For a long time, exercise was always something that I shied away from doing. It was never something that I enjoyed, and it constantly felt like a chore that I had to participate in. I was always the slowest in school PE classes and swimming, the one sport I could do, unfortunately, became something that felt impossible to do when I began having daily panic attacks. Swimming pools felt so claustrophobic, and my biggest fear was having a panic attack in the centre of a pool and being unable to get out. So I simply stopped doing it. As soon as PE became optional instead of compulsory at school, I stopped doing that, too, and suddenly exercise became virtually non-existent in my life.
So many people told me that exercise would help me feel better. They said that it would give me something to get up for on days when I refused to get out of bed. At the time, it was hard enough to even go downstairs in my house, so the idea of exercise was the last thing I wanted to think about. And I also just did not want to believe it because it was always something that I had struggled with and had never typically enjoyed. It was actually lockdown which changed my mindset drastically. Suddenly the hour walk we were allowed each day was my saving grace and it became the best part of my day.
I am here to tell you that actually, those people were correct, and actually, exercise has greatly reduced my daily anxiety. Walking, in particular, is something that I try to make sure I do every day now. There is just something about walking in the fresh air, even if it’s just for twenty minutes, which immediately calms me. I tend to walk at my own pace, often with my dog, in the morning before my day starts and it’s safe to say that I have noticed a huge decrease in my own stress and anxiety.
I am a person who also gets very anxious about social events, and so I have incorporated walking into my way of dealing with this anxiety, too. I will now purposely park at least ten minutes away from where I need to be so that I can take that time to walk and calm myself down before having to be sociable. I always found that if my anxiety levels were high when entering somewhere busy, then it would be much harder to try and calm down, often leading to panic attacks where I would feel like I needed to leave early. Incorporating a walk into these things has become a way of me taking back control of my own emotions before having to enter a potentially uncomfortable situation.
I have also found that walking can also be a sociable occasion. Throughout my teenage years, I held a lot of guilt and anger over how I felt anxiety was holding me back from seeing my friends, and I truly felt as though there was no way of getting out of the hold that it had on me. But, as my friends and I have got older and our lives have become busier, walking together has become our way of catching up (it also helps that we forget we’re also doing exercise!) and we usually incorporate a coffee stop somewhere on route, too.
Within a couple of years, I have gone from someone who despised any form of exercise, overthinking the way that I walk or worried that people would be judging me for walking too slowly, to someone who genuinely credits walking as a crucial aspect of decreasing panic attacks, anxiety, and stress. It has become something that I genuinely enjoy, and I really wish that I had listened to those people who told me years ago that exercise would help my mental health. Every person has different ways of coping with anxiety and panic attacks, but exercise has truly been something that has helped me immensely.
I’ve recently had cause to seek counselling as a result of a significant bereavement in my life. The bereavement followed a long, drawn-out illness, the witnessing of which was hard, and took its toll on my mental health.
The run-up to the funeral ended up being even more fraught than might ordinarily be the case, because first, logistical reasons meant we had to wait several weeks to hold it, and secondly, a matter I will describe in an understated manner as ‘family politics’ left me genuinely anxious about the people I would encounter at the event. This was all on top of the fact that preparing for a funeral of a loved one is fairly horrendous at the best of times.
Someone who doesn’t ordinarily suffer from anxiety would probably have found themselves anxious anyway – but I found my anxiety spiralling in this period. What I didn’t realise until I discussed this with my counsellor was the extent to which my mind was fixated on the extremes; I had entirely concocted in my mind what a ‘worst case scenario’ and ‘best case scenario’ might look like, and it was as though my body was continually in fight or flight mode working out how to respond to these.
Extremes like these are a massive part of suffering with anxiety. Even if it’s anxiety about, e.g. being late for something, our minds continually try to pre-empt that, and prepare our reactions for dealing with the worst case.
It was discussing the above with my counsellor that led her to point out that, statistically, and being realistic, the most likely outcome of something you are anxious about probably isn’t the worst case. It may not be the best case either; in fact, it’s probably somewhere in between those two ‘extremes’.
Sounds obvious and a bit like common sense when you put it like that, then? Well, yes. However, until she had presented my anxious brain with that proposition in those bald terms, I had never considered there might be an alternative, and suddenly it felt as though I had something of a shield against the anxiety. I used it as a mantra to help me face the day – and as it turned out, the counsellor’s prediction about the outcome being somewhere in between turned out to be spot on. The thing I was most anxious about turned out to be not as bad as my anxiety had made me believe it would be.
So, what are the takeways here?
First, if you are going through a bereavement, counselling can be a huge help and I would highly recommend it. While I had specific reasons for seeking counselling, even when circumstances changed the extent to which I relied on those sessions surprised me. Grief is one of those emotions where you can be fine one minute, and bawling your eyes out the next – and having an outlet for the latter is a tremendous relief.
Secondly, even outside of a grief scenario, if you find your anxious brain jumping to extremes, try and remember exactly that: it is an extreme. Chances are, the outcome won’t equal the extreme; that old devil anxiety is playing tricks on you again. Use your defences – and don’t let that devil convince you otherwise.
Selective Mutism (SM) is an anxiety disorder; it is not a very frequent but a severe type of disorder in which a person can speak fluently but remains mute in some situations only (Muris & Ollendick 2021). However, if not treated correctly, SM can persist throughout childhood and into the adolescent and adult periods of a person’s life. People diagnosed with SM and their families, educators, and caregivers need to know about this condition.
Overview of Selective Mutism
SM affects individuals most often in childhood and usually becomes apparent between the ages of 2.5 and 4 years (Steains et al. 2021). One should be able to differentiate between SM and mere social shyness or introversion. Whereas shy children may take time before they can come out and freely intermingle, basically children with SM suffer from such an intense sense of anxiety that it freezes them to the vocal extent of their ability in certain social environments. For example, while the child may be quite vocal about expressing himself or herself in the comfort of home, in school, or in the presence of strangers, the child may not utter a single word.
For many years, it used to be associated with trauma or wilful silence. However, recent studies indicate that there is a significant correlation between SM and such psychological conditions as social phobia. Freud described a specific type of withdrawal called social Mutism or SM, in which the child can speak physically yet refuses to do so because of anxiety.
Causes of Selective Mutism
Genetic Predisposition and Family History: SM often seems to be inherited or passed from one generation of the family to another. SM is common among children with an inherited tendency for anxiety disorders, including social anxiety (Pereira et al. 2020).
Temperament and Personality: Children who are born introverted or are self-conscious are at a higher risk of developing SM. These children may easily respond to stimuli from the environment and may even be overwhelmed by anxiety in social relations (Haggerty et al. 2022).
Environmental and Social Factors: SM in children can develop due to stressors such as bullying, family conflict, or changes in the environment, for example, moving to a new country. However, adolescents who experience elevated levels of stress or those whose parents are overprotective, or controlling are also at higher risk (Koskela et al. 2024).
Co-occurring Conditions: SM is frequently comorbid with other anxiety disorders, such as social anxiety disorders and concerns about speech and language. SM may develop in children with language problems or those who have speaking disorders that stress them when speaking (Gensthaler et al. 2020).
