Anxiety Archives - Page 11 of 21

College Essay about Overcoming Anxiety

Posted on December 15, 2024 | by Laureen

We all tend to be apprehensive when faced with testing circumstances. Especially during exams. It is natural to be a little nervous before doing an exam. But if it is seriously impairing your performance, then you might be suffering from exam anxiety. In this article, we will learn about the reasons and techniques to overcome exam anxiety.

Exam anxiety is a type of performance anxiety. It is a psychological condition in which people experience severe apprehension and distress during assessments. Students who suffer from it report that their anxiousness to perform well actually defects their performance. They blank out, cannot answer simple questions, or in the worst cases experience panic attacks. Even if they have prepared very well, their overconsuming anxiety makes them forget everything.

Unlike Panic Anxiety Disorder (PAD), exam anxiety is not a mental illness. It is a form of behavior which is learned from past experiences. It can develop due to the fear of parental remuneration in case of poor grades. Poor study habits and not being prepared also contribute. It can also be triggered by a past incident of embarrassment by friends or a teacher. Associating self-worth with exam grades is also a major reason for experiencing exam anxiety. Lack of control, being placed into a course above your caliper or even the fear of not finishing a test in time may initiate it.

It must remembered that it is actually a learned behavior. Contrary to common misconceptions, it is not an innate response or a mental disorder. You can reduce it by employing techniques to overcome exam anxiety. It affects an intelligent student as much as an average one. Any level of exam preparedness cannot guarantee its absence. It needs to be addressed. Doing nothing about it does not make it go away.

The symptoms of exam anxiety are vast and varied. They range from mild to severe. Some students have mild symptoms, but they can overcome them and do quite well in tests. Others are almost paralyzed by their anxiousness. They are not only unable to perform well but can also experience panic attacks.

It affects the physical, emotional, cognitive, and behavioral aspects of the students. Physically, they may experience headaches, nausea, sweating, shaking, rapid heartbeat, and fainting. In the worst cases, some students can actually become ill. Emotionally, it causes depression, low self-esteem, hopelessness, and anger. Cognitive symptoms include negative thinking, comparison with other students, and difficulty in maintaining concentration. Fidgeting or simply not giving the test are behavioral executions of exam anxiety.

Once the symptoms of exam anxiety are recognized, a number of tips and techniques can be learned to manage it. Some of these strategies are discussed below.

Being prepared: We almost always know when our test will be taken. Preparing in advance is the key to reducing exam anxiety you might experience. Studying earlier will make you feel comfortable with the material. It boosts your confidence. Waiting until the night before will only make you more anxious and you might even forget what you had learned.
Self-encouragement: Banish negative thoughts like, ‘I am no good ‘, ‘I can’t do this’ or ‘I will fail’. Instead, motivate yourself with self-encouraging thoughts. The expressions like ‘I know this’, ‘I prepared well’, and ‘I can do this ‘ when repeated regularly will boost your self-confidence and help you manage stress levels.
Sleep well: Getting enough rest helps concentrate better. A good night’s sleep makes you more alert and improves memory.
Deep breaths: If you happen to experience anxiety during an exam, breathe deeply. Inhale through your nose and exhale through the mouth. Focus on one question at a time, and work through it while taking a deep breath in between as required. Providing the lungs with sufficient oxygen calms you down and helps you focus better.
Avoid being a perfectionist: Remember that nobody is perfect. Making mistakes is a part of life. Just aim to do your best. Hard work always pays off. Focus on doing better than the last time and not on being perfect.

Exam anxiety is certainly stressful and difficult. It can be treated by employing strategies designed to control it. It can also be managed by using self-help techniques to overcome exam anxiety. However, if you find yourself or someone else struggling with it, seek advice from a physician or a counselor.

Stress and Anxiety Essay

Posted on December 15, 2024 | by Laureen

Abstract

This study scrutinizes the relationship between stress and anxiety among college students. In the study, we tested and explored the relationship that exists in the students’ levels of anxiety, and stress with the elements of the working hours among immigrantsimmigrants students and nonimmigrant students. The study was conducted among 67 undergraduate psychology students from Florida Atlantic University, with an average of 23.39 years. The members were requested to complete forms related to the study, such as their age, GPA, place of birth, and working hours. These were completed in a classroom setting and results were used for the study. The three hypotheses that were considered for the study included: It was predicted that there would be a difference between immigrants and nonimmigrant studies in total USQ score and state anxiety score, with immigrants reporting considerably higher scores in stress and anxiety, also higher working hours would predict higher stress and anxiety, and both anxiety scores and stress levels were predicted to be positively associated with each other. However, after an examination of the hypothesis of the study, we were able to establish that the levels of the college student’s anxiety and stress were not significantly related to immigration and working hours for this sample. The findings have the implication that stress and anxiety among college students are not influenced by the factor of working hours and the place of origin and therefore influence the way others manage their stress elements. In conclusion, from the study, stress and anxiety have no significant relationship.

The Effects of Stress and Anxiety on College Students

There are several reasons for strain for college students; these range from occupied thought-provoking academic courses and opposite agendas. While it is considered facing stress as a student is standard, around are ways of managing anxiety in college and elsewhere. Around twenty percent of people in the USA have a psychological disease that has been or can be identified. Sadness and anxiety are the greatest mutual types of cerebral illness (Julian, 2011). Many students with depression also have a concern and vice versa. Stress and anxiety are more dominant among college students compared to the whole population. Many universities and colleges have, therefore, implemented counseling programs on their campuses that are intended to help address and battle the psychological issues of their students.

In a report by Karpinski (2014), the driver was rechristened ‘Students Chances, Resources, and Encouragement.’ This program was, however, created to provide an atmosphere where students could converse about the problems they are experiencing and accept community provision as well as connect them with incomes to help them overcome their difficulties. According to Julian (2011), the direct impact involved in totally deteriorating the anxiety problem can significantly influence college pupils’ academic lives and even additional parts of their lives.

Little research has been done to study the effect of communal provision for those students with stress and anxiety on their educational presentation. This study combined three theories that travel the association amid state anxiety, trait anxiety, and university. The main objective here is also to determine or recognize the amount to which anxiety affects students’ educational accomplishment and the universal life as well as to request and carry measures to offset the effects of prevailing anxiety in college undergraduates. This study aims at examining the impact of stress and anxiety on college students. The study will investigate various factors of stress and nervousness among students such as immigration and working hours

The study seeks to explore the cause of stress and anxiety among college students. There are plentiful sources of stress for college students; these range from employed finished thought-provoking moot sequences and complementary calendars (Julian, 2011). A significant number of college students recommended this program and could self-disclose that they have symptoms of stress and anxiety. According to the survey by Endler and Kocovski, (2001) frequently, these college students do struggle with low-class attendance, lack of focus, and difficulty in taking tests. Endler and Kocovski (2001), define stress as any petition positioned on your intellect or corporeal figure while nervousness is a sensitivity of fear, apprehension, or restlessness. Our study will test three significant hypotheses. While it is considered experiencing stress as a student is normal, there are ways of managing the stress in college and beyond. Mental health issues seemingly affect many students across the country. These challenges are not new and have been on for a long time despite the awareness that exists globally. The theoretical implication of the study is to inform various theories of stress and anxiety management. According to the study, it aims at looking at its manifestation and its factors. Research that involves community sustenance as it relates to their academic accomplishment in college students is quite limited. It examines the theoretical aspect of stress among young people and, most notably, college students. Independent variable; The study’s independent variables were working hours and immigration hours. The dependent variable; will be stress and anxiety levels measured by USQ and STAI. The study-dependent variables will be the factors that cause stress and anxiety. These include, “higher working hours and immigration”

The three hypotheses included: it was predicted that there would be a difference between immigrants and nonimmigrant studies in total USQ score and state anxiety score, with immigrants reporting considerably advanced cuts in stress and anxiety, also higher working hours foretold higher stress and anxiety, and both anxiety scores and stress levels were predicted to be positively associated with each other.

