Advances in Anxiety Manageldent William R
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The Effect of Anxiety and Emotional Intelligence on Students’ Learning Process
Journal of Education & Social Policy ISSN 2375-0782 (Print) 2375-0790 (Online) Vol. 1, No. 2; December 2014 The Effect of Anxiety and Emotional Intelligence on Students’ Learning Process Sara Hashempour Faculty of Human Ecology Universiti Putra Malaysia Serdang, Selangor Darul Ehsan, 43400 Aida Mehrad Faculty of Human Ecology Universiti Putra Malaysia Serdang, Selangor Darul Ehsan, 43400 Abstract A lot of teachers don’t know what exactly anxiety and emotional intelligenceare and how they can impact on student’s learning. Academic Anxiety will be happened amongst students when they feel intense worry about upcoming and previous incidence, too much self-concern and high focus on acting proficiently or they motivate by various items. Students with high level of anxiety most of the time misinterpreted or overstated the importance of the situation. If the situation is not managed correctly negative consequences may happen. In addition, students that show emotional intelligence toward different items can growth their skills in educational situation. Various expressions have been used to describe experience of emotional intelligence and academic anxiety. This study, talk over the relation of those terms associated with characterizing and conceptualizing of working memory, emotional intelligence and learning process. Keywords:Anxiety, Emotional intelligence, Working Memory, Student’s learning 1.1. Introduction Anxiety is a natural human reaction, and it works as an important psychological function that is felt by many people regardless of age. All children experience anxiety as an alarm system that is activated whenever they perceive situation as dangerous, embarrassing or stressful, in these situations anxiety can help them to better manage the events, while low and controllable level of anxiety can be beneficial, high level of anxiety may negatively impact one’s social and personal relationships, and cause physical and emotional problems. -
Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants
Emotion © 2010 American Psychological Association 2010, Vol. 10, No. 5, 640–650 1528-3542/10/$12.00 DOI: 10.1037/a0019351 Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants Sandra J. Llera and Michelle G. Newman Pennsylvania State University The present study examined the effect of worry versus relaxation and neutral thought activity on both physiological and subjective responding to positive and negative emotional stimuli. Thirty-eight partic- ipants with generalized anxiety disorder (GAD) and 35 nonanxious control participants were randomly assigned to engage in worry, relaxation, or neutral inductions prior to sequential exposure to each of four emotion-inducing film clips. The clips were designed to elicit fear, sadness, happiness, and calm emotions. Self reported negative and positive affect was assessed following each induction and exposure, and vagal activity was measured throughout. Results indicate that worry (vs. relaxation) led to reduced vagal tone for the GAD group, as well as higher negative affect levels for both groups. Additionally, prior worry resulted in less physiological and subjective responding to the fearful film clip, and reduced negative affect in response to the sad clip. This suggests that worry may facilitate avoidance of processing negative emotions by way of preventing a negative emotional contrast. Implications for the role of worry in emotion avoidance are discussed. Keywords: generalized anxiety disorder, -
ICD-10 Mental Health Billable Diagnosis Codes in Alphabetical
