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Anxiety Disorders in Toddlers

Anxiety disorder is one of the highly widespread and functionally damaging mental disorders to take place in toddlers. Childhood and adolescent are among the key stages that toddlers are at high risk of developing anxiety warning signs and syndromes varying from temporary soft syndrome to complex anxiety disorders. The major difficulties in the research approach involve its reliable and clinically applicable evaluation to find out its occurrence and sequence of the occurrence. Additionally, another challenge is the determination the natural cause of this problem. It hinders a proper understanding tangible causes and outcome linked to the anxiety problem. A good understanding of the main causes and possible outcome is very essential in clinical practices so that health care providers recognize this problem early enough and also know different diagnosis, prevention and treatment techniques.

Anxiety can be defined as a brain reaction to threats. Often any organism will try to avoid this it. This mind response is a critical emotion that exists at the infancy age. Its signs vary from mild to severe. Often, anxiety is not pathological as it is adaptive in various occurrences such as when it encourages escaping a danger. It is worth noting that anxiety turns out to be maladaptive in a situation where it alters proper functioning. For instance linking it to avoidance behavior, proper functioning is altered in a situation where it becomes very recurrent, harsh and constant. Therefore, at any age, pathological anxiety and evasion is described by constant or high levels of anxiety and avoidance linked with subjective suffering or harm. In this regards, pathological and normal anxiety differentiation in toddlers can be a very hard since children depict a lot of fears and anxiety in their normal development. Often, anxiety exists in many children but does not persist, distress, based on this fact, it is therefore challenging to differentiate normal and pathological situation in children. This in itself creates a difficulty in an attempt to differentiate normal, subclinical and pathological anxiety occurrences among children.

Additionally, it could be very hard for a child to communicate cognition, emotional and evasion together with suffering and harm to health practitioners since they may have inadequate cognitive abilities applied in corresponding to vital information used in diagnostic categorization system. Therefore, it is important to consider developmental variations such as language skills, emotion recognition among others when evaluating anxiety in toddlers so as to reach a diagnostic conclusion.

 

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