Method

Participants

The study sample entailed a total of 67 participants. The members were undergraduate psychology students from Florida Atlantic University, with a usual of 23.39 years. The age range for the selected population of students was between 18 -and 35 of the sampled population, 9 were male, while 58 of the participants were female. The professor recruited the participants for the study for their enrollment in the same Research method undergraduate course. All participants were awarded course credit for their contribution to the education. Out of the participants who belonged to the sophomore class, 28 of the participants were in the junior class, and 38 of the participants were in the senior class education levels. 52 out of the 67 participants in the study were born in the USA. 15 out of the 67 members of the study were born elsewhere outside of the USA. On the other hand, 56 out of the 67 participants of the study indicated that they were employed at the time of the study and did work for more than the recommended 8 hours a day. 10 out of the 67 participants had no job as they were not employed at the time of the survey, with an average of 30.64 (SD=15.15) hours per week. As an ethical measure, the participants were treated anonymously and were given the opportunity of opting out of the study at any point of the study (Julian, 2011).

Measures

State-Trait Anxiety Questionnaire (STAI) (Kumaraswamy et al., (2013), and they filled out the inventory paper that was then given over to the instructor. The questionnaire had 20 questions with a Likert scale for each item ranging from 1-4, where 1 represented the lowest score and 4 represented the highest score. The lowest score indicated the least level of stress and the highest score the highest level of score. The level of anxiety was calculated using the average from each questionnaire score in terms of STAI. The total anxiety score was calculated by adding up all items and average scores across participants. This the student filled on an individual basis. The questionnaire basically had questions regarding the duration that the participants were working in a day and the element of immigration. For this study, however, the primary focus was the experimenter and the subject of interaction. The experimenter interviewed the issues of the topics listed above (working hours, immigrant status, and state anxiety score).

Undergraduate Stress Questionnaire (USQ) We measured stress using the USQ (reference, Crandall, Preisler, and Aussprung, 1992), -this was calculated by adding all the items and average items scores across the participants. The reliability and validity of the instrument used were also tested.

Procedure

The students filled out the questionnaire in the classroom setting which was administered by their professor. Consent and debriefing were not needed for this study. Each student, as well as the author (L.Z.), took part in the survey as an experimenter and as a participant. The students were first administered the general Basic Information Questionnaire on paper for them to fill out by hand; this removed note of their data concerning the respondent’s age, level of education, whether employee, their GPA, and the country where they were born. They were asked if they were employed and also asked to indicate how many hours they worked in a day and what their ages were. This was then followed by an STAI questionnaire and the USQ, which measured their stress and anxiety levels. The independent variable was immigrants and nonimmigrants, as well as working hours, and the dependent variable was anxiety status and stress level as measured by the STAI and USQ.

Results

The analysis of the data for the study focused on stress and anxiety for undergraduates. Each hypothesis was tested, and the results were presented on whether the hypothesis was to be supported or rejected. The calculation of the score for each hypothesis was conducted based on the STAI score and the USQ score as the dependent variables. For hypothesis one, two independent samples t-tests examined the difference between the immigrants and the nonimmigrant students (IV: immigrant students) in stress (DV: USQ total score) and the level of anxiety (DV: STAI overall score). For the second hypothesis, two linear regressions aimed at examining if higher working hours (IV) predicted higher stress (DV) scores and higher anxiety (DV) scores. Lastly, for hypothesis three, a correlation between the STAI Score and the USQ score was performed.

The average score of USQ nonimmigrants was 31.06 (SD =10.94) as shown in table 1, and the USQ average of immigrants was 26.86 (SD = 14.72). The STAI average score for the nonimmigrant score was 40.74 (SD = 10.84) and the STAI mean for the immigrant, was 38.80 SD=8.02. There was no significant difference between immigrants and nonimmigrants in stress and anxiety with STAI T=.64, p=.524, and the USQ t (62) =1.18, p=.245. For the second hypothesis, we conducted two linear regressions to examine if higher working hours predicted higher stress scores and higher anxiety scores. Working hours did not significantly predict the level of stress and anxiety among the students.

The average score of USQ nonimmigrants was 31.06 (SD =10.94), and USQ immigrant was 26.86 (SD = 14.72). The state of anxiety and level of stress were not significantly predicted by working hours based on the linear regressions for the second hypothesis. Besides, the working hours did not significantly predict anxiety among students. There was no significant correlation between anxiety score and stress levels indicating that those with a higher level of anxiety did not necessarily have higher levels of stress as well. The results from the regression analysis for STAI and USQ were 40.74 (SD = 10.84) and 31.06 (SD =10.94).

Discussion

The main aim of the study is to analyze the impacts of Stress and Anxiety on College Students. The study proposed a total of three hypotheses to investigate this topic of study. The first hypothesis did state that It was predicted that there would be a difference between immigrants and nonimmigrants studies in total USQ score and state anxiety score after examination results from this hypothesis test, we can see that there exists no substantial change between the immigrants and the nonimmigrant students (IV: immigrant students) in stress (DV: USQ total score) and the anxiety (DV: STAI total score). This is in line with the study conducted by Diekhoff et al., (2013) which states that stress and anxiety among immigrants and nonimmigrant is all the same and does not depend on the element of whether one was in a given location or is an immigrant to those particular areas. The levels of anxiety and stress among students are affected by factors other than the elements of immigration, such as the psychological state of the student, the family background, and other factors such as mental status (Diekhoff et al., 2013).

On the second hypothesis, which states that higher working hours predicted higher stress and anxiety, the linear regulation did find that working hours did not significantly predict the level of stress and anxiety among the students. This is in line with the previous study by Kumaraswamy et al (2013), which was able to establish that the stress levels and the levels of anxiety and stress depend on the aspect of psychological, economic, and other related factors other than the duration of work. According to the previous study, stress and anxiety were not affected by the level of the student’s working hours. The levels of stress and anxiety remained fairly insignificantly affected by the aspect of the psychological status of an individual and not the working hours.

Based on the third hypothesis of the study, there was no significant correlation between anxiety score and stress levels and this indicates that those with a higher level of anxiety did not necessarily have higher levels of stress as well. The finding from the hypothesis is in line with the vital model by (Endler and Kocovski, 2001). A feature of trait character for anxiety is often stuck by demanding scenarios that result in a correspondence that provokes an upsurge in the state of the anxiety. The model of state and trait anxiety is not related to the elements of stress. The STAI has, in the past, indicated that there is poor visibility in distinguishing parts between persons with and deprived of the aspect of anxiety disorder, which is not in any way rated to the element of stress (Kumaraswamy et al., 2013).