ICD-10 Mental Health Billable Diagnosis Codes in Alphabetical Order by Description IICD-10 Mental Health Billable Diagnosis Codes in Alphabetic Order by Description Note: SSIS stores ICD-10 code descriptions up to 100 characters. Actual code description can be longer than 100 characters. ICD-10 Diagnosis Code ICD-10 Diagnosis Description F40.241 Acrophobia F41.0 Panic Disorder (episodic paroxysmal anxiety) F43.0 Acute stress reaction F43.22 Adjustment disorder with anxiety F43.21 Adjustment disorder with depressed mood F43.24 Adjustment disorder with disturbance of conduct F43.23 Adjustment disorder with mixed anxiety and depressed mood F43.25 Adjustment disorder with mixed disturbance of emotions and conduct F43.29 Adjustment disorder with other symptoms F43.20 Adjustment disorder, unspecified F50.82 Avoidant/restrictive food intake disorder F51.02 Adjustment insomnia F98.5 Adult onset fluency disorder F40.01 Agoraphobia with panic disorder F40.02 Agoraphobia without panic disorder F40.00 Agoraphobia, unspecified F10.180 Alcohol abuse with alcohol-induced anxiety disorder F10.14 Alcohol abuse with alcohol-induced mood disorder F10.150 Alcohol abuse with alcohol-induced psychotic disorder with delusions F10.151 Alcohol abuse with alcohol-induced psychotic disorder with hallucinations F10.159 Alcohol abuse with alcohol-induced psychotic disorder, unspecified F10.181 Alcohol abuse with alcohol-induced sexual dysfunction F10.182 Alcohol abuse with alcohol-induced sleep disorder F10.121 Alcohol abuse with intoxication delirium F10.188 Alcohol -
Worry Is Rarely Helpful, and Is Often Counter- Productive
BEHAVIOUR orry has become a ourselves to act responsibly. ‘People think modern-day epidemic, worry is helpful,’ he says. ‘They think “I need infecting our lives with to worry to be protected” – they look at it as a THERE’S NO different strains – from way of avoiding a problem.’ Yet worry is rar- SUCH THING AS A sweating the small stuff ely helpful, and is often counter-productive. BORN WORRIER W(did I lock the car?) to imagining the worst Leahy distinguishes between productive 1 ‘I worry about everything. I always (is this headache a brain tumour?). worry – the concerns that prompt us to act have,’ says Eileen, 42, a healthcare And it’s a habit we are teaching our children: – and unproductive ‘what-if’ worry, when we manager from Nottingham. But research shows that today, levels of anxiety imagine worst-case scenarios. ‘What-if’ wor- is there such a thing as a ‘born in high school students in the US are as high rying often occurs because we overthink worrier’? According to personal as those of psychiatric patients in the 1950s, situations and feel a need to control the uncon- construct psychology, worry is a while the UK’s Mental Health Foundation esti- trollable. The key is to isolate what we can behaviour, not a personality trait. mates that 10 per cent of us are likely to have a control and to rigorously question just how ‘What determines our behaviour disabling anxiety disorder at some point. Mean- plausible are our other concerns. Challenging is not what happens to us but while, research shows that women are more irrational worries in this way exposes just how we interpret it,’ explains likely than men to brood on their worries. -
Acute Stress Disorder
Trauma and Stress-Related Disorders: Developments for ICD-11 Andreas Maercker, MD PhD Professor of Psychopathology, University of Zurich and materials prepared and provided by Geoffrey Reed, PhD, WHO Department of Mental Health and Substance Abuse Connuing Medical Educaon Commercial Disclosure Requirement • I, Andreas Maercker, have the following commercial relaonships to disclose: – Aardorf Private Psychiatric Hospital, Switzerland, advisory board – Springer, book royales Members of the Working Group • Christopher Brewin (UK) Organizational representatives • Richard Bryant (AU) • Mark van Ommeren (WHO) • Marylene Cloitre (US) • Augusto E. Llosa (Médecins Sans Frontières) • Asma Humayun (PA) • Renato Olivero Souza (ICRC) • Lynne Myfanwy Jones (UK/KE) • Inka Weissbecker (Intern. Medical Corps) • Ashraf Kagee (ZA) • Andreas Maercker (chair) (CH) • Cecile Rousseau (CA) WHO scientists and consultant • Dayanandan Somasundaram (LK) • Geoffrey Reed • Yuriko Suzuki (JP) • Mark van Ommeren • Simon Wessely (UK) • Michael B. First WHO Constuencies 1. Member Countries – Required to report health stascs to WHO according to ICD – ICD categories used as basis for eligibility and payment of health care, social, and disability benefits and services 2. Health Workers – Mulple mental health professions – ICD must be useful for front-line providers of care in idenfying and treang mental disorders 3. Service Users – ‘Nothing about us without us!’ – Must provide opportunies for substanve, early, and connuing input ICD Revision Orienting Principles 1. Highest goal is to help WHO member countries reduce disease burden of mental and behavioural disorders: relevance of ICD to public health 2. Focus on clinical utility: facilitate identification and treatment by global front-line health workers 3. Must be undertaken in collaboration with stakeholders: countries, health professionals, service users/consumers and families 4. -
