Anxiety disorder in childhood
Patient education for children and adolescents is an effective tool in supporting compliance and treatment for a diagnosis. It is
important to consider effective ways to educate patients and their families about a diagnosis—such as
coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on
the needs and learning preferences of a particular patient. Because patients or their families may be
overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly
outline the information that patients need to know.
For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked
with explaining important information about an assigned mental health disorder in language
appropriate for child/adolescent patients and/or their caregivers.
The Assignment
In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and
symptoms for your diagnosis, pharmacological treatments, and nonpharmacological treatments.
RUBRIC TO FOLLOW
| Novice | Competent | Proficient New column | ||
| In a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents. | 27 (27%) – 30 (30%)
The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience. |
24 (24%) – 26 (26%)
The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience. |
21 (21%) – 23 (23%)
The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience. |
0 (0%) – 20 (20%)
The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing. |
| · Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis. | 27 (27%) – 30 (30%)
The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience. |
24 (24%) – 26 (26%)
The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience. |
21 (21%) – 23 (23%)
The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience. |
0 (0%) – 20 (20%)
The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing. |
| · Explain appropriate community resources and referrals for the assigned diagnosis. | 23 (23%) – 25 (25%)
The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience. |
20 (20%) – 22 (22%)
The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience. |
18 (18%) – 19 (19%)
The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience. |
0 (0%) – 17 (17%)
The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing. |
Patient Education for Children and Adolescents
Student’s Name
University
Course
Professor
Date
Patient Education for Children and Adolescents
Anxiety disorder in childhood
Being healthy and fit is not just a fad or a trend. Instead, it is a lifestyle. Patient education is the process where a patient’s behaviour gets influenced, and there is the production of changes in knowledge, attitudes and skills appropriate to maintain and improve health. For effective education, cognitive and affective learning need to be stimulated. Cognitive learning is about gathering information and knowledge, while affective learning is about attitude, satisfaction, emotional well-being, and the learner’s beliefs (Slond et al., 2022). The patient is an integral part of a nurse’s role. It has been shown to minimize hospitalization and readmission. Face-to-face education sessions offered by nurses to patients have been seen to be practical as there is an improvement in disease management knowledge (Rice et al., 2018). Anxiety disorders are the most extensive psychiatric disorders associated with a high burden of illness. The familiar anxiety disorders are the specific phobias with a 12-month prevalence of 10.3%, although persons suffering from isolated phobias rarely seek treatments (Bandelow et al., 2022), for this essay will look at the symptoms for the diagnosis of anxiety disorder, the pharmacological treatment of generalized anxiety disorder, and finally look at the nonpharmacological treatments of generalized anxiety disorder.
The Symptoms for the Diagnosis of Generalized Anxiety Disorder
Anxiety disorder is a common and disabling illness often underdiagnosed and undertreated. Patients with anxiety disorder are at high risk of suicides, cardiovascular-rated events, and death (DeMartini et al., 2019). Most patients can be diagnosed and managed by primary care physicians, symptoms include chronic, pervasive anxiety and worry accompanied by nonspecific physical and psychological symptoms (restlessness, fatigue, difficulty concentrating, irritability, muscle tension, or sleep disturbances), effective treatments include psychotherapy (often cognitive behavioral therapy) and pharmacotherapy, such as selective serotonin reuptake and serotonin–norepinephrine reuptake inhibitors. Generalized anxiety disorder can be determined through diagnostic criteria where excessive anxiety and worry occur more days than not for a minimum of six months, about a number of occasions or activities such as work or school performance, and also the individual cannot control the worry (Crocq, 2022). The anxiety and fear are associated with symptoms such as restlessness, or feeling keyed up or on edge, getting fatigued quickly, mind going blank or difficulty concentrating, irritability, muscle tension, and unsatisfying sleep. Generalized anxiety disorder can only be dragonized if other anxiety disorders do not sufficiently explain the anxiety. Also, a generalized anxiety disorder cannot be caused straightly by stressors or trauma, contrary to adjustment disorder and PSTD.