Despite the massive success of the study, it had few limitations. One, the study was limited to the elements of time as a resource. The study was also limited in the aspect of scope as the scope only considers stress and anxiety among students and not the general population. Another limitation that was associated with the study would be the sample size. The study sample size was considerably small in comparison to how many students were considered to the whole population in the institution.

The current study has specifically focused on the element of stress and anxiety among college students. However, the study provides a future direction as it opens the study to the key issues that influence stress and levels of anxiety among people. There is a need for future studies to focus on the sources of stress and anxiety but on the general population other than students. Besides, the future study should examine other factors other than the aspect of working hours and origin. It will also use a considerably large sample size and employ the use of more than two measures as in the situation of the current study.

In conclusion, stress and anxiety among college students are not a factor of working hours and the element of the place of origin (immigrants and non-immigrants). Therefore other factors affect the anxiety and stress levels among students. In the future, there is a need for a more balanced sample and more measures of stress and anxiety levels. Some of the key factors that influence the levels of stress and anxiety include the psychological condition of individuals. Such mental status of an individual such as anxiety disorder affects the individual’s levels of anxiety and stress levels in addition to external factors such as immigration and working hours.

References

American Psychological Association. (2003). Ethical Principles of Psychologists and Code of Conduct. American Psychologists, 57(12), 1060-1073.
Crandall, C. S., Preisler, J. J., and Aussprung, J. (1992). Measuring life event stress in the lives of college students: The Undergraduate Stress Questionnaire (USQ). Journal of Behavioral Medicine, 15(6), 627-662.
Endler, N. S., and Kocovski, N. L. (2001). State and Trait Anxiety Revisited. Journal of Anxiety Disorders, 15, 235-245.
Julian, L. J. (2011). Measures of Anxiety. Arthritis Care Res (Hoboken), 63, 0-11.
Kumaraswamy, N. (2013). Academic Stress, Anxiety, and Depression among College Students Brief Review. International Review of Social Sciences and Humanities, 5(1), 135-143.
Lepp, A., Barkley, J. E., and Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343-350. doi:10.1016/j.chb.2013.10.049
Mounsey, R., Vandehey, M. A., and Diekhoff, G. M. (2013). Working and non-working university students: anxiety, depression, and grade point average. College Student Journal, 47(2), 379-390.
Range, L. M. (2013). ‘State-Trait Anxiety Inventory (STAI).’ In Psychology and Mental Health (Online Edition).

Essay on Disadvantages of Stress

Posted on December 15, 2024 | by Laureen

Introduction:

Stress is an inevitable part of life, and while some level of stress can be beneficial in motivating and pushing us forward, excessive or chronic stress can have detrimental effects on our physical, mental, and emotional well-being. In this informative essay, we will explore the various disadvantages of stress and its impact on individuals and society.

Body:

Physical Health Effects:

Excessive stress can take a toll on our physical health. When we experience stress, our body releases stress hormones, such as cortisol, which can lead to a range of physical symptoms. Prolonged exposure to stress can weaken the immune system, making individuals more susceptible to illnesses and infections. It can also contribute to the development of conditions such as high blood pressure, cardiovascular diseases, and gastrointestinal problems.

Mental and Emotional Well-being:

Stress has a profound impact on our mental and emotional well-being. It can lead to feelings of anxiety, irritability, and restlessness. Chronic stress can increase the risk of developing mental health disorders, including depression and anxiety disorders. It can impair concentration, memory, and decision-making abilities, affecting academic or professional performance. Additionally, stress can strain relationships with family, friends, and colleagues, leading to conflicts and further emotional distress.

Impaired Work Performance:

Stress can significantly impact work performance and productivity. When individuals are overwhelmed by stress, they may find it difficult to focus, meet deadlines, and make sound judgments. Chronic stress can lead to burnout, a state of physical, emotional, and mental exhaustion, resulting in decreased job satisfaction and efficiency. Moreover, the constant pressure and demands of stress can diminish creativity and hinder problem-solving skills.

Negative Impact on Relationships:

Stress can strain relationships and social connections. When individuals are under stress, they may become irritable, moody, or withdrawn, affecting their ability to communicate effectively and empathize with others. Stress can also lead to conflicts, as individuals may struggle to cope with their own stressors and may not have the capacity to support their loved ones. Over time, chronic stress can erode the foundations of relationships, leading to distance and potential breakdowns.

Economic Consequences:

The disadvantages of stress are not limited to individuals alone; they extend to society and the economy. High levels of stress in the workplace can result in increased absenteeism, decreased productivity, and higher healthcare costs. Stress-related issues can contribute to a higher turnover rate, as individuals seek environments with lower stress levels. The economic impact of stress is significant, as it affects both individuals’ livelihoods and the overall productivity of businesses and industries.

Conclusion:

While stress is a natural response to challenging situations, the disadvantages of excessive or chronic stress cannot be ignored. The physical, mental, and emotional consequences of stress can have long-lasting effects on individuals and their relationships. Additionally, stress can impair work performance and productivity, leading to economic repercussions at both the individual and societal levels. Recognizing the disadvantages of stress is crucial in promoting strategies for stress management and fostering environments that prioritize well-being. By implementing effective stress management techniques and seeking support when needed, individuals can mitigate the negative impact of stress and lead healthier, more fulfilling lives.

Process Analysis Essay on Anxiety

Posted on December 5, 2024 | by Laureen

Anxiety is a very bad thing to have. You can never get out in public because it scares you. You are afraid of people, you don’t like meeting people that you don’t know, and you don’t do sports, cause you don’t like big crowds. My grandpa passed away in 2014, we had just started getting close, he was in the hospital for a while and then finally he told them that he was ready to go. So then they turned his pacemaker off and then he went to heaven to be with god, every now and then I go to the graveyard and talked to my grandpa about all my problems and what’s wrong with me. He’s the only person I ever open up to. My great-grandmother oh I loved that woman to death! She was the most amazing person she knew how to cook very well, nothing will ever taste like hers. She was everything to me she loved me like I was her daughter. My mother isn’t the greatest person but she tries. She really made me mad, summer of 2018 she got drunk and passed out on a bus stop bench and we literally had to walk way across at. Louis to get home. It was the worst time of my life. My dad, he isn’t the best person ever but he is the only person that stepped up to raise up. He tried his hardest so I give him that. He wasn’t a woman so he didn’t know how to do things like a mom could. But he gave his all and I respect and appreciate him for that. I think a mask should not be worn, especially because you start breathing in carbon dioxide after wearing it for long periods of time. I think that maybe just maybe all this junk will go away after the election and we can have a normal school year. I don’t think masks slow the spread on the account nobody wears them and it’s just thin cloth. Everyone doesn’t wear them right like one of my teachers he pulls his off his nose so then his mouth is all that’s covered. Maybe if everyone wore them from the start, and wore them right, or if they didn’t want to wear them they could’ve stayed in the house then maybe it wouldn’t have gotten as bad but then again there was a test proven to be false positive. If your state is required and has no option but to wear them then I don’t think the mask should be sold, I think maybe they should send them boxes since after all they are required and I think that the stores that require them should provide people with one that doesn’t have one, because if they keep telling people you can’t come in without a mask but won’t give them one then they are gonna start losing business. The COVID pandemic has taken a big toll on everyone’s life. I mean for weeks we couldn’t leave the house unless it was urgent, like to get groceries, and then we had a major toilet paper shortage. I think having to stay in the house may have put my happiness back, now that I can go do things and enjoy life it has gotten much better! Some things have changed like Walmart, changed their hours like, how are Nucor workers gonna get groceries if they need them and they work a late shift and get off early in the morning? They can’t! Most stores require masks or you can’t enter, some people can’t breathe with them on. Churches closed down and nobody could go to church, restaurants closed the dining area, so no more Sunday dinners at a restaurant. It hasn’t really changed my life that much but, it made it where people can’t see the people they love like grandparents, parents, and family members cause they are scared to get sick I wish this all could go away but I don’t see that happening anytime soon. I never thought COVID-19 would get this far. It started out as barely anyone had it and then I just started increasing more and more eventually our summer nights got ruined, we had curfews set by the towns and you couldn’t be close to anyone. COVID has really changed people’s lives, I still treated my summer like any other day because at first, I thought it was fake, but then close family members started getting it so then I just started hanging out with my boyfriend only.

