Music Performance Anxiety

Size: px
Start display at page:

Download "Music Performance Anxiety"

Transcription

1 Aus dem Freiburger Institut für Musikermedizin Albert-Ludwigs-Universität Freiburg i. Br. (Prof. Dr. med. C. Spahn) Music Performance Anxiety A Review of the Literature INAUGURAL DISSERTATION zur Erlangung des Medizinischen Doktorgrades der Medizinischen Fakultät der Albert-Ludwigs-Universität Freiburg i. Br. Vorgelegt 2009 von Ariadna Ortiz Brugués geboren in Sevilla (Spanien)

2 Dekan: Prof. Dr. med. Christoph Peters 1. Gutachter: Prof. Dr. med. Claudia Spahn 2. Gutachter: Prof. Dr. med. Antje Aschendorff Jahr der Promotion: 2009

3 Index Introduction: Music Performance Anxiety definition of the term... Page 1 Literature Review... Page 7 I.A. Epidemiology Page 8 1. Children musicians... Page 8 2. Adolescent musicians... Page Orchestra musicians... Page Singers... Page Popular musicians... Page Music vs. non-music students... Page Athletes vs. Musicians... Page 28 I.B. Methodical aspects... Page 30 I.C. Interventional studies... Page Behavioral interventions... Page Cognitive interventions... Page Cognitive-behavioral interventions... Page Combined interventions... Page Other interventions... Page Drug interventions... Page Treatment reviews.. Page 75 I.D. Concept... Page How Performance Anxiety occurs... Page Coping strategies... Page Psychology... Page Predictors... Page Context conditions... Page 132 Conclusions: 1. Suggestions for the correct use of the term MPA... Page Identification of required studies... Page Critic of the studies... Page 139 Summary... Page 142 Assorted reports... Page 143 Bibliography... Page 157 Appendix. Page 169

4 Nothing is more devastating to a performing artist than not having the chance to be on stage and, as the pervasiveness of performance anxiety attests, nothing is more threatening than having that chance (Plaut, 1990)

5 MUSIC PERFORMANCE ANXIETY Introduction: Music Performance Anxiety definition of the term Using the latest definition given by Kenny, Music Performance Anxiety (MPA) is the experience of marked and persistent anxious apprehension related to musical performance that has arisen through specific anxiety conditioning experiences and which is manifested through combinations of affective, cognitive, somatic and behavioral symptoms. It may occur in a range of performance settings, but is usually more severe in settings involving high ego investment and evaluative threat. It may be focal (i.e. focused only on music performance) or occur comorbidly with other anxiety disorders, in particular social phobia. It affects musicians their entire lives and is at least partially independent of years of training, practice and level of musical accomplishment. It may or may not impair the quality of the musical performance (Kenny, 2008). However, the definition of MPA has not always been so clear. It can be found in the literature that Performance Anxiety is often confused with the term Stage Fright, and some authors use both terms interchangeably (Salmon, 1990). Stage Fright affects 80% of the population when they are required to perform in front of an audience. It may affect musicians, singers, dancers, athletes, actors, public speakers, or students when test-taking. Thus, stage fright is, a normal reaction which should be optimised to enhance accomplishments in the performance situation. People affected by Stage Fright may report some of the following symptoms: psychological (doubts about one s self, failure expectancy, or catastrophizing), physical (such as higher breath and heart frequency, dry mouth, shaking, sweating palms, etc., as a consequence of sympathetic nervous system hyperactivation) and behavioral (a combination of activeness and motivation on the one hand, and retraction and avoidance on the other hand). Depending on how intense these symptoms are and how they interfere with the performance, we talk about Performance Anxiety. In this case, those aspects of Stage Fright which diminish accomplishment outweigh the positive facets, thus necessitating treatment (Spahn, 2006). Consequently, it is essential that authors use both terms adequately. While Stage Fright refers to a normal reaction, Performance Anxiety is a pathological disorder and necessitates treatment. 1

6 The definition of MPA by Kenny is based on Barlow s (2000) model of anxiety, an integrated set of triple vulnerabilities: generalized biological (heritable), generalized psychological (early experiences in developing a sense of control over salient events), and more specific psychological vulnerabilities (anxiety associated with certain environmental stimuli through learning processes). According to this model, the systems affected in anxiety are the somatic (hyperarousal or acute stress response that produces a range of bodily sensations that prepare the body to meet the perceived challenge), the emotional (anxiety, fear, panic), the cognitive (worry, dread, inattention and distractibility, lack of concentration, memory loss), and the behavioural manifestations (technical errors, memory loss, performance breaks, avoidance of performance opportunities) (Kenny, 2008). Performance anxiety usually occurs as an isolated disorder, affecting only one specific part of a person s life (Kenny & Ackermann, 2007). However, for a significant minority, other co-morbid disorders may be present. The most common of them is generalised anxiety disorder, which appears to co-occur in about one third of those presenting with severe performance anxiety (Sanderson, DiNardo, Rapee & Barlow, 1990). Such individuals have a long history of generalised worry and apprehension in most facets of their lives, not solely in situations requiring performance. Others may qualify for a diagnosis of social phobia (social anxiety) if they demonstrate significant impairment in interactions with others as well as the performance setting, while meeting the criteria for social phobia presented in DSM IV (APA 1994). About 10-15% of those also meet criteria for clinical depression (Kessler, Stang, Wittchen, Stein & Walters, 1999). For a small group of sufferers, there may be underlying psychological conflicts. One of the more common of these is the "imposter syndrome (Lazarus & Abramovitz, 2004) whereby the individual fears that an individual will eventually be exposed as a fraud, with every performance potentially confirming his underlying fear. However, the highly anxious individual does not necessarily demonstrate impaired or inferior performance compared to low anxious individuals (Strahan & Conger, 1998). Anxiety is a two-factor structure, with both state and trait components. State anxiety is a transitory emotional state characterised by heightened tension and apprehension. Trait anxiety refers to relatively stable individual differences between people in their tendencies to respond to situations perceived as threatening with 2

7 elevations in state anxiety. Anxiety occurs on a continuum from mild to severe. It has also different forms: adaptative, reactive, maladaptative, and pathological. In adaptative anxiety, the body adapts to a threatening or challenging situation by increasing the state of arousal. This type of anxiety may be experienced as excitement and may enhance coping and improve performance. Reactive anxiety results from actual or perceived inability to meet the demands of the situation. Maladaptative anxiety impairs thinking and problemsolving and has a negative effect on behaviour or performance. Pathological anxiety occurs in situations in which the individual can not identify the cause of the anxiety. This state is often referred to as Generalised Anxiety Disorder (Kenny, 2008). Several theories have been proposed to explain the origins of anxiety. A family environment characterised by limited opportunity for personal control is associated with the development of anxiety (Chorpita, Brown, & Barlow, 1998). Building a positive learning history during childhood by providing opportunities to cope adaptatively with challenges should immunise children against the development of anxiety as a response to subsequent negative learning episodes (Barlow, 2002; Field, 2006). Ehlers (2003) showed that people with panic attacks report observing more panic behaviours in their parents than people with other anxiety disorders and people with no anxiety disorder. Many people who develop anxiety disorders report early-learning experiences as children (Chambless, Caputo, Gright, & Gallagher, 1984). Recent research has identified various roles for different neural substrates in fear conditioning (Kenny, 2008): the amygdala is involved in the physiological response to conditioned fear (Gazzaniga, Irvy, & Magnun, 2002), while the hippocampus is involved in the associative learning component (Squire & Zola-Morgan, 1991). Very young children rarely experience performance anxiety; on the contrary, they usually love to perform. Therefore, a transition takes place between childhood (not presenting MPA) and adolescence (specifically from 14 to 19 years old; Osborne, Kenny, & Holsomback, 2005) and adults suffering from MPA. This transition is due to a combination of factors: innate temperament, increasing cognitive capacity and self-reflective function, type of parenting and other interpersonal experiences, perception and interpretation of surroundings, technical skill and mastery, and specific performance experiences that may have positive or negative outcomes. Furthermore, it has been proved that the capacity for 3

8 self-evaluation (self-criticism) emerges in middle to late adolescence (Jackson & Lurie, 2006). Some authors classify performance anxiety as a subcategory of social phobia (Hook & Valentine, 2002; Turner, Johnson, Beidel, Heiser, & Lydiard, 2003). According to the American Psychiatric Association, social phobia is defined as a marked and persistent fear of one or more types of social or performance situations in which the person is exposed to unfamiliar people or to possible scrutiny by others. The individual fears that he/she will act in a way (or show anxiety symptoms) that will be humiliating or embarrassing (DSM-IV-TR, ) (APA, 2000). The classification of social phobia into generalized (anxiety is experienced about interpersonal interactions generally), nongeneralized (anxiety is experienced in settings in which the individual is being scrutinized), and specific (anxiety occurs for very few performance situations) sub-types (Turner, Johnson, Beidel, Heiser, & Lydiard, 2003) may help in the clarification of MPA as a form of specific social phobia (Kenny, 2008). However, several differences exist between social phobia and performance anxiety. People suffering from performance anxiety are more likely to have higher expectations of themselves (Abbot & Rapee, 2004), or a greater fear of their own evaluation of their performance. Social phobia, on the other hand, is fear of scrutiny from others (Stoebert & Eismann, 2007), though it is is also present in MPA as well as a higher degree of post-event rumination (Abbott & Rapee, 2004) and a continued commitment to the feared performance situation, as opposed to avoidance of the feared situation in social phobia (Powell, 2004). Furthermore, in social phobia the audience is often imaginary. In other words, socially phobic individuals fear that everyone is watching and judging them, when the reality may be that the person has not been noticed in the feared social setting (Kenny, 2008). For the artistic or sports performer, the audience is real and performers are usually correct in their assessment that people are watching and judging them (Brotons, 1994). Finally, aspiring and professional musicians are highly invested in their identities as musicians, and find it difficult to disentangle their selfesteem from their musical self-efficacy (Kemp, 1996). This fact makes musicians and other high level performers more vulnerable to anxiety because of the perception that failure as a performing artist signifies failure as an individual. (Chesky & Hipple, 1997). 4