Department of Veterans Affairs § 4.130
Department of Veterans Affairs § 4.130 than 50 percent and schedule an exam- upon the Diagnostic and Statistical ination within the six month period Manual of Mental Disorders, Fourth following the veteran’s discharge to de- Edition, of the American Psychiatric termine whether a change in evalua- Association (DSM-IV). Rating agencies tion is warranted. must be thoroughly familiar with this (Authority: 38 U.S.C. 1155) manual to properly implement the di- rectives in § 4.125 through § 4.129 and to [61 FR 52700, Oct. 8, 1996] apply the general rating formula for § 4.130 Schedule of ratings—mental mental disorders in § 4.130. The sched- disorders. ule for rating for mental disorders is The nomenclature employed in this set forth as follows: portion of the rating schedule is based Rating Schizophrenia and Other Psychotic Disorders 9201 Schizophrenia, disorganized type 9202 Schizophrenia, catatonic type 9203 Schizophrenia, paranoid type 9204 Schizophrenia, undifferentiated type 9205 Schizophrenia, residual type; other and unspecified types 9208 Delusional disorder 9210 Psychotic disorder, not otherwise specified (atypical psychosis) 9211 Schizoaffective disorder Delirium, Dementia, and Amnestic and Other Cognitive Disorders 9300 Delirium 9301 Dementia due to infection (HIV infection, syphilis, or other systemic or intracranial infections) 9304 Dementia due to head trauma 9305 Vascular dementia 9310 Dementia of unknown etiology 9312 Dementia of the Alzheimer’s type 9326 Dementia due to other neurologic or general medical conditions (endocrine -
Alive with Pride of Interest: March 2017 Volume 3 Issue 6 the Emotional Effects of Diabetes the Emotional Effects of Diabetes
Forrest City Water Utility 303 N. Rosser P.O. Box 816 Forrest City, Arkansas 72336 Phone: 870.633.2921 Fax: 870.633.5921 E-mail: [email protected] www.forrestcitywater.com Special points Alive With Pride of interest: March 2017 Volume 3 Issue 6 The Emotional Effects of Diabetes The Emotional Effects of Diabetes Need Stress Relief? or anxiety? important that doctors ask Manager’s Corner By Dr. Sanjay Gupta There are different situations. questions and probe beyond It might be someone who is how their medical care is For people with type 2 diabetes, not compliant with their self- going. A lot of patients are managing their emotional health care and isn’t checking their reluctant to talk about their can be as important as keeping blood sugar regularly or feelings unless asked. When If you have a water their blood sugar under control. taking their medications as a doctor is willing to ask The condition requires constant prescribed. Their doctor questions above and beyond attention, and that can trigger notices this and sees their whether or not they’re check- emergency after- feelings of stress and anxiety. A1C [hemoglobin test] levels ing their blood sugar, the Studies have shown that diabet- are up and there are prob- patient is more willing to ics are much more likely to have lems. In that case we might talk. hours, weekends or an anxiety disorder get communication from or depression. They may neglect their physician, and we’ll What are some of the ma- on holidays, please their diet, stop monitoring glu- help them work through their jor mental health issues cose levels, or revert to un- issues and come up with a that affect diabetics? healthy habits. -
Adjustment Disorder