People say oh y’all got out early so that means you had a longer summer I mean but did we actually even have a summer? You couldn’t go on vacations, you couldn’t hang out with friends, cause if you did you were risking getting COVID-19. I wish life would have never gotten this way it’s all so sad but this is how we have to live till it all goes away which most people think it will after the election, but I think that everything that is happening now is gonna stay the same even when it’s over. I also think that school is gonna shit down again which is really gonna be hard cause this is the last 2 years I have and I have waited my whole life to get to this so I could go to prom. You don’t get the point of why I posted them, well the reason I did is that covid is causing people to have anxiety and it will continue to do so because people are hoarding themselves in the house cause they think if they stay in then they won’t get it well bullcrap cause its an airborne sickness not because you’re around someone, because it cannot stay on a surface cause hot and cold, kills germs. Everyone is always going to have some anxiety, just some people have it worse than others. What follows along with anxiety is depression, most people get it after they hit a rough patch in their lives like when someone they love, or cares about dies or if their family is

Going through some things. At first, when I started this essay I didn’t know what to write because I’m not good at writing especially when a topic is picked out for me. Anxiety is a very bad thing to have. You can never get out in public because it scares you. You are afraid of people, you don’t like meeting people that you don’t know, and you don’t do sports, cause you don’t like big crowds. My grandpa passed away in 2014, we had just started getting close, he was in the hospital for a while and then finally he told them that he was ready to go. So then they turned his pacemaker off and then he went to heaven to be with god, every now and then I go to the graveyard and talked to my grandpa about all my problems and what’s wrong with me. He’s the only person I ever open up to. My great-grandmother oh I loved that woman to death! She was the most amazing person she knew how to cook very well, nothing will ever taste like hers. She was everything to me she loved me like I was her daughter. My mother isn’t the greatest person but she tries. She really made me mad, summer of 2018 she got drunk and passed out on a bus stop bench and we literally had to walk way across at.Louis to get home. It was the worst time of my life. My dad, he isn’t the best person ever but he is the only person that stepped up to raise up. He tried his hardest so I give him that.Anxiety is a very bad thing to have. You can never get out in public because it scares you. You are afraid of people, you don’t like meeting people that you don’t know, and you don’t do sports, cause you don’t like big crowds. My grandpa passed away in 2014, we had just started getting close, he was in the hospital for a while and then finally he told them that he was ready to go. So then they turned his pacemaker off and then he went to heaven to be with god, every now and then I go to the graveyard and talked to my grandpa about all my problems and what’s wrong with me. He’s the only person I ever open up to. My great-grandmother oh I loved that woman to death! The COVID pandemic has taken a big toll on everyone’s life. I mean for weeks we couldn’t leave the house unless it was urgent, like to get groceries, and then we had a major toilet paper shortage. I think having to stay in the house may have put my happiness back, now that I can go do things and enjoy life it has gotten much better! Some things have changed like Walmart, changed their hours like, how are Nucor workers gonna get groceries if they need them and they work a late shift and get off early in the morning? They can’t! Most stores require masks or you can’t enter, some people can’t breathe with them on. Churches closed down and nobody could go to church, restaurants closed the dining area, so no more Sunday dinners at a restaurant. It hasn’t really changed my life that much but, it made it where people can’t see the people they love like grandparents, parents, and family members cause they are scared to get sick I wish this all could go away but I don’t see that happening anytime soon. I never thought COVID-19 would get this far. It started out as barely anyone had it and then I just started increasing more and more eventually our summer nights got ruined, we had curfews set by the towns and you couldn’t be close to anyone. COVID has really changed people’s lives, I still treated my summer like any other day because at first, I thought it was fake, but then close family members started getting it so then I just started hanging out with my boyfriend only. This is my essay on anxiety, depression, and my life story all in one and how I have been doing I hope you enjoyed reading this, every day people are getting taken advantage of and people are dying left and right I hope everyone that I hang with and is my family I love yall and always will! It feels like the end of the world is coming very soon

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https://www.betterhelp.com/advice/anxiety/what-causes-anxiety-attacks-and-how-can-i-cope-with-them/?utm_source=AdWords&utm_medium=Search_PPC_m&utm_term=_b&utm_content=77548444015&network=g&placement=&target=&matchtype=b&utm_campaign=6459244691&ad_type=text&adposition=&gclid=EAIaIQobChMI8PmA58_E7QIVBKCzCh0IpgjFEAAYASAAEgKV2PD_Bw
https://www.medicalnewstoday.com/articles/323454

Depression and Anxiety Essay

Posted on December 5, 2024 | by Laureen

Introduction

Depression is a mood-affective disorder that causes a persistent feeling of sadness, loneliness, and starting loss of interest in things. A major depressive disorder or clinical depression is that which affects feeling, thinking, and behavior and can lead to a variety of emotional and physical problems. Depression causes feelings of sadness and a loss of interest in activities once enjoyed. It can lead to a variety of emotional and physical problems and decrease a person’s ability to function at work and at home. Normally, depression symptoms can vary from mild to severe. Such as changes in appetite- weight loss or gain unrelated to dieting, trouble sleeping, loss of energy, increase in purposeless physical activity (e.g., Hand-wringing or pacing) or slowed movements and speech, feeling worthless or guilty. Symptoms must last at least 2 weeks for a diagnosis of depression. [1]

Depression affects approximately one in 15 adults (6.7%) in any given year and one in six people (16.6%) will be familiar with depression at some time in life. Depression can occur at any time, but on average, first appears during the late teens to mid-20s. Women are more likely than men to experience depression. Some studies show that one-third of women will experience a major depressive episode in their lifetime.[2]

Depression in adolescents is associated with several impairments but the most significant concern is the increased risk of suicide in youths with depression. Adolescence is a time for growth spurts and puberty changes. Girls also experience puberty as a sequence of events but their pubertal changes usually begin before boys of the same age. Beginning of puberty from 8 to 13 years. [3]

The teenage years bring many changes. These changes are not only physical but also mental and social. During these years, adolescents increase their ability to think abstractly and eventually make plans and set long-term goals. But due to COVID this period of their lives can be challenging even in the best times, as the majority of mental health disorders develop. Such as Depression is a mood that affects our thoughts, feelings, and daily activities, including eating sleeping, and working. Totally impact our life. Occurs in approximately 13% in the age of adolescents. [4] As we see masked faces walking alone across crowded streets, this is our current situation in which this young teen wonders if people will ever feel safe again. Depressive disorders are among the most common psychiatric diagnoses to emerge during adolescence. They can have a profound effect on key developmental tasks, such as educational achievement and social functioning. The disruption caused by adolescent depression is also known to affect health outcomes during young adulthood.