9 An optimal performance is determined by a complex interaction between person characteristics, task characterisics, and performance setting (Kenny, 2008). Person characteristics are mainly determined by anxiety (understood as the state experienced when one believes that the demands are excessive or unachievable) and perfectionism. Perfectionism has both positive and negative sides (Stoebert & Eismann, 2007). Striving for perfection is associated with intrinsic motivation, higher effort, and higher achievement, whereas perceived pressure is associated with intrinsic motivation, extrinsic motivation and higher distress. Task characteristics contain task complexity and task mastery (Kenny & Ackermann, 2007). Task complexity can be explained from the Yerkes- Dodson Inverted U Curve (Yerkes & Dodson, 1908), which shows the relationship between the amount of physiological arousal experienced by a performer and the quality of his/her performance. Optimal performance on simple tasks will increase as arousal increases, but will deteriorate on complex tasks after a moderate level of arousal is exceeded. With task mastery, a similar relationship has been observed between the degree to which the task has been practiced to achieve mastery (automaticity) and the amount of physiological arousal needed to produce an optimal performance (Kenny, 2008). Even at ideal levels of arousal, low practice will produce a suboptimal performance. A well-practised piece will be performed well at higher levels of arousal but will also suffer if arousal exceeds a certain optimal maximum (Kokotsaki & Davidson, 2003). Focused attention shows a similar relationship, increasing when there are low to moderate levels of arousal but decreasing with very high levels of arousal (Kenny & Ackermann, 2007). Finally, performance setting influences the level of performance. Musicians are more likely to feel anxious under conditions of evaluation, jury performances and concert/recitals than they would under practice conditions (Kenny & Ackermann, 2007). Most forms of performance anxiety are difficult to treat, and anxiety levels after treatment rarely reduce to those of non-anxious people (Kenny & Ackermann, 2007). The best form of treatment is to prevent its occurence. Awareness of the availability of effective treatments for musicians with performance anxiety should be introduced to student musicians at an early stage of their musical training. Sound pedagogy, appropriate parental support and expectations, and the learning of self-management strategies early in one s musical education can help to mitigate the effects of entering a highly stressful profession. Repeated exposure to the feared situation (music performance) in the absence 5

10 of the development of skills and strategies to ensure success is likely to have a detrimental effect on the performer with potentially devastating consequences (Kenny, 2008). Repertoire should be well within the technical capacity and interpretative abilities of the student and the material should be over-learned to the point of automaticity (Kenny & Ackermann, 2007). In order to have a better understanding of Musical Performance Anxiety, a review of the literature has been done and it is presented below. Music Performance Anxiety has been proven to arise independently of age, experience and performance setting (Kenny, 2006). Great musicians like Pau Casals (Plaut, 1990) or Enrico Caruso (Spahn, 2006) suffered from MPA. Females are more affected than males (Nagel, 1988; LeBlanc et al., 1997; Miller et al., 2004; Rae et al., 2004; and Osborne et al., 2008). Solo performances showed higher MPA scores than ensemble performances (Simon et al., 1979; Rife et al., 2000). Jury evaluations produce higher levels of MPA, compared to non-evaluation context situations (Craske et al., 1984; Salmon et al., 1989; Rae et al., 2004; and Yoshie et al., 2008). Catastrophizing has been found to be the best predictor of MPA (Zinn et al., 2000; Liston et al., 2003) and an association between arm stiffness and MPA has recently been reported (Yoshie et al., 2008). Both facts may contribute to the reason why Cognitive- Behavioral Interventions have proved to have good results on treating MPA, as they focus on changing faulty thinking patterns that give rise to maladaptive behaviors, as well as changing the dysfunctional behaviors that arise when people feel anxious (being excessive muscle tension the main symptom) (Kenny, 2004). This review classifies studies under four main elements (Epidemiology, Methods, Intervention, and Concept) and analised with the Evidence-based medicine (EBM) criteria. Differences in MPA will be shown among age groups, gender, and solo vs. ensemble performances. Scales that measure MPA are also provided. A review of the treatments for MPA was done, also, focusing on those that have proven to be more effective. A number of coping strategies, predictors, and varying context situations, among other interesting facts, are also analised. At the end of the review, conclusions regarding how studies were performed are provided. 6

11 Literature Review Evidence-based medicine (EBM) aims to apply evidence gained from the scientific method to certain parts of medical practice. It seeks to assess the quality of evidence relevant to the risks and benefits of treatments (including lack of treatment). According to the Centre for Evidence-Based Medicine, "Evidence-based medicine is the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients." EBM recognizes that many aspects of medical care depend on individual factors such as quality and value-of-life judgments, which are only partially subject to scientific methods. EBM, however, seeks to clarify those parts of medical practice that are in principle subject to scientific methods and to apply these methods to ensure the best prediction of outcomes in medical treatment, even as debate about which outcomes are desirable continues. The foundation of evidence-based medicine is the systematic review of evidence for particular treatments, mainly randomized controlled trials. The Cochrane Collaboration leads this effort. A 2001 review of 160 Cochrane systematic reviews in the 1998 database revealed that, according to two readers, 41.3% concluded positive or possibly positive effect, 20% concluded evidence of no effect, 8.1% concluded net harmful effects, and 21.3% of the reviews concluded insufficient evidence. A review of 145 alternative medicine Cochrane reviews using the more up-to-date 2004 database revealed that 38.4% concluded positive effect or possibly positive (12.4%) effect, 4.8% concluded no effect, 0.69% concluded harmful effect, and 56.6% concluded insufficient evidence. Evidence-based medicine categorizes different types of clinical evidence and ranks them according to the strength of their freedom from the various biases that beset medical research. For example, the strongest evidence for therapeutic interventions is provided by systematic review of randomized, double-blind, placebo-controlled trials involving a homogeneous patient population and medical condition. In contrast, patient testimonials, case reports, and even expert opinion have little value as proof because of the placebo effect, the biases inherent in observation and reporting of cases, difficulties in ascertaining who is an expert, and more. Systems to stratify evidence by quality have been developed. In this review we are using the classification given by Richter, B., Zander, M., & Spahn, C. (2007): 7

12 Level I: Systematic review of randomized, double-blind, placebo-controlled trials. A meta-analysis combines the results of several studies that address a set of related research hypotheses. Level II: Evidence obtained from at least one properly designed randomized controlled trial. Level III: Evidence obtained from well-designed controlled trials without randomization. Level IV: Evidence obtained from non-experimental, non-randomized trials. Level V: Opinions of respected authorities, based on clinical experience, descriptive studies, or reports of expert committees. I.A. Epidemiology: 1. Children musicians: STUDIES EVALUATION CRITERIA Simon, J. A., & Martens, R. (1979): Children s anxiety in sport and nonsport evaluative activities. LeBlanc, A., Jin, Y. C., Obert, M., & Siivola, C. (1997): Effect of audience on MPA. Ryan, C. (1998): Exploring MPA in children. Ryan, C. (2004): Gender differences in children s experience of MPA. Ryan, C. (2005): Experience of MPA in elementary school children. Level III Level III Level III Level III Level III Evidence obtained from welldesigned controlled trials without randomization. Evidence obtained from welldesigned controlled trials without randomization. Evidence obtained from welldesigned controlled trials without randomization. Evidence obtained from welldesigned controlled trials without randomization. Evidence obtained from welldesigned controlled trials without randomization. 8

13 Author Year Subject type Methods Conclusions Publication Study design Simon, J year old Quantitative: The greatest anxiety A., & Journal of boys, comparing Competitive was reported by boys Martens, Sport anxiety in test, sport State performing solo on a R. Psychology, and musical activities. Anxiety musical instrument; 1, Non-randomized Inventory performing with a study. (CSAI), a 10- band was responsible item for the highest shortened anxiety among group version of activities. Spielberger s (1973) State Anxiety Inventory for Children. LeBlanc, male and female Quantitative: MPA increases with A., Jin, Y. Journal of high school band an analog audience size and C., Obert, Research in members performing scale self- perceived importance M., & Music solos under 3 levels of report of of the performance. Siivola, C. Education, audience presence: performance Heart rate was 45, alone in a practice anxiety, steady across the room, in a practice heart rate first two room with one recorded performance researcher present, during conditions, but rose and in the rehearsal performance, significantly at the room with all judges third. Females researchers, a peer rating of the presented better group, and a tape final performances, but recording being made. performance. reported significantly Non-randomized Qualitative: higher anxiety levels 9

14 study. an exit than males in the interview. first and third performance conditions. Ryan, C year-old piano Quantitative Similar physical and Medical students, by (heart rate physiological Problems of comparing heart rates monitoring, symptoms of MPA as Performing monitored STAIC, and adult musicians. Artists, continuously through a Coopersmith Significant increases 13(3), piano lesson and a Self-Esteem in heart rate between recital performance Inventory) baseline and recital, for each subject. The and and between the state portion of the Qualitative "sitting stage-side," State-Trait Anxiety (interviews). "walking onstage," and Inventory for "playing" stages of Children (STAIC) was the recital. administered to Significant subjects at the correlations between recital. The trait self-esteem, portion of the STAIC, particularly social the Coopersmith Self- self-esteem, and both Esteem Inventory, state anxiety and and individual trait anxiety. interviews were Seventeen of the 22 completed during non- subjects interviewed performance times reported feelings of before and after the anxiety when recital. performing in piano Non-randomized recitals, many noting study. a fear of making mistakes in front of people as the primary cause. 10

