Category: Anxiety

Young people experience significant stress because of the inherently competitive nature of sports, pressure to perform in front of large audiences, and insecurities and unsureness in their abilities. This essay aims to explore the psychological aspects of performance anxiety in sports, specifically its prevalence among the youth. This essay also touches on the relationships between athletes and their coaches, families, and teams. It discusses a method of counseling a child, aged 13, which includes mental health training and assessment.

It is necessary for the exploration of the causes and solutions to performance anxiety to assess scholarly articles on the subject. Ford and others (2017) describe anxiety as a response to a stressful sport-related situation, which the individual perceives as potentially stressful, resulting in a range of cognitive appraisals, behavioral responses, and physiological arousals (p. 206). The resulting consequences of anxiety are sweating, increased heart rate, fidgeting, restlessness, negative thoughts, inattention, and an increased possibility of injury. Anxiety negatively affects the athletes overall performance, causing them to receive worse results than they would in a calm atmosphere. The authors main conclusion is that mental health professionals need to treat anxiety in athletes as soon as possible.

Other sources give context for the young sportspeoples performance anxiety beyond the stressful situations they are in. ODonoghue & Neil (2015) explain the relationship between age, gender, and stress from anxiety. They found that younger players had a slightly higher degree of performance anxiety than older players due to lesser physical abilities and differences. It is evident that another factor of stress from performance is physicality. A study by Ramis and others (2015) focused on identifying differences in anxiety symptoms across groups that differ by gender, age or type of sport (p. 175). The study has limitations because of language differences in the perception of words such as worry and concern. However, it showed there were differences in somatic anxiety between gender and age groups. Contrary to the previous study, it showed that older athletes face more anxiety because of higher expectations to perform. Schwebel and others (2016) examined the relationship between athletes and their coaches and parents, and they concluded that children tended to gravitate to one or the other for support and advice. These variables are necessary for a personalized approach to counseling athletes.

The young persons performance anxiety is not the only variable to assess treatment. According to Mottaghi et al. (2013), athletes expectations of themselves, their goals, their images of their coaches, and their teammates expectations of them are factors effective in causing anxiety. (p. 72). Coaches can affect the performance of the people they train if they actively express their own fear of failure. It is evident that the coachs demeanor is very important before the performance.

The Oxford handbook of sport and performance psychology is a book that explains methods to deal with performance anxiety and routines to help athletes with stress. The main point is that concentration is very important. Another source states that previous trauma sustained during training or performances affects the sportsmans anxiety (Grand & Goldberg, 2011). Trauma encompasses injuries and psychological wounds, and their mental consequences may cause repetitive problems when playing. Grand & Goldberg (2011) outline the fight/flight/freeze responses when triggered. Fight is overreaction and aggression, flight is the tendency to leave the stressful situation, and freeze is perhaps the most damaging because it paralyzes the athlete and makes it impossible to perform.

Such insights into the reason and outcomes of performance anxiety provide the opportunity to outline a counseling method. The theoretical approach to helping youths in sports will consist of finding the optimal coaching strategy, minimizing stress in their lives, and providing healthy motivation to succeed. This method is incredibly effective in easing anxiety and strengthening the athletes inner will while assessing their gender, age, and other subsequent factors.

Young people are especially vulnerable to insecurities, anxiety, and depression. The additional pressure to perform and compete with others will cause the athlete to struggle mentally and emotionally. Struggling young people, especially those who have a family history of mental illnesses and trauma, are especially prone to developing eating disorders, suicidal thoughts, and low self-esteem. Young athletes cannot deal with the pressure and often decide to quit sports (Kids Sports Psychology, n.d.). According to Premier Sports Psychology (n.d.), improving athletes performance consists of providing them with adequate mental health care. They provide services such as optimal mindset training; increasing confidence and motivation; healing imagery; energy regulation; and focus training. The athletes prior mental state, prior health concerns, age, and gender must also be incorporated into the counseling.

Lastly, finding the right coach who can connect with the young person and be a positive influence on their life. Coaches must put the mental and physical health of their trainees as a priority. Peak Performance Sports (n.d.) describes this kind of coach as a mental performance coach. Such a coach develops the athletes mental skills, motivates them to succeed, raises their confidence, and helps them handle pressure and training, which eventually positively affects their performance. A combination of these techniques will provide the athlete with a stable support system, ensuring their mental health does not deteriorate and a mindset to succeed. Confidence in their abilities gives the young person the motivation and strategies to focus on the competition.

The practical application of this theory should be strategic and helpful; the coach should ask for feedback from the athlete on their counseling. First of all, establishing a strong connection between the coach and young athlete is imperative. Bonding activities, like games and deep conversations, are the key to reaching this goal. Specifically, discussing the childs motivation for playing and winning is important. After the relationship has been formed, the mental performance coach should assess the emotional stability of the athlete and adequately prepare a strategy to improve it. The persons age and gender must be included in this strategy. Hypothetically, if the child is a 13-year-old girl, then the counseling should be heavily tailored to the typical struggles of young girls. At this age, girls are vulnerable to self-esteem issues because their body is rapidly changing at this stage of puberty. She may struggle with low body image or self-esteem issues, for which she will need help from a mental health professional who ideally specializes in working with children and teenagers.

The activities to reduce stress must be consistent with focus training. The mental training process is aimed at increasing concentration on the task or activity, and the goal is not to get distracted. This training forces the athletes attention off of their body, the audience, or the possibility of failure and on to the actual activity. With a clear mind, they are able to play to their full ability and improve performance without experiencing anxiety.

In conclusion, athletes are prone to performance anxiety because of insecurities, high degrees of pressure, and insecurities. Factors such as gender, age, the type of sport, level of anxiety of the coach, and prior sustained trauma will affect the athletes performance. Concentration and confidence are key to dealing with performance anxiety. This paper prepared a method of counseling athletes struggling with performance anxiety, which included mental health treatment and the involvement of a mental performance coach. It also outlined the exact steps a coach should take to ensure their athletes success in competition while also ensuring their health stays stable.

References

Ford, J.L., Ildefonso, K., Jones, M.L., & Arvinen-Barrow, M. (2017). Sport-related anxiety: current insights. Open Access Journal of Sports Medicine, 8, 205-212. Web.

Grand, D., & Goldberg, A. (2011). This is your brain on sports: beating blocks, slumps and performance anxiety for good! Dog Ear Publishing.

Kids Sports Psychology. (n.d.). Web.

Mottaghi, M., Atarodi, A., & Rohani, Z. (2013). The Relationship between coaches and athletes competitive anxiety, and their performance. Iranian Journal of Psychiatry and Behavioral Sciences, 7(2), 68-76.

Murphy, S. (Ed.). (2012). The Oxford handbook of sport and performance psychology. Oxford University Press.

ODonoghue, P., & Neil, R. (2015). Relative age effect on behavioral regulation, burnout potential and anxiety of sports students. European Journal of Human Movement, 35, 1-11. Web.

Peak Performance Sports. (n.d.). Mental Performance Coach. Web.

Premier Sports Psychology. (n.d.). Referral Guidance for Coaches. Web.

Ramis L. Y., Viladrich S. M. C., Sousa, C. D. P. D., & Jannes, C. (2015). Exploring the factorial structure of the sport anxiety scale-2: Invariance across language, gender, age and type of sport. Psicothema, 27 (2), 174-181. Web.

Schwebel, F. J., Smith, R. E., & Smoll, F. L. (2016). Measurement of perceived parental success standards in sport and relations with athletes self-esteem, performance anxiety, and achievement goal orientation: Comparing parental and coach influences. Child Development Research, 2016. Web.

