Anxiety Disorders

Identifying Anxiety Disorder Types This week, you will meet Mia, Alexis, and Ryan, all three students who show significant anxiety and withdrawal behaviors. Their symptoms interfere with daily functioning and relationships, whether through academic struggles, social avoidance, or difficulties with transitions. Each student requires targeted support to manage their anxiety and improve their engagement in school and social settings. Mia is a 13-year-old girl from a Midwest middle-class family. Shy and compliant, Mia struggles with excessive worry and anxiety, particularly about school performance and her future. Her symptoms include spotty attendance, low math grades, and severe anxiety that disrupts her daily life and interactions with friends. Alexis is a 15-year-old girl who lives with her mother, Diane, and has a history of social withdrawal and anxiety. Her symptoms include extreme distress in social situations, avoidance of group activities, and a preference for isolation. Her recent shift to remote learning has improved her academic performance, but she fears returning to in-person school. Ryan is a 5-year-old boy who has experienced multiple caregiver changes. He displays severe shyness, avoids speaking in public, and struggles with transitions and changes. His reluctance to speak in school affects his academic progress and creates tension between home and school. What Are Anxiety Disorders? Anxiety disorders are mental health conditions characterized by excessive fear or worry that significantly impairs daily functioning. The DSM provides specific diagnostic criteria for various anxiety disorders, and the main types that are important to school psychologists include: Generalized Anxiety Disorder (GAD) – persistent and excessive worry about various aspects of life, occurring more days than not for at least six months. This worry is difficult to control and is accompanied by symptoms such as restlessness, fatigue, difficulty concentrating, irritability, muscle tension, and sleep disturbances. Social Anxiety Disorder (Social Phobia) – intense fear or anxiety about social situations where the individual may be scrutinized or embarrassed. This fear leads to avoidance or extreme discomfort in social interactions. Selective Mutism – characterized by the consistent inability to speak in specific social situations despite speaking in other contexts, with significant impact on social or academic performance, persisting for at least one month, and not due to other communication disorders or psychotic conditions. Under IDEA 2004, anxiety disorders are classified as emotional disturbance (ED) if they impact a child’s educational performance. The focus is on how emotional disturbances affect the student’s performance in an educational environment, including challenges with learning, behavior, and interactions with peers and teachers. This week, you will complete an assignment using a case study on Anxiety Disorders to analyze the possible impact of the selected DSM diagnostic criteria and IDEA 2004 eligibility criteria on an individual’s intellectual, academic, social, emotional, and behavioral functioning in a school setting. References American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). US Department of Education. (2018). Individuals with Disabilities Educations Act (IDEA). https://sites.ed.gov/idea/about-idea/ Overview This assignment provides you with an opportunity to integrate what you have learned in this course about assessing DSM diagnostic criteria and IDEA 2004 eligibility criteria for Anxiety Disorders by completing a case study like the ones you are likely to encounter as a school psychologist. Preparation Before writing, read one of the assigned case studies in “Child and Adolescent Psychopathology for School Psychology” for this assignment: “Case Study 8.1 Mia: Case of a White Female with Generalized Anxiety Disorder.” “Case Study 10.1 Alexis: Case of a White Female with Social Anxiety Disorder.” “Case Study 11.1 Ryan: A Case of a Male with Selective Mutism.” Instructions You are expected to complete this case study individually. Your grade will be based on how well you: Apply the diagnostic criteria used by school psychologists for special education eligibility to determine the presence of mental health disorders. Analyze the impact of a childhood mental health disorder on intellectual, academic, social, emotional, and behavioral functioning. Evaluate the use of prevention methods and response to intervention techniques to lessen the impact of childhood mental health disorders on school functioning. Write in accordance with the academic and professional requirements of the discipline, ensuring appropriate structure, grammar, usage, and style. In 23 pages, complete the following: Discuss possible DSM diagnostic criteria that may apply to this case. Be specific about the diagnostic criteria and provide your rationale for why you would consider these criteria. Discuss possible IDEA 2004 eligibility criteria that may apply to this case. Be specific about the IDEA 2004 eligibility criteria and provide your rationale for why you would consider these criteria. Analyze the possible impact of the selected DSM diagnostic criteria and IDEA 2004 eligibility criteria on this individuals intellectual, academic, social, emotional, and behavioral functioning in the school setting. Evaluate research-based interventions that could be used to lessen the impact of this individuals disorder(s) on school functioning. Additional Requirements Your assignment should also meet the following requirements: Communication: Apply the standard writing conventions for the discipline, including structure, voice, person, and tone. Address the appropriate audience, using familiar, discipline-specific language and terminology. Format: Use Academic Writer Links to an external site. for guidance in citing sources, if required, and formatting your paper in proper APA style. See the Writing Center Links to an external site. for more APA resources specific to your degree level. Length: 23 typed, double-spaced pages of content, plus title page. Font and font size: Times New Roman, 12 point. References: Use the PsyD Program Library Research Guide Links to an external site. for help finding scholarly research articles. Review the Case Study: Anxiety Disorders rubric before submission so that you understand how your instructor is going to evaluate your work. Competencies Measured By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria: Competency 1: Apply the diagnostic criteria used by school psychologists for special education eligibility to determine the presence of mental health disorders. Discuss possible DSM diagnostic criteria that may apply to this case. Discuss possible IDEA 2004 eligibility criteria that may apply to this case. Competency 2: Analyze the impact of a childhood mental health disorder on intellectual, academic, social, emotional, and behavioral functioning. Analyze the possible impact of the selected DSM diagnostic criteria and IDEA 2004 eligibility criteria on this individuals intellectual, academic, social, emotional, and behavioral functioning in the school setting. Competency 3: Evaluate the use of prevention methods and response to intervention techniques to lessen the impact of childhood mental health disorders on school functioning. Evaluate research-based interventions that could be used to lessen the impact of this individuals disorder(s) on school functioning. Competency 5: Write in accordance with the academic and professional requirements of the discipline, ensuring appropriate structure, grammar, usage, and style. Apply the standard writing conventions for the discipline, including structure, voice, person, and tone. Address the appropriate audience, using familiar, discipline-specific language and terminology.