15 Ryan, C grade students Quantitative Girls had substantially Psychology under 12 years old (heart higher heart rates of Music, 32, performing in a piano monitoring, than boys immediately recital were STAI-C) and prior to but not monitored Qualitative during their continuously on (interviews). performance; boys measures of heart had significantly more rate and behaviour. anxious behaviours They were than girls both prior interviewed in the to, and during a months prior to the performance. recital and they completed the State- Trait Anxiety Inventory for Children (STAI-C) immediately after performing. Non-randomized study. Ryan, C year old Quantitative State anxiety was International children who (trait and significantly higher on Journal of completed the trait state form the day of the school Stress and state form of the of STAIC). concert and was Management STAIC during a related to children s regular school day and level of trait anxiety. the state form again on the day of a major school concert. 11

16 Simon et al. compared the levels of anxiety among children between 9 and 14 years old under different performance tasks (test, sport, and music). They found that music performance was responsible for the highest levels of anxiety. LeBlanc et al. showed that MPA and heart rate increases with audience size and perceived importance of the performance. They also focused on possible gender differences, finding that females presented better performances, but reported significantly higher anxiety levels than males. Ryan (1998) used a group of 12-year-old piano students, finding that they presented similar physical and physiological symptoms of MPA as adult musicians. Many of them noted a fear of making mistakes in front of people as the primary cause. This study also provided significant correlations between self-esteem, particularly social self-esteem, and both state anxiety and trait anxiety. The results from heart rate studies agreed with those shown by LeBlanc et al. Focusing on gender differences, Ryan (2004) found that girls had higher heart rates than boys immediately prior to but not during their performances, while boys had more anxious behaviours than girls both prior to and during a performance. This finding conflicts with LeBlanc s results that females had higher anxiety levels than males. However, the group ages vary between both studies, so it could be concluded that boys at the age of 12 present more anxious behaviours than their female peers, both prior to and during a performance. High school females, on the contrary, have higher performance anxiety levels than high school males. In a sample of 3 to 7 year-old children, Ryan (2005) found that state anxiety was significantly higher on the day of the school concert than during a regular school day and that this state anxiety was related to a child s level of trait anxiety. This study shows, surprisingly, the existence of performance anxiety among children between the ages of 3 and 7. The studies presented here are well-designed and show very interesting results. The number of subjects evaluated is consistent, and the group ages are clearly defined. None of them is randomized, however, so additional well-designed randomized studies would be beneficial, where a well-designed study has large enough samples, clear group age designs, and results showing possible gender differences. 12

17 2. Adolescent musicians: STUDIES EVALUATION CRITERIA Shoup, D. (1995): Survey of performance-related problems among high school and junior high school musicians. Britsch, L. (2005): Investigating performance-related problems of young musicians. Fehm, L., & Schmidt, K. (2006): Performance anxiety in gifted adolescent musicians. Kenny, D. T., & Osborne, M. S. (2006): MPA - new insights from young musicians. Osborne, M. S., & Kenny, D. T. (2006): Impact of a music performance enhancement program on MPA in secondary school music students. Osborne, M. S. & Kenny, D. T. (2008): The role of sensitizing experiences in MPA in adolescent musicians. Level IV Level IV Level IV Level III Level II Level III Evidence obtained from nonexperimental, non-randomized trials. Evidence obtained from nonexperimental, non-randomized trials. Evidence obtained from nonexperimental, non-randomized trials. Evidence obtained from welldesigned controlled trials without randomization. Evidence obtained from at least one properly designed randomized controlled trial. Evidence obtained from welldesigned controlled trials without randomization. Author Year Subject type Methods Conclusions Publication Study design Shoup, D high Quantitative 33.2% indicated having a Medical school and (survey). MS performance-related Problems of junior high problem at some point Performing school band since they began playing. Artists, 10(3), and orchestra Of these students, 51.9% students were reported the problem as 13

18 surveyed about performancerelated problems. Nonrandomized study. current, yielding a prevalence of 19.6%. However, only 7.5% had missed rehearsals and only 12.5% had had to refrain from playing for more than one week. Consequently, most students reported a low severity grade for their problems. The most common treatment used was rest. 44.0% believed that they should continue playing while in pain ( no pain, no gain ). About performance anxiety, 55.5% indicated having symptoms that negatively affected their performance (approximately the same proportion as in professional musicians). More than 18% admitted to severe nervousness with significant impact on their performance. 48.9% of the students complained of one or more non-ms problems that negatively affected their playing. The most 14

19 common were asthma, eye strain, headaches, cold sores, and allergies. Britsch, L students in Qualitative Few reported accepting Medical four youth (interviews). the belief of playing Problems of orchestras in a through pain, while Performing midsized performance anxiety was Artists, 20(1), midwestern reported at a higher city (USA) than-expected rate. The were surveyed. older students had more Non- awareness of possible randomized causes of playing-related study. pain and strategies for its elimination than did the younger students. The older students also discussed their pain with teachers more frequently, receiving information that was beneficial in reducing or solving the problem. Two statistically significant relationships were found: one between amount of practice time and grade of pain reported in the youngest orchestra, and the other comparing females by age and grade of pain reported. Fehm, L., & year- Quantitative About one third of the 15

20 Schmidt, K. Journal of old pupils who (survey). group were distinctly anxiety attended a handicapped by their disorders, German special performance anxiety. 20(1), music school. Unfavourable coping Non- strategies, such as drug randomized of alcohol abuse were study. rarely reported. Most pupils called for more support either from their teachers of from outside of school to cope with their anxiety. Kenny, D. T young Quantitative MPA was more & Osborne, Advances in musicians aged (MPAI-A). specifically related to M. S. Cognitive 12 to 19 years social anxiety than trait Psychology, attending anxiety with stronger 2(2-3), 103- secondary high positive correlations 112 schools. between the MPAI-A and Somatic and social phobia measures Cognitive than MPAI-A and trait Features, anxiety. The cognitive Performance component of anxiety Context, and contributed to the Performance prediction of music Evaluation performance anxiety were more than the somatic investigated. component. Non- The experience of MPA randomized may begin early in a study. musical career and the characteristics of this experience are qualitatively similar to 16

21 those experienced by adult musicians. Osborne, M adolescents Quantitative: Significant improvements S. & Kenny, Musicae with high MPA self-reports in self-reported MPA D. T. Scientiae, 1-17 from a of MPA, trait were observed at post- selective high and state test for adherent school were anxiety, students only (i.e., randomly diagnostic students who were assigned to interview for actively engaged in the either a social phobia, program and who adopted seven-session heart rate, program techniques). intervention frontalis EMG, Adherent students also program or a and had higher MPA at behavior- performance commencement. Non- exposure-only quality. adherent and behavior- control group. exposure-only students The both showed reductions intervention in MPA over the study consisted of period but not to the psycho- same degree as adherent education, goal students. There appeared setting, to be no effect of CBT on cognitive performance quality. restructuring, relaxation training and behavioral exposure in the form of two solo performances with audience. Randomized 17

22 study. Osborne, M music Quantitative: Both hypotheses were S. & Kenny, Psychology of students were Descriptions supported: first, that D. T. Music, 1-16 asked to were scored negative cognitions were provide according to more predictive of written six domains - adolescent MPA than the descriptions situational and behavioral, somatic or of their worst behavioral affective components of performance, factors, the sensitizing what happened affective, experience; second, that and how they cognitive and music students who felt, somatic reported a negative music specifying symptoms of performance experience their age at anxiety, and self-reported higher that time, outcome. levels of MPA than those audience Demographics, who did not report such members, and MPAI-A, and an experience. any events STAI-T were MPA was best predicted that occurred also used. by trait anxiety and subsequent to gender. Females reported the more emotional distress performance. than males and had Non- significantly higher total randomized scores. study. The survey conducted by Shoup among a respectable number of high school music students showed that the proportion of students indicating symptoms of performance anxiety was approximately the same as in professional musicians, with more than 18% of the students admitting these symptoms to be severe enough to have a negative impact on their performance. The proportion of students that indicated having a musculoskeletal performance-related problem was lower than that of professional musicians (Fishbein et 18

23 al., 1988; Raeburn et al., 2003). This may be due to the fact that professional musicians have usually spent more years practicing than young musicians and, consequently, their muscles are more affected. Alarmingly, approximately half of the student musicians who reported a MS problem believed that they should keep playing while in pain. Fortunately, the study conducted by Britsch among musicians playing at youth orchestras showed that few of them reported accepting the belief of playing through pain. This fact can be explained by greater maturity from age and experience, as Britsch also found that the older students were more aware of possible causes of playing-related pain and strategies for its elimination than the younger students. They also admitted discussing their pain with teachers more frequently, receiving information that was beneficial in reducing or solving the problem. Performance anxiety was also reported frequently. There was a relationship between the amount of practice time and the grade of pain reported, which supports the idea mentioned above that musculoskeletal problems are related to years of practice. The survey taken by Fehm et al. among a group of year-old music students reported that about one third were handicapped by their performance anxiety, most of them calling for more support from their private teachers to cope with anxiety. Kenny et al. studied a large group of music students between 15 and 19 years old, and found that MPA was more closely related to social anxiety than trait anxiety. They discovered that the cognitive component of anxiety contributed to the prediction of music performance anxiety more than the somatic component. They concluded that the experience of MPA may begin early in a musical career and the characteristics of this experience are qualitatively similar to those experienced by adult musicians. This last statement matches the study conducted by Ryan (1998) with children musicians. Osborne et al. (2006) selected a group of adolescent musicians who were randomly assigned to either an intervention program (psycho-education, goal setting, cognitive restructuring, relaxation training and behavioral exposure in the form of two solo performances with audience) or a control group. Those students who were assigned to the intervention program showed significant improvements in self-reported MPA. However, there appeared to be no effect of Cognitive Behavioral Therapy (CBT) on performance quality. Osborne et al. (2008), from written descriptions given by a good sample of music students, concluded that negative cognitions were more predictive of adolescent MPA than the behavioral, somatic or affective components of the sensitizing experience. They also concluded that music students who reported a negative music performance experience self-reported higher 19