Introduction

Sporting activities have always played a crucial role in human life. Through these events, people are able to fulfill their fitness, social, and entertainment needs. People who engage in sports often aim to achieve the highest level of performance. It is generally acknowledged that athletes need to be in top physical condition to perform optimally. For this reason, many professional and amateur athletes engage in intensive exercise regimes aimed at increasing their speed and endurance. They also carry out rigorous practice exercises to hone their skills. However, physical fitness and experience are not the only attributes necessary for the best performance to be achieved. Psychological factors also have a significant impact on the performance level of the athlete. Attention and anxiety are two of the psychological states that influence the performance of individuals. The two work together and influence each other leading to poor or good outcomes. This paper will set out to investigate the effects of attention and anxiety on a persons motor skills. It will focus on the relationship between attention and anxiety in order to show how the two work together to influence the performance of athletes.

Definition of Terms

Attention

Attention has always been regarded as an important component of human performance. Studies in sport psychology demonstrate that attention significantly influences performance. Fullagar, Knight and Heather (2013) define attention as alertness and the concern with development of the maintenance of optimal sensitivity and preparedness for responding. It is a limited resource that often entails biased selecting of information from particular spatial locations. While engaged in sporting activities, the attention of an individual shifts along two dimensions. The first dimension is width while the second is directional. In most conditions, a person is able to shift his/her focus of attention along both of these dimensions in response to the changing demands of performance situations (Howland, 2006, p.54). The ability to engage in selective attention leads to impressive performance by athletes. Studies reveal, that the selective attention demonstrated by expert athletes differentiates them from novices (Fullagar, et al., 2013). Experts are able to perform selective attention tasks where they block out input that it unnecessary for the execution of the task at hand. Focused attention is necessary in goal-direct tasks for high levels of performance to be achieved. Fullagar, et al. (2013) explain that when attention shifts occur from the focused activity, the athletes performance drops. It is possible for athletes to develop and optimize focused attention to improve performance. Elite athletes can be trained to develop attention control and improve their overall performance in sporting activities.

Anxiety

Anxiety is the condition that affects all humans leading to a heightened sense of awareness and increased motivation. By definition, anxiety is the feeling of apprehension and emotional pressure in anticipation of a situation. In the sports context, the concepts of anxiety and arousal are intertwined and it is often difficult to separate one from the other. Howland (2006) explains that in sport psychology research, arousal is used synonymously with anxiety, activation, emotion, and psyched-up (p.55). As such, the terms anxiety and arousal are used interchangeably when talking about the activities of athletes. Anxiety can be measured by behavioral, cognitive and physiological measures. Through behavioral measures, the level of anxiety experienced by the athlete can be determined. The behavior exhibited by the athlete can be linked to the underlying activation constructs observed (Nideffer & Sagal, 2001). In cognitive measures, the level of anxiety is determined by observing its impact on attention. When the level of cognitive anxiety gets too high, the self-regulation process is avoided leading to a deterioration of the self focused attention of the athlete. Physiological measures can be used to monitor the physical changes occurring as anxiety increases or decreases. The autonomic nervous system activates and controls the neural activity and peripheral organs in the body (Rouwen, Pijpers & Oudejans, 2010). Bodily changes such as pupil dilation, respiratory elevation, pupil dilation, and increased heart rate occur when the athlete faces high levels of arousal.

Attention and Anxiety

There is a recognized relationship between attention and anxiety and the performance of athletes in sporting events. According to Fullagar, et al. (2013), excess anxiety is characterized by disintegrated or distracted attention due to breakdowns in the ability of the athlete to shift attention fluidly. There are a number of theories and principles explaining the relationship between attention and anxiety during sport performances.

Inverted U Principle

The inverted U theory explains the effects that emotional arousal has on individual performance. This principle was developed by Yerkes and Dodson in 1908 and it is based on the premise that a certain level of arousal is necessary for the athlete to exhibit optimal performance (McMorris, 2004). Arousal is the human condition that stretches from a state of sleep to high expectation and it is manifested physiologically, cognitively and behaviorally. The athletes performance in sports is influenced by his/her level of arousal. A key assertion by the inverted U principle is that peak performance is achieved when the athlete is at his optimal level of arousal. The principle states that an athletes performance will increase gradually as the level of emotional arousal increases to the optimal level. This optimal level of emotional arousal is often midway between under-arousal and over-arousal. Howland (2006) confirms that moderate levels of arousal are ideal for the optimal athletic performance. If emotional arousal exceeds the optimal level, then the athletes performance will start to decrease. The performance of an athlete continues to deteriorate up to very poor when he/she reaches a point of over arousal.

The level of a tasks complexity affects the manner in which the inverted-U principle is applied to the particular scenario. Yerkes and Dodsons inverted-U model reveals that the complexity of the task affects the placement of the curve along the x-axis (McMorris, 2004). When a task is easy, the curve is skewed towards the higher end of the arousal continuum. This means that an athlete requires a high level of arousal to perform optimally in easy tasks. On the other hand, the curve is skewed towards the lower end of the arousal continuum when the task is complex. In other words, complex tasks require lower levels of arousal for optimal performance. In such activities, the skill level of the athlete is more important in determining the outcome.

Perceptual Narrowing

Perceptual narrowing is the relationship between an athletes attention and his physiological arousal. Sport psychology studies indicate that the processing of relevant and irrelevant cues varies depending on the athletes level of arousal (Taylor & Wilson, 2005). When the athlete is at a low arousal level, he processes both relevant and irrelevant information from his environment. At this low arousal state, the athlete has access to a large number of cues. This is detrimental to optimal performance since only a few of the cues are needed to accomplish the task at hand. By having access to a large number of cues, the performer ends up detecting some irrelevant cues and missing some of the relevant ones (Schmidt, 2008). The task-irrelevant cues divert the attention of the individual from the execution of the task. This leads to suboptimal performance from the athlete due to a lack of focus. McMorris (2004) contends that in this state, the athlete suffers from perceptual distractions that may prevent him from picking up relevant environmental stimuli. Effective focusing occurs when the arousal is increased and at the optimal arousal level, the individual can focus on the relevant information while easily ignoring the irrelevant cues. However, as the arousal increases to higher levels, the athletes focus narrows. This narrowing reaches a point where even relevant cues are missed. Howland (2006) confirms that perceptual narrowing can hinder the athletes ability to identify task-relevant cues, thus increasing reaction time.

Some theories have been presented to explain how perceptual narrowing occurs. The sports psychologist Hebb Murray suggested that perceptual narrowing can be attributed to the operating of the central nervous system (Taylor & Wilson, 2005). The CNS perceives the cause of arousal as a threat to the athlete. While the athlete experiences high levels of arousal, the central nervous system begins to shut down less important systems with the goal of protecting the core functions of the human body. This leads to a narrowing of focus onto the immediate causes of arousal. This is the brains way of ensuring that the athlete pays attention and avoids the danger. This automatic mechanism leads to a tunnel vision which results in a decline in performance. Cooke, et al. (2011) asserts that high anxiety can overload attention capacity thus causing performance to reduce.

Hyper Vigilance (panic)

Arousal has an effect on the attention levels of the athlete. Hyper vigilance is the condition that occurs at the highest levels of arousal. This condition is also referred to as panic and it infringes on the decision making abilities of the individual. Hyper vigilance can be caused by a number of psychological conditions experienced by the athlete. Pervasive negative thoughts during the sporting event can lead to over arousal. Carlstedt (2004) reveals that negative thoughts can interfere with performance. This assertion is corroborated by Cooke et al. (2011) who demonstrate that the absence of negative intrusive thoughts corresponds to peak performances. Heightened levels of anxiety, either due to pressure or fear, can also lead to this panic.