ADJUSTMENT DISORDER Introduction Recent Changes from the DSM-IV to the DSM-5 Prevalence Causes and Risk Factors Classifications Diagnosis Comorbidity Treatment Psychotherapy Pharmacological Treatment Cultural Considerations Overview for Families Introduction An adjustment disorder is an unhealthy behavioral response to a stressful event or circumstance (Medical Center of Central Georgia, 2002). Youth who experience distress in excess of what is an expected response may experience significant impairment in normal daily functioning and activities (Institute for Health, Health Care Policy and Aging Research, 2002). Adjustment disorders in youth are created by factors similar to those in adults. Factors that may contribute to the development of adjustment disorders include the nature of the stressor and the vulnerabilities of the child, as well as other intrinsic and extrinsic factors (Benton & Lynch, 2009). In order to be diagnosed as an adjustment disorder, the child’s reaction must occur within three months of the identified event (Medical Center of Central Georgia, 2002). Typically, the symptoms do not last more than six months, and the majority of children quickly return to normal functioning (United Behavioral Health, 2002). Adjustment disorders differ from post-traumatic stress disorder (PTSD) in that PTSD usually occurs in reaction to a life-threatening event and may last longer (Access Med Health Library, 2002). Adjustment disorders may be difficult to distinguish from major depressive disorder (Casey & Doherty, 2012). Unless otherwise cited, the following information is attributed to the University of Chicago Comer Children’s Hospital (2005). In clinical samples of children and adolescents, males and females are equally likely to be diagnosed with an adjustment disorder (American Psychiatric Association [APA], 2000). -
Depression Treatment Guide DSM V Criteria for Major Depressive Disorders
MindsMatter Ohio Psychotropic Medication Quality Improvement Collaborative Depression Treatment Guide DSM V Criteria for Major Depressive Disorders A. Five (or more) of the following symptoms have been present during the same 2-week period and represent a change from previous functioning; at least one of the symptoms is either (1) depressed mood or (2) loss of interest or pleasure. Note: Do not include symptoms that are clearly attributable to another medical condition. 1) Depressed mood most of the day, nearly every day, as 5) Psychomotor agitation or retardation nearly every day indicated by either subjec tive report (e.g., feels sad, empty, (observable by others, not merely subjective feelings of hopeless) or observation made by others (e.g., appears restlessness or being slowed down). tearful). (Note: In children and adolescents, can be irritable 6) Fatigue or loss of energy nearly every day. mood.) 7) Feelings of worthlessness or excessive or inappropriate 2) Markedly diminished interest or pleasure in all, or almost all, guilt (which may be delu sional) nearly every day (not activities most of the day, nearly every day (as indicated by merely self-reproach or guilt about being sick). either subjective account or observation). 8) Diminished ability to think or concentrate, or 3) Significant weight loss when not dieting or weight gain indecisiveness, nearly every day (ei ther by subjective (e.g., a change of more than 5% of body weight in a account or as observed by others). month}, or decrease or increase in appetite nearly every day. (Note: In children, consider failure to make expected 9) Recurrent thoughts of death (not just fear of dying), weight gain.) recurrent suicidal ideation with out a specific plan, or a suicide attempt or a specific plan for committing suicide. -
The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University
Purdue University Purdue e-Pubs Open Access Dissertations Theses and Dissertations January 2015 The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University Follow this and additional works at: https://docs.lib.purdue.edu/open_access_dissertations Recommended Citation Rose, Stephanie Dianne, "The Experience of Men After Miscarriage" (2015). Open Access Dissertations. 