24 levels of MPA than those who did not report such an experience. MPA was found to be best predicted by trait anxiety and gender, with females reporting more emotional distress than males and having significantly higher total scores. This fact matches with the study by LeBlanc et al., who also found that females (high school music students) had higher anxiety levels than males under performance conditions. Although the results of these studies are promising, only the one by Osborne et al. (2006) is randomized, so it would be desirable to have more randomized studies with adolescent musicians of different ages and gender. 3. Orchestra musicians: STUDIES EVALUATION CRITERIA Fishbein, M., Middlestadt, S. E., Ottati, V., Straus, S., & Ellis, A. (1988): Medical problems among ICSOM musicians overview of a national survey. Lockwood, A. H. (1989): Medical problems of musicians. van Kemenade, J. F., van Son, M. J., & van Heesch, N. C. (1995): Performance anxiety among professional musicians in symphonic orchestras a self-report study. James, I. (1998): Western orchestral musicians are highly stressed. Level IV Level IV Level IV Level IV Evidence obtained from nonexperimental, non-randomized trials. Evidence obtained from nonexperimental, non-randomized trials. Evidence obtained from nonexperimental, non-randomized trials. Evidence obtained from nonexperimental, non-randomized trials. 20

25 Author Year Subject type Methods Conclusions Publication Study design Fishbein, M., 1988 National Quantitative 82% experienced Middlestadt, Medical survey of (survey). medical problems, 76% S. E., Problems of 2122 stated that at least one Ottati, V., Performing professional medical condition Straus, S., & Artists, 3(1), orchestral interfered with their Ellis, A. 1-8 musicians at performances, and 36% the reported suffering from International up to four independent Conference of problems. Symphony and Most prevalent problems Opera reported: lower back Musicians (22%), neck (22%), (ICSOM). shoulder (20%), and Non- upper back (16%). Stage randomized fright (24%), depression study. (17%), sleep disturbances (14%), acute anxiety (13%), and severe headaches (10%). Lockwood, 1989 Survey of 48 Quantitative 24% of musicians A. H. New England orchestras (survey). frequently suffered Journal of (International stage fright (defined in Medicine, Conference of this study as the most 320, 221- Symphony and severe form of MPA), 227 Opera 13% experienced acute Musicians anxiety and 17% National US depression. survey). Nonrandomized study. 21

26 van of 650 Quantitative 91 of the 155 (58%) Kemenade, Psychological professional (survey). reported experiencing J. F., van Reports, 77, musicians or having experienced Son, M. J., & playing performance anxiety van Heesch, symphonic seriously enough to N. C. orchestras in affect their The professional or personal Netherlands lives. There appeared to completed a be no difference in self-report prevalence between men questionnaire and women. Substantial concerning percentages of the performance anxious musicians anxiety. reported considerable Non- anticipation anxiety days randomized (36%), weeks (10%), or study. even months (5%) prior to a performance. James, I Survey of 56 Quantitative 70% of musicians Resonance: orchestras. (survey). reported that they International Non- experienced anxiety Music randomized severe enough to Council, 26, study. interfere with their performance, with 16% experiencing this level of anxiety more than once a week. All of the studies here reviewed are level IV, so it would be desirable to take a randomised trial with a good sample of orchestra musicians. Four studies have an appropriate number of participants, but they are all based solely on surveys and none of them is recent. Both Fishbein et al. and Lockwood studies are based on the survey from 22

27 the International Conference of Symphony and Opera Musicians, reporting 24% of cases suffering from stage fright. The number increases to 58% in the study by van Kemenade et al., and 70% in the one by James. This can be attributed to differing terms used in each study. Fishbein et al. and Lockwood use the term stage fright, while van Kemenade et al. write about performance anxiety, and James quotes having experienced anxiety severe enough to interfere with their performance. Furthermore, there is a difference of ten years time between the first study (Fishbein et al., 1988) and the last one (James, 1998). It is well-known that musicians are typically ashamed of admitting to be suffering from performance anxiety. Moreover, in 1988 very few studies focused on therapies as a means to deal with performance anxiety, while in 1998 more studies about the subject had been written. The more that musicians are educated about performance anxiety, the more readily they can recognize its prevalence in other musicians without feeling ashamed. Along with performance anxiety, Fishbein et al. reported muscle pain among musicians, lower-back and neck being the most affected parts of the body. Among other psychical disturbances, depression and acute anxiety were highly reported. Interestingly, van Kemenade et al. showed that there was no difference between men and women reporting performance anxiety. Moreover, they found a substantial percentage of musicians who displayed symptoms of anxiety for days, weeks, and even months prior to a performance. This matches the survey taken by James, who found 16% of the sample having the same level of anxiety that they experience during a performance more than once a week. 4. Singers: STUDIES EVALUATION CRITERIA Sandgren, M. (2002): Voice, Soma, and Psyche. Kenny, D. T., Davis, P., & Oates, J. (2004): MPA and occupational stress Level IV Level III Evidence obtained from nonexperimental, non-randomized trials. Evidence obtained from welldesigned controlled trials 23

28 amongst opera chorus artists and their without randomization. relationship with state and trait anxiety and perfectionism. Author Year Subject type Methods Conclusions Publication Study design Sandgren, opera Qualitative Psychological problems were M. Medical singers were (interviews) most frequent: preoccupation Problems asked to and with the risk of vocal of report quantitative: indisposition, the habit of Performing problems the results of testing the voice; physical Artists, related to the interviews problems centered on 17(1), 11- their were used to respiratory tract symptoms; 21 professional construct a psychosocial problems work, coping self- concerned most difficulties in strategies, administered maintaining a familiy life due motivational 138-item to travel and irregular factors, and questionnaire working hours. Significant strongly with two open- positive correlations were emotional ended found between worry about singing questions. other s opinions and a number experiences. of variables: somatic Non- problems, testing the voice, randomized depression, and performance study. anxiety. Kenny, D Relationships Quantitative: Scores indicating high trait T., Davis, Journal of among state Spielberger s anxiety (from STAI) were P., & Anxiety and trait State Trait approximately three times Oates, J. Disorders, anxiety, Anxiety (50%) more prevalent among 18, occupational Inventory opera chorus artists than stress, (STAI), Cox among the normative sample perfectionism, and Kenardy for the test (15%). Anxiety 24

29 aspiration, and music performance anxiety were studied in a group of elite operatic chorus artists (32 participants) employed fulltime by a national opera company. Nonrandomized study. MPA Scale (CK-MPA) (modified to include separate scales for solo and choral performance), Occupational Stress Inventory- Revised (OSI- R), Kenny Music Performance Anxiety Inventory (K- MPAI), and Frost Perfectionism Scale (FROST-PE). was not related to occupational roles or issues related to the physical environment or working conditions. These results suggest that occupational stress makes a separate contribution to the quality of working life experienced by elite choral artists. Both studies showed that singers, as well as instrumentalists, suffer from performance anxiety, depression, and other somatic and psychosocial problems, as reported by Sandgren. Physical disorders differ from other musicians; due to the nature of their instrument since they primarily use the respiratory tract. The study from Kenny et al. applies several scales for performance anxiety that are also used with instrumentalists which prove performance anxiety among singers, making a connection between performance anxiety and other elements like trait anxiety, occupational stress, and perfectionism. Larger samples as well as randomised studies are desirable. 25

30 5. Popular musicians: STUDIES EVALUATION CRITERIA Raeburn, S. D., Hipple, J., Delaney, W., & Chesky, K. (2003): Surveying Popular Musicians health status using convenience samples. Level IV (Sample 1) Level II (Sample 2) Evidence obtained from nonexperimental, nonrandomized trials (Sample 1). Evidence obtained from at least one properly designed randomized controlled trial (Sample 2). Author Year Subject type Methods Conclusions Publication Study design Raeburn, 2003 Sample 1: 111 Quantitative Sample 1: 26% cited a S. D., Medical popular (non- current medical problem, 49% Hipple, J., Problems musicians standardized had at least one non- Delaney, of attending one questionnaires musculoskeletal (N-MS) W., & Performing of the three developped by problem, 74% had at least Chesky, K. Artists, regional music the authors). one MS problem, and 42% 18(3), 113- conferences reported hearing loss. 119 (Portland, Sample 2: 37% reported Austin or San hearing loss. Francisco). Depression and anxiety were Non- among the most frequently randomized cited N-MS problems for study. both samples. Pain and Sample 2: 115 stiffness were the most popular frequently reported MS musicians from problems for both samples. 26

31 a random sample of a musicians union list. Randomized study. 10% of Sample 1 musicians and 16% of Sample 2 musicians indicated that alcohol or drug use had hurt their performance in the previous year. Interestingly, the authors found depression and anxiety to be the most frequent non-musculoskeletal problem cited by popular musicians, which agrees with the results from both Fishbein et al. and Lockwood surveys. This also coincides with the fact that pain and stiffness appear to be the most frequently reported musculoskeletal problems. The present study also showed alcohol or drug abuse among 16% of the sample. This statistic is also known among some classical musicians who continue to take these substances to cope with performance anxiety. The use of standard scales in this study would be more reliable, in order to compare the results with other studies that used identical scales. 6. Music vs. non-music students: STUDIES EVALUATION CRITERIA Chesky, K. S. & Hipple, J. (1997): Performance anxiety, alcohol-related problems, and social/emotional difficulties of college students. Level IV Evidence obtained from nonexperimental, nonrandomized trials. Author Year Subject type Methods Conclusions Publication Study design Chesky, lower- Quantitative Analysis indicated significant K. S. & Medical division music (PAI, YAAPST, differences between the Hipple, Problems and non-music and a non- music and non-music major 27