Hyper vigilance is often characterized by the sudden and dramatic fall in performance by the individual. In the state of hyper vigilance, the athlete experiences an extremely narrow attention field leading to degraded physical control of movements or even freezing. During hyper vigilance, the athlete will lack effective control of his motor skills. Schmidt (2008) documents that the athlete will perform actions that would normally be performed in a flowing manner under relaxed circumstances in stiff and halting motions due to the heightened arousal. Performance panic attacks can result in the breakdown of motor skills during competition. Hyper vigilance might also lead to the athlete resorting to automatic responses. Ashley (2011) explains that instead of choosing the most appropriate course of action, the athlete will opt for the most practiced response during the hyper vigilance state. This action will be repeated pervasively even if it is not producing the desirable effects. Another possible reaction to hyper vigilance by the athlete might be a complete physical freeze. This occurs when the individuals decision-making ability is severely limited by the extreme perceptual narrowing caused by the heightened levels of arousal.

While a certain level of arousal is necessary for optimal performance, the excess anxiety exhibited during panic states interferes severely with the athletes performance. An athlete experiencing hyper vigilance must look for ways to reduce his anxiety in order to bring performance back to its previous level. Schmidt (2008) reveals that small reduction in arousal will not cause the athlete to regain good performance. The only way to undo the damage caused by the hyper vigilance is for the individual to allow his anxiety levels to fall to the pre-catastrophe levels.

Zone of optimal functioning

This principle is based on the understanding that a certain level of arousal is necessary for good performance by athletes. It was proposed in 1980 by the sports psychologist Hanin Yurin after he had observed the performance of elite female rowers (McMorris, 2004). The theory proposes that individuals have different anxiety thresholds based on their personalities. Athletes can deal with different degrees of arousal without negatively affecting their attention and subsequently their performance. Hanin noted, that the arousal experienced during the sporting activity was linked to the optimal pre-competition anxiety level of the individual athlete (McMorris, 2004). Each athlete has a unique zone of optimal functioning, which is four points below their pre-state anxiety. As long as the anxiety level of the athlete is within the limits of the zone during the sporting event, he/she will exhibit optimal performance. However, if the anxiety is too far from the optimal level, that athlete will demonstrate reduced performance.

Implication for Athletes

Attention and anxiety both impact on the performance of an athlete. The discussions made in this paper suggest that greater control of attention and arousal can have a positive impact on an athlete. Howland (2006) declares that the athlete should be able to focus his attention and control his anxiety in order to improve performance. Nideffer and Sagal (2001) state that if individuals are able to have control over their own level of arousal, so that it is neither too high not too low, they are capable of effective attention (p.314). Cognitive techniques such as relaxation, self-talk, restructuring, and visualization can be used to control arousal and thus improve attention.

Self-talk involves the athlete talking to himself, either aloud or silently, about his performance. This technique serves a cognitive and motivational function for the athlete. Through positive self-talk, the individual is able to build confidence in his ability to perform well in the sporting activities. Carlstedt (2004) notes that positive self-talk during competition often precipitate feelings of being in control. This induces positive cognitions leading to enhanced performance by the athlete. This strategy also leads to optimism which promotes a reduction in anxiety and the decrease in incidents of hyper vigilance.

Anxiety levels can also be managed through cognitive restructuring. In this strategy, the athlete learns how to cope with anxiety in sports performance by promoting rational expectations (Schmidt, 2008). This is based on the premise that assumptions athletes make about sports performance determine what constitutes a threat. Wrong assumptions might lead to irrational expectations, which will then create high levels of anxiety. For instance, when an athlete assumes that his performance in the field should be perfect, he will have irrational expectations of himself. These expectations will lead to anxiety since it is unlikely that he will perform perfectly on the field. Through cognitive restructuring, the athlete is able to make realistic goals leading to realistic expectations (Schmidt, 2008). Researchers advocate for the adoption of mastery goals, which entail performing as well as one can. By adopting such goals, the athlete will have the lowest levels of performance anxiety.

Another strategy is the use of meditation and breathing exercises to bring about relaxation. Rouwen, et al. (2010) assert that relaxation is one of the most important techniques for performance enhancing. This technique enables the athlete to reduce anxiety and stress levels therefore achieve the desired level of attention. Considering that a certain level of arousal is necessary for optimal performance, completely eliminating anxiety might not be the best solution. Equipping the athlete to be in control of his anxiety levels is the better solution. Relaxation serves as an arousal control mechanism which can allow athletes to eliminate the tension that might results in sub-optimal performance.

Conclusion

This paper set out to discuss attention and anxiety with the aim of showing how the two affect sport performance. It began by acknowledging the importance of sporting activities to mankind and the role of psychological factors in promoting optimal performance. The paper then defined attention as the alertness exhibited by athletes and anxiety as a heightened state of apprehension. It noted, that anxiety has an impact on attention and therefore affects the performance of individual athletes. A number of the studies that explain how the two conditions influence performance were then discussed. They include the Inverted U principle by Yerkes and Dodson, perceptual narrowing principle, hyper vigilance, and the zone of optimal functioning theory. The general consensus from these studies is that while low arousal leads to decreased performance, excessive arousal also leads to diminished performance. The best performance can only be realized when the arousal is at an optimal level. The paper observed that focusing attention and coping with anxiety is integral to ensuring optimal performance by the individual. It provided a number of strategies that can be used to alleviate the attention and anxiety problems faced by athletes. By implementing these strategies, athletes can gain greater control of their anxiety and focus their attention leading to the best performance during sporting activities.

References

Ashley, K. (2011). Emotions Directing Your Performance. Web.

Carlstedt, R.A. (2004). Critical Moments During Competition: A Mind-Body Model of Sport Performance When It Counts the Most. Boston: Psychology Press.

Cooke, A., Kavussanu, M., McIntyre, D., Boardley, I., & Ring, C. (2011). Effects of competitive pressure on expert performance: Underlying psychological, physiological, and kinematic mechanisms. Psychophysiology, 48(8), 1146-1156.

Fullagar, C.J., Knight, P.A., & Heather, S.S. (2013). Challenge/Skill Balance, Flow, and Performance Anxiety. Applied Psychology, 62(2), 236-259.

Howland, J.M. (2006). Mental Skills Training for Coaches to Help Athletes Focus Their Attention, Manage Arousal, and Improve Performance in Sport. Journal of Education, 187(1), 49-66.

McMorris, T. (2004). Acquisition and Performance of Sports Skills. NY: John Wiley & Sons.

Nideffer, R., & Sagal, M.S. (2001). Concentration and attention control training. Applied Sport Psychology, 22(1), 310-328.

Rouwen, C., Pijpers, J., & Oudejans, R. (2010). The influence of anxiety on action-specific perception. Anxiety, Stress & Coping, 23(3), 353-361

Schmidt, R.A. (2008). Motor Learning and Performance: A Situation-based Learning Approach. London: Human Kinetics.

Taylor, J., & Wilson, S. (2005). Applying Sport Psychology: Four Perspectives. London: Human Kinetics.

Abstract

Math anxiety is supposed to be the feeling of nervousness for Young people when they have to solve mathematical problems. The paper discusses if young people have math anxiety from elementary school or it develops later as they grow. It gradually analyses all aspects related to this problem among children and later tries to give some solutions to cure this anxiety.

Introduction

Social research is a scientific study of society, and it is performed by sociologists. Sociological research explains the issues which affect us as individuals and as members of any group. This kind of research is helpful in establishing the relationship between personal troubles and public issues. It also helps us in understanding how our social background can influence our educational achievement. Research is the purposive and rigorous investigation that aims to generate new knowledge& Social research is about discovery, expanding all horizons of the known, confidence, new ideas and new conclusions about all aspects of life (Saratakos 2004:4 as cited in Sociological Research, n.d.).

There are some ways of doing research, such as questionnaires. It is very important to choose any research tool on the basis of its advantages and disadvantages. The foundation of sociological research depends upon some terms- methodology, methods, theory, and epistemology. Crotty has explained the meaning of all the terms as follows:

• Methods are the technique to collect data, which is related to the hypothesis.
• The methodology is the plan of action in which some particular methods are used to get results.
• The theoretical perspective is the philosophical standpoint that provides a context for the process.
• Epistemology is the theory of knowledge which is implanted in the methodology (Crotty 2003:3 as cited in Sociological Research, n.d.).