In late December 2019, Wuhan, China, reported having viral pneumonia due to an unknown microbial pathogen. A new coronavirus was subsequently identified as the pathogen and was temporarily named the 2019 new coronavirus(2019-nCoV). On January 30,2020, the World Health Organization (WHO) announced that the emergence of a new coronavirus (2019-nCoV) was a public health emergency of international concern (PHEIC).[5]

Adolescents may appear to be less at risk for severe COVID-19 Symptoms, but the pandemic has significantly disrupted their lives in different ways. Social distancing and the interruption of typical school routines can be especially challenging for adolescents. Being in the house with family members and not getting to see friends and peers. Adolescents have different developmental needs.

Teenagers are at a stage in life when they are very interested in social connections and separating them from their parents. So, COVID-19 social distancing requirements have a different impact on them. Depending on age and developmental stage, some adolescents may have a hard time understanding what the pandemic really means and how it impacts their world.

“Adolescents depend on their mobile devices to connect with their friends, and it’s more important for parents to help them use screen time in a good way rather than simply limiting its use.” [6]

Consistent with previous studies, female adolescents showed a higher risk of depression and anxiety during COVID-19. Teenage is a special group of the population who have different “Psyche”. More specifically, adolescents tend to experience emotions more intensely. Now teenagers confined to their homes with 24/7 parental attention or supervision may create a great degree of irritation as they are not handling such a situation. Adolescents find it quite difficult to practice social distancing because they make sense of what’s happening in the world. they have their inherent suggestibility to follow the rumors /myths being forwarded in social media. Researchers believe that brain changes in adolescence increase a teen’s vulnerability to depression and anxiety. Play an important role in the severe gender disparity in these disorders. Nearly, one in three adolescents (31.9%) will meet the criteria for an anxiety disorder by the age of 18. [7]

Anxiety and depression are increasing

Social, political, and environmental causes are likely implicated in an increase in the number of teens each year who have had a depressive episode, up 37% between 2005 and 2014. [8]
High school students today have more anxiety symptoms have more anxiety symptoms and are twice as likely to see a health professional as teens in the 1980s. [9]

The fact that we can recall adolescence better than other periods and that this is a time of change in many Brains is likely to be especially plastic at this time. Another indication comes from statistics on the average age of onset of serious psychological disorders. The adolescent brain is extraordinarily sensitive to stress. [10].Researchers believe that brain changes in adolescence increase a teen’s vulnerability to depression and anxiety, and play a vital role in the severe gender disparity.

Anxiety

Anxiety is a normal and often healthy emotion. However, when a person regularly feels disproportionate levels of anxiety, it might become a medical disorder. [11] When an Individual faces potentially harmful or worrying triggers, feelings of anxiety are not only normal but necessary for survival. People of all ages are concerned about the spread of the coronavirus. Teenagers are a group that tends to experience emotions especially intensely. It is a natural and important emotion, signaling through stirring of worry, fearfulness, and alarm that danger or a sudden, threatening change is near. Sometimes anxiety becomes an exaggerated, unhealthy response. Anxiety disorders vary from teenager to teenager. Anxiety during adolescence typically centers on changes in the way the adolescent’s body looks and feels social acceptance, and conflicts about independence. When flooded with anxiety, adolescents may appear extremely shy. Sometimes, they avoid their usual activities or refuse to engage in new experiences. They may protest whenever they are apart from friends. In an attempt to diminish or deny their fears and worries, they may engage in risky behaviors, drug experimentation, or impulsive sexual behavior. Adolescents’ phobic fears tend to involve school and social performance.

More common in girls than boys, panic disorder emerges in adolescence. Feelings of intense panic may arise without any noticeable cause or they may be triggered by specific situations, in which case they are called panic attacks. A panic attack Is an abrupt episode of severe anxiety with accompanying emotional and physical symptoms.

Most research believes that a predisposition towards timidity and nervousness is inborn. If one parent is naturally anxious, there’s a chance that their child will also have anxious tendencies. At the same time, a parent’s own uneasiness is often communicated to the child compounding the child’s natural sensitivity. By the time a child reaches adolescence, his characteristic way of experiencing and relating to his world is tinged with anxiety. Some research suggests that children who are easily agitated or upset never learn to soothe themselves earlier in life.

In many cases, adolescent anxiety disorders may have begun earlier as separation anxiety, the tendency to become flooded with fear whenever separated from home from those to whom the child is attached. Adolescents can also have separation disorders. These teens may deny anxiety about separation, yet it may be reflected in their reluctance to leave home and resistance to being drawn into independent activity.

A worried teenager performs less well in school, sports, and social interactions. Too much worry can also result in a teenager’s failing to achieve his potential. A teen Experiences a great deal of anxiety maybe they overly conforming, perfectionistic, and unsure of himself/herself. Some teenagers with anxiety disorders can also develop mood disorders or eating disorders. Teenagers who experience persistent anxiety may also develop suicidal feelings or engage in self-destructive behavior.

Review of Literature

The anxiety and depression experienced by U.S. residents since the start of the COVID-19 Pandemic peaked in early April, according to a USC national tracking survey measuring the impact of the coronavirus on the lives of Americans. As Americans nationwide hunkered down during stay-at-home orders and tens of millions of workers lost their jobs,40% of U.S residents reported feeling anxious and 29% felt depressed in early April. By late May, that percentage had dropped to 27% who felt anxious and 25% who felt depressed. The survey found that one in three people said they felt lonely, up from one in five who reported feeling lonely prior to COVID-19. “Early April was a tumultuous time for many, people. Not only were we worried about the threat of COVID-19 but millions of people had just lost their jobs and families were being forced to adjust rapidly to school closure and new routines,” said Daniel Bennett, assistant professor(research) of economics at Centre for Economic and Social Research, part of the USC Dornsife college of letters, Arts and Sciences. “Since then, the pandemic caused a lot of destruction, but the changes to the daily lives of many Americans have been less extreme. [12] (Jenesse Miller, 5 June, 2020). Americans are reporting high levels of emotional distress from the coronavirus pandemic- levels that some experts warn may lead to a national mental health crisis. An estimated 10-20% of adolescents globally experience mental health conditions, yet these remain underdiagnosed and undertreated [13] Unipolar depressive disorder is a common mental health problem in adolescents worldwide.[14] with an estimated One-year prevalence of 4–5% in mid to late adolescence.[15] Depression in adolescents is a major risk factor for suicide, the second-to-third leading cause of death in this age group [16] with more than half of adolescent suicide victims reported to have a depressive disorder at the time of death.[17]

