I am replying to my pee’s post on Pediatric and Adolescent Anxiety

NU-664C-02-23PCS3 FamilyPsychiatric Ment.Hlth I

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4. Week 11: Anxiety Disorders
5. Week 11: Group-Facilitated Discussion 1 – Group 2

Week 11: Group-Facilitated Discussion 1 – Group 2

To do: Make forum posts: 1

Value: 100 points

Due: Facilitating group to post by Day 1; all other students post to facilitating group discussion prompt by Day 4 and reply to at least two other peer posts by Day 7

Grading Category: Group Facilitated Discussions

Initial Post: Created by Facilitating Group

This is a student-led discussion.

• Please review the Week 7 Get Started: Group-Facilitated Communication Board and Instructions for assignment guidelines for this discussion to ensure that you have met all the criteria.
• The facilitating group should choose one member from their group who will be responsible for the initial post.
• On Day 1 of this week, the chosen group member will create an initial post that is to include the group’s discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
• During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
• It is the expectation that the facilitating group will address all initial peer response posts by Day 7.

Reply Posts: Non-Facilitating Students

• If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group’s instructions by Day 4. Your reply posts should include substantive reflection directed to the presenters.
• You are also expected to respond to at least two other peers’ initial discussion prompt posts.
• Pick out an idea from your peers’ initial post that you find most interesting and tell how you will use this information in practice.

Please refer to the Grading Rubric for details on how this activity will be graded. The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.  

This is my pee’s post

Re: Week 11: Group-Facilitated Discussion 1 – Group 2

by Amanda Quezada Briones – Wednesday, 12 July 2023, 5:05 AM

Week 11: Group-Facilitated Discussion 1 – Pediatric and Adolescent Anxiety

Hello William and group 2,

Thank you for providing us with the resources and prompts to start this week’s discussion. I will proceed with answering my selected questions.

How does Anxiety show the mind-body connection?  

Anxiety in children is a physical overreaction to triggers that are mostly normal development tasks or activities such as going to school, going to bed or respecting rules. The physical symptoms may include restlessness, fatigue, muscle tension, irritability, difficulties concentrating or sleeping problems (Bennett & Walkup, 2022). Fear and anxiety share a pattern of psychophysiological, cognitive and motor reactions to threatening situations. In the fear response, the external stimuli identified as dangerous needs to be present for causing a reaction, while with anxiety, just to think about the threatening stimuli is enough for starting a response (Méndez et al., 2022). That is how we can see that there is a connection between mind-body, because thoughts are capable of triggering a bodily response.

Choose some non-pharmacological and pharmacological methods and discuss how they impact the physiological response to anxiety to relieve symptoms in the children and adolescent population.  

Cognitive behavioral therapy (CBT) is a non-pharmacological treatment for anxiety that can be used as the first-line intervention for mild to moderate cases of anxiety in children and adolescents. This therapy uses diverse techniques for teaching patients how to identify irrational feelings of anxiety and what to do to confront them with the help of the skills learned in therapy (Pettitt et al., 2022). When psychotherapy fails, the first-line pharmacological treatment for anxiety in children and adolescents are the selective serotonin reuptake inhibitors (SSRI) such as citalopram, escitalopram or fluoxetine among others (Glazier Leonte et al., 2023). This type of medication increases the blood concentration of serotonin, which causes a positive effect in the regulation of mood and emotions (Sharma, 2017).

Discuss the long-term implications of untreated anxiety.  

The long-term implication of untreated anxiety during childhood is the potential development of secondary disorders like major depression disorder (MDD), or other anxiety disorders. Anxiety has a negative effect on self-esteem and academic performance which can be detrimental for reaching full integration and functionality in social obligations during adulthood. Furthermore, it can also increase the suicide risk later in life (Strawn et al., 2018).

How do parent-only non-pharmacological interventions benefit children?  

Children benefit when their parents get involved in their treatment because this can improve their mental health. Parent-only interventions have the goal of teaching parents more functional thought processes, behaviors and responses for interacting with their children suffering from anxiety. These interventions are brief and can be group-based. The skills learned during the training enable them to provide psychological support to their children when these are unable to attend therapy themselves. Another benefit is that parent-only interventions can target specific situations affecting their children. Some of the parent-only interventions include attending individual or group-based face-to-face sessions, or accessing bibliotherapy (Jewell et al., 2022)

References

Bennett, S., & Walkup, J. T. (2022). Anxiety disorders in children and adolescents: Assessment and diagnosis. UpToDate. Retrieved July 11, 2023 from https://www-uptodate-com.regiscollege.idm.oclc.org/contents/anxiety-disorders-in-children-and-adolescents-assessment-and-diagnosis?search=anxiety%20in%20children&source=search_result&selectedTitle=2~150&usage_type=default&display_rank=2

Jewell, C. I., Wittkowski, A., & Pratt, D. W. (2022). The impact of parent-only interventions on child anxiety: A systematic review and meta-analysis. Journal of Affective Disorders, 309, 324–349. https://doi.org/10.1016/j.jad.2022.04.082

Méndez, F. J. M., Orgilés, M., Espada, J. P., García-Fernández, J. M., & Essau, C. A. (2022). Editorial: Anxiety Disorders in Childhood and Adolescence: Psychopathology, Assessment, and Treatment. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.930299

Glazier Leonte, K., Puliafico, A., & Na, P. J. (2023). Pharmacotherapy for anxiety disorders in children and adolescents. UpToDate. Retrieved July 11, 2023 from https://www-uptodate-com.regiscollege.idm.oclc.org/contents/pharmacotherapy-for-anxiety-disorders-in-children-and-adolescents?search=treatment%20of%20anxiety%20in%20children%20and%20adolescents&source=search_result&selectedTitle=1~150&usage_type=default&display_rank=1

Pettitt, R. M., Brown, E. A., Delashmitt, J. C., & Pizzo, M. N. (2022). The management of anxiety and depression in Pediatrics. Cureus.https://doi.org/10.7759/cureus.30231

Sharma, B. (2017). Antidepressants: mechanism of action, toxicity and possible amelioration.Journal of Applied Biotechnology & Bioengineering, 3(5). https://doi.org/10.15406/jabb.2017.03.00082