1426. https://docs.lib.purdue.edu/open_access_dissertations/1426 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. THE EXPERIENCE OF MEN AFTER MISCARRIAGE A Dissertation Submitted to the Faculty of Purdue University by Stephanie Dianne Rose In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2015 Purdue University West Lafayette, Indiana ii To my curious, sweet, spunky, intelligent, and fun-loving daughter Amira, and to my unborn baby (lost to miscarriage February 2010), whom I never had the privilege of meeting. I am extremely happy and fulfilled being your mother. Thank you for your motivation and inspiration. iii ACKNOWLEDGEMENTS I am grateful to everyone who contributed to my study. Specifically, I am indebted to my sisters Sara Okello and Stacia Firebaugh for their helpful revisions, and to my parents Scott and Susan Firebaugh for their emotional and financial support along the way. I am thankful to those who provided childcare during this project, including my family and friends. My wonderful family and friends have blessed me with much support and encouragement throughout this project. I am also very grateful to my advisor Dr. Heather Servaty-Seib for her tireless support and investment in this project. -
Guilt, Distress and Ways of Coping with Guilty Thoughts in a Clinical Sample
Guilt, Distress and Ways of Coping with Guilty Thoughts in a Clinical Sample A thesis submitted to the University of Manchester for the degree of Doctor of Clinical Psychology (ClinPsyD) in the Faculty of Medical and Human Sciences 2013 Lauren Pugh School of Psychological Sciences Division of Clinical Psychology Table of Contents List of Tables…………………………………………………………………………6 List of Figures………………………………………………………………………..7 Word Count…………………………………………………………………………..8 Abstract of Thesis…………………………………….………………………………9 Declaration………………………………………………………………………….10 Copyright Statement………………………………………………………………...11 Acknowledgements…………………………………………………………………13 Paper 1: Literature Review……………………………………………………….14 Preface………………………………………………………………………………15 Abstract……………………………………………………………………………..16 Introduction…………………………………………………………………………18 Method………………………………………………………………………………25 Search strategy……………………………………………………………....25 Inclusion and exclusion criteria……………………………………………..26 Results………………………………………………………………………………33 Overview of reviewed studies………………………………………………36 Is guilt related to PTSD symptomology?…………………………………...36 Model 1: Is guilt a causal process driving PTSD symptomology?…………41 Model 2: Is PTSD a causal process driving guilt?………………………….42 Model 3: Are guilt and PTSD symptomology causally unrelated despite their co-occurrence?………………………………………………………………43 Model 4: Do confounding variables explain the relationship between guilt and PTSD symptomology?………………………………………………….44 Summary of methodological considerations………………………………..47 Discussion…………………………………………………………………………..51 -
Mental Health Therapeutic Diversion Program Eligibility Diagnoses ------Attachment B
G 52.3 Attachment B Effective: 04/29/2016 Reviewed: 4/2019 Mental Health Therapeutic Diversion Program Eligibility Diagnoses ------- Attachment B ICD DESCRIPTION F06.0 PSYCHOTIC DISORDER DUE TO MEDICAL CONDITION, W/O HALLUCINATIONS F06.2 PSYCHOTIC DISORDER DUE TO PHYSIOLOGIC CONDITION F06.31 DEPRESSIVE DISORDER DUE TO MEDICAL CONDITION, W/ DEPRESSIVE FEATURES F10.94 ALCOHOL INDUCED BIPOLAR AND RELATED DISORDER, W/O USE DISORDER F10.95 ALCOHOL INDUCED DEPRESSIVE DISORDER, W/ USE DISORDER F10.959 ALCOHOL INDUCED PSYCHOTIC DISORDER, W/O USE DISORDER F12.959 PSYCHOTIC DISORDER,CANNABIS-INDUCED, W/O USE DISORDER SEDATIVE, HYPNOTIC, OR ANXIOLYTIC-INDUCED PSYCHOTIC DISORDER, W/O USE F13.959 DISORDER NEUROCOGNITIVE DISORDER, SEDATIVE, HYPNOTIC, OR ANXIOLYTIC-INDUCED MAJOR, F13.97 W/O USE DISORDER F15.94 BIPOLAR AND RELATED DISORDER, STIMULANT-INDUCED W/O USE DISORDER F15.959 PSYCHOTIC DISORDER, STIMULANT-INDUCED, W/O USE DISORDER F20 SCHIZOPHRENIA F20.0 SCHIZOPHRENIA, W/ PARANOIA F20.2 SCHIZOPHRENIA W/ CATATONIA F20.81 SCHIZOPHRENIFORM DISORDER F21 SCHIZOTYPAL PERSONALITY DISORDER F22 DELUSIONAL DISORDER F23 BRIEF PSYCHOTIC DISORDER F24 SHARED PSYCHOTIC DISORDER F25.0 SCHIZOAFFECTIVE DISORDER, BIPOLAR TYPE F25.1 SCHIZOAFFECTIVE DISORDER, DEPRESSIVE TYPE F25.9 SCHIZOAFFECTIVE DISORDER, UNSPECIFIED F29 UNSPECIFIED SCHIZOPHRENIA SPECTRUM AND OTHER PSYCHOTIC DISORDER F30.11 BIPOLAR I DISORDER, MANIC EPISODE, MILD F30.12 BIPOLAR I DISORDER, MANIC EPISODE, MODERATE F30.13 BIPOLAR I DISORDER, MANIC EPISODE W/O PSYCHOSIS, SEVERE F30.2 BIPOLAR I DISORDER,