Tises the prevalence of depression in children is low (more than 1% in most studies) [18] with no sex differences, and then substantially throughout adolescence. [19] Studies have found that 3-9% of teenagers meet the criteria for depression at any one time, and at the end of adolescence, as many as 20% of teenagers report a lifetime prevalence of depression [20]

Childhood depression, like the depression of adults, can encompass a spectrum of symptoms ranging from normal responses of sadness and disappointment in stressful life events to severe impairment caused by clinical depression that may or may not include evidence of mania [21-23]. During the recent Coronavirus disease 2019 (COVID-19) outbreak in China, 54% of the participants of a large online study rated the impact of the outbreak on their mental health as moderate to severe, with depressive symptoms and anxiety being the conditions most often stated. [24] The current crises impose multifaceted burdens on children. They include the socio-ecological impact of the pandemic, which is understood to be enormous. The environment of children is affected at different levels- including community and family- as well as the individual child itself. [25

Rationale of the study

Adolescents are the future of our country and they play an important role in today’s time in nation building. They have the ability to create an identity for themselves and move the nation forward. They are filled with optimism and towering ambition. Country vision lies in the hands of adolescents. To achieve these objectives, an adolescent should be mentally and psychologically fit and free from all stresses during this COVID-19 era.

In adolescent depression and anxiety is a serious mental health problem that causes a persistent feeling of sadness and loss of attention in activities. Most of the time they are unhappy. Their mind is not conscious in one direction. In a group of people they feel lonely, not feel comfortable with their known too. When we include biological parameters that add hormone havoc to it that seems many other drastic changes happening in adolescent life, it’s easy to see their moods swing like a pendulum. Due COVID lockdown has created more problems for them. Schools are closed. They are tense about their studies, and future.

They sleep excessively, staying awake at night and sleeping during the day. Change in eating habits, the normal routine is imbalance. They spend more time with their parents than their peer groups. Most of the adolescents are frustrated. All the time they check social media in case parents make some restrictions on using cell phones which affects them badly. They are in control of the parents. Normally, in adolescent age children want some space from their parents. They want to live freely. But depression and anxiety can be treated as well as the serious problems that come with it. Normally, adolescent unhappiness lasts for more than 2 weeks. After that, they display other symptoms of depression and anxiety it may be time to seek help from a health professional. There are many methods used to treat depression and anxiety, including medications and psychotherapy.

The most important way for adolescents to fight depression and anxiety such as, first make routine of everyday. I awake early in the morning. Engaging ourselves in aerobic activity. Eat healthy food and fruits. Recognizing and challenging your critical inner voice. According to the current situation make ourselves resistant. identifying our talent and working on it. Read funny and interesting novels. Watch a funny movie or show with family. Refuse to punish yourself for feeling bad. Doing activities, you once enjoyed, even when you don’t feel like it. Work on ourselves to stay connected with friends.

Reference

American Psychiatric Association
American Psychiatric Association
STANFORD CHILDREN’S HEALTH 2020
World health organization
World Health Organization
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Kessler RC, McLaughlin KA, Green JG, Gruber MJ, Sampson NA, Zaslavsky AM, Aguilar-Gaxiola S, Alhamzawi AO, Alonso J, Angermeyer M, Benjet C. Childhood adversities and adult psychopathology in the WHO World Mental Health Surveys. The British journal of psychiatry. 2010 Nov;197(5):378-85.
Lopez AD, Mathers CD, Ezzati M, Jamison DT, Murray CJ. Global and regional burden of disease and risk factors, 2001: systematic analysis of population health data. The Lancet. 2006 May 27;367(9524):1747-57.
Egger HL, Costello EJ, Erkanli A, Angold A. Somatic complaints and psychopathology in children and adolescents: stomach aches, musculoskeletal pains, and headaches. Journal of the American Academy of Child & Adolescent Psychiatry. 1999 Jul 1;38(7):852-60.
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Wang C, Pan R, Wan X, Tan Y, Xu L, McIntyre RS, Choo FN, Tran B, Ho R, Sharma VK, Ho C. A longitudinal study on the mental health of the general population during the COVID-19 epidemic in China. Brain, behavior, and immunity. 2020 Apr 13.
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Essay on Case Study on Social Anxiety Disorder

Posted on December 5, 2024 | by Laureen

Introduction

Anxiety disorder is one of the worldwide major public mental health problems. In the last decades, the number of people diagnosed with mental health disorders such as; anxiety has enormously increased. Anxiety is defined as a state of uneasiness, such as worry or dread, that might be minor or severe (NHS 2018). According to the Cleveland Clinic (2020), There are many types of anxiety disorders such as generalized anxiety, panic disorder, phobias, and separation anxiety. The Most common type of anxiety disorder is called (GAD) or generalized anxiety disorder (Mental Health no date). There are differences between normal anxiety and generalized anxiety disorder (GAD), during times of stress people experience anxiety however, generalized anxiety disorder (GAD) is when someone worries excessively to the point that it interferes with daily activities (Meek 2020a). Normal anxiety can worsen over time and seriously impair a person’s ability to operate properly (Meek 2020b). The reasons or the risks of developing anxiety are the build-up of stress, shock, illness-related stress, personality, other mental health issues, genetics, and addiction to alcohol and drugs (Mayo Clinic 2018a). There are other reasons for being diagnosed with anxiety disorders and they are medical causes. The most crucial and main cause of anxiety disorders is difficult childhood, adolescence, or adulthood life experiences (mind 2021a). There are several symptoms and signs that indicate that the patient is diagnosed with anxiety disorders. Mayo Clinic (2018b) investigated the symptoms of anxiety are; insomnia or having difficulty falling asleep, an elevated heart rate which means the heart beats faster than usual, rapid breathing, feeling exhausted, having difficulty concentrating and experiencing difficulty managing worry.

There are a variety of ways to treat anxiety disorders, such as psychotherapy and some medications (Mayo Clinic 2018c). One of the well-known medications used to treat anxiety is diazepam or Valium, and it is a type of benzodiazepine (Star 2021a). Diazepam is the generic name for Valium which means that Valium is the brand-name medicine and diazepam is the active ingredient of it (Bihari 2020). Gamma-aminobutyric acid (GABA) receptors are affected by diazepam or Valium, GABA is a neurotransmitter in the brain that is involved in sleep, relaxation, and anxiety management (Star 2021b). Valium slows down the central nervous system by affecting GABA receptors (Star 2021c). This effect reduces anxiousness and agitation while also promoting a sense of peace and relaxation (Star 2021d). This project will evaluate the various types of treatments, the effectiveness of diazepam, and the safety of taking diazepam as a medication for anxiety. This report will begin by arguing If diazepam is more effective for treating anxiety disorders than (SSRI) antidepressants. Then proceed to argue and prove that diazepam is safe.

Is diazepam the ideal treatment for anxiety disorders?