Symptoms of Selective Mutism
SM is one of the anxiety disorders presenting itself as a condition in which one can speak fluently in some contexts but finds it exceedingly difficult to in other situations, particularly those that are demanding socially (Mizzi & Sant, 2021). These are instinct reflexes that can lead to a full-blown aphonia, rigidity of the muscles of the face and body, averting eye contact, and little social interaction. Some use sign language other than speech, thus, write or gesticulate; use only simple sounds like ‘uh-uh’ for ‘no.’ Some patients may speak very little and only in low tones, very slowly or in a whisper; may speak with an abnormal pitch or tempo. These are not symptoms of ‘no talk syndrome’ but rather transient vocal responses to severe anxiety overwhelming the child, hence the need for positive ways to respond to the child.
Diagnosis of Selective Mutism
SM is usually diagnosed by a mental health expert, for instance, a psychiatrist or a psychologist. Sometimes, a speech-language pathologist or speech therapist might be consulted to exclude other illnesses that can concur and may cause such symptoms. Diagnosis involves some behaviours that are presented, as well as an evaluation of the experiences of the affected person and other factors.
SM diagnosis is based on DSM-5, in which the mental disorder manifests through the presence of a preoccupation with one’s appearance and bodily image. The key criteria include:
The inability to speak and the inability to speak when there are prerequisites for its use while the ability to speak in situations that do not require the use of speech
Communicative impairment causes reduced communication, including in social, educational, or occupational domains.
The condition continues for more than one month without the individual being able to return to their normal activities.
The inability to speak is not because the child is ignorant of the language or is unable to comprehend it.
Treatment of Selective Mutism
Cognitive-Behavioural Therapy (CBT): CBT is the most effective treatment for SM, as it decreases anxiety and teaches the person to speak more. Methods of CBT include exposure therapy, where the child is gradually exposed to speaking in more difficult situations and rewarded for acts of bravery.
Behavioural Therapy: According to Esmail et al. (2021), positive reinforcement techniques such as shaping, stimulus fading, and contingency management are also common. Shaping involves teaching the child to use different signals to talk, starting with leading the child from the use of gestures toward full speech. These are stimulus fading, which assists the child to come from talking in familiar places to new places, and contingency management, which uses reward systems to encourage good behaviours.
Speech Therapy: When the child has one or more speech/ language disorders, speech and language therapy can play a significant role in the intervention. There are several reasons why a patient may be referred to a speech therapist, one of which is to manage individual speech phobia. At the same time, he/she is taken through a series of exercises and activities that enhance effective communication.
Parent and Teacher Involvement: According to Slobodin et al. (2024) SM typically occurs in school settings, the parents and teachers ought to be involved in the management of the condition. Faculty members can also design ideal classrooms where children can express themselves while the parents can further promote helpful language patterns at home.
Prognosis and Coping Strategies
SM can be overcome with early intervention so that the prognosis of children with this disorder is often favourable (Hong et al. 2023). Nevertheless, most children outgrow the occurrence, while the rest can control their symptoms as they advance in age. Nonetheless, if it persists with no interference, SM extends to adulthood, entailing difficulties at work and in social relations.
Some techniques that can be employed when managing SM are creating a conducive environment that will enable the patient to feel comfortable, especially when around people who are close to them; the patient is advised to set specific goals that concern the communication that is involved in a particular social activity, the patient is then gradually exposed to the problematic aspects of social activities. Parents and especially teachers should also avoid pushing the child to talk since this only worsens the situation, and the child gets more agitated.
Conclusion
Selective Mutism is a very severe but very treatable illness. If the individual with SM seeks therapy and support when necessary, the person can learn to overcome the fear and can speak in public. SM should be treated with treatment paradigms, blending mental health workers, teachers, and family members to care for such individuals.
References
Muris, P., & Ollendick, T. H. (2021). Selective mutism and its relations to social anxiety disorder and autism spectrum disorder. Clinical child and family psychology review, 24(2), 294-325. 1) https://doi.org/10.1007/s10567-020-00342-0
Steains, S. Y., Malouff, J. M., & Schutte, N. S. (2021). Efficacy of psychological interventions for selective mutism in children: A meta‐analysis of randomized controlled trials. Child: care, health and development, 47(6), 771-781.
Pereira, C. R., Ensink, J. B., Güldner, M. G., Kan, K. J., de Jonge, M. V., Lindauer, R. J., & Utens, E. M. (2020). Effectiveness of a behavioral treatment protocol for selective mutism in children: Design of a randomized controlled trial. Contemporary clinical trials communications, 19, 100644. https://doi.org/10.1016/j.conctc.2020.100644
Haggerty, D., Carlson, J. S., & Kotrba, A. (2022). A pilot feasibility study of an intensive summer day camp intervention for children with selective mutism. Children, 9(11), 1732. https://doi.org/10.3390/children9111732
Koskela, M., Jokiranta-Olkoniemi, E., Luntamo, T., Suominen, A., Sourander, A., & Steinhausen, H. C. (2024). Selective mutism and the risk of mental and neurodevelopmental disorders among siblings. European Child & Adolescent Psychiatry, 33(1), 291-302. https://doi.org/10.1007/s00787-022-02114-3
Gensthaler, A., Dieter, J., Raisig, S., Hartmann, B., Ligges, M., Kaess, M., … & Schwenck, C. (2020). Evaluation of a novel parent-rated scale for selective mutism. Assessment, 27(5), 1007-1015. https://doi.org/10.1177/1073191118787328
Vogel, F., & Schwenck, C. (2021). Psychophysiological mechanisms underlying the failure to speak: a comparison between children with selective mutism and social anxiety disorder on autonomic arousal. Child and Adolescent Psychiatry and Mental Health, 15, 1-17. https://doi.org/10.1186/s13034-021-00430-1
Slobodin, O., Shorer, M., Friedman Zeltzer, G., & Fennig, S. (2024). Interactions between parenting styles, child anxiety, and oppositionality in selective mutism. European Child & Adolescent Psychiatry, 1-11. https://doi.org/10.1007/s00787-024-02484-w
Esmail, M. E., Alharbi, M. B., Alayed, I. S., Alqahtani, M. S., Aldeeb, H. F., Alanazi, Y. H., … & Doshi, T. A. (2021). Definitions, importance, and application of selective mutism questionnaire in the primary care setting. International Journal of Community Medicine and Public Health, 8(12), 1. https://dx.doi.org/10.18203/2394-6040.ijcmph20214451
Hong, N., Herrera, A., Furr, J. M., Georgiadis, C., Cristello, J., Heymann, P., … & Comer, J. S. (2023). Remote intensive group behavioral treatment for families of children with selective mutism. Evidence-based practice in child and adolescent mental health, 8(4), 439-458. https://doi.org/10.1080/23794925.2022.2062688
Mizzi, B., & Sant, M. (2021). Professionals’ experiences of selective mutism in children: An interpretative phenomenological analysis. https://doi.org/10.14614/SELECTIVEMUTISM/8/21
Social anxiety disorder (SAD) is a fairly common anxiety disorder that is characterised by feelings of intense anxiety and fear. The NHS describes it as ‘a long-term and overwhelming fear of social situations’ (NHS, 2023). Research has shown that SAD has a lifetime prevalence of 12.1% (Kessler, et al., 2005).
