Anxiety: Causes, Symptoms, and When to Seek Help

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What is anxiety and when to
get help
 
Rebecca Somervaille
Senior Clinical Psychologist
Rivendell SLHD
 
Fear and anxiety is adaptive for managing demanding situations
Alerts us to danger – ensures safety and survival
Body’s way of responding to being in danger
 
In the brain...
 Messages sent from your brain to release adrenaline into your
bloodstream throughout your body
 
In the body...
Flight or fight or freeze
Physiological responses
 
Helpful anxiety
undefined
 
There is a fire
 
You think
“I’m in danger”
 
You feel fear and anxiety
 
Your body reacts by making
your heart  beat fast and your
muscles work quickly
 
You flee
 
As children develop understanding of danger – they
usually develop strategies for managing threat
Develop realistic ways of assessing danger
Learn coping skills
Develop confidence they can
      manage growing up
 
Typical changes over time
 
Response to threat (real or imagined)
 
Brain is on high alert – primitive part of brain –
amygdala – gets activated to protect you – even
when you don’t need protecting!
 
Fight   -   flight   -   freeze
 
What is big anxiety ?
 
Anxiety is second most common disorder in children
 
About 7% of child and young people
Can have a 
big
 impact on daily life
 
 
How common is anxiety?
 
 
Anxiety affects ...…
 
Why me?
 
 
Genetics
Biochemical
Personality – temperament
Environment
 
Reaction to anything your child thinks is risky – crowds,
separations, too much noise, judgments, school,
competition
 
 
 
 
Body signals 
– shaking, nausea,  jelly legs,
     heart racing, dry mouth, difficulty concentrating, sweating
 
Thoughts
 – worry, something bad will happen, hard to make
decisions, plan, organise  “What if………?”
 
Feelings
 – scared, afraid, irritable, sad, anxious and out of
proportion to situation
 
Behaviour
 – escape, avoid, attack, protest, seek reassurance
 
Symptoms
 
Worry
Scan for threat
Notice physical symptoms
Confirms anxiety and threat present
 
Escape / avoidance / safety behaviour
Relief
Reinforces anxiety beliefs
 
Vicious cycle
undefined
 
ANXIETY CURVE
 
 
 
 
 
 
 
 
Catastrophe
 
Time
 
Same worries as all children and young people
To excess
Unusual worries
Children with attention or learning difficulties
About keeping up in class
About appearing different
About the future
 
Normal worries + extra worries
 
Separation
distress when away from attachment figures or fromhome
Social
shy ++, avoid playdates, worry what others think of them
Generalised
worries about anything and everything and that bad things will happen to
themselves and others
Obsessive compulsive
follow unusual routines or rituals believing they will stop bad things from
happening
Phobias
may prevent them from doing regular activities
Panic
terrified when no real danger – somatic symptoms++
 
Common forms of anxiety
undefined
 
UNHELPFUL ANXIETY
 
You have to do a speech
 
You think
“People will laugh at me”
 
You feel fear and anxiety
 
Your body reacts by going into
survival mode (slow digestion,
cool body heat, heart rate
increases)
 
You sweat, tremble, feel
nauseous
 
 
 
 
 
 
 
undefined
 
UNHELPFUL ANXIETY
 
You are in a crowded
place and are short of
breath and dizzy
 
You think
“I can’t breathe and I’m going to die”
 
You feel fear and anxiety
 
Your body reacts by making
your heart  beat fast and your
muscles work quickly
 
You flee
 
 
 
Imposter!!
Not always clingy and fearful
behaviour
Can be tantrums, meltdowns,
aggression
 
Alarm system has been
activated
 
Anxiety or aggression?
 
Level of fear out of proportion to
Situation
Developmental level
Or occurs in absence of typical cue
 
Interferes with daily life and gets in the way of normal
developmental goals
 
Child or young person starts to avoid situations, seek
reassurance and/or use safety behaviours
 
When to be concerned
undefined
 
 
 
 
 
 
 
AVOIDANCE
REASSURANCE
SEEKING
BEHAVIOURS
THAT MAKE
US FEEL SAFE
OVER
THINKING
PREPARING
FOR THE
WORST
ESCAPE
 
Normalise as response to threat yet out or proportion to
actual threat
 
Maintained by over-estimation of threat 
PLUS
underestimation of coping
 
Avoidance, accommodation and reassurance grow anxiety
 
Have to take anxiety with you!
 
What kids need to know
 
Help them recognise anxiety – detect anxious thoughts
and avoidance
Teach skills – think and breathe better
‘Name it to tame it’ – label the big emotion
Strong breathing helps reconnect to front of your brain
– calms the amygdala down
Check own responses – model brave behaviour – avoid
reassurance – demonstrate confidence in your child’s
ability
 
Talk to your child..
 
 
Books and information for resources
Apps
Online interventions – BRAVE program
Face to face
Talk to your GP
School counsellor
Psychologist / mental health clinician / psychiatrist
Organisations
Headspace / NGO’s
Public services
Mental health service – Rivendell  9736 2288
Child and family services – 9562 5400
 
 
 
 
Help available
 
 
Psychological – individual or groups
Acceptance and commitment therapies
Cognitive behavioural therapy – may include
Relaxation
Controlled breathing
Cognitive restructuring
Behavioural experiments – doing is extremely important!!
 