32 J. of major students. standardized groups. The subjects Performing Measures social/emotional majoring in music were Artists, included two problem determined to have 12(4), 126- versions of the checklist test). significantly fewer alcohol- 132 PAI, the Young related problems and social- Adult Alcohol emotional concerns compared Problems with the non-music major Screening Test students. (YAAPST), and a social/emotional problem checklist. Nonrandomized study. This study shows the positive effects of music among adolescents. Those who study music showed having fewer alcohol- and social- related problems than those not studying music. The study used standardized and non-standardized scales, and the number of participants was very appropriate. 7. Athletes vs. musicians: STUDIES EVALUATION CRITERIA Lacaille, N., Whipple, N., & Koestner, R. (2005): Reevaluating the benefits of performance goals (musicians and athletes). Level IV Evidence obtained from nonexperimental, nonrandomized trials. 28

33 Author Year Subject type Methods Conclusions Publication Study design Lacaille, high-level Quantitative: Athletes: mastery- (in which N., Medical musicians and the the focus is on the Whipple, Problems 112 high-level Performance- development of skills) and N., & of athletes approach Goal performance- (in which the Koestner, Performing reported their Items, the focus is on demonstrating R. Artists, goals prior to a Performance- competence relative to 20(1), 11- peak avoidance Goal others) approach goals were 16 performance Items, the associated with optimal and a Mastery Goal functioning. Musicians: catastrophic Items, and the performance goals were performance. Intrinsic Goal markedly more detrimental Non- Items were than mastery goals. It was randomized used. also found that intrinsic goals study. associated with a focus on enjoyement were particularly helpful for musicians. It is interesting to compare how athletes and musicians react to pressures of their different professional lives. The present study reported that while athletes use mastery and performance goals in a positive way, performance goals are more detrimental than mastery goals among musicians. Nevertheless, intrinsic goals were found helpful for musicians. The results show that, although it is known that some athletes also suffer from performance anxiety, their goals prior to a performance vary substantially from those of musicians. Therefore, it can be concluded that therapies may also be substantially different for each group. 29

Performance anxiety in gifted adolescent musicians

Performance anxiety in gifted adolescent musicians Anxiety Disorders 20 (2006) 98 109 Performance anxiety in gifted adolescent musicians Lydia Fehm*, Katja Schmidt Clinical Psychology and Psychotherapy, Technical University of Dresden, Chemnitzer Str.

More information

Background Paper: Shy Children. Briana Jackson. University of Pittsburgh. December 2011

Background Paper: Shy Children. Briana Jackson. University of Pittsburgh. December 2011 1 Background Paper: Shy Children Briana Jackson University of Pittsburgh December 2011 2 Shy Children Being shy is a highly occurring trait. It is seen in our family members, friends, partners, peers,

More information

Panic Control Therapy (PCT) 1 Barlow model

Panic Control Therapy (PCT) 1 Barlow model Problem-specific competences describe the knowledge and skills needed when applying CBT principles to specific conditions. They are not a stand-alone description of competences, and should be read as part

More information

Anxiety vs. Fear. Anxiety. Fear. Both involve physiological arousal. Both can be adaptive. Apprehension about a future threat

Anxiety vs. Fear. Anxiety. Fear. Both involve physiological arousal. Both can be adaptive. Apprehension about a future threat Anxiety Disorders Anxiety vs. Fear Anxiety Apprehension about a future threat Fear Response to an immediate threat Both involve physiological arousal Sympathetic nervous system Both can be adaptive Fear

More information

Overview. Classification, Assessment, and Treatment of Childhood Disorders. Criteria for a Good Classification System

Overview. Classification, Assessment, and Treatment of Childhood Disorders. Criteria for a Good Classification System Classification, Assessment, and Treatment of Childhood Disorders Dr. K. A. Korb University of Jos Overview Classification: Identifying major categories or dimensions of behavioral disorders Diagnosis:

More information

Your Anxious Child: What Parents Need to Know. Caryl Oris, MD

Your Anxious Child: What Parents Need to Know. Caryl Oris, MD Your Anxious Child: What Parents Need to Know Caryl Oris, MD What s Normal? n Normal developmental fears: n Separation Anxiety n Fear of the dark n Separation Anxiety n Fear is a physiological reaction

More information

Individual Planning: A Treatment Plan Overview for Individuals with Somatization Disorder

Individual Planning: A Treatment Plan Overview for Individuals with Somatization Disorder COURSES ARTICLE - THERAPYTOOLS.US Individual Planning: A Treatment Plan Overview for Individuals with Somatization Disorder Individual Planning: A Treatment Plan Overview for Individuals with Somatization

More information

MUSIC PERFORMANCE ANXIETY AND TEACHING ANXIETY: A REVIEW OF LITERATURE AND IMPLICATIONS FOR MUSIC EDUCATION A RESEARCH PAPER

MUSIC PERFORMANCE ANXIETY AND TEACHING ANXIETY: A REVIEW OF LITERATURE AND IMPLICATIONS FOR MUSIC EDUCATION A RESEARCH PAPER MUSIC PERFORMANCE ANXIETY AND TEACHING ANXIETY: A REVIEW OF LITERATURE AND IMPLICATIONS FOR MUSIC EDUCATION A RESEARCH PAPER SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

More information

Live patient discussion Sandra Ros (MA), Dr Lluís Puig

Live patient discussion Sandra Ros (MA), Dr Lluís Puig Department of Dermatology Hospital de la Santa Creu i Sant Pau op yr ig ht I P C N O V A R T I S P S O R I A S I S P R E C E P T O R S H I P C Live patient discussion Sandra Ros (MA), Dr Lluís Puig Barcelona,

More information

Anxiety and Optimal Piano Performance: A Pilot Study on the Application of the Individual Zone of Optimal Functioning (IZOF) Model

Anxiety and Optimal Piano Performance: A Pilot Study on the Application of the Individual Zone of Optimal Functioning (IZOF) Model International Journal of Psychological Studies; Vol. 8, No. 4; 2016 ISSN 1918-7211 E-ISSN 1918-722X Published by Canadian Center of Science and Education Anxiety and Optimal Piano Performance: A Pilot

More information

P A N A N X I E T Y C

P A N A N X I E T Y C P A N A N X I E T Y C The terms panic attack and anxiety attack are used interchangeably, but they are not the same. Key characteristics distinguish one from the other, though they have several symptoms

More information

Childhood Anxiety Disorders

Childhood Anxiety Disorders Childhood Anxiety Disorders Check-Lists and Descriptions for 5 Anxiety Disorders: Separation Anxiety Disorder Social Phobia Obsessive Compulsive Disorder Specific Phobia Generalized Anxiety Disorder Gregory

More information

Results of the Study Stage Fright, Well-being and Recovery in Performing Artists

Results of the Study Stage Fright, Well-being and Recovery in Performing Artists 1 Results of the Study Stage Fright, Well-being and Recovery in Performing Artists Contents Demographics... 1 Part 1: Stage Fright, Health & Well-being, and Recovery... 5 Constructs... 5 Assumptions...

More information

PSYCHOSOCIAL EVALUATION AND TREATMENT IN CHRONIC RESPIRATORY DISEASES

PSYCHOSOCIAL EVALUATION AND TREATMENT IN CHRONIC RESPIRATORY DISEASES PSYCHOSOCIAL EVALUATION AND TREATMENT IN CHRONIC RESPIRATORY DISEASES Prof Behcet Coşar M.D. Gazi Uni. School of Med. Psychiatry Dep Consultation Liaison Psychiatry Unit HUMAN Bio Psycho Social 11/6/2009

More information

Focus of Today s Presentation. Partners in Healing Model. Partners in Healing: Background. Data Collection Tools. Research Design

Focus of Today s Presentation. Partners in Healing Model. Partners in Healing: Background. Data Collection Tools. Research Design Exploring the Impact of Delivering Mental Health Services in NYC After-School Programs Gerald Landsberg, DSW, MPA Stephanie-Smith Waterman, MSW, MS Ana Maria Pinter, M.A. Focus of Today s Presentation

More information

Welcome to Pine Street Family Practice s Podcasts!!

Welcome to Pine Street Family Practice s Podcasts!! Welcome to Pine Street Family Practice s Podcasts!! New Series of Podcasts A Few Topics Anxiety Diabetes Hypertension Dementia Obesity Nutrition What will the podcast review? Brief information on a health

More information

AROUSAL AND ANXIETY SECTION B CHAPTER 11

AROUSAL AND ANXIETY SECTION B CHAPTER 11 SECTION B CHAPTER 11 AROUSAL AND ANXIETY Peak flow theory Csikzentmihalyi derived a theory which asserts that flow is an optimal experience which is intrinsically rewarding. Figure 11.4 shows the relationship

More information

Best Practices for Anxious Children and Teens. Christina Kirsch, MS Sharon Shorak, LSW

Best Practices for Anxious Children and Teens. Christina Kirsch, MS Sharon Shorak, LSW Best Practices for Anxious Children and Teens Christina Kirsch, MS Sharon Shorak, LSW The Anxious Child What we see Behavioral changes Emotional dysregulation Changes in academic performance Peer and social

More information

AP PSYCH Unit 12.1 Abnormal Psychology Anxiety Disorders

AP PSYCH Unit 12.1 Abnormal Psychology Anxiety Disorders AP PSYCH Unit 12.1 Abnormal Psychology Anxiety Disorders Defining Psychological Disorders Abnormal Psychology At various moments, all of us feel, think or act the same way disturbed people do much of

More information

Mindfulness as a Mediator of Psychological Wellbeing in a Stress Reduction Intervention for Cancer Patients - a randomized study