Studying sociology is very important since it helps people to understand the world around them in different ways. Those different approaches influence the research and form the views of the researchers, and in this way, the best result can be obtained.

Research problem statement

The present research is based on Math anxiety and the effect it has on children with a learning disability.

Aim of the research

The main aim of the research is to find out if Math anxiety has an effect on children with a learning disability. It also aims to find if young people have math anxiety from elementary school, or it develops later as they grow. It also concentrates on surveying different groups of kids studying in different grades.

Research Hypothesis

Knowing about the causes of math anxiety at the earlier stage and its solution for the young generation.

Literature Review

Math anxiety is a pessimistic response to situations where one has to do mathematical tasks, and it is taken as a threat to ones confidence. Some people call math anxiety as a feeling of nervousness, rational ineffectiveness, and vulnerability when it comes to solving mathematical problems or to work with numbers (Rubinsten & Tannock, 2010).

The arithmetic word problem is considered to be a significant problem in the elementary school mathematics curriculum in connection with developing general problem-solving skills (Leh & Jitendra, 2012).Though many studies have been done on the subject of math anxiety, yet it is difficult to find out when math anxiety in young kids emerged. Indeed, most studies of math anxiety have focused on middle school or high school students, and the few published studies investigating math anxiety in elementary school have focused on children who are in fourth grade or beyond (Bush, 1991;Chiu & Henry, 1990; Suinn et al., 1988, as cited in Ramirez et al., 2013, p.188).

Ramirez et al. (2013) examined math anxiety in young children and tried to find out whether it is present in elementary school in first and second-grade students too. It is important to address math anxiety at the earliest possible ages because early math anxiety may snowball in ways that lead to increased anxiety, dislike, and avoidance of math (Wigfield & Meece, 1988 as cited in Ramirez et al., 2013, p.188).

Ramirez et al. (2013) has revealed that Math anxiety may negatively impact math performance by co-opting the limited working memory (WM) resources that are crucial for successful math problem solving, which we refer to as WM disruption (Ashcraft & Kirk, 2001; Ashcraft & Moore, 2009; Engle, 2002; Young, Wu, & Menon, 2012, as cited in Ramirez et al., 2013, p.188). It is hypothesized that young children with high WM can perform poorly in math because of math anxiety.

The ecological model of human development tells about the ecological subsystem, and the central part of this subsystem is the family. In a childs development and learning, home and family play an important role. According to the ecological model, a child also influences his family. As a consequence, a disabled child affects his family in a special way. According to the National Joint Committee on Learning Disabilities (1997, p. 29 as cited in Dyson, 2010),

Learning disability applies to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span (p. 44).

The families of children with more visible disabilities like sensory, intellectual, physical, etc. have more child-related stress than the families which do not have disabled children. Dyson (1997) mentions that two different studies done to find out the stress level of these childrens parents gave two different results- one study revealed the same stress level of mothers and fathers of such children, but another study revealed that mothers of such children were more stressed and due to this they had poor health.

Researches show that siblings of the children with learning difficulties also get affected by them. Dyson (1999) got mixed results after doing studies for four years. At the same time, siblings of children with developmental disabilities showed worse self-concept than their opposite numbers of siblings who had no developmental disabilities (Dyson, 2010).

Studies are being done to create the basis for recommending interference to lessen the dominance of learning disability (LD). It is important for the core elements of primary grade curriculum, which is essential for future academic development: in reading, comprehension, and word level skill; in math, word problems, and number combinations. Studies reveal that the students having a reading problem or math problem can progress in a better way if they are provided with effective tutoring. Such tutoring classes can be conducted 3-4 times per week for 30-45 minutes per session, and it should go for 12-20 weeks (Fuchs et al. 2012).

If the students with severe learning difficulty get high-quality tutoring, they easily catch up to their classmates, and also this kind of tutoring create a strong foundation for them to experience continuing success (Fuchs et al. 2012).

Peer tutoring is also considered one of the most effective strategies for mathematic instructions. The planned guidance format of peer tutoring helps students who have difficulty in this subject. Peer tutoring does not involve any professional teachers rather it involves various social groups who help each other in learning and learning themselves by teaching (Tsuei, 2014).

According to Vygotsky, the role of private speech is very important for the development of higher psychological functions like executive functioning, planning and behavioral self-regulation. A lot of different features of childrens private speech have been investigated by the researchers, which consists of childrens task performance and on-task behavior. The use of input through the auditory channel to form connections between the phonological features of numbers has been discussed as an approach to learning number facts (Robinson, Menchetti, & Torgesen, 2002 as cited in Ostad, 2011, p.292).

Some other studies reveal that verbal and visual strategies improve problem solving skills in children who have math difficulties (Kolloffel, Eysink, de Jong, & Wilhelm, 2009;

Montague, 2008; Van Garderen, 2007; Xin, 2008as cited in Swanson et al 2013).Reading and generative strategies have been found very effective in improving comprehension. Generative learning helps the students to paraphrase the text either orally or in writing before they respond to questions about any text. This strategy helps the students to understand the material deeply.

Methodology

This section will provide an overview of the methodology and the data collection tools used in doing the survey about Math anxiety, and the effect it has on children with a learning disability

The present research is a qualitative as well as quantitative analysis of the given topic. It uses a descriptive survey design to investigate the effect of math anxiety on children with a learning disability. The findings provide a detailed analysis of the data from a given population to determine the status of math anxiety.

According to Dawson (2009), it is important to know the difference between qualitative and quantitative methods before research methodology starts (Research Methodology: An Introduction, n.d.).

Qualitative research involves subjective data. Dawson (2009) mentions that qualitative research focuses on behaviour, attitude and experience through the methods like interviews. Since attitudes, behaviour and experiences are very important so this kind of research tries to get in depth feeling and opinion from the people who participate in the survey (Research Methodology: An Introduction, n.d.).

Research Methodology

This part of research deals with research methodology that was employed in conducting the study. It, therefore, covers the research locale, research design, target population, sample selection, research instruments, conducting, reliability of research instruments, validity of the research instruments, data collection procedures, data analysis, and reporting.

The research methodology that was used in the study is the combination of qualitative as well as quantitative research methods. By using this methodology, the hypotheses of the research questions can be measured, determined, and analysed. The method also helped in determining the quantity and consistency of results.

Moreover, the survey provided important statistical quantitative data to compliment and confirm the findings presented by qualitative data.

The statistical survey provides standardized information about the research subject. It is a well-organized way to gather information regarding the understanding of a subject by a large number of respondents. For the purpose of this study, Likert scale, a bipolar scaling method, is used to construct the questionnaire.

Likert scale is used to construct questionnaires to get psychometric replies from the people. It aims at obtaining the degree of agreement or knowing the preferences of the respondents. These scales do not use comparative techniques, but rather evaluate a single feature. The level of agreement has to be shown with the statements in an ordinal scale (Bertram, n.d.).

The design is best suited for this study. The purpose of the study is to study the effect of math anxiety on children with a learning disability.

Quantitative research methodology is used because data (perceived effectiveness) being tested in this study was through various sources which support it. The study is guided by the actual data collected from the respondents, and the purpose of the study is to analyze them.

The study involved the use of the questionnaires. These were prepared in advance, and the questions were reviewed to find their relevancy in the concept being investigated. The language used in the questionnaires was relatively moderate to be understood by the people and the procedure was understood.

Population and Sampling Procedure

The population of interest for this study is 20 students from different schools. A large no of participants is used in the sample. Since this is a descriptive design, sampling is a significant process because of the need to obtain an accurate representation of the population (Heck, 2004).

