Anxiety In Children: Understanding Factors Influencing Anxiety In Children and Counselling Best Practices
Bibliographic record
Abstract
Considered the most prevalent mental health issue amongst children, anxiety is an emotion that is felt in the body and alerts us to threats, protects us from danger and helps us reach important goals (Anxiety Canada, n.d.). It is an emotion related to fear which includes thoughts of worry, avoidance behaviour and feeling scared (Headley and Campbell, 2013). No single risk factor can completely account for the development of anxiety in children, instead there are several genetic and environmental risk factors associated with the development of clinical anxiety disorders in children (Thompson, et al., 2013). As outlined in the Diagnostic Statistical Manual for Mental Health (DSM-5), anxiety disorders commonly diagnosed in children include, generalized anxiety disorder, social anxiety disorder, selective mutism, and separation anxiety disorder (American Psychiatric Association, 2013). This capstone includes a literature review which will discuss environmental and genetic factors that can contribute to the development of anxiety in children, followed by defining anxiety and signs and symptoms in children. This leads to the discussion of common anxiety disorders found in children. Finally, exploring treatment options for children with anxiety are reviewed as best practices school counsellors can use within the school environment. The school environment is seen as an ideal context for the delivery of early intervention programs targeting anxiety symptoms and coping skills (Ruocco et al., 2018). Using information gathered in the literature review, the development of a group counselling unit will be presented as a method of intervention for children with anxiety within a school setting.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".