By Wendy K. Silverman
For a long time, nervousness and phobie problems ofchildhoodand formative years have been neglected through clinicians and researchers alike. They have been seen as mostly benign, as difficulties that have been fairly light, age-specific, and transitory. With time, it used to be proposal, they'd easily disappear or "go away"-that the kid or adolescent could magically "outgrow" them with improvement and they wouldn't adversely have an effect on the transforming into baby or adolescent. accordingly ofsuch considering, it used to be concluded that those "internalizing" difficulties weren't worthwhile or deserving of our concerted and cautious attention-that different difficulties of adolescence and formative years and, specifically, "externalizing" difficulties comparable to behavior disturbance, oppositional defiance, and attention-deficit difficulties de manded our specialist energies and assets. those assumptions and asser tions were challenged vigorously lately. Scholarly books (King, Hamilton, & Ollendick, 1988; Morris & Kratochwill, 1983) have documented the massive misery and distress linked to those issues, whereas experiences ofthe literature have proven that those problems are whatever yet transitory; for an important variety of adolescence those difficulties persist into overdue early life and maturity (Ollendick & King, 1994). sincerely, such findings sign the necessity for therapy courses that "work"--programs which are powerful within the brief time period and efficacious over the lengthy haul, generating results which are sturdy and generalizable, as weil as results that improve the lifestyles functioning of youngsters and youth and the households that evince such problems.
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Additional resources for Anxiety and Phobic Disorders: A Pragmatic Approach
We also emphasize specific mechanics about the actual completion of the daily diaries . For example, we carefully explain what each column means and how specific entries should be made. Specifically, under "Situation," we explain that we want the children to write down where they were when they experienced fear or anxiety. ,':::, ~ ~= I ;~i "' ''' ~ ~ -" So ,.. - ~ ~ ~ H <, ~, /-1- 1--\ -: ::t. :::. ,. " ~ ~ 1. " "'" = 01 = "'" = ---;0 ~ 5 §i >I t+ < '-1:-.. - -. :i;;' ~ ~ ~ <:- , (- 2 ... ~ H " L '" ~ ~ ~ ~ ........
It is best that the information be recorded onto the forms as soon as possible after the event to avoid forgetting. To emphasize this point we ask the children ifthey can tell us everything that they have eaten that day, every song they have heard on the radio, etc . We then point out how they would be better able to tell us these things ifthey wrote it down right after eating a particular food or hearing a song. Thus, we instruct the children to place the daily diary form in a place where it will be most accessible when needed, such as by their bed if they have fearful thoughts at night, in their school bag ifthey have fearful thoughts at school, and so on .
Despite this, we have found the daily diaries to be clinically useful. The information obtained helps to provide a more complete picture ofthe types ofsituations that children find anxiety-provoking, and their subsequent reactions, in terms of their thoughts , feelings, and behaviors. The information also serves to facilitate and to focus our discussions with the children during the treatment sessions . However, as we have noted, we are not natural -born observers and recorders of our thoughts, feelings , and behaviors , and keeping track of such information can be areal burden and nuisance .
Anxiety and Phobic Disorders: A Pragmatic Approach by Wendy K. Silverman