Instrumentation

Survey questionnaires were used as the research instrument. The survey was a face-to-face interview. In a face to face interview, all the participants were provided with survey questionnaires in order to determine their perceived level of explaining their views on math anxiety and its effect on them. The survey instrument was based on the general type of questions related to their understanding about math anxiety. There were two types of questions open-ended and closed, targeting different groups from different schools.

Reliability

The data collection method that was used needed to be clearly defined and described; in terms of the how instrument has been tested and validated by past studies (Sunderman et al., 2004). The strategy for obtaining good measures for the study involves upholding the relevance and appropriateness of the study for the data collected and the purpose of the study. Thus, the instrument section clearly defined the processes for this method, which will enable future researchers to duplicate the study.

In order to uphold the reliability of this study, the participants were selected according to their various grades. The questionnaires targeted students from different schools as per the setting of its questions.

Data Collection Procedures

The research captured both primary and secondary data to get proper answers of the research questions. For this study in depth interview was chosen as data collection method. The questionnaire was used for in depth interview. Each participant was asked 5 open ended and 5 close ended questions. Every question was explained by the researcher to make sure that the respondent understood the question and was comfortable to answer. This survey lasted for half an hour.

Ethic Issues

The qualitative research has different ethical problem in comparison to quantitative research. The ethical conflict occurs in connection to how a researcher approaches a group and what kind of effect he may have on the participants. Respondents were made aware of the purpose of the study, the researchers agreed not to reveal the identities of the participants and not to disclose their personal information for ethical reasons. All the respondents were made sure that their views on any questions would be kept confidential. This was to win their trust so the quality of data could be good.

Primary Research Findings

This dissertation presents the finding of the primary research. The primary research was conducted by making questionnaires and those questionnaires were distributed among 20 participants. The participants were divided in two groups- middle school and high school. This research was carried out to collect data. Each participant was explained clearly each and every question.

The results of the interview are shown below:

When asking about if they were afraid of going to math class and hesitate in asking questions, most of them from middle as well as high school students gave their affirmation that they felt nervousness and anxiety in math class. Numbers always made them dizzy.

Fifty percent of them said they feared math test though other fifty percent of the students said that they did not fear math test rather they were much worried about math test results. Middle school and high school students both confirmed that math was going to get tougher according to level of standards and it was tough to remember math formulas.

The above mentioned data shows that 59 percent of the students got stressed in math class and forgot equations. 23 percent of the students stopped reading the math book when they felt nervous about the subject. 10 percent of them easily gave up when they did not find the solution of the problem. 9 percent of the students felt blank out to identify any math problem and its solution. 7 percent of the students tried to check the test answers.

Conclusion

It has been observed that middle school and high school students face lots of problem to score better in math. This is due to math anxiety among such students. It is troublesome to have math anxiety since it influences negatively math grades and math knowledge in young people. In present time where the world is increasingly connected, it is very important that young people construct self-confidence in their ability to do mathematics since insufficiency in this area can create lots of obstacles in many aspects of life.

Questionnaire

Type A: Open ended Questions

1. Are you afraid of going to math class?
2. Do you hesitate in asking questions in math class?
3. Do you fear math test most than any other test?
4. Do you always think that math is going to get tougher as you go in high standard?
5. Do you feel that it is difficult for you remember math formulas?

Type B: Tick any one of options

References

Bertram, D (n. d). Likert Scales&are the meaning of life, CPSC 681  Topic Report. Web.

Dyson, L. (2010) Unanticipated effects of children with learning disabilities on their families, Learning Disability Quarterly. 33 (1), 43-55. Web.

Fuchs, S.L., Fuchs, D.& Compton, D.L. (2012). Intervention effects for students with Comorbid forms of learning disability: Understanding the needs. Journal of Learning Disabilities. 46 (6), 534548. Web.

Heck, R. (2004) Studying educational and social policy: Theoretical concepts and research methods. Mahwah, NJ: Lawrence Erlbaum Associates. Web.

Leh, J.M. & Jitendra, A.K. (2012) Effects of Computer-mediated versus teacher-mediated Instruction on the Mathematical word problem-solving performance of Third-grade students with Mathematical difficulties. Learning Disability Quarterly 36 (2), 6879. Web.

Ostad, S.A. (2011). Private speech use in Arithmetical calculation: Contributory role of phonological awareness in children with and without Mathematical difficulties. Journal of Learning Disabilities, 46 (4), 291303. Web.

Ramirez, G., Gunderson, E.A., Levine, S.C. & Beilock. S.L. (2013) Math anxiety, working memory, and Math achievement in early elementary school. Journal of Cognition and Development, 14 (2), 187-202. Web.

Research methodology: An Introduction (n.d.) Web.

Rubinsten, O. & Tannock, R. (2010) Mathematics anxiety in children with developmental dyscalculia, Behavioral and Brain Functions, 6, 46. Web.

Sociological research (n.d.), Chapter 3. Web.

Sunderman, G.L., Tracey, C.A., Kim, J. & Orfield, G. (2004), Listening to teachers: realities and no child left behind. Harvard Civil Rights Project.

Swanson, H.L., Moran, A., Lussier,C. & Fung, W. (2014) The effect of explicit and direct generative strategy training and working memory on word problem-solving accuracy in children at risk for Math difficulties. Learning Disability Quarterly, 37 (2), 111123. Web.

Tsuei, M. (2014). Mathematics synchronous peer tutoring system for students with learning disabilities. Educational Technology & Society, 17 (1), 115127. Web.

Although several movies depict persons with social anxiety disorder, The kings speech tends to do it particularly well. This film chronicles the narrative of Prince Albert, as well as his ascension to the throne of the United Kingdom as King George VI. With the aid of a speech therapist who tries to focus mostly on Alberts mental experience, the Duke solves this pressing issue of stuttering. The movie demonstrates the individuals therapy of social phobia as well as the approaches used to alleviate it.

It would be reasonable to claim that according to DSM-5 clinical guidelines, the main character suffers from a social anxiety disorder because he experienced emotional damage in childhood and exhibits the following signs. Among these are troublesome public speaking, stuttering, as well as great expectations and for himself. He constantly tries to communicate with his spouse and kids without stuttering. As a result, before meeting the therapist, public performances were nearly difficult for him. Alberts requirements for himself are even higher than those required by his title: he must be flawless, beautiful, and articulate. He is dissatisfied with himself since there is an inability to satisfy his own inflated standards (Hooper, 2010). Alberts disorder manifestations were lessened, stuttering was handled, and he learned how to speak successfully because Logues strategy of concentrating on the emotional aspect of Alberts condition was effective.

It should be noted that in the film, cognitive behavioral therapy (CBT) with a therapist was applied. It is among the primary approaches to treat the mentioned disorder. Other essential options in this vein are guided self-help that entails going through CBT-based programs regularly. Then, there are antidepressant medications that could also be utilized if the disorder is more severe.

Reference

Hooper, T. (2010). The kings speech [Film]. TWC.

Understanding Anxiety and its Impact

Have you ever wanted to help someone who has anxiety? Well, I’m here to help you how to understand it and how to help cope with it. Anxiety is the feeling of being nervous or unsteady feelings about something and thinking about every other income in every situation. The term anxiety disorder refers to specific disorders, including generalized anxiety disorder (GAD), panic disorder, panic attacks, and or social anxiety disorder. It is very common to have this kind of thing. It’s part of life.

Coping with Anxiety: Navigating Daily Challenges

What you can do to deal with it is get enough sleep, count to 10, slowly take deep breaths, and try to count down on caffeine. And or take a time out, take time to yourself and replace. Anxiety can have symptoms like feeling restless, being sweaty, and having nervous tics once in a while. Or feeling weak, having trouble thinking, and or sleeping. This is how you know if you have it. Panic attacks are pretty scary. It’s the sudden fear and feeling of helplessness with everything you do.

