Learning about mental disorders
Mental health on one end and mental disorders on the other represent two poles of a health-illness continuum. The terms “problem behavior or emotional disturbances” are often used to describe a range between these two poles, where mental health is impaired but does not meet the criteria for a mental disorder. This section provides guidance on delineating health, abnormality, and disorder for common mental disorders in adolescence. In addition, this section will talk about neurodevelopmental disorders. Neurodevelopmental disorders are conditions that affect the development of the nervous system, leading to difficulties in personal, social, academic, or occupational functioning. They typically manifest early in childhood and are often influenced by a combination of genetic, environmental, and developmental factors. Further knowledge of scientifically supported causes of specific disorders can help alleviate personal uncertainties and counteract processes of stigmatization. Such knowledge enables a better understanding of initially unusual behavior and facilitates communication with adolescents and colleagues. Additionally, familiarity with scientifically validated, effective interventions allows for referrals to appropriate resources that can initiate comprehensive diagnostic assessments and, if necessary, further psychotherapeutic or educational measures. The identification of early warning signs or relevant abnormalities holds great importance for schools and all stakeholders involved in education. The dissemination of knowledge in this section aims to raise awareness of existing psychological abnormalities, reduce stigma through communication, and initiate support.
The State of the world’s children 2021 (UNICEF, 2021)
Describe
Unlike conditions such as depression or anxiety, individuals on the autism spectrum are born with this disorder, and there is no known cure. Autism is often referred to as a pervasive developmental disorder, showcasing distinct differences in brain function compared to neurotypical individuals. “Neurotypical” is a term used to describe individuals whose neurological development conforms to the “typical” pattern. In contrast, the term “neurodiverse” refers to individuals whose neurological functioning deviates from this typical pattern, such as people with autism spectrum disorders or ADHD. Diagnosis of an autism spectrum disorder requires the presence of symptoms across three key areas: social communication, social interaction, and repetitive and stereotypical behavior. However, these symptoms may vary from person to person, which is why we speak of a spectrum. Nonetheless, a common trait among individuals with autism is difficulty in social interaction, coupled with a strong preference for structure and predictability. In some countries, the abnormalities in social communication and interaction are now summarized and not separate entities anymore. However, we will describe them separately here.
Social communication characteristics: Language development may be delayed or entirely absent in individuals with autism spectrum disorders. However, if language is present, individuals with autism often demonstrate differences compared to neurotypical people in their communication. For instance, they may employ more neologisms, make socially inappropriate statements or pose inappropriate questions, and repetitively use the same words and phrases. Furthermore, there are disparities compared to neurotypical individuals in initiating and sustaining verbal exchanges. Frequently, small talk is reduced, and engaging in reciprocal conversations to maintain a dialogue is restricted. Additionally, individuals with autism often display diminished non-verbal communication, such as reduced nodding or shaking of the head, pointing to distant objects, or employing conventional gestures like waving or blowing a kiss. Moreover, in children on the autism spectrum, there is often a notable reduction in varied, spontaneous imaginative play.
Social interaction characteristics: Individuals with autism often show diminished non-verbal behavior to navigate social interactions. For instance, they may avoid or maintain limited eye contact. Additionally, social smile and facial expressions in general are frequently less pronounced compared to neurotypical individuals. Moreover, those on the autism spectrum often face challenges in forming and maintaining relationships with peers. They may show reduced interest in peers, and their response to others’ approaches may be negative at times. Furthermore, there may be a lack of shared joy, which can be observed in fewer offers to share belongings or a diminished inclination to share interests and joy with others. Individuals with autism also commonly demonstrate reduced reciprocity on social and emotional levels. For example, providing comfort to others may be infrequent, inappropriate, or non-intuitive. Additionally, interactions with adults may sometimes be reserved, and individuals with autism spectrum disorders may exhibit reduced interest in such interactions.
Repetitive, stereotypical behavior: Individuals with autism often develop unusual or highly intense interests, which they deeply engage in. Sometimes, they cling to actions or rituals that serve no function in themselves. Therefore, they frequently struggle with alterations in daily routines or changes in their environment. Moreover, those on the autism spectrum may display a predominant fixation on specific objects or non-functional aspects of items. Another notable distinction involves sensory peculiarities, which may encompass various senses such as reactions to auditory, visual, tactile, or olfactory stimuli. Some individuals with autism may react hyper sensitively to certain stimuli, experiencing discomfort, whereas others may be hyposensitive, demonstrating reduced perception. Additionally, they may exhibit repetitive motor movements with their hands or entire body on occasion.
Red flags/Warning signs: Absent or delayed language, difficulties in social interaction, repetitive and restricted behavior and interests, sensitivity to sensory stimuli, rigid thinking and behavioral patterns, developmental delays. It is important to note that the presence of some of these warning signs does not necessarily mean that a person has autism. A professional assessment and diagnosis by specialists such as pediatricians, psychiatrists, psychologists, or specialized therapists are required to accurately diagnose an autism spectrum disorder.
Frequency and consequences
Approximately 1 in 100 children worldwide is diagnosed with an autism spectrum disorder (ASD). There is a higher frequency of diagnoses among boys compared to girls. In childhood and adolescence, an autism spectrum disorder can lead to difficulties in school. Sensory overload in a classroom setting can result in difficulties with concentration. Individuals with autism spectrum disorders often experience increased challenges in interacting with others, particularly peers. These difficulties may manifest in various social situations, including communication, understanding nonverbal cues, and the ability to establish and maintain relationships. In addition to social challenges, individuals on the autism spectrum often experience significant perceptual differences in everyday life, such as sensory sensitivities that affect social situations. Coping with these perceptual differences is often a challenge for individuals with autism and can greatly impact their daily lives. Very frequently, autism spectrum disorders co-occur with other mental disorders, most commonly ADHD, obsessive-compulsive disorder, and anxiety disorders, as well as depression.