Mindfulness as a Mediator of Psychological Wellbeing in a Stress Reduction Intervention for Cancer Patients - a randomized study Mindfulness as a Mediator of Psychological Wellbeing in a Stress Reduction Intervention for Cancer Patients - a randomized study Richard Bränström Department of oncology-pathology Karolinska Institute

More information

Brief Psychiatric History and Mental Status Examination

Brief Psychiatric History and Mental Status Examination 2 Brief Psychiatric History and Mental Status Examination John R. Vanin A comprehensive medical evaluation includes a thorough history, physical examination, and appropriate laboratory, imaging and other

More information

Early Intervention Guidelines for Supporting School Anxiety. Information for Schools, Professionals and Parents/Carers

Early Intervention Guidelines for Supporting School Anxiety. Information for Schools, Professionals and Parents/Carers Early Intervention Guidelines for Supporting School Anxiety Information for Schools, Professionals and Parents/Carers Aims To outline what anxiety is and when it becomes problematic for children and young

More information

Feeling nervous? Class Objectives: 9/3/2008. Chapter 4-Anxiety Disorders. Discuss the paper guidelines

Feeling nervous? Class Objectives: 9/3/2008. Chapter 4-Anxiety Disorders. Discuss the paper guidelines Feeling nervous? Chapter 4-Anxiety Disorders Class Objectives: Discuss the paper guidelines How are anxiety, fear and panic similar? Different? What is GAD? Abnormal Psychology (PSY 210) Position Paper

More information

SCREENING FOR COMMON MENTAL DISORDERS DEPRESSIVE AND ANXIETY DISORDERS SUBSTANCE USE DISORDERS

SCREENING FOR COMMON MENTAL DISORDERS DEPRESSIVE AND ANXIETY DISORDERS SUBSTANCE USE DISORDERS SCREENING FOR COMMON MENTAL DISORDERS DEPRESSIVE AND ANXIETY DISORDERS SUBSTANCE USE DISORDERS COMMON MENTAL DISORDERS Depressive Disorders Anxiety Disorders Substance use disorders CMD in HIV Twice as

More information

Neurology and Trauma: Impact and Treatment Implications Damien Dowd, M.A. & Jocelyn Proulx, Ph.D.

Neurology and Trauma: Impact and Treatment Implications Damien Dowd, M.A. & Jocelyn Proulx, Ph.D. Neurology and Trauma: Impact and Treatment Implications Damien Dowd, M.A. & Jocelyn Proulx, Ph.D. Neurological Response to a Stressor Information from the senses goes to the thalamus which sends the information

More information

ID: Test Date: 05/14/2018 Name: Sample N. Student Rater Name: Self. Birth Date: 05/18/1999 Age: 18:11 Year in. Enrollment: Full-Time

ID: Test Date: 05/14/2018 Name: Sample N. Student Rater Name: Self. Birth Date: 05/18/1999 Age: 18:11 Year in. Enrollment: Full-Time Behavior Assessment System for Children, Third Edition (BASC -3) BASC-3 Self-Report of Personality - College Interpretive Summary Report Cecil R. Reynolds, PhD, & Randy W. Kamphaus, PhD Child Information

More information

University Staff Counselling Service

University Staff Counselling Service University Staff Counselling Service Anxiety and Panic What is anxiety? Anxiety is a normal emotional and physiological response to feeling threatened, ranging from mild uneasiness and worry to severe

More information

How to Cope with Anxiety

How to Cope with Anxiety How to Cope with Anxiety A PUBLICATION OF CBT PROFESSIONALS TABLE OF CONTENTS 1 Coping Skills for Anxiety 2 Breathing Exercise 3 Progressive Muscle Relaxation 4 Psychological Treatments for Anxiety 2 1.

More information

What? Me Worry!?! Module 1 Overview of Generalised Anxiety

What? Me Worry!?! Module 1 Overview of Generalised Anxiety Module 1 Overview of Generalised Anxiety ntroduction 2 Understanding Anxiety 2 Understanding Generalised Anxiety 3 What Causes Generalised Anxiety? 5 Module Summary 6 Page 1 ntroduction What? Me worry?

More information

Treatment of Anxiety as a Cooccurring Disorder

Treatment of Anxiety as a Cooccurring Disorder Treatment of Anxiety as a Cooccurring Disorder John J. Arnold, Ph.D., Sanctuary at Lake Chelan Community Hospital Presented at the 2016 Washington Behavioral Healthcare Conference Learning Objectives Learn

More information

Preventing Burnout: Rest, Relaxation, and Reduced Stress

Preventing Burnout: Rest, Relaxation, and Reduced Stress Digital Commons@ Loyola Marymount University and Loyola Law School Dance Department Student Works Dance 12-16-2012 Preventing Burnout: Rest, Relaxation, and Reduced Stress Georgina Lewis Loyola Marymount

More information

Workable Tools to equip your students with to help them manage their stress and anxiety

Workable Tools to equip your students with to help them manage their stress and anxiety Workable Tools to equip your students with to help them manage their stress and anxiety Optimus Promoting Mental Health Conference Session 1A 12.10-13.00 Dr Tina Rae Professional and Academic Tutor UEL

More information

- Study of description, cause and treatment of abnormal behaviour

- Study of description, cause and treatment of abnormal behaviour Abnormal Psychology LECTURE 1 - Introduction What is abnormal psychology? - Study of description, cause and treatment of abnormal behaviour What is abnormal? - Hard to define (does not have one necessary

More information

Introduction into Psychiatric Disorders. Dr Jon Spear- Psychiatrist

Introduction into Psychiatric Disorders. Dr Jon Spear- Psychiatrist Introduction into Psychiatric Disorders Dr Jon Spear- Psychiatrist Content Stress Major depressive disorder Adjustment disorder Generalised anxiety disorder Post traumatic stress disorder Borderline personality

More information

Managing Panic Disorder with Cognitive Behavior Therapy in Bangladesh: A Single Case Study

Managing Panic Disorder with Cognitive Behavior Therapy in Bangladesh: A Single Case Study Managing Panic Disorder with Cognitive Behavior Therapy in Bangladesh: A Single Case Study Shahanur Hossain M. Phil part-ii, Dept. of Clinical psychology, University of Dhaka, Bangladesh. What is panic

More information

Understanding and Coping with Stress

Understanding and Coping with Stress Understanding and Coping with Stress Learning Intentions 1. Understand the stress response 2. Understand the positive and negative effects of stress 3. Identify the what causes stress 4. Understand the

More information

Multiple Choice Questions

Multiple Choice Questions Multiple Choice Questions Which one of these represents intrinsic motivation? (A) Trophies (B) Medals (C) Enjoyment of the activity (D) Money Which one of these represents extrinsic motivation? (A) High

More information

Kids Get Chronic Pain Too

Kids Get Chronic Pain Too Kids Get Chronic Pain Too DR. Kathleen Cooke Anaesthetist and pain medicine specialist, St Vincent s Hospital, Qld A holistic plan is essential, including physical, emotional and social support, to manage

More information

-SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION. -Module Number Session

-SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION. -Module Number Session -SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION -Module Number- 7140166 -Session-1996-97 -Superclass- -Title- AF STRESS AND STRESS MANAGEMENT

More information

Ryan Hartmann, Ph.D.

Ryan Hartmann, Ph.D. Ryan Hartmann, Ph.D. Hormones Emerging Sexuality Pressure to like the opposite sex Girls developing earlier Can look fully developed Boys slower to develop Children are more aggressive Mean towards each

More information

CBT FOR ANXIETY (CBT-A): WHAT CAN I DO WITH MY PATIENT INSTEAD OF GIVING THEM A PRN BENZODIAZEPINE

CBT FOR ANXIETY (CBT-A): WHAT CAN I DO WITH MY PATIENT INSTEAD OF GIVING THEM A PRN BENZODIAZEPINE Psychiatry and Addictions Case Conference UW Medicine Psychiatry and Behavioral Sciences CBT FOR ANXIETY (CBT-A): WHAT CAN I DO WITH MY PATIENT INSTEAD OF GIVING THEM A PRN BENZODIAZEPINE PATRICK J. RAUE,

More information

Chronic Fatigue Syndrome (CFS) / Myalgic Encephalomyelitis/Encephalopathy (ME)

Chronic Fatigue Syndrome (CFS) / Myalgic Encephalomyelitis/Encephalopathy (ME) Chronic Fatigue Syndrome (CFS) / Myalgic Encephalomyelitis/Encephalopathy (ME) This intervention (and hence this listing of competences) assumes that practitioners are familiar with, and able to deploy,

More information

Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe Chapter 7: Anxiety Disorders. Anxiety Disorders

Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe Chapter 7: Anxiety Disorders. Anxiety Disorders Anxiety Disorders Experiencing Anxiety Anxiety: characterized by strong negative emotion and tension in anticipation of future danger or threat Moderate amounts of anxiety is adaptive; helps us cope with

More information

CBT for Hypochondriasis

CBT for Hypochondriasis CBT for Hypochondriasis Ahmad Alsaleh, MD, FRCPC Assistant Professor of Psychiatry College of Medicine, KSAU-HS, Jeddah Agenda Types of Somatoform Disorders Characteristics of Hypochondriasis Basic concepts

More information

Family-centered Stress Management for Childhood Cancer: A Multimodal Intervention for Children Newly Diagnosed with Cancer and their Families

Family-centered Stress Management for Childhood Cancer: A Multimodal Intervention for Children Newly Diagnosed with Cancer and their Families Family-centered Stress Management for Childhood Cancer: A Multimodal Intervention for Children Newly Diagnosed with Cancer and their Families Linda Ewing, Ph.D., RN Department of Psychiatry University

More information

Stage fright : its exeperience as a problem and coping with it.

