Marilyn Camacho and Lisa Hunter
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195370584
- eISBN:
- 9780199893430
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195370584.003.0004
- Subject:
- Social Work, Children and Families
Children experiencing separation anxiety display signs of distress when separated from their parents or primary caregivers. Separation anxiety is a normal phase of development typically evident ...
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Children experiencing separation anxiety display signs of distress when separated from their parents or primary caregivers. Separation anxiety is a normal phase of development typically evident between 10 and 18 months, and symptoms tend to dissipate by the time the child reaches the age of 2 or 3 years. Separation anxiety becomes a disorder when “the expected developmental levels are exceeded, resulting in significant distress and impairment at home, school, and in social contexts.” The detrimental effects of separation anxiety disorder (SAD) are particularly noticeable in schools, given that they form the setting where children are separated from their parents for the longest period of time. As such, school-based practitioners are in the unique position to identify and treat SAD. This chapter briefly reviews the diagnostic criteria and epidemiology of SAD, describes the Coping Cat program — the intervention of choice for this disorder — and discusses how it can be implemented in a school setting.Less
Children experiencing separation anxiety display signs of distress when separated from their parents or primary caregivers. Separation anxiety is a normal phase of development typically evident between 10 and 18 months, and symptoms tend to dissipate by the time the child reaches the age of 2 or 3 years. Separation anxiety becomes a disorder when “the expected developmental levels are exceeded, resulting in significant distress and impairment at home, school, and in social contexts.” The detrimental effects of separation anxiety disorder (SAD) are particularly noticeable in schools, given that they form the setting where children are separated from their parents for the longest period of time. As such, school-based practitioners are in the unique position to identify and treat SAD. This chapter briefly reviews the diagnostic criteria and epidemiology of SAD, describes the Coping Cat program — the intervention of choice for this disorder — and discusses how it can be implemented in a school setting.
Nikolaus Schuetz and Amy N. Mendenhall
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190886578
- eISBN:
- 9780190943851
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886578.003.0008
- Subject:
- Social Work, Children and Families, Health and Mental Health
Anxiety disorders have the highest prevalence of any group of mental disorders. This chapter primarily focuses on three of these anxiety disorders: generalized anxiety disorder, social anxiety ...
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Anxiety disorders have the highest prevalence of any group of mental disorders. This chapter primarily focuses on three of these anxiety disorders: generalized anxiety disorder, social anxiety disorder, and separation anxiety disorder. These three anxiety disorders have shared characteristics, are often comorbid, can continue into adulthood, and are predictors of other adulthood anxiety disorders. In schools, where many children and adolescents spend large quantities of time, anxiety can hinder academic performance, inhibit social relationships, and impact other important areas of functioning. Anxiety disorders in children or adolescents should be assessed using tools with empirical support and should include information triangulated from several sources. Treatment should cater to the level of need, such as cognitive-behavior therapy with individuals or groups. Collaborating with teachers, parents, and other community members is important for addressing anxiety thoroughly. A case example portrays these aspects of anxiety disorders in school-age youth.Less
Anxiety disorders have the highest prevalence of any group of mental disorders. This chapter primarily focuses on three of these anxiety disorders: generalized anxiety disorder, social anxiety disorder, and separation anxiety disorder. These three anxiety disorders have shared characteristics, are often comorbid, can continue into adulthood, and are predictors of other adulthood anxiety disorders. In schools, where many children and adolescents spend large quantities of time, anxiety can hinder academic performance, inhibit social relationships, and impact other important areas of functioning. Anxiety disorders in children or adolescents should be assessed using tools with empirical support and should include information triangulated from several sources. Treatment should cater to the level of need, such as cognitive-behavior therapy with individuals or groups. Collaborating with teachers, parents, and other community members is important for addressing anxiety thoroughly. A case example portrays these aspects of anxiety disorders in school-age youth.