Symptoms–
There is no one cause of social anxiety. It is a very personal disorder, and various factors can contribute to its development. Such factors may include:
Emotional, physical, or other kinds of abuse,
Genetics,
Hormones,
Negative interactions with peers and/or family,
Social demands,
Trauma.
Due to these potential causes, social anxiety can be a symptom of other psychological disorders, e.g., PTSD, major depression, and agoraphobia.
Typically, SAD develops in childhood and teenage years. Research found that among those seeking treatment, ‘the median age of onset is in the early to mid-teens’ (National Collaborating Centre for Mental Health, 2013). However, this isn’t to say that SAD can’t still emerge later in life.
Effects–
Although people with this disorder describe physical symptoms such as nausea/vomiting, dizziness, and trouble breathing, alongside the more well-known emotional symptoms, the disorder is often dismissed as mere ‘shyness’. This, however, is clearly not the case: SAD can be extremely distressing. One individual admitted that ‘the thought of leaving the house most days fills me with dread and nausea’, (Taryn, 2023). Due to such symptoms, Social Anxiety Disorder can make daily tasks seem impossible and inconceivable, for example, going to the shops. This is a task many of us don’t think too much about, however, someone with SAD may not be able to complete this action, as they fear things such as how other shoppers may perceive them, and having to talk to the cashier. Additionally, it is likely for them to be consumed by thoughts including, ‘what if I say the wrong thing?’, or ‘what if I am judged for what I’m buying?’, which stops them from going.
Going to the shops isn’t the only thing that Social Anxiety Disorder can inhibit. A major problem with SAD in younger people is that it greatly affects their education, whether it’s that they just don’t attend, or attend but can’t concentrate enough to study, or any other way an individual might feel isolated in an educational setting. Van Ameringen, et al., (2003) found evidence that ‘young people with anxiety disorders, and perhaps especially social phobia, are at great risk for leaving school prematurely’. Further evidence of SAD affecting education is displayed in a study titled: ‘Much more than just shyness: the impact of social anxiety disorder on educational performance across the lifespan’. This study followed a cohort of individuals born in Sweden between 1st January 1973 and 31st December 1977, up until 31st December 2013. The observation found that ‘individuals with a diagnosis of SAD were significantly less likely to pass all subjects in the last year of compulsory education’, more specifically these individuals had ‘67%, 56% and 67% lower odds of passing the core subjects (Swedish, English, and mathematics, respectively)’, (Vilaplana-Pérez, et al., 2020). Furthermore, the observational study showed the greatest impairment on education level was finishing upper secondary school, with individuals with SAD having ‘81% lower odds of achieving this milestone’ (Vilaplana-Pérez, et al., 2020).
However, it is not just in an academic sense that SAD affects education. In 2012, a study on the impact of social anxiety on student learning and well-being was conducted. Across 2 universities, 787 students completed an online survey related to three areas that are often used to assess social anxiety: performance fears, social interaction, and avoidance behaviour (Russell & Topham, 2012). The findings showed that ‘students believed their learning and performance in the classroom was affected by associated thought-blocking, excessive self-focused attention, and physical effects such as blushing and stammering’ (Russell & Topham, 2012). Alongside academic impact, SAD can affect education through social aspects. For example, one person has written: ‘The strain of all this [difficulty socialising with flatmates] had an effect on my university work. I become more and more stressed and found it increasingly hard to concentrate.’ (Max, 2015).
The question is, what can we do to help?
Treatment–
Medical:
One main clinical treatment method for SAD is Psychotherapy.
Cognitive Behavioural Therapy (CBT) is thought to be the most effective psychotherapy for anxiety disorders. CBT is a type of talking therapy that helps you manage your problems by focussing on how your ‘thoughts, beliefs and attitudes affect your feelings and actions.’ (Mind, 2024). Essentially, CBT aims to change the way you think and behave.
Within Education:
This article has been about SAD in relation to education, so what can we do within education to help?
One of the main things we can do is promote early detection. If we can detect social anxiety in its early stages, we may be able to better help someone through their struggles and educational journey to ‘beat’ the statistics. The best way of doing this is to educate school staff members, and even peers, on how to recognise Social Anxiety Disorder, so that when they come across it, or feel they themselves are struggling with it, they will be able to help.
Another step to take is to facilitate referrals to appropriate and helpful mental health services. Although a lot of schools provide spaces where students can express their concerns and emotions, it is important that those struggling with SAD (and any other mental health condition) to be granted access to services that specialise in mental health conditions. For example, school staff could assist with booking GP appointments, and give any information they feel will help the GP understand what the individual is going through.
The most important thing to remember, if you’re grappling with SAD, is that it can get better. With the right help you can achieve what sometimes feels impossible, even if that’s something as simple as getting out of bed in the morning.
References
Higuera, V. & Caplan, E., 2022. Social Anxiety Disorder Treatment Options. [Online] Available at: https://www.healthline.com/health/anxiety/social-anxiety-treatment [Accessed 21 October 2024].
Kessler, R. et al., 2005. Lifetime prevalence and age-of-onset distributions’ of DSM-IV disorders in the national comorbidity survey replication. Archives of general psychiatry, June, 62(6), pp. 593-602.
Max, 2015. Confronting my social anxiety at university. [Online] Available at: https://www.mind.org.uk/information-support/your-stories/confronting-my-social-anxiety-at-university/
Mind, 2024. Cognitive Behavioural Therapy (CBT). [Online] Available at: https://www.mind.org.uk/information-support/drugs-and-treatments/talking-therapy-and-counselling/cognitive-behavioural-therapy-cbt/ [Accessed 21 October 2024].
National Collaborating Centre for Mental Health, 2013. Social Anxiety Disorder. In: Social Anxiety DIsorder: Recognition, Assessment and Treatment. s.l.:The British Psychological society; The Royal College of Psychiatrists, pp. 15-27.
NHS, 2023. Social anxiety (social phobia). [Online] Available at: https://www.nhs.uk/mental-health/conditions/social-anxiety/
Russell, G. & Topham, P., 2012. The impact of social anxiety on student learning and well-being in higher education. Journal of Mental Health, 21(4), pp. 375-385.
Taryn, 2023. What social anxiety feels like for me. [Online] Available at: https://www.youngminds.org.uk/young-person/blog/what-social-anxiety-feels-like-for-me/
Van Ameringen, M., Mancini, C. & Farvolden, P., 2003. The impact of anxiety disorders on educational achievement. Journal of Anxiety Disorders, 17(5), pp. 561-571.
Vilaplana-Pérez, A. et al., 2020. Much more than just shyness: the impact of social anxiety disorder on educational performance across the lifespan. Psychological Medicine, 51(5), pp. 861-869.
Hoarding is a DSM-IV mental disorder where an individual has marked difficulty in discarding or abandoning owned possessions (Ferreira et al. 2020; Ricci et al. 2023). This informative piece will cover the differences between hoarding and collecting items, the prevalence of hoarding anxiety disorder, its consequences, diagnosis, associated mental health conditions, and treatment options.