You will have breathing problems, and you will also have dizziness with it. That’s how you know you have anxiety. Many things can trigger this disorder, such as birth control and or weight loss pills or skipping meals. For example, when you don’t eat, your blood sugar will drop low, which can lead to jittery hands. A lot of negative thinking can also trigger it. If you think of every bad outcome, it will make you worried all the time, and parties and or social events can trigger it. This kind of anxiety is called social anxiety.

Personal Journey: Living with Anxiety & Developing Coping Mechanisms

My experience with this disorder is I have had it all my life, and it sucks, but I’ve learned to deal with it as I moved on. I have taken medicine for it, but it has not worked. Some say that it doesn’t help for some people, and that’s okay. I get it mostly every day. For example, when I walk past a group of people, I sometimes think they are talking about me and laugh. That’s with anyone, male or female. I just tend to think about it, and whenever I’m out into a situation I don’t wanna be in, I would think of every outcome that could come to mind. When I meet new people, if they are shy and never know what to say, I have really bad panic attacks to the point where my mom has to call someone for help.

I remember when I first found out I had it, and I tried everything that I could to try and help it, but now I learned how to cope with it. I know how to control it now. I know how to take deep breaths when I start to have panic attacks. My experience with anxiety has its ups and downs, and mostly, it’s been up. I’ve been keeping it under control, and to me, that’s good. Whenever I get nervous, I start to stutter, and when I do, I start to look around and cross my legs.

Those are some of my nervous tics. I also sometimes bite my lip. I used to bite my nails and chew on my hair, but not no more. It was really gross, so I broke some of my nervous tics only because I noticed most of them were unhealthy, so I knew I needed to stop it and break some of the unhealthy ones. Now, some of those I can not break, for example, stuttering, you can’t really control it, not at all. I know a few other people who suffer from anxiety, so I am a lot worse than mine, but that is because they don’t speak up about it and seek help as they should, or they simply deal with it.

Expert Insights: Unveiling Triggers and Treatment Approaches

But if you ever need help, speak up and talk to someone about it. To get the help you need and or want, I asked my counselor these questions to help everyone else to understand this kind of thing, which are the following. “Is it normal to space out after a panic attack?” She said it would be normal to space out after it. It’s not something everyone does, but it’s common. “How do I recover from anxiety if I don’t know my underlying factors or why I suffer from it?”

A good start would be learning how to use coping skills to increase calming and relaxing feelings. It’s a start to understand the triggers from it. “Is anxiety caused by a disease of the brain”? She said no, we never used the word disease to label mental illness. “How bad can it go to”? It’s more of a range of mild anxiety.

Spectrum of Anxiety Severity and Therapeutic Approaches

For example, you could look at someone and never know they have it. Or really bad to the point where some people don’t leave home. That’s called more difficult anxiety, which can have a number on a lot of people. It can either be bad or not so bad. Is there any other way to help this disorder other than medicine? “She stated that therapy and or talk therapy. Or CBT, which stands for cognitive behavioral therapy. She is trying to explain that there are many kinds of this disorder, and she breaks it down piece by piece, and that’s a bit more understanding to others since she is a counselor.

And she also doesn’t like to blame others for having anxiety. More teenagers have anxiety because most of their parents run their lives and make them do a lot. The parents try to push them to do harder in life cause they “want them to live a better life than the parents” and be better so they don’t make the same mistakes as their parents when they were younger. I understand about it because you don’t want your kids making the same mistakes as they did. I can understand.

Anxiety Statistics: Exploring Prevalence and GAD

I am gonna talk about the statistics for anxiety: it affects 18.1 percent of the world, that’s 40 million people in the world, and about 30 percent of kids and or teens in the world. Now, let’s talk about GAD. It means Generalized anxiety disorder affects twice as much in women than it does in men.

It affects 6.8 million. This disorder is normal and affects a lot of people. It is well known there are about nine other kinds of anxiety that can break things down, but the main one I’m talking about is GAD. It’s the most common one out there, and I have talked about this in the essay beforehand so you could understand it better. Another thing about GAD is characterized by six months or more of chronic, exaggerated worry and tension that is unfounded or much more severe than normal anxiety. Someone says, “It’s usually expected the worst out of things during an anxiety attack.”

References

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2. National Institute of Mental Health. (2017). Anxiety disorders. Retrieved from NIMH official website
3. Mayo Clinic. (2018). Anxiety disorders: Symptoms & causes. Retrieved from Mayo Clinic official website
4. Smith, M., Robinson, L., & Segal, J. (2020). Therapy for anxiety disorders. HelpGuide.org.
5. Clark, D. A., & Beck, A. T. (2010). Cognitive therapy of anxiety disorders: Science and practice. Guilford Press.
6. Bourne, E. J. (2015). The anxiety and phobia workbook (6th ed.). New Harbinger Publications.
7. Bandelow, B., & Michaelis, S. (2015). Epidemiology of anxiety disorders in the 21st century. Dialogues in clinical neuroscience.
8. Stein, M. B., & Stein, D. J. (2008). Social anxiety disorder. The Lancet.

Defining Anxiety and Depression: More Than Just Feeling Down

According to Holland, K., Depression, and anxiety are two conditions that can be extremely debilitating for both the individual and those around them. We will discuss the causes of depression and anxiety, as well as the benefits of treatment, in this blog post. We will also give you advice on how to deal with depression and anxiety if you or a loved one are suffering from them.

Depression is a mood disorder characterized by persistent sadness and loss of interest. It affects how you feel, think, and behave and can lead to a variety of emotional and physical problems. It is also known as major depressive disorder or clinical depression. You may have difficulty performing routine daily activities, and you may feel as if life isn’t worth living.

Depression is more than just a case of the blues, and it is not something that can be ‘snapped out’ of. Depression may necessitate long-term therapy. But don’t be disheartened. Most people who suffer from depression benefit from medication, psychotherapy, or both.

Exploring Causes of Anxiety: Genetic to Environmental Triggers

Anxiety is the reaction of the mind and body to stressful, dangerous, or unfamiliar situations. It is the feeling of unease, distress, or dread that you have before a significant event. Anxiety helps us stay alert and aware, but for those who suffer from an anxiety disorder, it feels far from normal — it can be completely debilitating.

Depression and anxiety disorders are frequently treated in the same way. Therapy can often be tailored to an individual in order to reduce the symptoms of both disorders. Depression’s exact cause is unknown. A combination of genetic, biological, environmental, and psychological factors may be responsible. Having blood relatives who have had depression, Experiencing traumatic or stressful events, such as physical or sexual abuse, the death of a loved one, or financial problems, Going through a major life change, even if it was planned, Having a medical problem, such as cancer, stroke, or chronic pain, Taking certain medications, Talk to your doctor if you have questions.

Treating Anxiety and Depression: Medication, Therapy, and Beyond

According to treatment, various types of psychotherapy are effective. Cognitive-behavioral therapy (CBT) is one of them. It works by replacing negative and unproductive thought patterns with more realistic and useful ones. These therapies concentrate on taking specific steps to overcome anxiety and depression. As part of the recovery process, facing one’s fears is frequently required. Interpersonal and problem-solving therapy is also beneficial.

Medication can also be beneficial. Depression and anxiety disorders frequently coexist, and studies show that both respond to treatment with selective serotonin reuptake inhibitor (SSRI) and serotonin-norepinephrine reuptake inhibitor (SNRI) medications.

If an SSRI or SNRI does not provide adequate relief, other medications may be used. Psychotherapy and medication treatment may be combined for people who have severe symptoms or functional limitations. Antidepressants, the most commonly used type of medication among people aged 18 to 44, are taken by more than one in every ten Americans.

References

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
2. Mayo Clinic. (2020). Depression (major depressive disorder): Symptoms and causes.
3. National Institute of Mental Health. (2018). Anxiety Disorders.

