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Separation Anxiety Disorder Thesis
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TOPIC: Thesis on Separation Anxiety Disorder Assignment
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Home > Graduate Studies > Student Work > Dissertations and Theses @ UNI > 1575
Dissertations and Theses @ UNI
Separation anxiety within the school context: a qualitative study of the beliefs and practices of parents and teachers.
Lauryn C. Muller , University of Northern Iowa
Availability
Open Access Thesis
Separation anxiety in adolescence; Separation anxiety in children; Academic theses;
This paper presents the results of a qualitative study. Data were collected from two sources close to a child/adolescent that was either diagnosed with SAD or was exhibiting the symptoms set forth by the DSM-IV-TR. The sources included the primary caregiver and the primary teacher during symptom presentation. Semi-structured interviews were conducted with both sources separately. Interviews focused on the following three research question areas: (a) Parent feelings, (b) parent involvement, and (c) desire for information/supports needed. These areas are described and discussed in detail and data are analyzed while comparing parents that work within the school system to parents that are not otherwise associated with the school system. Suggestions for future research generated by this study are presented.
Year of Submission
Degree name.
Specialist in Education
Department of Educational Psychology, Foundations, and Leadership Studies
Department of Educational Psychology and Foundations
First Advisor
Charlotte M. Haselhuhn
If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to [email protected] and include clear identification of the work, preferably with URL.
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1 PDF file (66 pages)
©2006 Lauryn C. Muller
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Muller, Lauryn C., "Separation Anxiety Within the School Context: A Qualitative Study of the Beliefs and Practices of Parents and Teachers" (2006). Dissertations and Theses @ UNI . 1575. https://scholarworks.uni.edu/etd/1575
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In this study, our focus is on Adult Separation Anxiety, particularly within a sample of Emerging Adults, spanning from 18 to 26 years old (72.6% women, 26.8% men). Emerging Adulthood denotes a life stage bridging adulthood and adolescence. Given that a significant portion of our sample (43.3%) has exhibited clinical levels of adult separation anxiety, we aim to deepen our understanding of this construct. To achieve this, we have conducted comparative analyses between adult separation anxiety and other psychological constructs, including depression, anxiety, intolerance to uncertainty, and emotional regulation. Furthermore, we have explored whether these constructs can serve as predictors of adult separation anxiety.
Understanding Adult Separation Anxiety: Exploring Predictors and Comparisons with Depression, Anxiety, Intolerance of Uncertainty and Emotional Regulation in Emerging Adults
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Exploring the Relationship Between Attentional Bias and Symptoms of Adult Separation Anxiety Disorder
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Purpose : Research has identified attentional bias towards threatening stimuli as a contributing factor to anxiety disorders, and treatment targeting this bias has been shown to reduce symptoms of anxiety (Azriel & Bar-Haim, 2020). Studies have found attentional bias to threats among children with separation anxiety disorder (SAD) when tested with dot-probe tasks, with a stronger bias seen when threats are disorder-congruent (Pergamin-Hight et al., 2015). No study has yet investigated this relationship among adults, despite growing recognition that separation anxiety is frequent in this population. Therefore, we investigated the relationship between SAD symptoms and attentional bias toward threatening stimuli (general and separation-specific) on a dot-probe task in a sample of adults, with the goal of informing targeted treatment for adult separation anxiety disorder (ASAD). Methods : Undergraduate participants ( n = 57) completed a measure of ASAD symptom severity (ASA-27) and two versions of the dot-probe task, one with separation-specific threatening words and one with generally threatening words. Attentional bias was tested using detection latency. Results : Spearman’s rho correlations between ASA-27 and separation-specific threat trials ( r s = -.07; p = .62) and general threat trials ( r s = .07; p = .60) were not significant. However, ASAD symptoms were correlated with reduced accuracy on trials following ASAD-specific threat words ( r s = -.38, p = .004), but not general threat words ( r s = -.16, p = .22). Conclusions : We did not find that ASAD symptoms related to attentional bias. However, individuals with more ASAD symptoms were less accurate on trials that involved ASAD-threat words, suggesting an emotional interference effect of disorder-specific threats on task performance.
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Some general anxiety disorders that impact children such as generalized anxiety disorder, separation anxiety and social phobias are found in about 5-10% of children (Barrett et al., 1996; Moore, 2002). One type of anxiety disorder that affects many children in school systems is Separation Anxiety Disorder or SAD. SAD is the only anxiety disorder
Some anxiety disorders that affect children such as generalized anxiety disorder, separation anxiety and social phobias are found in 5-10% of children (Barrett et al.; Moore, 2002). One type of anxiety disorder that affects many children is separation anxiety disorder or SAD, which "is the sole anxiety disorder of childhood retained in
TOPIC: Thesis on Separation Anxiety Disorder Assignment Separation anxiety is one of the most common forms of anxiety and is a part of the normal cognitive development of the child. It usually develops in a child from the 7th month and peaks before 18 months during which period the child does not want to loose the company of the mother or the ...
whether a child develops separation anxiety. Mothers specifically were examined due to possible gender differences of the parent. Because parental anxiety is a known factor that influences child anxiety, overall parental trait anxiety was included in the analyses to help determine the unique influence of other factors.
Jan 30, 2024 · John R. Keefe (“Jack”), PhD, is an Assistant Professor of Psychology at Long Island University-Brooklyn and a clinical faculty member at the Albert Einstein College of Medicine in the Bronx, NY. Dr. Keefe is an early career psychotherapist and researcher focusing on psychodynamic outcome and process research, especially in anxiety and PTSD.
This paper presents the results of a qualitative study. Data were collected from two sources close to a child/adolescent that was either diagnosed with SAD or was exhibiting the symptoms set forth by the DSM-IV-TR. The sources included the primary caregiver and the primary teacher during symptom presentation. Semi-structured interviews were conducted with both sources separately. Interviews ...
To achieve this, we have conducted comparative analyses between adult separation anxiety and other psychological constructs, including depression, anxiety, intolerance to uncertainty, and emotional regulation. Furthermore, we have explored whether these constructs can serve as predictors of adult separation anxiety.
5 days ago · Therefore, we investigated the relationship between SAD symptoms and attentional bias toward threatening stimuli (general and separation-specific) on a dot-probe task in a sample of adults, with the goal of informing targeted treatment for adult separation anxiety disorder (ASAD).
Separation anxiety disorder (SAD) is one of the most common childhood anxiety disorders. [1][2][3] SAD refers to an. exaggeration of otherwise developmentally normal anxiety manifested by excessive concern, worry, and even dread of. the real or anticipated separation from an attachment figure.[4][5] Although separation anxiety is a developmentally
nightmares about separation, potentially further disrupting sleep (Francis, Last, & Strauss, 1987). SAD may be significantly interfering not only for the child, but also for the attachment figure and other family members. Separation anxiety in one child affects overall family life and parental stress when the child’s anxiety limits the activities