The Difference Between Hoarding And Collecting
Hoarding is considered a subcategory of a distinct form of collecting, however, it is essential to understand that the two are distinct. Collectors usually buy items in a coordinated, purposeful and selective manner. They have a given speciality, and are well-informed about the items that are being collected. These items are then lovingly placed, appreciated and cleaned, without becoming an intrusion in the collector’s home, or their everyday life. Whilst buying behaviour may be carefully planned, and may involve considerable preparation on the part of the consumer, hoarding entails purchase decisions made without prior planning (Jaisoorya et al. 2020). These items accumulated by hoarders are random and have no connecting characteristics. They are often piled up in creative or purposeful ways, making the habitation of living spaces difficult.
Obsessive collecting of items is not a question of not wanting to tidy up, or of being lazy. It is a manifestation of a mental illness associated with anxiety disorder. Possessing and keeping things often helps reduce anxiety for a while, but this is only temporary. The effects are magnified by the clutter which becomes a source of anxiety in the long run. This makes depression worse, forming a cycle that is hard to circle out of without seeking help from a professional (Vieira et al. 2022).
Prevalence and Demographics
Hoarding disorder is evident in about 2.6% of the population, with prevalence rates increasing amongst individuals over the age of 60, and amonsgt those with psychiatric conditions, particularly anxiety and depression (American Psychiatric Association 2021). There does not seem to be any difference in the prevalence rate of the disorder across different countries, irrespective of the culture practised, but it is rampant among both men and women. Personality disorder starts occurring during adolescence and progresses with time, with the symptoms becoming more severe (American Psychiatric Association 2021). People often do not get treatment until middle age, and by that time the disorder is severe, usually interfering significantly with one’s life.
Consequences of Hoarding Disorder
Hoarding disorder has an impact on one’s life across the various areas of functioning. The first and probably the most obvious one is the impact on the living environment of the person with hoarding mental disorder (National Health Services 2022). Whenever the clutter piles up, the living spaces may not be usable, and this may pose some health risks, and may increase the risk of accidents. Some of the problems are fire risks, falling risks, and poor sanitation, considering that the structure cannot be cleaned efficiently (National Health Services 2022).
There are social and emotional effects that are prevalent alongside signs of hoarding disorder. People with hoarding disorder may have marital or family problems (domestic abuse, for example). Their symptoms and their living conditions may inconvenience their friends and relatives (American Psychiatric Association 2021). This may result in them becoming outcasts. They may lock everyone out, or they may be too shy to invite people into their houses for fear that the latter will glimpse into their lives and pity them. In the long run, such isolation leads to feelings of loneliness and consequent depression, which definitely worsens the mental health state of the person (Schou et al. 2020).
Diagnosing Hoarding Disorder
A diagnosis of hoarding disorder will follow an evaluation by a therapist, where the symptoms and the effect of hoarding on the life of the affected individual are considered. Diagnostics criteria are as follows: persistent difficulty in discarding items that the individual believes to be of little value or usefulness, and significant distress/ impairment in social, occupational or other important domains (National Health Services 2022). This may include an interview of the affected person, and sometimes their family members, and it may also involve questionnaires, or rating scales, to determine the extent of hoarding the person may exhibit.
Hoarding disorder is a complex and severe mental health issue, and not everyone suffering from this disorder is fully aware of the fact that they indeed have a problem that needs professional help. In scenarios where the person does not accept the fact that they have a problem, it may be challenging to make him or her accept that they need treatment (Prosser et al. 2024).
Associated Mental Health Conditions
Hoarding disorder is usually not seen in isolation, but is usually accompanied by other psychiatric disorders. Persons with hoarding disorder also present other psychiatric disorders such as anxiety disorders, depression, ADHD, and OCD (American Psychiatric Association 2021). These interrelated disorders can all cause difficulties in the treatment process of hoarding disorder as each of them must be treated individually, for example, hoarding disorder is different from OCD, but it interacts with it. Some patients diagnosed with hoarding disorder might use the treatments applied to OCD patients (American Psychiatric Association 2021).
Treatment Options
Cognitive behavioural therapy (CBT) is found to be the most helpful treatment method for hoarding disorder since it deals with changes in the perception and behaviour of the hoarder (National Health Services 2022). In CBT one is made to change the thinking that is associated with hoarding, and learn how to face the related anxiety with the aim of gradually stopping the process of hoarding (Kuwano et al. 2020). This process is ordinarily long-drawn, and needs a lot of patience and dedication, but it may drastically enhance the lifestyle of the patient undergoing therapy (Timpano et al. 2020). Family members can support and help in the process of cleaning the house, but it is necessary to do it gently so that the patient does not have more anxiety. In other circumstances, the family therapist can be of assistance as relationship problems are common in families who have a member who suffers from hoarding disorder (Gledhill et al. 2021; Mahnke et al. 2021).
Conclusion
Hoarding disorder is a severe and disabling illness, which impacts the lives of millions of people globally. Although it is related to OCD, it is a different disorder that has to be treated separately and needs proper management. CBT helps in treating individuals who suffer from hoarding disorder, and with proper support from family members, the quality of their life improves, most especially when they seek help early enough. The process of recovery is not always easy, and can take a lot of time. It always involves complete dedication, and help from the patient’s side alongside support from family members.
At some point in life, most people have felt that things have been out of control, whether that was challenges at work, too many assignments in their studies, too many life events happening at once, or a big demand on their social time. However, there is one tactic which is always helpful in the face of feeling out of control – to have a plan!
What anxiety challenges make a plan useful?
Anxiety is no different to the challenges stated above. In fact, arguably, the value of a plan with anxiety can be even greater. This is because in the face of anxiety we are presented with two key challenges:
Chaos! Anxiety tends to throw so many overwhelming challenges your way all at once. These could include physical symptoms, mental symptoms, impact on your life circumstances, or simply overbearing emotions. It can easily feel like you are out of control and so it’s difficult to respond to them all with a calm rational mind.
Indecision! When your threat response is activated, your ability to think things through logically is inhibited. You are very often almost frozen into action or flighted into escape. This can mean that the choice of what to do next can seem almost impossible.
How does a plan help?
Setting time aside to create a plan that aligns with your goals for recovery and living your best life can help you in the following ways:
It helps you to take an active control in a situation that otherwise feels unmanageable.
It brings together all the knowledge and useful skills you’ve learnt into one place so that you can decide how you want to use them.
It stops your actions from being dependent on how anxiety is making you feel. For example, if you have allocated time for exercise, then your goal will be to exercise even if you are feeling anxious.
It helps you to hold yourself accountable to ensure that you are putting in the effort you want for relaxation and recovery.
How do you go about creating an anxiety plan?
Start by identifying the elements of anxiety recovery that you’ve decided are important for you. There are lots of different articles on Home – NoPanic regarding different skills that you can learn, but here are some that you may acquire:
A chosen physical activity you want to stick to
preferred relaxation exercises
breathing techniques
a commitment to a regular balanced diet
thought management
support (e.g. counselling, mentoring)
social engagement
Look at each of these and, over a manageable period – let’s say a week – consider how much of each you want to achieve. These are your goals.
Now draw up a simple plan for the next week, probably split something like morning, afternoon and evening. If you have any commitments you must meet (e.g. work) plot them in. Now consider when you will fit in your recovery plan activities. You’ll have to be:
Realistic; don’t turn this into another source of stress trying to fill every minute with tasks that you must complete or else you’ve failed. This is just creating a way to beat yourself up.
