ANXIETY TO

“Ang saya teh”

A COMMUNITY HEALTH PROGRAM TO DE-ANXIOUS NEW HIGH SCHOOL GRADUATES

By: Ms. Rosanie P. Remotin, J.D.

ARE YOU FEELING

SAD? POKER HAPPY?

FACE?
ANXIOUS???
ANXIETY
Definition
 Anxiety disorders are a group of disorders in which anxiety is the major
element.
 They are the most prevalent group of psychiatric disorders.
 Anxiety is a feeling of apprehension caused by anticipation of an ill-
defined threat or danger that is not realistically based.
 Anxietyis a general feeling of apprehension or worry and is a
normal reaction to stressful situations
 RED FLAGS should go up when the feelings become
excessive, thoughts become irrational and everyday
functioning is debilitated
 Anxiety Disorders are characterized by excessive feelings of
panic, fear, or irrational discomfort in everyday situations
 FACTS ABOUT ANXIETY
 ANXIETY DISORDERS ARE AMONG THE MOST COMMON MENTAL, EMOTIONAL AND
BEHAVIORAL PROBLEMS TO OCCUR

 ABOUT 13 OF EVERY 100 CHILDREN AND ADOLESCENTS AGES 9 TO 17 EXPERIENCE SOME

KIND OF ANXIETY DISORDER

 GIRLS ARE AFFECTED MORE THAN BOYS. ABOUT 50% OF CHILDREN AND ADOLESCENTS
WITH ANXIETY DISORDERS HAVE A 2ND ANXIETY DISORDER OR OTHER MENTAL/
BEHAVIORAL DISORDER

 ANXIETY DISORDERS MAY COEXIST WITH PHYSICAL HEALTH CONDITIONS AS WELL

 Anxiety vs. Fear
 Anxiety
 Apprehension about a future threat
 Fear
 Response to an immediate threat
 Both involve physiological arousal
 Sympathetic nervous system
 Both can be adaptive
 Fear triggers “fight or flight”
 May save life
 Anxiety increases preparedness
 “U-shaped” curve (Yerkes & Dodson, 1908)
 Absence of anxiety interferes with performance
 Moderate levels of anxiety improve performance
 High levels of anxiety are detrimental to performance
 EPIDEMIOLOGY

• In general, anxiety disorders are a group of heterogeneous illnesses that

develop before age 30 and are more common in women, individuals with
social issues, and those with a family history of anxiety and depression.
• United States, the 1-year prevalence rate for anxiety disorders was
13.3% in persons aged 18 to 54 years and 10.6% in those over age 55
years
 NORMAL AND ABNORMAL ANXIETY

 It is considered pathological when it becomes abnormally severe,

pervasive, persistent, irrational, inappropriate and handicapping.
 With optimum level, anxiety can be beneficial, it improves
performance.
 In excess, it causes deterioration in performance.
 STUDENTS MAY FEEL A SENSE OF DREAD

HAVE FEARS OF IMPENDING DOOM

HOW
EXPERIENCE A SENSE OF SUFFOCATION
ANXIETY IS
MANIFESTE ANTICIPATION OF UNARTICULATED
CATASTROPHE
D
LOSS OF CONTROL OVER THEIR BREATH,
SWALLOWING, SPEECH AND COORDINATION

SOMATIC COMPLAINTS
 SYMPTOMS
OF ANXIETY:
• Sensitivity of noise
• Dry mouth
• Difficulty in swallowing
• Palpitations
• Restlessness ,tremor
• Gastrointestinal discomfort
• Headache
• Insomnia.
• Constriction in chest
• Poor concentration
Mobile Games
SCHOOL SETTING
CLASSIFICATION

Anxiety disorders
• Generalized
are broadly • Panic disorder
anxiety disorder
divided into:

• Obsessive
• Post traumatic
• Phobic disorder compulsive
stress disorder
disorders
 Anxiety in Children/Teens
o Irritability/acting out/tantrums
o Clingy/difficulty separating from parent (children)
o Difficulty with sleep (children wanting to co sleep); waking in the middle of the night; bad
dreams
o Bed wetting (children)
o Somatic symptoms: headache, stomachache
o Unwilling to try new things
o Avoiding normal activities such as being with friends, going to school and being away from
home
 Separation anxiety, specific fears, social fears/shyness, worry common in young children
 Will talk about school related signs and symptoms later
 Anxiety at School

o Checking (for mistakes, understanding assignments)

o Incomplete assignments or excessive time spent on work
(perfecting)
o Repeating (erasing/rewriting, stuck in and out of doors, repetitive
questions)
o Seeking constant reassurance from the teacher
o Frequent self-doubt and self-criticism
o Difficulty transitioning between home and school
o Over-apologizing
o Isolating, keeping to self, avoidance of interactions, decreased
engagement
o Academics-difficulty with timed tasks, concentration issues, failure to
turn in work (perfectionism), failure to complete work, difficulty with
certain numbers/words/concepts
o Social impact-avoidance of social activities, bullying, peer conflict
o Other-truancy, chronic lateness, family conflict re: school
performance/attendance
TREATMENT
WHO CAN HELP YOU?
FAMILY
FRIEND/S
GOD