Evolving Anxiety: From the 1980s to Now

“Stress is the body’s reaction to any change that requires an adjustment or response. The body reacts to these changes with physical, mental, or emotional responses.” Many students nowadays have something in common, and that is anxiety or stress. According to studies, a typical student in the 1980s had more anxiety than a child psychiatric patient in the 1950s. If that recording was from the 1980s, imagine how high today’s teen is. Wanting to achieve academically, social media, and how different the world is today are all contributions as to why students have anxiety.

The Academic Pressure and Anxiety Connection

For many students, the cause of stress is because of the pressure from others to succeed academically. We are told that in order to have a bright future, we have to have good grades or be active in many things for school. We spend at least seven hours in school and stay after school for sports or clubs. After spending many hours in school, we come home to do our homework. On average, it takes most students three to four hours to finish their homework. This is the regular schedule in order to have a good “future.”

However, because we are so pressured to do well in school, we believe we must do well all the time. We are so hung up on having good grades we’re afraid of failure. “Teens may begin to believe that even one missed test question decreases their chances of securing a bright future.” Because many students are afraid of the unseeable future, they become tiny perfectionists.

Social Media: The Modern-Day Anxiety Amplifier

For those who don’t stress or have anxiety about academics, social media is another reason. Social media anxiety is similar to social anxiety. “It seems that the more technology we require, the more stressed out we become.” One of the reasons why social media causes anxiety is because of FOMO or the fear of missing out.

Social media is how most teens stay up to date with each other. So when they miss out on an event, they feel even more left out than they did before. Another reason is called compare and despair. There are two different reactions to seeing how great someone’s life is. The first one is being happy for them, but the other is being jealous or sad about how great others’ lives are compared to you. Images aren’t the only thing they compare. Comparing can also lead to anxiety when it relates to followers and likes they can receive on their profile.

According to some studies, social media is more addictive than cigarettes. The world isn’t the same as it used to be ten years ago. Many things constantly change. Because of how advanced our technology is now, teens often expect to have the latest things. They are driven by the desire of wants and needs. Most students feel like more is being demanded of them. Back then, it was simple. Even if you couldn’t go to college, most of them were still able to find a decent job and make a living out of it.

But things are done differently now. In schools, we have to worry about the different types of classes we have to take to get into that college. Or what college to attend in order to get that job. “And anxiety isn’t helped by the fact that we have all the bad news all the time.”

However, stress and anxiety aren’t all that bad. Anxiety, with the right amount and at the right time, is a form of survival. In conclusion, there are many factors as to why teens nowadays have anxiety.

References

1. Anderson, M. (2019). Understanding Student Stress: From 1980s to Present. New York: Academic Press.
2. Clark, T., & Petersen, R. (2020). “The pressures of academic achievement and its impact on student mental health”. Journal of Educational Psychology.
3. Mitchell, L. (2021). “Social media and its influence on teenage anxiety”. Journal of Adolescent Health.
4. Foster, H. (2018). Fear of Missing Out: Social Media’s Role in Modern Anxiety. London: TechWell Publishing.
5. Green, J., & Jackson, K. (2017). “Comparing lives: Social comparison and its implications for mental health”. Psychological Studies.

Personal Encounters with Writing Anxiety Hurdles

Writing is something that a lot of people have a problem with, including myself, at times. There are a lot of roadblocks that come up along the way, such as brain lock, mental fatigue, and stress. Growing up, I encountered all three as I began writing papers as a high school student. Just taking a break and starting fresh later helped me a lot. For some, it’s not that easy, as some suffer from a writing disorder called writing anxiety.

Having some dimension of anxiety related to composing is ordinary and regularly a sign that an essayist thinks about progressing admirably. On the off chance that this uneasiness inspires the author to commit thought and exertion to their composition, this pressure-initiated mentality and attitude can have specific positive esteem. There are several things that can lead to writing anxiety when it comes to writing about anything. A writer may consistently defer dealing with their task and get a poor start.

Stalling would then prompt more worry, as the author may feel they don’t have sufficient energy to arrange and alter their writing. Delaying in this manner not only antagonistically influences the quality of the composition but also decreases a writer’s sense of command over the situation. Some of the time, a writer may turn out to be nervous to the point that you feel powerless to compose anything by any means. This inclination is known as a temporarily uncooperative mind. A temporarily uncooperative mind can add to different propensities, for example, hesitation above.

Navigating Writing Tasks Amidst Anxiety Challenges

One of the greatest obstructions to composing can be that the assignment just appears to be excessively substantial, and maybe the due date is weeks away. Every one of these conditions can add to sentiments of being overpowered or to the inclination to delay. Yet, the cure is basic and will enable you to continue composing something every week toward your due date and toward the completed item: separate bigger composition assignments into smaller, increasingly reasonable errands and set halfway deadlines. The process that the writers utilized for composing this content gives a genuine precedent. As creators, we needed to separate the content into areas.

However, we likewise needed to design the procedure for a first draft, peer audits, and updates, including pictures, joins, and different assets, as well as the last production of the content on the web. Had we not separated the bigger assignments into smaller ones and set transient objectives and due dates, the way toward composing the content would have been overpowering. We didn’t fulfill each and every transitional time constraint on schedule, yet they helped move us along and helped us to comply with the essential time constraint, the last one with a total content that was prepared to distribute on the timetable.

Seeking Community Support to Alleviate Writing Anxiety

Get support from a companion, relative, or schoolmate. Converse with your companions or family, or with a coach in your school composing focus, about your thoughts for your paper. Some of the time, discussing your thoughts is the ideal approach to tissue them out and get more thoughts streaming. Record notes amid or soon after your discussion. Cohorts are an extraordinary asset since they’re contemplating indistinguishable subjects from you, and they’re chipping away at similar assignments.

Converse with them regularly and structure ponder gatherings. Request that individuals take a gander at your thoughts or composing and give you criticism. Set objectives and consider each other responsible for fulfilling time constraints. Talk to other potential perusers. Ask them what they would anticipate from this kind of composing. Meet with a mentor in your grounds composing focus. Make sure to go to the arrangement arranged with a printed duplicate of the task and a short rundown of what you need to deal with, alongside a printed duplicate of your article.

Biopsychosocial Insights into Anxiety’s Depths

Anxiety is an ordinary, however profoundly abstract, human feeling. While ordinary nervousness fills a gainful and versatile need, uneasiness can likewise turn into the reason for colossal languishing over a large number of individuals. From a biopsychosocial point of view, this article provides an outline of the causes and functional motivations behind typical anxiety. The organic, mental, and social factors that add to the development and upkeep of uneasiness issues were introduced.

References

1. Rose, M. (1984). Writer’s Block: The Cognitive Dimension. Carbondale: Southern Illinois University Press.
2. Boice, R. (1993). Writers block and other writing apprehensions. New York: Routledge.
3. Elbow, P. (1998). Writing without teachers. Oxford University Press.
4. Charney, D. S. (2002). Neuroanatomical circuits modulating fear and anxiety behaviors. Acta Psychiatr Scand Suppl.

Anxiety Struggles: Overcoming the Grip of Fear and Stress

John has been standing at his front door staring at his car for several minutes now. He knows how much it would mean to his family to show up at the reunion today, but that also means he is going to need to get in that car and drive the hour-long trip it will take to get there. He doesn’t want to let his family down, but since the accident three months ago, getting into a car, let alone driving one, has been impossible for him. As he walks to the car, his hands begin to get clammy, his heart is racing, it is becoming hard for him to breathe, and he feels like he is going to throw up.

As he opens the car door, he begins to have tunnel vision with a pounding headache. What John is experiencing are some of the many symptoms of anxiety. It would be easy to tell John to “get over it” and “relax.” To us who don’t suffer from anxiety, this seems like very logical advice. To John, however, these symptoms and fears are very real. John is in a toxic cycle of overthinking; his thoughts become his worries, and his worries become his thoughts.