Challenging; remember this is your life and your well-being, you have to come first, otherwise you will struggle to be there for anybody else, so consider where you can create space to engage in your recovery activities.
Pitfalls and Tips
Once you’ve got your plan, take note of the following:
DO NOT let this be a weapon to punish yourself with. Life happens and you won’t always be able to complete every task. This plan is there to help guide you, not beat you.
DO learn and adapt. If the plan is not working for you, adjust it. It’s your life and your plan, you are allowed to learn from it and make it better.
DO use the plan whenever you are struggling and feel lost. Consider reflecting that right now things are tough, but you have a plan, and you know that by pushing on with the plan, you will get to a better place in the end.
TALK to somebody about how it’s going. As with everything anxiety-related, being stuck in your head is tough, speak to a friend, a family member or our helpline. Tell them what is working and what isn’t with your plan.
Since I’ve been on a personal journey to manage my anxiety better, I have realised that how we view anxiety can dramatically change our experience of it. Whether these views come from within ourselves or others, they can become either obstacles, or stepping stones, in our mental health journey. Let us look at some of the negative attitudes yourself and others may have on anxiety, and how we can overcome them.
Our Personal Views on Anxiety: A Barrier or a Bridge?
For many of us, anxiety feels like an unwelcome intruder. We may see anxiety as something to battle, suppress, or hide from, or something that makes us weak. Internal dialogues like “I shouldn’t be feeling this way”, or “I’m not strong enough to deal with this”, can become self-fulfilling prophecies that turn anxiety into a bigger barrier than it needs to be.
But what if we could change these attitudes? Instead of viewing anxiety as a flaw, we can start seeing it as a signal– our mind and body’s way of alerting us to something that needs attention. We can transform our anxiety from something to fear into something we learn from.
Here’s 3 ways we can overcome our negative attitudes when experiencing anxiety:
Acknowledge anxiety as a natural response: Anxiety is a biological mechanism designed to protect us. Understanding that it’s a part of being human can reduce the shame we associate with it.
Self-Compassion: When anxiety hits it’s important to remember to be kind to ourselves. Rather than criticizing ourselves for feeling this way, we should treat our anxious moments with the same compassion we’d offer a friend. For example, saying, “It’s okay to feel this way, you’re doing your best, and that’s enough”, creates a more supportive internal environment, and can change the way we handle those difficult feelings.
Reframe anxiety as an opportunity: While anxiety is uncomfortable, the feeling often arises when we’re on the brink of change or growth. Instead of seeing it as something to endure, try thinking of it as an opportunity to learn more about ourselves. Anxiety can be a sign that we’re stepping outside of our comfort zone, and that’s where growth happens.
External Views on Anxiety: Overcoming Misconceptions
It’s not just our internal beliefs that shape our experience, what other people think can play a big role. Sadly, there’s still a lot of misunderstanding surrounding anxiety, especially from those who haven’t experienced it firsthand. You’ve probably heard people say “Just relax”, “It’s all in your head”, or even “Everyone deals with it”, while often well-intentioned, can feel dismissive, and invalidate our experience.
These social situations can get tricky to deal with, but there are some steps we can take to manage these situations, and feel more in control:
Validate yourself: When surrounded by those who don’t fully understand anxiety, remind yourself that their opinions don’t define your experience. You don’t need someone else to validate how you feel! Trust that your anxiety is real and manageable, regardless of what they might say.
Be prepared with responses: Sometimes, having a calm, confident response, ready for dismissive comments, can make a huge difference. You could express, “Anxiety is more than just feeling nervous – it’s something I’m working on”, or “I appreciate your concern, but I can handle this my own way”. These could help you set boundaries, and communicate your needs clearly, to shut down uncomfortable conversations without escalating the tension.
Additionally, educate when possible: It’s not your responsibility to educate others, but sometimes sharing a little information can shift someone’s perspective. If you feel comfortable enough, a simple explanation can help others understand. But when the effort feels draining or unwelcome, it’s okay to step back.
Shift the narrative: Social pressure feeds on stigma. By being open about your experiences, when you feel safe doing so, can help normalise conversations about anxiety and mental health. Over time, this openness could help break down the stigma, and create a safer social environment for yourself and others.
Prioritise self-care after social situations: Experiencing social environments with negative or ignorant views on anxiety can be draining, so make sure to prioritise self-care afterwards. This could be practising relaxation techniques, journaling, or spending time with someone who truly understands. Allow yourself the space to recharge, knowing you’ve handled a difficult situation.
The more we reflect on ourselves, the more we realise that anxiety isn’t the real enemy – it’s to do with how we and others respond to it. Dealing with anxiety involves both an internal and external approach. Internally, we have to be mindful of how our automatic thoughts can affect our experience, and focus on self-compassion and positive reframing. Externally, it’s about setting boundaries, educating when possible, and protecting ourselves when misunderstandings occur.
By shifting these attitudes – both in ourselves and others – we can turn what feels like a weakness into a source of strength. That way, we can help ourselves and others who may be struggling in silence.
Zhu, J., Li, Z., Zhang, X., Zhang, Z., & Hu, B. (2023). Public Attitudes Toward Anxiety Disorder on Sina Weibo: Content Analysis. Journal of medical Internet research, 25, e45777. https://doi.org/10.2196/45777
In 2023, there were 4.95 billion people using social media and social networking sites (SNS) in the world. In 2015, just 8 years prior, there were only 2.08 billion users (Brian, 2024). This signifies a 138.2% overall increase in that time frame. But what does this mean for us, and how we function?
Due to the significant increase of social media use and internet access, it is important to belong to, and be aware, of the society that surrounds us, as to not feel excluded. This has seemingly led to a rise of the appearance of the ‘Fear of Missing Out’ (FoMO). Though this concept has been around for centuries, the term FoMO was coined in the early 21st century and has a specific association with unhealthy attachments to social media and other SNS. The Oxford English Dictionary states FoMO as “anxiety that an exciting or interesting event may be happening elsewhere, often aroused by posts seen on a social media website” (Oxford English Dictionary, 2024). Similarly, Urban Dictionary (2013) defines the terms as “a form of social anxiety, a compulsive concern that one might miss an opportunity or satisfying event, often aroused by posts seen on social media websites.” From just these two definitions, we can identify two things: FoMO is a form of anxiety, and it is often aroused using social media websites.
Dr. Bahar (2014) states “FOMO seems to have reached its peak in today’s world, especially with the explosion of real-time information on social media.” This observation begins to explain how FoMO is a ‘vicious cycle’, the notable surge of social media use causes FoMO to become more prevalent, the higher levels of FoMO experienced leads to a further increase in social media use.
Gupta & Sharma (2021) suggest FoMO can be broken down into two processes: “perception of missing out, followed up with a compulsive behavior to maintain these social connections.” As stated above, these two processes exacerbate each other, as one heightens, so does the other. The continual need to maintain social connections is most often observed through frequently checking SNS for updates and notifications, alongside surfing the internet, while being in the company of others. This can heighten anxiety as the individual fears missing some drop of information or event that might be important to relate to others. Consequently, they are unable to focus on the life that is going on around them, they can only see what they are or might be missing out on. It is likely that this leads to feelings of loneliness and isolation, in turn leading to other disorders such as depression. This is demonstrated through results found in a meta-analysis. The results indicated “a significant association of depression symptoms and all three constructs of SNS use examined time spent using SNSs, intensity of SNS use, or problematic SNS use” (Cunningham, Hudson, & Harkness, 2021). Furthermore, Busch (2016) states that FoMO has negative effects for students. He lists the following effects:
– Reduced concentration,
– Reduced face-to-face, quality communication,
– Disrupted sleep,
– Increased procrastination,
– Increased stress.
