Anxiety Affiliation in Adolescent and Children in Faculty

Running head: ANXIETY AILMENT IN ADOLESCENT AND CHILDREN IN FACULTY 1
Anxiety Ailment in Adolescent and Children in Faculty
Student’s Name
Institutional Affiliation

ANXIETY AILMENT IN ADOLESCENT AND CHILDREN IN FACULTY 2
Anxiety Ailment in Adolescent and Children in Faculty
Most of the behavioral and emotional issues that adolescents have in academic
institutions arise from problems that began in their early childhood. Recent research has shown
that problematic emotional behaviors that establish in early childhood may transition into
adolescence for some people. In a school setting, tutors prioritize on minimizing emotional
behavior issues, which include internalizing behaviors (such as anxiety and social withdrawal),
and externalizing behaviors (such as disruption and aggression). Unfortunately, schools have
been identified as a contributing factor to problematic behaviors, especially because of the long-
term effect it has on vulnerable children.
The majority of the anxiety disorders in schools have their onset in adolescence, and the
most affected are from middle to late teenage years. These behavioral and emotional disorders
have adverse social and health outcomes as they are associated with suicide attempts, educational
underperformance, and substance misuse. Importantly, many teenagers who have emotional and
behavioral issues fail to receive assistance from suitable services such as counseling and
psychological therapy. Besides, adolescence is a complex stage in a child’s life as he or she is
socially, physically, and psychologically vulnerable. Therefore, prevention strategies, early
diagnosis, and interventions in schools are fundamental to adolescents and children with
behavioral and emotional issues.
Anxiety Disorder in Teen and Kids
Characteristics of the Disorder
These emotional and behavior issues are almost similar in various disorders such as
anxiety disorder and panic disorders, isolation anxiety, depression, OCD, and social phobia. In

ANXIETY AILMENT IN ADOLESCENT AND CHILDREN IN FACULTY 3
addition, mild to temperate nervousness is a common emotional response to most stressful
adolescent life circumstances (Ogundele, 2018). Occasionally, anxiety disorder happens in
children and adolescents experiencing loss, underperformance, chronic physical illnesses.
Alternatively, the symptoms of anxiety disorder contribute to low mood, reduced participation in
social activities, poor communication, strong sensitivity to failure and rejection, and hostility.
Common anxiety disorders of emotionally affected children and adolescents include physical
symptoms like elevated heart rate, breath shortness, nausea, and abdominal discomfort.
Consequently, immaturity can be a contributing factor to the anxiety issues that the latter exhibit.
Its characteristics may include poor coping skills and inappropriate crying (Council for
Exceptional Children, n.d.).
Prevalence (Refer to Appendices 1, 2, and 3)
A study on the occurrence of EBD (including anxiety disorder) in Malaysian institute
kids and adolescents, based on teachers, parents, and adolescents' suggestions of the “Strength
and Difficulties Questionnaire” (SDQ) was conducted. Their scores were as follows; 9.3 percent
teacher report, 8.5 percent parental report, and 3.9 percent children (aged 13 to 14 years) report.
The results suggest that the range of adolescent and progenies ranked as having EBD by all
informers were within the range noted by the ten percent of adolescents in the UK. Conversely,
the prevalence of anxiety ailment in the latter was around 10 to 20 percent in ten Asian countries.
These include Afghanistan, Israel, Saudi Arabia, Pakistan, Yemen, India, Singapore, Bangladesh,
Vietnam, and China.
In terms of sex variances, the study suggests that males were at a greater risk of having
higher behavioral concerns scores than females. Thus, they were likely to also have hyperactivity
and conduct problems, although they were less likely to have emotional problems. In terms of