Stage fright : its exeperience as a problem and coping with it. Studer, R.; Danuser, B.; Hildebrandt, H.; Arial, M.; Gomez, P. Stage fright : its exeperience as a problem and coping with it. International Archives of Occupational and Environmental Health, 84(7):761-771,

More information

Bouncing back from setbacks

Bouncing back from setbacks Bouncing back from setbacks The development of human resiliency is none other than the process of healthy human development. (Benard, B. 2004, Resiliency: What we have learned. p. 9) What began as a quest

More information

The Attentional and Interpersonal Style (TAIS) Inventory: Measuring the Building Blocks of Performance

The Attentional and Interpersonal Style (TAIS) Inventory: Measuring the Building Blocks of Performance The Attentional and Interpersonal Style (TAIS) Inventory: Measuring the Building Blocks of Performance - Once an individual has developed the knowledge base and technical skills required to be successful

More information

TeensHealth.org A safe, private place to get doctor-approved information on health, emotions, and life. Anxiety Disorders. What Is Anxiety?

TeensHealth.org A safe, private place to get doctor-approved information on health, emotions, and life. Anxiety Disorders. What Is Anxiety? TeensHealth.org A safe, private place to get doctor-approved information on health, emotions, and life. What Is Anxiety? Anxiety Disorders Liam had always looked out for his younger brother Sam. But whenever

More information

The Deteriorate Function of Cognitive Anxiety on Rowing Athletes

The Deteriorate Function of Cognitive Anxiety on Rowing Athletes The International Journal of Indian Psychology ISSN 2349-3429 (e) ISSN: 2349-3429 (p) Volume 2, Special Issue, Paper ID: IJIPS20150209 http://www.ijip.in February 2015 The Deteriorate Function of Cognitive

More information

Residual Functional Capacity Questionnaire MENTAL IMPAIRMENT

Residual Functional Capacity Questionnaire MENTAL IMPAIRMENT Residual Functional Capacity Questionnaire MENTAL IMPAIRMENT Patient: DOB: Physician completing this form: Please complete the following questions regarding this patient's impairments and attach all supporting

More information

Dr Rikaz Sheriff. Senior Medical Officer, Western Hospital

Dr Rikaz Sheriff. Senior Medical Officer, Western Hospital Dr Rikaz Sheriff MBBS Senior Medical Officer, Western Hospital Transplant & Employee Counselor PGIM Trainee MSc in Biomedical Informatics PGIM Trainee Certificate in Medical Education Outline Psychological

More information

What is Stress? What Causes Stress?

What is Stress? What Causes Stress? Stress Management What is Stress? Any situation can lead to stress too much to do, a conflict between people, disappointment, criticism, even compliments. These situations are not stress; they are stressors.

More information

The Brave Child How to Help Your Child Adapt, Move Forward, and Thrive (Even When They Are Scared)

The Brave Child How to Help Your Child Adapt, Move Forward, and Thrive (Even When They Are Scared) The Brave Child How to Help Your Child Adapt, Move Forward, and Thrive (Even When They Are Scared) Presented to: Wallingford-Swarthmore School District January 10, 2017 K a t h e r i n e D a h l s g a

More information

NEDC e-bulletin. Issue 19 February 2014

NEDC e-bulletin. Issue 19 February 2014 NEDC e-bulletin Issue 19 February 2014 Introduction Welcome to the February edition of the NEDC e-bulletin. This month we are highlighting issues of relevance to athletes, coaches and other sport and fitness

More information

ACE Personal Trainer Manual, 4 th edition. Chapter 2: Principles of Adherence and Motivation

ACE Personal Trainer Manual, 4 th edition. Chapter 2: Principles of Adherence and Motivation ACE Personal Trainer Manual, 4 th edition Chapter 2: Principles of Adherence and Motivation 1 Learning Objectives Based on Chapter 2 of the ACE Personal Trainer Manual, 4 th ed., this session describes

More information

Acknowledgements. Illness Behavior A cognitive and behavioral phenomenon. Seeking medical care. Communicating pain to others

Acknowledgements. Illness Behavior A cognitive and behavioral phenomenon. Seeking medical care. Communicating pain to others Acknowledgements Parent Training to Address Pediatric Functional Abdominal Pain: A Researcher s Perspective Dr. Kim Swanson National Institutes of Health Rona L. Levy, MSW, PhD, MPH Professor and Director

More information

HERTFORDSHIRE PARTNERSHIP UNIVERSITY NHS FOUNDATION TRUST. Referral Criteria for Specialist Tier 3 CAMHS

HERTFORDSHIRE PARTNERSHIP UNIVERSITY NHS FOUNDATION TRUST. Referral Criteria for Specialist Tier 3 CAMHS Referral Criteria for Specialist Tier 3 CAMHS Specialist CAMHS provides mental health support, advice and guidance and treatment for Children and Young People with moderate or severe mental health difficulties,

More information

The Deteriorate Function of Cognitive Anxiety on Sepak Takraw Athletes

The Deteriorate Function of Cognitive Anxiety on Sepak Takraw Athletes The International Journal of Indian Psychology ISSN 2349-3429 (e) ISSN: 2349-3429 (p) Volume 2, Special Issue, Paper ID: IJIPS20150205 http://www.ijip.in February 2015 ABSTRACT: The Deteriorate Function

More information

An investigation into the acute effect of exercise on physiological and psychological responses to musical performance

An investigation into the acute effect of exercise on physiological and psychological responses to musical performance International Symposium on Performance Science ISBN 978-94-90306-02-1 The Author 2011, Published by the AEC All rights reserved An investigation into the acute effect of exercise on physiological and psychological

More information

Learning and Anxiety 1

Learning and Anxiety 1 Learning and Anxiety 1 Childhood Learning Experiences in the Development and Maintenance of Anxiety Disorders Margo C. Watt a,b & Samantha DiFrancescantonio a Submitted to Strides October 2010 a Department

More information

Stress and Anxiety: How to Support Students ALDI Symposium October 8, 2014

Stress and Anxiety: How to Support Students ALDI Symposium October 8, 2014 Stress and Anxiety: How to Support Students ALDI Symposium October 8, 2014 Elana Bloom & Gerry Weintraub Center of Excellence for Mental Health What is Stress? A cognitive/physical reaction when we perceive

More information

The Complexity of Fear Are you experiencing anxiety, or is it fear?

The Complexity of Fear Are you experiencing anxiety, or is it fear? Name: Class: The Complexity of Fear Are you experiencing anxiety, or is it fear? By Mary C. Lamia, Ph.D. 2011 Fear is a universal human emotion that researchers, psychologists, and philosophers have been

More information

Anxiety. Learn, think, do

Anxiety. Learn, think, do Anxiety Learn, think, do Anxiety disorders are the most common mental health problem in Australia. The Australian Bureau of Statistics reports that anxiety affects over 2 million people aged 16 85 years,

More information

CHAPTER 8 SPORT AND EXERCISE PSYCHOLOGY. Robin S. Vealey

CHAPTER 8 SPORT AND EXERCISE PSYCHOLOGY. Robin S. Vealey CHAPTER 8 SPORT AND EXERCISE PSYCHOLOGY Robin S. Vealey Chapter Objectives Discuss what scholars and professionals do in sport and exercise psychology. Describe how sport and exercise psychology evolved

More information

Psychosocial Outcome Severity Guide Instructor s Guide

Psychosocial Outcome Severity Guide Instructor s Guide Centers for Medicare & Medicaid Services (CMS) Instructor s Guide 2006 Prepared by: American Institutes for Research 1000 Thomas Jefferson St, NW Washington, DC 20007 Slide 1 Psychosocial Outcome Severity

More information

DSM-IV-TR Diagnostic Criteria For Posttraumatic Stress Disorder

DSM-IV-TR Diagnostic Criteria For Posttraumatic Stress Disorder DSM-IV-TR Diagnostic Criteria For Posttraumatic Stress Disorder PTSD When an individual who has been exposed to a traumatic event develops anxiety symptoms, re-experiencing of the event, and avoidance

More information

Is Facilitating Anxiety All in Your Head?

Is Facilitating Anxiety All in Your Head? Sophia Junior College Faculty Journal Vol.28, 2008, 1-7 Is Facilitating Anxiety All in Your Head? Kenneth E. Williams This paper examines research concerning facilitating anxiety that is often cited in

More information

HAMILTON ANXIETY RATING SCALE (HAM-A)

HAMILTON ANXIETY RATING SCALE (HAM-A) HAMILTON ANXIETY RATING SCALE (HAM-A) Mood Disorders Psychopharmacology Unit www.mdpu.ca 1 Patient Information Patient Date Day Mth. Year Time Hour Min Personal notes 1. Anxious mood This item covers the

More information

Mr. Stanley Kuna High School

Mr. Stanley Kuna High School Mr. Stanley Kuna High School Stress What is Stress? Stress is - The mental, emotional, and physiological response of the body to any situation that is new, threatening, frightening, or exciting. Stress

More information

October 8, 2013 Teens and Stress Presented by: Susan Sakamoto, MSW, MHP, EMMHS, CMH

October 8, 2013 Teens and Stress Presented by: Susan Sakamoto, MSW, MHP, EMMHS, CMH October 8, 2013 Teens and Stress Presented by: Susan Sakamoto, MSW, MHP, EMMHS, CMH susans@youtheastsideservices.org A lifeline for kids and families AGENDA Who Is YES? Let s Talk Stress o What is it?

More information

Science Update: Inform Your Mindfulness Teaching and Practice with Current Research.

Science Update: Inform Your Mindfulness Teaching and Practice with Current Research. Science Update: Inform Your Mindfulness Teaching and Practice with Current Research www.behavioraltech.org Moderator Introduction Randy Wolbert, LMSW, CAADC, CCS www.behavioraltech.org How to Submit Questions

More information

Psychopathy. Phil408P

Psychopathy. Phil408P Psychopathy Phil408P Antisocial Personality Disorder (APD) "A pattern of irresponsible and antisocial behaviour beginning in childhood or early adolescence and continuing into adulthood." Psychopathy is

More information

Self-confidence can increase or decrease according to the context (situation, time, people) we are in.