According to Gupta & Sharma (2021), FoMO is “a complex psychological underpinning involving cognitive, behavioural and addiction processes”. There are many scenarios that can trigger feelings of FoMO, and the processes it involves, however, as previously stated, FoMO appears to be on the rise due to excessive SNS use. A 2013 study on the motivational, emotional, and behavioural attachments to FoMO shows “younger participants, and younger men in particular, tended to report the highest levels of FoMO”. It is possible to conclude that this is due to a higher engagement in social media than older participants. Although there was no direct research between the higher levels of FoMO in younger participants and use of social media, the same study identified that “Across all three mediation models results FoMO was robustly associated with social media engagement” (Przybylski, Murayama, DeHaan, & Gladwell, 2013).
Another trigger of FoMO is related to brain function. Within the limbic system there is a part of the brain called the amygdala, which is associated with anxiety, aggression, fear conditioning, emotional memory and social cognition (Rajmohan & Mohandas, 2007). Essentially, the purpose of the amygdala is to detect threats and react to them. Feeling dissatisfied or excluded can cause stress, in turn triggering the amygdala. This explains why Tanhan, Özok, & Tayiz (2022) suggest that “individuals with sensitive amygdala may react more than other individuals to exclusion and ignorance of developments.” Due to this, it is likely that individuals may have difficulties functioning within society. For example, Dr. Bahar (2014) indicates that an extension of FoMO in real life is “the inability to commit to something or a fickle temperament.” An example of this could be something as trivial as not buying an item in one shop for fear another shop will have either a better version, or a cheaper version. Similarly, this extension could relate to more serious functioning, e.g, not being able to hold onto a job, as they believe they are missing out on what another job might offer.
How can we fight FoMO? There are various ways to cope with FoMO, each dependent on the individual. Dossey (2014) suggests three strategies to resist FoMO:
Strategy 1: “Realize that FOMO is based on lies.”
Those who post on social media sites often comb through their lives and share the best, most attractive, parts. It is important to remember that these perfect lives don’t exist. Most of us have the same worries and struggles, including those with seemingly decadent lives.
Strategy 2: “Fight FOMO with FOMO.”
It is easy to get caught up in the meanings of words… so change them! Change the definition of FoMO to something more positive such as “Feel Okay More Often”. Changing the meaning of the abbreviation can change your thoughts and feelings regarding it.
Strategy 3: “Stop.”
Focus on the life you’re living and the things surrounding you at that moment. The most important time is the present, so learn to appreciate the now, not a hyped-up, cyber version, of what life should be.
Additionally, Sokol (2010) proposes the following 8 ways to “Overcome your FOMO”
1. Journal about the positive
2. Avoid comparisons – especially to celebs and influencers
3. Be kind to yourself
4. Don’t fixate on the finances
5. Slow the mind (enjoy the moment)
6. Nurture important relationships
7. Take a hike – literally (enjoy some physical exercise)
8. Acknowledge you may need help
FoMO can be a difficult thing to deal with. It can have many triggers and many different effects on individuals, however, it is not something to take over your life. In a society surrounded by technology, social media, and ‘fake news’, it is important to remember to live in the moment, and appreciate what is in front of you. So, turn off your phone, meet up with friends, and start living!
References
Brian, D. (2024, July 29). Social Media Usage & Groeth Statistics. Retrieved from Backlinko: https://backlinko.com/social-media-users
Busch, B. (2016, March 8). Fomo, stress and sleeplessness: are smartphones bad for students? Retrieved from The Guardian: https://www.theguardian.com/teacher-network/2016/mar/08/children-mobile-phone-distraction-study-school
Cunningham, S., Hudson, C., & Harkness, K. (2021). Social Media and Depression Symptoms: a Meta-Analysis. Research on Child and Adolescent Psychopathology, 241-253.
Dossey, L. (2014). FOMO, Digital Dementia, and Our Dangerous Experiment. Explore: the journal of science and healing, 10(2), 69-73.
Dr. Bahar, E. (2014, July 17). Are you and your child victims of fomo? Retrieved from Dr. Bahar Eriş: https://drbahareris.com/acaba-cocugunuz-ve-siz-fomo-magduru-musunuz/
Gupta, M., & Sharma, A. (2021, July 6). Fear of missing out: A brief overview of origin, theoretical underpinnings and relationship with mental health. Retrieved from National Library of Medicine: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8283615/#:~:text=It’s%20evident%20based%20on%20recent,out%20from%20a%20rewarding%20experience.
Oxford English Dictionary. (2024). FOMO. Retrieved from Oxford English Dictionary: https://www.oed.com/search/dictionary/?scope=Entries&q=fomo
Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013, July). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841-1848. doi:10.1016/j.chb.2013.02.014
Rajmohan, V., & Mohandas, E. (2007). The limbic system. Indian Journal of Psychiatry, 49(2), 132-139. doi:10.4103/0019-5545.33264
Sokol, R. (2010, April 10). Here are 8 ways to shut down your FOMO. Retrieved September 13, 2024, from The Healthy: https://www.thehealthy.com/mental-health/fear-of-missing-out/
Tanhan, F., Özok, H. İ., & Tayiz, V. (2022). Fear of Missing Out (FoMO): A Current Review. Psikiyatride Güncel Yaklaşımlar-Current Approaches in Psychiatry, 14(1), 74-85. doi:10.18863/pgy.942431
Urban Dictionary. (2013, September 4). Fomo. Retrieved from Urban Dictionary: https://www.urbandictionary.com/define.php?term=Fomo
Anxiety is a form of mental health disorder that is commonly related to worry, nervousness, or fearfulness, that is intense enough to affect a person’s level of social functioning. Specific phobias are considered a kind of anxiety disorder, that is characterised by a solid and unreasonable fear of an object, place, or situation.
Importance of the Topic
Ensuring good knowledge of anxiety and phobias in children is vital, since these ailments can distort a child’s development process, academic progress, and social engagement. Both delayed development, and mental problems, can be avoided by the early identification and management of such symptoms to enhance the child’s functioning.
Figure 1: Anxiety and Phobias
Source: (Davis et al., 2019)
Different Forms of Anxiety and Phobia in Children
Generalised Anxiety Disorder (GAD)
According to DSM IV criteria, children with GAD worry excessively and inappropriately about objects, people, and events. The topics of worry include school, friends, and their family (Davis et al., 2019). This disorder, when it occurs, will take place over a few months during the year.
Separation Anxiety Disorder
Separation Anxiety Disorder is a type of anxiety disorder. It may be observed in children who show an abnormally high amount of distress concerning separation from caregivers, or separation from their home environment (Clefberg Liberman and Öst, 2017). It commonly affects children below five years of age, but may occur in school-age children.
Social Anxiety Disorder
Social anxious children may suffer from social anxiety disorder, which is characterised by a fear of particular social or performance situations, and experiencing distress when in these situations (Davis et al., 2019). They may also worry that other people will stare or laugh at them.