The Pharmacological Treatment of Generalized Anxiety Disorder
Generalized anxiety disorder is a disease that can be related to substantial dysfunction. Pharmacological treatment is frequently the first choice for clinicians due to psychological alternatives’ cost and resource constraints. However, there is a paucity of comparative information on the multiple available drug choices. Anxiety disorders are often under-recognized and undertreated in primary care. Treatments are indicated when a patient shows marked distress or suffers from complications resulting from the disorder (Strawn et al., 2018). Psychopharmacologic treatment selection requires clinicians to choose multiple factors, such as age, co-morbidity, and prior treatment. Gaining knowledge on the pharmacological treatments is an important aspect for healthcare provider as one is able to deal with the disorder.
Nonpharmacological Treatments of Generalized Anxiety Disorder
Although of varied orientations, nonpharmacological treatments for anxiety disorders are unequally represented in the literature. Most of the research is dedicated to behavior therapy (BT) and, more lately, to cognitive therapy (CT) methods. Most clinicians and researchers combine CT and BT routines below the label of cognitive behavior therapy (CBT) (Cottraux, 2022). Relaxation methods have been used as the primary routines in anxiety disorders or studied as a prevention condition in some randomized prevented trials (RCTs). Some relaxation ways, such as Ost’s applied relaxation, are made of several cognitive and behavioral ways, psychoanalytic (or psychodynamic) therapies, hypnotherapy, Rogerian nondirective therapy, supportive therapy (ST), and psychological debriefing for posttraumatic stress disorder (PTSD) have been assessed in RCTs and meta-analyses. Transcranial neurostimulation and psychosurgery routines have been studied in obsessive-compulsive disorders (OCDs), and some preliminary information exists for sympathectomy in ereutophobia. Hence an evidence-based review of the nonpharmacological methods is possible.
Conclusion
Patient education is the process where a patient’s behaviour gets influenced, and there is the production of changes in knowledge, attitudes and skills appropriate to maintain and improve health, for effective education, cognitive and affective learning need to be stimulated. Anxiety disorders are the most extensive psychiatric disorders associated with a high burden of illness, and symptoms include chronic, pervasive anxiety and worry accompanied by nonspecific physical and psychological symptoms (restlessness, fatigue, difficulty concentrating, irritability, muscle tension, or sleep disturbances). Generalized anxiety disorder can be determined through diagnostic criteria where excessive anxiety and worry occur more days than not for a minimum of six months, about a number of occasions or activities such as work or school performance, and also the individual cannot control the worry. Pharmacological treatment is frequently the first choice for clinicians due to psychological alternatives’ cost and resource constraints, nonpharmacological treatments for anxiety disorders are unequally represented in the literature. Most of the research is dedicated to behavior therapy (BT) and, more lately, to cognitive therapy (CT) methods.
References
Slond, F., Liesdek, O. C., Suyker, W. J., & Weldam, S. W. (2022). The use of virtual reality in patient education related to medical somatic treatment: A scoping review. Patient Education and Counseling, 105(7), 1828-1841. https://doi.org/10.1016/j.pec.2021.12.015
Rice, H., Say, R., & Betihavas, V. (2018). The effect of nurse-led education on hospitalisation, readmission, quality of life and cost in adults with heart failure. A systematic review. Patient Education and Counseling, 101(3), 363-374. https://doi.org/10.1016/j.pec.2017.10.002
Bandelow, B., Michaelis, S., & Wedekind, D. (2022). Treatment of anxiety disorders. Dialogues in clinical neuroscience. https://doi.org/10.31887/DCNS.2017.19.2/bbandelow
DeMartini, J., Patel, G., & Fancher, T. L. (2019). Generalized anxiety disorder. Annals of internal medicine, 170(7), ITC49-ITC64. https://doi.org/10.7326/AITC201904020
Crocq, M. A. (2022). The history of generalized anxiety disorder as a diagnostic category. Dialogues in clinical neuroscience. https://doi.org/10.31887/DCNS.2017.19.2/macrocq
Strawn, J. R., Geracioti, L., Rajdev, N., Clemenza, K., & Levine, A. (2018). Pharmacotherapy for generalized anxiety disorder in adult and pediatric patients: an evidence-based treatment review. Expert opinion on pharmacotherapy, 19(10), 1057-1070. https://doi.org/10.1080/14656566.2018.1491966
Cottraux, J. (2022). Nonpharmacological treatments for anxiety disorders. Dialogues in Clinical Neuroscience. https://doi.org/10.31887/DCNS.2002.4.3/jcottraux
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