Self-confidence can increase or decrease according to the context (situation, time, people) we are in. Self Confidence 1 SELF-CONFIDENCE Self-confidence can be described as one's trust in his/her own thoughts, feelings and learning ability. Self-confident people can evaluate their experience in a correct

More information

The Influence of Somatic Anxiety on Sport Performance among Taekwondo Athletes

The Influence of Somatic Anxiety on Sport Performance among Taekwondo Athletes EUROPEAN ACADEMIC RESEARCH Vol. II, Issue 10/ January 2015 ISSN 2286-4822 www.euacademic.org Impact Factor: 3.1 (UIF) DRJI Value: 5.9 (B+) The Influence of Somatic Anxiety on Sport Performance among Taekwondo

More information

ADULT-CHILD-OF-AN-ALCOHOLIC (ACA) TRAITS

ADULT-CHILD-OF-AN-ALCOHOLIC (ACA) TRAITS ADULT-CHILD-OF-AN-ALCOHOLIC (ACA) TRAITS BEHAVIORAL DEFINITIONS 1. Has a history of being raised in an alcoholic home, which resulted in having experienced emotional abandonment, role confusion, abuse,

More information

UNDERSTANDING AND MANAGING STRESS: TAKING CONTROL

UNDERSTANDING AND MANAGING STRESS: TAKING CONTROL UNDERSTANDING AND MANAGING STRESS: TAKING CONTROL Tools & Techniques Psychology & Physiology 24/48 Hour Rule Relaxation Techniques Putting it all Together Resources Problem Solving Action Plan Don Melnychuk,

More information

School-Based Mental Health: Supports, Strategies and Recommendations

School-Based Mental Health: Supports, Strategies and Recommendations School-Based Mental Health: Supports, Strategies and Recommendations Dr. Anthony Folino, Ph.D., C.Psych School and Child Clinical Psychologist Folino 2017 Note: Please do not disseminate the contents of

More information

Consequences of Anxiety. Common Difficulties Due to Anxiety and How Post-Secondary Educators Can Help. Slide 1

Consequences of Anxiety. Common Difficulties Due to Anxiety and How Post-Secondary Educators Can Help. Slide 1 1 Common Difficulties Due to Anxiety and How Post-Secondary Educators Can Help Julie L. Ryan, Ph.D. Assistant Professor of Psychology Fairleigh Dickinson University 2 Facts about Anxiety Disorders Anxiety

More information

CBT Treatment. Obsessive Compulsive Disorder

CBT Treatment. Obsessive Compulsive Disorder CBT Treatment Obsessive Compulsive Disorder 1 OCD DEFINITION AND DIAGNOSIS NORMAL WORRIES & COMPULSIONS DYSFUNCTIONAL/ABNORMAL OBSESSIONS DSM IV DIAGNOSIS 2 OCD DIAGNOSIS DSM IV & ICD 10 A significant

More information

What is anxiety? What does it look like? Why is my child anxious? What can I do to help my child?

What is anxiety? What does it look like? Why is my child anxious? What can I do to help my child? What is anxiety? What does it look like? Why is my child anxious? What can I do to help my child? Group Activity: How do you know when your child is anxious? What is anxiety? Anxiety is a feeling of unease,

More information

The Relationship Between State-Trait Anxiety and Students' Sense of Social Self-Efficacy

The Relationship Between State-Trait Anxiety and Students' Sense of Social Self-Efficacy World Applied Sciences Journal 20 (3): 395-400, 2012 ISSN 1818-4952 IDOSI Publications, 2012 DOI: 10.5829/idosi.wasj.2012.20.03.1275 The Relationship Between State-Trait Anxiety and Students' Sense of

More information

Molly Faulkner, PhD, CNP, LISW UNM, Dept of Psychiatry and Behavioral Sciences Div of Community Behavioral Health

Molly Faulkner, PhD, CNP, LISW UNM, Dept of Psychiatry and Behavioral Sciences Div of Community Behavioral Health Molly Faulkner, PhD, CNP, LISW UNM, Dept of Psychiatry and Behavioral Sciences Div of Community Behavioral Health What is anxiety? What causes anxiety? When is anxiety a problem? What is the size of the

More information

Depression, Anxiety, and the Adolescent Athlete: Introduction to Identification and Treatment

Depression, Anxiety, and the Adolescent Athlete: Introduction to Identification and Treatment Depression, Anxiety, and the Adolescent Athlete: Introduction to Identification and Treatment Jamie E. Pardini, PhD Sports Medicine and Concussion Specialists Banner University Medical Center-Phoenix University

More information

Managing Stress and Anxiety. Fitchburg State College Expanding Horizons Program

Managing Stress and Anxiety. Fitchburg State College Expanding Horizons Program Managing Stress and Anxiety Fitchburg State College Expanding Horizons Program What is Anxiety? Anxiety is a feeling of dread about something unpleasant or threatening that might happen even when there

More information

Mindfulness and dyspareunia: a study of how our mind can dissolve sexual pain

Mindfulness and dyspareunia: a study of how our mind can dissolve sexual pain Mindfulness and dyspareunia: a study of how our mind can dissolve sexual pain Faculty of Health Medicine and Life Sciences e.perezcruz@student.maastrichtuniversity.nl Abstract Mindfulness has its roots

More information

CBT+ Measures Cheat Sheet

CBT+ Measures Cheat Sheet CBT+ Measures Cheat Sheet Child and Adolescent Trauma Screen (CATS). The CATS has 2 sections: (1) Trauma Screen and (2) DSM5 sx. There are also impairment items. There is a self-report version for ages

More information

Stability and Change of Adolescent. Coping Styles and Mental Health: An Intervention Study. Bernd Heubeck & James T. Neill. Division of Psychology

Stability and Change of Adolescent. Coping Styles and Mental Health: An Intervention Study. Bernd Heubeck & James T. Neill. Division of Psychology Stability and Change of Adolescent Coping Styles and Mental Health: An Intervention Study Bernd Heubeck & James T. Neill Division of Psychology The Australian National University Paper presented to the

More information

Does anxiety cause some difficulty for a young person you know well? What challenges does this cause for the young person in the family or school?

Does anxiety cause some difficulty for a young person you know well? What challenges does this cause for the young person in the family or school? John Walker, Ph.D. Department of Clinical Health Psychology University of Manitoba Everyone has the emotions at times. Signal us to be careful. Help us to stay safe. Most children and adults have mild

More information

Teen Stress and Anxiety Wayne Hills Counseling Dept. June, 2017

Teen Stress and Anxiety Wayne Hills Counseling Dept. June, 2017 Teen Stress and Anxiety Wayne Hills Counseling Dept. June, 2017 True or False? 1. Even something positive, such as being selected for an award, can be stressful 2. The amount of stress you feel depends

More information

What You Need to Know. Self-Regulation: 5 Domains of Self-Reg

What You Need to Know. Self-Regulation: 5 Domains of Self-Reg What You Need to Know. Self-Regulation: 5 Domains of Self-Reg The Shanker Self-Reg Framework Self-regulation refers to the manner in which an individual deals with stress, in all its many forms, and then

More information

Mindfulness: High Performance. Life Balance. Sustainable Change 2017 CENTER FOR HUMAN PERFORMANCE

Mindfulness: High Performance. Life Balance. Sustainable Change 2017 CENTER FOR HUMAN PERFORMANCE Mindfulness: High Performance. Life Balance. Sustainable Change BARBARA WALKER, PH.D. PERFORMANCE PSYCHOLOGIST CENTER FOR HUMAN PERFORMANCE Desired Destination A state in which our mind, body, and energy

More information

Emotional Development

Emotional Development Emotional Development How Children Develop Chapter 10 Emotional Intelligence A set of abilities that contribute to competent social functioning: Being able to motivate oneself and persist in the face of

More information

INFORMATION PAPER: INTRODUCING THE NEW DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER

INFORMATION PAPER: INTRODUCING THE NEW DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER INFORMATION PAPER: INTRODUCING THE NEW DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER What is the DSM-5? The Diagnostic and Statistical Manual of Mental Disorders (the DSM) is developed by the

More information

Chapter Three BRIDGE TO THE PSYCHOPATHOLOGIES

Chapter Three BRIDGE TO THE PSYCHOPATHOLOGIES Chapter Three BRIDGE TO THE PSYCHOPATHOLOGIES Developmental Psychopathology: From Infancy through Adolescence, 5 th edition By Charles Wenar and Patricia Kerig When do behaviors or issues become pathologies?

More information

PSYCHOLOGICAL PERSPECTIVES PERINATAL ANXIETY DISORDERS

PSYCHOLOGICAL PERSPECTIVES PERINATAL ANXIETY DISORDERS PSYCHOLOGICAL PERSPECTIVES PERINATAL ANXIETY DISORDERS Abbey Kruper, Psy.D. Assistant Professor Department of Obstetrics & Gynecology Medical College of Wisconsin OBJECTIVES 1. Overview of perinatal anxiety

More information

4/3/2017 WHAT IS ANXIETY & WHY DOES IT MATTER? PSYCHOLOGICAL PERSPECTIVES PERINATAL ANXIETY DISORDERS OBJECTIVES. 1. Overview of perinatal anxiety

4/3/2017 WHAT IS ANXIETY & WHY DOES IT MATTER? PSYCHOLOGICAL PERSPECTIVES PERINATAL ANXIETY DISORDERS OBJECTIVES. 1. Overview of perinatal anxiety PSYCHOLOGICAL PERSPECTIVES PERINATAL ANXIETY DISORDERS Abbey Kruper, Psy.D. Assistant Professor Department of Obstetrics & Gynecology Medical College of Wisconsin OBJECTIVES 1. Overview of perinatal anxiety

More information