Anxiety could last for years or even endure forever. Treating it might take some time to be effective). Medications used to treat anxiety disorders are benzodiazepines (usually prescribed for short-term use) and there are medications recommended as a long-term anxiety solution called selective serotonin reuptake inhibitor or (SSRI) antidepressants and one of the newer options (Smith et al. 2021a). Mind (2021b) stated that sedative medications such as benzodiazepines slow down the function of the brain and the body. Benzodiazepines like diazepam are used to alleviate anxiety and sleeplessness (Mind 2021c).

Many argued that diazepam could cure anxiety disorders effectively. Star (2021e) stated that Valium (diazepam) is an anti-anxiety medicine used to treat panic attacks and other anxiety disorders. Moreover, benzodiazepines like diazepam are also known as sedatives due to their calming and tranquilizing effects (Star 2021f). Diazepam acts rapidly, usually providing relief within 30 minutes to an hour (Smith et al. 2021b). Diazepam relieves anxiety quickly as it is one of the fast-acting drugs (Star 2021g). According to Henderson (2020), diazepam is used to treat sleeping problems that are associated with anxiety-like insomnia. Diazepam is also an anticonvulsant and may be used to relieve anxiety caused by certain conditions (Star 2021h).

However, others believe that the SSRI antidepressants are more effective to cure anxiety disorders. Bhatt (2019) explored that, the newer agents of antidepressant medications have lower side effects and greater convenience of use. Antidepressants help people diagnosed with anxiety disorders to feel calmer and more capable of dealing with other issues (Mind 2020a). In addition to that, it may also assist in feeling more capable of benefiting from other anxiety therapies (Mind 2020b). Antidepressants might take up to 4 to 6 weeks to start reducing anxiety symptoms, therefore they cannot be used ‘as needed’ (Smith et al. 2021c).

It seems that when combining selective serotonin reuptake inhibitor (SSRI) antidepressants, it becomes more effective, safe, and recommended in curing anxiety disorders. There are a variety of (SSRI) antidepressants in which one does not work well for the patient. Moreover, it depends on the patient’s situation. Some patients cannot benefit from the (SSRI) antidepressants as their level of anxiety is high and they need something strong for it. So, (SSRI) antidepressants are not effective all the time as it take weeks to work and diazepam is more effective to cure all anxiety disorders.

Is diazepam medicine safe?

Diazepam medicine is one of the most effective anti-anxiety medications. It is given as a primary medicine to help reduce anxiety symptoms when other medications or treatments are not effective enough for the patient diagnosed with any anxiety disorders.

It has been argued that the side effects of diazepam are less dangerous in comparison with other medications that are used to treat anxiety disorders. Medline Plus (2021a) explored that, the side effects of diazepam could be mild or severe. Dry mouth, nausea, headache, and are the most common side effects of diazepam (Medline Plus 2021b). These side effects are normal and disappear after a couple of days or weeks (University of Illinois 2020). According to Williams (2020), Valium or diazepam medicine is one of the safest benzodiazepine medicines.

On the other hand, Some researchers think that diazepam is not safe and could cause harmful and unwanted side effects. Drug Enforcement Administration (2019) stated that people who have abused benzodiazepines like diazepam were more than 20 million, which means that diazepam could cause addiction. Diazepam has a high potential for abuse, misuse of these medicines over time can easily lead to addiction (Patterson 2022). Moreover, diazepam could affect pregnancy and it is possible that an unborn baby will be harmed (Everyday Health 2021).

Nonetheless, the benefits of diazepam are more than its risks and its side effects. The specialist will plan the whole procedure for the patient, each patient has a unique and different plan. Moreover, the patient would experience some common side effects. However, These side effects are normal and not harmful and could be easily controlled if the patient follows the specialist plan and takes their medications in time and as directed. According to addiction treatment centers (2021), having a physical dependency on diazepam does not imply that a person is addicted to it. When a patient is not using the medication as directed it is possible that diazepam becomes an addictive drug. The dangerous side effects of taking diazepam are uncommon, and even if the patient experienced those unwanted side effects, the specialist would suggest another plan to overcome these side effects. The patient should update the specialist of any new symptoms or side effects of diazepam to get help as soon as possible. One of the most important things that the patient should do is to discuss with the specialist if they are taking any medications, have allergies, if a woman is pregnant or breastfeeding, and if experienced any diseases before, that will help the specialist to decide if diazepam is the accurate medicine for the patient or no. Also, that will help to minimize the harmful side effects.

Conclusion

To sum up, everything that has been stated so far, anxiety disorders have been limiting and affecting human life. Many individuals are suffering from anxiety disorders, which are a worldwide known disease. This essay argued two main aspects; benzodiazepine medicines like diazepam being effective and diazepam being safe. (SSRI) Antidepressants could treat many types of mental health diseases and one of them is anxiety disorders. However, benzodiazepines like diazepam are the most effective and fast-act medications to treat anxiety disorders. Moreover, diazepam helps to reduce other issues related to anxiety such as insomnia. Also, diazepam has calming effects that help the patient to feel happy and relaxed. (SSRI) Antidepressants are not the ideal treatment every time for anxiety disorders, but that does not mean it could not be prescribed for a patient diagnosed with anxiety however, it is not effective for everyone and depends on the patient’s situation. All anti-anxiety medications have side effects that a human being could experience them, and each could differ from one to another, some could be harmful, and some harmless. Diazepam drug is widely used to treat anxiety disorders, because of its light side effects. The side effects of diazepam are more adaptable to live with.

College Essay about Overcoming Anxiety

Posted on December 5, 2024 | by Laureen

Once the symptoms of exam anxiety are recognized, a number of tips and techniques can be learned to manage it. Some of these strategies are discussed below.

Being prepared: We almost always know when our test will be taken. Preparing in advance is the key to reducing exam anxiety you might experience. Studying earlier will make you feel comfortable with the material. It boosts your confidence. Waiting until the night before will only make you more anxious and you might even forget what you had learned.
Self-encouragement: Banish negative thoughts like, ‘I am no good ‘, ‘I can’t do this’ or ‘I will fail’. Instead, motivate yourself with self-encouraging thoughts. The expressions like ‘I know this’, ‘I prepared well’, and ‘I can do this ‘ when repeated regularly will boost your self-confidence and help you manage stress levels.
Sleep well: Getting enough rest helps concentrate better. A good night’s sleep makes you more alert and improves memory.
Deep breaths: If you happen to experience anxiety during an exam, breathe deeply. Inhale through your nose and exhale through the mouth. Focus on one question at a time, and work through it while taking a deep breath in between as required. Providing the lungs with sufficient oxygen calms you down and helps you focus better.
Avoid being a perfectionist: Remember that nobody is perfect. Making mistakes is a part of life. Just aim to do your best. Hard work always pays off. Focus on doing better than the last time and not on being perfect.

Stress and Anxiety Essay

Posted on December 5, 2024 | by Laureen

Abstract

The Effects of Stress and Anxiety on College Students

Method

Participants

Measures

Procedure

Results

Discussion

References

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Endler, N. S., and Kocovski, N. L. (2001). State and Trait Anxiety Revisited. Journal of Anxiety Disorders, 15, 235-245.
Julian, L. J. (2011). Measures of Anxiety. Arthritis Care Res (Hoboken), 63, 0-11.
Kumaraswamy, N. (2013). Academic Stress, Anxiety, and Depression among College Students Brief Review. International Review of Social Sciences and Humanities, 5(1), 135-143.
Lepp, A., Barkley, J. E., and Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343-350. doi:10.1016/j.chb.2013.10.049
Mounsey, R., Vandehey, M. A., and Diekhoff, G. M. (2013). Working and non-working university students: anxiety, depression, and grade point average. College Student Journal, 47(2), 379-390.
Range, L. M. (2013). ‘State-Trait Anxiety Inventory (STAI).’ In Psychology and Mental Health (Online Edition).