Specific Phobias
These are extreme phobias or irrational fears, which are pegged on specific things or circumstances, like animals, or a certain height, or a fear of being vaccinated (Clefberg Liberman and Öst, 2017). Most of the time, anxiety will result in avoidance reactions.
Causes and Risk Factors
Genetic Factors
Research points out that if a child has been exposed to a family history of anxiety disorders, then there are bigger chances that the child, too, will be a victim (Boyd et al., 2019). These disorders are known to be closely associated with one’s genetics, because they determine the likelihood of being effected.
Environmental Factors
External factors, including any stressful event in the life of a child, may lead to a development of anxiety and phobic responses, ranging from the prospect of losing a parent to divorce, to exposure to violence, and so on (Blanco et al., 2020).
Developmental Factors
There is, also, an interaction of specific age-related factors that see children become prone to anxiety disorders (Boyd et al., 2019). For example, this could lead to young students developing separation anxiety, while older students may develop social anxiety.
Symptoms and Diagnosis
Emotional Symptoms
The symptoms that parents might observe, in children with anxiety disorders, include cases of excessive worrying, fear, or nervousness (REICH et al., 2018). The child may look or behave like they are more stressed than usual, or even as if they are losing their temper quickly.
Physical Symptoms
Specifically, anxiety can include physical symptoms, such as head or stomach-ache, or as experiencing tightened body muscles. This may cause the child to visit the school nurse repeatedly, or involve a need to visit a general practitioner.
Behavioural Symptoms
The individual may exhibit certain behaviours, including refraining from situations like school, social events, or other activities (Heimberg et al., 2017). The child may also likely to show signs of poor concentration, and signs of being agitated.
Diagnostic Criteria
Categorised under anxiety disorders are anxiety and phobias, whereby medical professionals will diagnose a label through interviews, observation and questionnaires. They will evaluate the usual occurrence, length, and severity of the symptoms, to diagnose the presence of an anxiety disorder.
Impact on Daily Life
Academic Performance
Anxiety may result in the suppression of a child’s learning capacity. Anxiety can cause poor concentration which may lead to poor grades, at a period of time when the learner is least able to engage in activities (Wittchen and Beloch, 2018). Childhood anxiety may be a worry for parents. Play therapy is another beneficial strategy that may assist children, since it allows them to communicate fear reduction via play (Gillian et al., 2019).
Social Interactions
Anxiety may make it difficult for children to have, and sustain, relationships with other children. Symptoms, such as avoiding other students, may lead to loneliness, and in an extreme circumstance, they may remain isolated from other people.
Family Dynamics
Anxiety disorders can severely test relationships within the family. Alongside this, research has found that issues, such as pressure placed on the parents, and neglect of other siblings, may also be observed (Bowlby, 2021). One may need to fill in the requirements of the family, for one or another reason, to comprehend and react to the child’s state.
Treatment and Management
Psychological Therapies
CBT is helpful in the treatment of anxiety in children. Anxiety is a common childhood concern. CBT may assist them in noticing self-sabotaging thoughts. Other helpful interventions include play therapy, which can benefit younger children, since they can express their decline in fear through play (Gillian et al., 2019).
Lifestyle Change
Lifestyle changes should include maintaining a healthy diet, exercising regularly, and getting enough sleep. These changes are beneficial to overall mental and physical well-being.
Parental Support
Parents are the pivotal figures in the decision making process. Responding positively to the child, listening to what they say, and engaging in therapy will greatly help the child.
Case Studies or Examples
Real-life Examples
Emmanuela, a ten-year-old female child who has social anxiety, developed a phobia and was unable to speak in class. Emma’s parents took her to CBT sessions, and Emma was gradually able to get better at controlling her anxiety, and progressively become more perceptive to social situations.
Success Stories
An example includes a twelve-year-old boy named Jake, who was diagnosed with a specific phobia of dogs. Exposure therapy gradually made Jake confront his fear. The support provided was pivotal, as it would have been difficult for him to face the fear on his own (Elbert et al., 2022). He eventually became well-acquainted with dogs, and as time passed, he received a dog as a pet.
Conclusion
Summary of Key Points
Childhood anxiety and phobias are a rampant problem for many children, and young people, but it can be addressed. This paper identified the various types of these disorders, their causes and symptoms, which are essential factors to consider if an early assessment is required.
Call to Action
It is also necessary to discuss childhood anxieties and phobias, and remind people that in such cases, it may be necessary to see a specialist. Some children with disabilities may require the services of personal assistants, and early intervention may positively impact the learner, and their families, as well.
References
Blanco, C., Rubio, J., Wall, M., Wang, S., Jiu, C.J. and Kendler, K.S., (2020). Risk factors for anxiety disorders: common and specific effects in a national sample. Depression and anxiety, 31(9), pp.756-764.
Bowlby, J., (2021). Violence in the family as a disorder of the attachment and caregiving systems. American journal of psychoanalysis, 44(1), p.9.
Boyd, J.H., Rae, D.S., Thompson, J.W., Burns, B.J., Bourdon, K., Locke, B.Z. and Regier, D.A., (2019). Phobia: prevalence and risk factors. Social psychiatry and psychiatric epidemiology, 25, pp.314-323.
Clefberg Liberman, L. and Öst, L.G., (2017). The relation between fears and anxiety in children with specific phobia and parental fears and anxiety. Journal of Child and Family Studies, 25, pp.598-606.
Davis, T.E., Munson, M.S. and Tarcza, E.V., (2019). Anxiety disorders and phobias. Social behavior and skills in children, pp.219-243.
Elbert, T., Schauer, M. and Neuner, F., (2022). Narrative exposure therapy (NET): Reorganizing memories of traumatic stress, fear, and violence. In Evidence based treatments for trauma-related psychological disorders: A practical guide for clinicians (pp. 255-280). Cham: Springer International Publishing.
Gillian, B., Anne, C., Mary, M., Peter, A. and Michael, G., (2019). Exposure and anxiety management in the treatment of social phobia. Journal of consulting and clinical Psychology, 52(4), p.642.
Heimberg, R.G., Holt, C.S., Schneier, F.R., Spitzer, R.L. and Liebowitz, M.R., (2017). The issue of subtypes in the diagnosis of social phobia. Journal of Anxiety Disorders, 7(3), pp.249-269.
REICH, J., Noyes, R. and Yates, W., (2018). Anxiety symptoms distinguishing social phobia from panic and generalized anxiety disorders. The Journal of nervous and mental disease, 176(8), pp.510-513.
Wittchen, H.U. and Beloch, E., (2018). The impact of social phobia on quality of life. International clinical psychopharmacology, 11, pp.15-23.
Millions of people throughout the United Kingdom suffer with social anxiety, something that is characterised by an overwhelming dread of social settings. It refers to a crippling fear of being scrutinised, or the feeling of being embarrassed, in front of other people, which then frequently results in avoidance tactics. According to research, social anxiety affects seven percent of people throughout the United Kingdom at some time in their life, therefore being among one of the most common mental health conditions. Since social anxiety severely lowers someone’s overall quality of life, restricting their social, intellectual, as well as professional choices, it is imperative to recognise and treat social anxiety. Society can lessen the stigma attached to social nervousness by increasing awareness, whilst giving encouragement, allowing those to get the care they need, and to be able to enjoy a more satisfying lifestyle (Budd, 2024).