 
Type of help
 
Kids helpline   1800 551 800
Raising Children Network
Lifeline  131 114
Reachout
Headspace
Beyond blue
 
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Anxiety is a natural response to perceived threats, but excessive anxiety can negatively impact daily life. Learn about the causes, symptoms, and effects of anxiety, including how it affects children, and when to seek professional help from a senior clinical psychologist. Recognize typical changes over time in managing anxiety and understand the differences between helpful anxiety responses and overwhelming anxiety. Discover common triggers, symptoms, and ways anxiety impacts various aspects of life, such as family, learning, and self-esteem.

  • Anxiety
  • Causes
  • Symptoms
  • Help
  • Cognitive Behavioral Therapy

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  1. What is anxiety and when to get help Rebecca Somervaille Senior Clinical Psychologist Rivendell SLHD

  2. Helpful anxiety Fear and anxiety is adaptive for managing demanding situations Alerts us to danger ensures safety and survival Body s way of responding to being in danger In the brain... Messages sent from your brain to release adrenaline into your bloodstream throughout your body In the body... Flight or fight or freeze Physiological responses

  3. There is a fire You feel fear and anxiety You flee Your body reacts by making your heart beat fast and your muscles work quickly You think I m in danger

  4. Typical changes over time As children develop understanding of danger they usually develop strategies for managing threat Develop realistic ways of assessing danger Learn coping skills Develop confidence they can manage growing up

  5. What is big anxiety ? Response to threat (real or imagined) Brain is on high alert primitive part of brain amygdala gets activated to protect you even when you don t need protecting! Fight - flight - freeze

  6. How common is anxiety? Anxiety is second most common disorder in children About 7% of child and young people Can have a big impact on daily life

  7. Anxiety affects ... Family life Happiness Learning Exploring Self esteem Friends

  8. Why me? Genetics Biochemical Personality temperament Environment Reaction to anything your child thinks is risky crowds, separations, too much noise, judgments, school, competition

  9. Symptoms Body signals shaking, nausea, jelly legs, heart racing, dry mouth, difficulty concentrating, sweating Thoughts worry, something bad will happen, hard to make decisions, plan, organise What if ? Feelings scared, afraid, irritable, sad, anxious and out of proportion to situation Behaviour escape, avoid, attack, protest, seek reassurance

  10. Vicious cycle Worry Scan for threat Notice physical symptoms Confirms anxiety and threat present Escape / avoidance / safety behaviour Relief Reinforces anxiety beliefs

  11. ANXIETY CURVE Catastrophe Time

  12. Normal worries + extra worries Same worries as all children and young people To excess Unusual worries Children with attention or learning difficulties About keeping up in class About appearing different About the future

  13. Common forms of anxiety Separation distress when away from attachment figures or fromhome Social shy ++, avoid playdates, worry what others think of them Generalised worries about anything and everything and that bad things will happen to themselves and others Obsessive compulsive follow unusual routines or rituals believing they will stop bad things from happening Phobias may prevent them from doing regular activities Panic terrified when no real danger somatic symptoms++

  14. UNHELPFUL ANXIETY You sweat, tremble, feel nauseous You have to do a speech You feel fear and anxiety Your body reacts by going into survival mode (slow digestion, cool body heat, heart rate increases) You think People will laugh at me

  15. UNHELPFUL ANXIETY You are in a crowded place and are short of breath and dizzy You feel fear and anxiety You flee Your body reacts by making your heart beat fast and your muscles work quickly You think I can t breathe and I m going to die

  16. Anxiety or aggression? Imposter!! Not always clingy and fearful behaviour Can be tantrums, meltdowns, aggression Alarm system has been activated

  17. When to be concerned Level of fear out of proportion to Situation Developmental level Or occurs in absence of typical cue Interferes with daily life and gets in the way of normal developmental goals Child or young person starts to avoid situations, seek reassurance and/or use safety behaviours

  18. PREPARING FOR THE WORST AVOIDANCE BEHAVIOURS THAT MAKE US FEEL SAFE ESCAPE OVER THINKING REASSURANCE SEEKING

  19. What kids need to know Normalise as response to threat yet out or proportion to actual threat Maintained by over-estimation of threat PLUS underestimation of coping Avoidance, accommodation and reassurance grow anxiety Have to take anxiety with you!

  20. Talk to your child.. Help them recognise anxiety detect anxious thoughts and avoidance Teach skills think and breathe better Name it to tame it label the big emotion Strong breathing helps reconnect to front of your brain calms the amygdala down Check own responses model brave behaviour avoid reassurance demonstrate confidence in your child s ability

  21. Help available Books and information for resources Apps Online interventions BRAVE program Face to face Talk to your GP School counsellor Psychologist / mental health clinician / psychiatrist Organisations Headspace / NGO s Public services Mental health service Rivendell 9736 2288 Child and family services 9562 5400

  22. Type of help Psychological individual or groups Acceptance and commitment therapies Cognitive behavioural therapy may include Relaxation Controlled breathing Cognitive restructuring Behavioural experiments doing is extremely important!!

  23. Kids helpline 1800 551 800 Raising Children Network Lifeline 131 114 Reachout Headspace Beyond blue

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