Essay on Disadvantages of Stress

Posted on December 5, 2024 | by Laureen

Introduction:

Body:

Physical Health Effects:

Mental and Emotional Well-being:

Impaired Work Performance:

Negative Impact on Relationships:

Economic Consequences:

Conclusion:

Multiculturalism and “White Anxiety”

Posted on December 4, 2024 | by Laureen

Almost 6 decades ago, the “separate but equal” doctrine was declared to be unconstitutional after the landmark case of Brown v. Board of Education (Martin 121) took place. It could seem that this would put an end to segregation and racism in education and other fields of the society’s life.

However, the course of time has demonstrated that the path from “separate but equal” to “united and equal” is quite long and not so simple. The issue of ethnicity and race is still burning for our society, and it gives broad field for work for the national and local powers and educators in terms of decision-making, as well as for scholars in terms of study.

The notion of multiculturalism is not an exception: being at first perceived as the answer for all questions about cultures and their co-existence, nowadays it is also awakens scholars’ hot discussion. Particularly, Ronald Takaki in (2001 3-18) marks that there is the evident hostility and resistance to the concept of multiculturalism in education and other fields.

Takaki provides a neat explanation to this resistance: the white community is afraid of the “non-White majority (12) that is gradually taking shape in the society in the 21th century. As they are eager to stay the majority, says Takaki, they suppress the advancement of multiculturalism ideas in the society and, particularly, in education. Considering the importance of education in forming the personality of future members of our society, this statement is of big significance.

Today we have opportunity to discuss whether the situation has changed during the last 10 years, after Takaki’s publication. Despite the situation with the “resentment” of the white community has changed significantly, there are still many steps left to take on the way to “united and equal”.

There is no need to reject the fact that when the “status” of a majority is challenged, it meets the new situation with resistance. We may see numerous examples in history of the USA, as well as the World history. For example, when racial segregation in schools was declared illegal, this was met with resistance by white students and even by the local powers of some states.

We may also think about the history of colonial Africa: in South Africa, Afrikaners and British white colonists were in a perpetual struggle, and the indigenous population was suffering from it (Chazan 469-471); then, when the native South Africans declared their rights and began the struggle for their rights, the white community also strongly resisted to this movement (473-476).

Can we state that these appeals have disappeared today? To some extend, this turns out to be true. The American society is moving towards elimination of racial discrimination and of opposition of ethnical and racial communities. This can be noticed in decision-making fulfilled by the local and national powers, as well as in the field of education.

The courses of Ethnicity Studies are introduced in all educational establishments of the USA. Many people believe that “the diversity of younger generations of Americans will inevitably lead to a more integrated, postracial era” (Rodriguez). However, unfortunately, it is still early to speak about dominance of the concept of multiculturalism in our society.

As many notice, racism in education remains “unconscious” (Samuels) and “unintentional” (Kuznia). Kuznia describes the case when a Latino girl was given an advice by her counselor to enter a college after the school instead of a 4-year university program; the most important is that the counselor’s intentions were good.

Other examples are offered: a teacher remembers white students’ names but does not manage to remember those of Latino students; students of color are asked simpler questions due to the “achievement gap” that gives birth to stereotyping (Kuznia). To improve the situation, it is necessary to direct efforts towards detecting and disclosing the stereotypes and prejudices that exist in the society about races and ethnicities.

One more issue that is often omitted is the multidirectional anxiety based on the racial and ethnical issues. Today, we should keep focus broader than discussing one-direction anxiety, which is discrimination of blacks and other communities of color by whites. We may recollect the Williams v. California case (2000): schools where the majority of students were children of minorities were not provided with appropriate books and conditions for learning (Kuznia).

However, we may think about another case, which is Gratz v. Bollinger (2003): white students filed a suit stating that the application system of the University of Michigan includes the affirmation program that supports students of minorities regardless of applicants’ academic performance (Kaplan and Saccuzzo 574); the court admitted that the program was unconstitutional.

Or, we can compare the whites’ anxiety described by Takaki with that demonstrated by the minorities of color, “If they [Anglos] don’t like Mexicans, they ought to go back to Europe” (Mallon).

The fact that cultural gaps work in different directions demonstrates the importance of studying others’ cultures by all communities. Besides, now it is time to think about the roots of such opposition in order to direct efforts towards their elimination.

These roots are in lack of knowledge and understanding of other communities’ cultures. Despite African-American, Asian and other ethnical studies are introduced, they may sometimes be quite ineffective because of the way they are taught. Samuels (Samuels) shares his discovery that students are taught Ethical Studies in an “academic” and generalized manner; they often feel uncomfortable when they are encouraged to express their own opinion and discuss the matters.

In turn, learning cultures in small classes where students have opportunity to discuss the material is very effective: students understand cultures better, and this issue becomes more important for them; Samuels uses the term “personal engagement”.

Increasing students’ “personal engagement” is very important for our society, as Takaki and many other authors (for example, Rodriguez) state that turning of the white majority into a minority will also aggravate the opposition between communities: whites will begin the active “struggle” for their interests.

As for California, Rodriguez marks that “Anglos dropped below 50% of the population there in 2000” (Rodriguez), which is quite eloquent; however, the author says that “With so-called minorities outnumbering whites, mainstream politicians have been reluctant to endorse any initiative that would invite a backlash from nonwhites” (Rodriguez); the situation in California is better than in some other states.

Thus, it is very important for politicians to take the position that will not awaken either whites’ or nonwhites’ backlash, as well as it is important for us all to learn and understand each others’ cultures. Only in this case we will come to the destination, which is the society where the “united and equal” doctrine dominates.

Works Cited

Chazan, N., et al. Politics and Society in Contemporary Africa. 3rd ed. USA: Lynne Rienner Publishers, 1999. Print.

Kaplan, Robert M. and Dennis P. Saccuzzo. Psychological Testing: Principles, Applications, and Issues. Belmont, CA: Wadsworth Cengage Learning, 2009. Print.

Kuznia, R. “Racism in Schools: Unintentional but no Less Damaging.” Miller-McCune. 2009. Web.

Mallon, P. “California’s Racial Iceberg.” News Max. 2003. Web.

Martin, Waldo E. Brown v. Board of Education: A Brief History with Documents. Boston, MA: Bedford/St. Martin’s, 1998. Print.

Rodriguez, G. “The White Anxiety Crisis.” Time. 2010. Web.

Samuel, B. “Unconscious Racism at the University of California.” The Huffington Post. 2010. Web.

Takaki, R. “Multiculturalism: Battleground or Meeting Ground?” Color-Line to Borderlands: The Matrix of American Ethnic Studies. Ed. Johnnella E. Butler. Seattle: University of Washington Press, 2001. Print.