Causes of Social Anxiety
A person’s social anxiety may result through a confluence of psychological, environmental, and hereditary factors. Given its genetic tendency for running in households, a component of inheritance may therefore be involved. Social anxiety may develop from a variety of environmental factors, including traumatizing social situations, an excessively circumspect or judgmental parenting approach, as well as an absence of social engagement. Social anxiety is frequently connected psychologically to factors including adverse behavioral patterns, excessive fear reactions, as well as inadequate self-worth. According to some cognitive-behavioral concepts, people who experience social anxiety can interpret social risks incorrectly, which causes them to experience excessive dread while avoiding social interactions (Kilford et al., 2024).
Symptoms and Diagnosis
Many symptoms, such as severe dread of social circumstances, an overactive concern with not being acknowledged in social settings, specific fears in relation to being rejected in social situations, are indicative during social anxiety. Emotional states are frequently accompanied by physical symptoms, including perspiration, shaking, fast pulse, nausea, and vertigo. In addition, those who are affected could find it challenging to communicate, to look someone in the eye, or to interact in social gatherings. Mental health practitioners usually use specific criteria found throughout the DSM-5 to diagnose social anxiety. Evaluation of the length and intensity of sensations is necessary for the evaluation, especially where the anxiety substantially impairs day-to-day functioning. To diagnose the prevalence and severity underlying social anxiety, therapists may employ cognitive examinations, self-reported information surveys, as well as controlled discussions (Mind UK, 2024).
Impact on Daily Life
Social anxiety has a major influence on day-to-day living, especially in interpersonal relationships. People find it difficult to keep up intimate relationships with acquaintances, relatives, and spouses, because they are afraid of other people, and worry about the consequences of being judged. Thoughts that they are isolated and alone may result from this. According to reports, forming and maintaining connections may be difficult for many people with social anxiousness, which can negatively impact their psychological state.
Social anxiety may hamper one’s ability to function academically, and professionally, in both employment and school settings. Those impacted may refrain from taking part in talks, speeches, or collaborative tasks, which could impede their ability to advance in their careers, or further their studies. Physical health is also negatively impacted by persistent social anxiety. Long-term anxiety can cause digestive disorders, as well as migraines. Furthermore, social anxiety-related stress raises the possibility of cardiovascular diseases, raising the significance of promptly identifying and treating the disorder (Pavlova et al., 2024).
Treatment and Management
A mix of counselling, as well as self-help techniques, is used to manage social anxiety disorders. The best way includes Cognitive Behavioural Therapy, which focuses on altering unfavourable thinking habits, and thinking processes connected to social anxiety. A characteristic of cognitive behavioural therapy, called Immersion Therapy, contributes to people approaching interactions with others more comfortably as time goes on, hence decreasing anxiety. Additional treatment options, which include mindfulness-based methods, can also help with anxiety management (Winter et al., 2023).
Self-help techniques are essential for controlling anxiety about social situations. Deep breath exercises, confronting unfavourable ideas, easing oneself into social settings that one fears, leading an active existence, with consistent physical activity, along with an appropriate diet, are some important strategies. Attending workshops, or establishing community organisations, can assist with making a contribution to feeling more confident while minimising anxiety (Mechler et al., 2024).
Coping Strategies
Using routines that lessen anxieties, and foster resilience, is part of overcoming social anxiety. Developing a regimen that includes regular exercise, such as yoga or walking, might help lower stress levels. Regularly engaging in gradual muscle loosening, through exercise, or deep breathing practices, can also help to soothe the circulatory system. Keeping journals to monitor performance, as well as your emotional response to social situations, can yield valuable insights, whilst encouraging optimistic thinking. Having support networks is crucial for controlling social anxiety. It is simpler to handle social issues where there is psychological help and support from relatives, close companions, or from group therapy. Open communication about difficulties can improve bonds between people, as well as lessen sentiments of loneliness (Tse et al., 2023).
Strategies for concentration and unwinding, such as meditating with imagery visualisation, is often quite effective in managing anxiety. Continuous meditation encourages a calm and collected mental sharpness. Mindfulness training helps people stay in the moment, along with reducing frequent overanalysing. Incorporating these routines in everyday situations promotes a more composed, balanced attitude toward personal relationships (Anxiety UK, 2024).
Real-Life Stories
Accounts from everyday life of people who have dealt with social anxiety, show the path from hardship to resiliency. A particular individual includes Ellie, an occupational therapist from London, who turned to CBT for assistance, after several years of social distancing. Ellie gained the ability to confront her unfavourable opinions, and she progressively exposed herself in the face of her fears, with the help provided by her psychotherapist. She now handles social situations with assurance, along with having now noticed positive changes throughout her career as a result (Zhang et al, 2024).
Professional viewpoints stress how important it is to ask for assistance. Oxford University psychotherapist, Dr. Lucy Bowes, states that curing social anxiety requires prompt treatment. She emphasises ‘Helping Hands Networks’, along with treatments like Cognitive Behavioural Therapy, can significantly enhance results. Famous psychotherapist, Professor Paul Gilbert, also emphasises the importance of compassion-focused treatment, in assisting people in growing towards oneself, compassion along with lowering the guilt that comes with anxiety about social situations. These illustrations, and professional opinions, show that anxiety concerning social situations management can be managed through the correct assistance (Masters, 2024).
Conclusion
A lot of individuals throughout the United Kingdom suffer from social anxiety, which is a prevalent but treatable ailment. It is triggered by a confluence of psychological, environmental, as well as hereditary variables. It can have a negative effect on one’s physical health, how we connect to others, along with job prospects. But there is help available, from effective therapies, including prescription drugs, self-help initiatives techniques, to Cognitive Behavioural Therapy. Actual situations, experiences, and professional opinions, serve as a reminder that people with social anxiety disorders may reclaim their everyday lives, along with feeling in possession of their condition, when they agree to receive help. It is critical for anyone suffering from anxiety about social situations to keep in mind that improvement is achievable. It is a significant move to seek treatment, whether from a therapist or from community support. Many people have effectively dealt with their nervousness, and have proved to be capable of doing so, even if the process can prove difficult. Rehab is achievable, so it is important to hold onto a positive attitude, as well as practice self-compassion. One can conquer anxiety about social settings, to maintain an even more connected, self-assured lifestyle, with ongoing patience and dedication.
Mechler, J., Lindqvist, K., Magnusson, K., Ringström, A., Krafman, J.D., Alvinzi, P., Kassius, L., Sowa, J., Andersson, G. and Carlbring, P., (2024). Guided and unguided internet-delivered psychodynamic therapy for social anxiety disorder: A randomized controlled trial. Npj Mental Health Research, 3(1), p.21. https://www.nature.com/articles/s44184-024-00063-0
Tse, Z.W.M., Emad, S., Hasan, M.K., Papathanasiou, I.V., Rehman, I.U. and Lee, K.Y., (2023). School-based cognitive-behavioral therapy for children and adolescents with social anxiety disorder and social anxiety symptoms: A systematic review. Plos one, 18(3), p.e0283329. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0283329
