parent-child interactions can be reduced through identifying the attachment style with the parents as a factor associated with children’s anxiety.Keywords: attachment styles; anxiety disorders;