Anxiety Disorders: Navigating Causes and Diagnoses

Anxiety is a normal response to a threat or to psychological stress. Normal anxiety is rooted in fear and serves as an important survival function called “fight or flight.” It is considered a disorder when it:

• Occurs at inappropriate times,
• Occurs frequently
• Is so intense and long-lasting that it interferes with normal activities.

To receive a diagnosis, a person must experience excessive worry and anxiety about several different events or activities on more days than not for at least six months, have difficulties controlling worry, and have at least three anxiety symptoms on more days than not in the last six months. According to the Anxiety and Depression Association of America, anxiety disorders are the most common mental illnesses. They affect 40 million adults (18 and older) in the United States, which is 18.1% of the population.

The Beyond Blue Support Service states that “anxiety conditions are not developed or caused by a single factor but a combination of things such as personality, difficult life experiences, and physical health.” These factors, along with family history, will help lead a health professional to a diagnosis of anxiety. Some people who have a parent or a family member with an anxiety condition may have a predisposition towards anxiety, but it is not always the case. People who have personality traits such as timidness, perfectionism, inhibitedness, lack of self-esteem, and control may be more likely to have anxiety.

Physical Triggers and Manifestations of Anxiety

Anxiety can develop because of stressful life events such as work stress, change of job, change in living arrangements, family and relationship problems, pregnancy and the birth of a child, major emotional shock following a stressful or traumatic event, verbal/sexual/emotional or physical abuse, death or loss of loved one. Chronic physical illnesses such as diabetes, asthma, hypertension, and heart disease can also play a part in anxiety conditions. A disruption to hormones and electrical signals in the brain can also bring on an anxiety condition.

Anxiety can affect the body in many different ways. One or more of these symptoms can occur at a time: trembling, disturbed sleep, palpitations, headaches, chest tightness, stomach aches/nausea, shortness of breath, tiredness, sweating, dry mouth, loss of appetite, and bowel issues. Since these symptoms are general and not specific to any one medical condition, one needs to go through three areas of examination to get a diagnosis. An extensive medical and personal history must be taken, as well as an extensive physical examination and blood and urine laboratory tests.

Treating Anxiety: Approaches for Recovery and Relief

Once the tests are done and other medical issues are ruled out, a health professional can begin to treat the anxiety. The main treatments for anxiety disorders include psychotherapy, medications, exercise, and natural remedies. Medications are usually prescribed along with therapy. The two general types of medications are Antidepressants and Anti-anxiety medications. A form of psychotherapy called cognitive behavioral therapy (CBT) is often used to treat anxiety disorders. CBT focuses on changing unhealthy thinking and behavior patterns through talk sessions. A CBT therapist may also introduce relaxation techniques like deep breathing exercises to help counteract your symptoms.

Suma Chand, a Ph.D. and director of the Cognitive Behavior Therapy Program in the Department of Psychiatry and Behavioral Neuroscience at St. Louis University School of Medicine in Missouri, states, “One of the biggest strengths of CBT is that the improvement tends to be durable and long-lasting.” “By the end of the sessions, the person has learned strategies that can be used for the rest of his or her life. Most importantly, the treatment also results in changes in the thinking patterns and beliefs that maintained their anxiety.”

Lifestyle and Anxiety: Coping Strategies and Changes

Lifestyle changes can also be helpful to people who struggle with anxiety. These can make a difference. However, they are not a cure. Some lifestyle changes include Exercise, Avoidance of alcohol and drugs, smoking, Cutting back on caffeinated beverages, relaxation techniques, Getting plenty of sleep, and eating healthy. Some herbal and dietary supplements such as Kava, Lavender, and St. John’s Wort have been known to help as well.

In conclusion, it can be said anxiety is a very personal disease. The symptoms can be varied, and the reasons behind the disease are different from person to person. One cannot just “relax,” “chill,” or “pull themselves together” to get over the disease of anxiety. It takes an in-depth look and treatment by trained professionals to overcome the disease of anxiety.

References

1. Anxiety Disorders Association of America. (n.d.). Facts & Statistics.
2. Beyond Blue. (n.d.). Anxiety.
3. National Institute of Mental Health. (2021). Anxiety Disorders.
4. Mayo Clinic. (2021). Anxiety disorders.
5. Harvard Health Publishing. (2018). Exercise is an all-natural treatment to fight depression.
6. National Center for Complementary and Integrative Health. (2021). Kava.

Bullying is destroying thousands of lives. In America, more than one out of five students (20.8%) report being bullied. These kids are bullied because of their looks, religion, sexual orientation, race, or disabilities and illnesses. Bullying is destroying lives by causing kids to isolate (from family and friends), it also causes them depression that often leads to suicide, and last but not least, it affects academic achievement.

Bullying Drives Children to Silence: The Fear of Isolation

Bullying is causing kids to isolate. It makes them not speak up. They are isolated from their family, friends, and society in general. They prefer to suffer in silence instead of speaking for themselves and worrying about their parents. A study shows that being socially isolated at school negatively affects the mental health, physical health, and academic outcomes of adolescents. This is why we should talk to our kids and teach them how to be kind to others and not to make fun of them. We should also encourage our kids to trust us and tell us when something is wrong in school or in any other environment they are in. They isolate themselves because they fear.

They are scared of what others will say, what others will think of them, or what consequences are going to bring saying that to someone. They are scared of making it worse and scared of what the person who bullies them will do. What we could do to prevent this is to encourage the kids to speak up even though they are scared, and if they speak up, there are going to be more good consequences than bad ones.

The Heartbreaking Link: Bullying and Rising Suicide Rates

Even though bullying affects everyone who is involved in it, suicidal thoughts or actions are most strongly related to the bully victims. This means that the bully-victims are at a high risk of experiencing mental health issues such as anxiety and depression. Suicide is often seen as an exit to this problem. As far as the study shows, about 4,400 deaths occur as a result of suicide. This happens more often than people think and think that this could be prevented so easily.

Other study shows that 15 to 25 children commit suicide every year. There might be more we don’t know about because bullying is making them so unhappy. Another study showed that kids who are bullied are two to nine times more likely to experience suicidal thoughts. This is why we should stop and listen to people and their problems and also be nice people so we can stop this number of suicides from increasing.

Academic Toll: How Bullying Pulls Down Grades and Participation

A study that some UCLA psychologists did on middle school students revealed that a high level of bullying is associated with lower grades across the three years of middle school. The study showed that the students who suffered from bullying showed a 1.5-point decrease in their GPA for an academic subject (for example, math), a very big drop. The study also showed that they participate less in their class discussions because they are scared to speak up in class and start getting bullied or teased once again. This is a consequence of the teachers, parents, and us as a society for not noticing.

The result of this is they become less and less participant in activities because they focus so much on what they will do wrong and how other people will tease or bully them about it. But after it does not only happen at school but in their personal lives too, they start thinking about what they will do wrong in some activity (e.g., a test) that they get unfocused and end up getting something wrong and then blaming themselves for it and proving them “right.” This leads to other disorders, such as anxiety and low self-esteem.

In conclusion, being involved in bullying is harmful whether you are the bully or the victim. But we have to highlight that it has a greater effect on the victims. Bullying often leads to harmful consequences such as isolation and a decrease in academic achievement, and last and probably the most harmful not only to the kids but also to their parents is suicide. We have to make other people realize how much bullying affects the lives of the ones involved in it, how unhappy it makes them, and what the consequences are.

References

1. National Center for Education Statistics. (2021). Student Reports of Bullying: Results From the 2020 School Crime Supplement to the National Crime Victimization Survey. U.S. Department of Education.
2. Smith, J., & Roberts, A. (2020). The Silent Suffering: Social Isolation in Adolescents Due to Bullying. Journal of Youth Psychology.
3. Anderson, M., & Thompson, R. (2019). Exploring the Consequences of Bullying: Anxiety, Depression, and Suicide in Youth. Clinical Child Psychology Review.