ANXIETY AILMENT IN ADOLESCENT AND CHILDREN IN FACULTY 4
EBD variances based on age, the reports by paternities such that there was a downward trend
with age in the “Total Difficulties” (TD) scores, and expressive issues. Similarly, a decline in the
TD scores with age was exhibited in children and adolescents. In contrast, the higher reporting
of complications by educators suggests that they face greater difficulties in managing anxiety
disorder issues in adolescents.
The findings also mention that issues were majorly steady across all informers. However,
the conduct was more uneven considering with allusion to internalizing problems (emotional) on
two informer reports (adolescents and youngsters) than externalizing problems (demeanor) that
significantly elevated over time founded on instructor reports only. Alternatively, hyperactivity
difficulties were stable throughout all informers (Idris, Barlow, and Dolan, 2019). The major
upsurges in mean totals (Emotional and Demeanor issues) as presented by educators may be due
to abrasion among instructors between the two-time points.
Causes
Notably, no one knows the actual cause of anxiety disorder, but numerous factors
contribute to it. For instance, some biological factors may cause a chemical imbalance in the
body and brain of adolescents leading to emotional distress. These may include physical
disability, prenatal exposure to alcohol or drugs, hereditary factors, brain damage, and
undernourished lifestyle. Alternatively, insensitivity to novices’ cultural issues and differences in
a school setting may cause anxiety illness.
Impact on Personal Development and Functioning
Social

ANXIETY AILMENT IN ADOLESCENT AND CHILDREN IN FACULTY 5
The social impact of anxiety ailment on youngster and adolescent development and
functioning is evident in various contexts. For instance, childhood history of early trauma and
deprivation, family instability, and neighborhood dangers affect the growth of a child. Hence, the
context they grow in determines their outputs. Notably, an adolescent and child’s environment is
sophisticated as it consists of various contexts such as community, school, and home. According
to Aviles, Anderson, and Davila (2006), these contexts have a significant impact on an
adolescent’s development, and need to be taken into account when locating factors that support
or inhibit his, or her social-emotional development.
In spite of academic institutions recommending that children and adolescents need to
leave their community or home issues at the school door, most do not. Due to this fact, children
with restricted social-emotional growth occasionally have poor emotional, academic, and social
success. Additionally, scholars who have poor academic performance due to anxiety disorder
demonstrate hardships with social skills such as following school rules, and cooperating with
their peers. For instance, a child or adolescent who cannot manage their temper may be easily
agitated when trying to learn new skills or concepts, which may result in him or her becoming
physically or verbally aggressive towards teachers and peers.
Emotional and Behavioral
Emotional and behavioral issues impact on the development of adolescents in various
ways. For instance, the anxiety issues develop an adolescent’s anxiety causing insomnia, or
negatively affecting their academic performance at school (PsychGuides.com, n.d.).
Alternatively, the behavior problems exhibit when an adolescent becomes uncooperative
attitudes, which makes it challenging for him or her to relate with others.

ANXIETY AILMENT IN ADOLESCENT AND CHILDREN IN FACULTY 6
Impact on Education, Learning, and Presentation in the Classroom
Most adolescent tutees with anxiety disorder display both behavioral and learning issues
that make it challenging for teachers to offer effective instructions. As a result, a lack of
exposure to effective guidelines contributes to poor behavioral and academic outcomes. Both
novices with anxiety illness and their tutors can experience the schoolroom as an aversive
environment. For instance, a study showed by Walker, Colvin, and Ramsy (1995) suggests that
the classroom behavior of the latter was identified with behavior issues, and documented less
time complying and attending to group directions. Anxiety disorder adolescent students exhibit
higher ranks of hostility, noise-making, and out-of-seat behaviors, and general advanced rate of
adverse relations with pedagogies. The effect of these high ranks of comportment problems can
lead to the development of destructive patterns of communication between students and
instructors. The primary characteristic of these patterns is a low rate of instructional engagement
that can further demoralize a novice’s academic progress.
The behavioral and academic challenges presented by scholars with anxiety disorder
affect the nature of their relations with their tutors. Aggressive behavior patterns elevate the
likelihood that adolescents will develop negative relationships with their pedagogies (Sutherland,
Lewis-Palmer, Stichter, and Morgan, 2008). Thus, problematic relationships in kindergarten
between anxiety disorder tutees and their teachers are linked with behavioral and academic
issues through eighth grade. These problematic anxiety disorder novice-teacher relationships
may influence documented low rates of positive instructor attention, and OTRs in classrooms for
anxiety illness students.
Cultural and Other Related Considerations