Understand
The exact causes of autism spectrum disorders have not been fully investigated and understood, but research suggests that a combination of genetic, environmental, and developmental factors plays a role. There is likely no single cause of autism, but rather a variety of factors that contribute to the development of the disorder through complex interactions. The most important part, however, is genetic predisposition. Environmental factors, on the other hand, play a more important role in terms of functional impairment and personal distress.
Support
Approaches to the treatment and support of autism spectrum disorders can be diverse and should be tailored to the individual needs of the affected person. Early diagnosis and intervention can positively impact the course of autism. Early interventions may include behavioral and communication therapies, as well as supportive measures aimed at promoting the development of social skills, communication, and self-help skills. Therapies such as Applied Behavior Analysis (ABA), cognitive behavioral therapy, and speech therapy can help improve social skills, communication, self-regulation, and other essential skills. Individually tailored educational plans and support services in schools can help facilitate the learning process for children and adolescents with autism. This may include providing support personnel, adjustments in the classroom, and promoting peer interactions. All interventions aimed at promoting well-being and facilitating coping with difficult situations from previous sections can have a protective effect. By offering individually tailored support that is aligned with the needs and strengths of the affected individual, these interventions can help strengthen resilience and develop positive coping strategies. By promoting social skills, self-regulation, communication, and self-help skills, they can help increase resilience to stress and challenges. Moreover, they can also enhance self-esteem and promote a sense of efficacy, which in turn contributes to improving mental health and overall well-being.
Exercise
Centers for Disease Control and Prevention (2022). Autism Spectrum Disorder (ASD). Retrieved from: https://www.cdc.gov/ncbddd/autism/facts.html
Keen et al. (2015). How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism, 20(3), 276-294. doi: 10.1177/1362361315580962
Describe
Eating disorders are serious mental disorders that affect eating behavior and the perception of one’s own body. They can lead to significant health problems and greatly impact the lives of those affected. The most common eating disorders include anorexia nervosa, bulimia nervosa, and binge-eating disorder. Despite their diversity, all eating disorders share some common features. First, disordered eating behavior is a central theme, which can manifest through unusual eating habits such as extreme calorie counting, excessive eating, or severely restricted food intake. These behaviors have serious effects on health, both physically and mentally. People with eating disorders often suffer from malnutrition, dehydration, heart problems, depression, and other mental health conditions. Another common feature is the distorted perception of one’s own body and weight. Affected individuals tend to perceive themselves as “overweight” or “unattractive”, regardless of their actual weight or appearance. This often leads to intense emotional distress, including anxiety, shame, guilt, and self-hatred. Eating behavior can frequently serve as a coping mechanism for these emotional issues. Finally, eating disorders significantly impair the individuals’ daily life. The constant focus on food, weight, and body image can cause considerable suffering and greatly hinder the adolescents# ability to work, attend school, engage in social relationships, and pursue personal development.
Frequency and consequences
Eating disorders affect approximately 14 out of 1000 women and 5 out of 1000 men. They typically begin in adolescence. Eating disorders can have serious consequences for physical and mental health. They often lead to malnutrition and weight-related issues, including muscle atrophy, fragile bones, hair loss, and a weakened immune system. Additionally, eating disorders can result in the cessation of menstruation in women and loss of potency in men. Cardiovascular problems, such as arrhythmias and heart failure, are also common. Gastrointestinal problems, such as gastritis and ulcers, are another consequence. Furthermore, eating disorders can cause cognitive impairments and mental health issues such as depression and anxiety disorders. Social withdrawal, isolation, and relationship problems are common social consequences. Long-term, eating disorders can lead to life-threatening complications such as heart failure, kidney failure, and an increased risk of suicide.
Understand
It is important to note that eating disorders are not caused by a single factor but rather by a complex interplay of multiple factors. The exact causes can vary from person to person and are often the result of a combination of biological, psychological, and socio-cultural factors. Genetic predisposition plays a crucial role when it comes to the vulnerability of eating disorders. Studies have shown that individuals with family members who have been diagnosed with an eating disorder are at increased risk of developing one themselves. Additionally, hormonal, and neurochemical differences in the brain, particularly related to neurotransmitters such as serotonin and dopamine, can influence the risk of developing an eating disorder. Individual personality traits and psychological factors also play an important role. Childhood experiences, the presence of role models, parenting styles, and high achievement standards can increase the risk of eating disorders. Perfectionism, low self-esteem, a need for control, and impulsivity are examples of personality traits that may be associated with an increased risk of eating disorders. Furthermore, contemporary society and culture have a significant impact on the development of eating disorders. In particular, the portrayal of idealized body images in the media and on social platforms can lead to distorted body images and unrealistic beauty standards. The pressure to conform to body weight and appearance ideals, emanating from peer groups and society at large, can increase the risk of eating disorders.
Support
The treatment of eating disorders requires a holistic approach that considers various aspects of the condition and is individually tailored. Psychotherapy plays a central role in treating eating disorders, addressing underlying psychological issues and promoting healthy behaviors. The goal is to identify and change negative thought patterns and behaviors, as well as improve the relationship with food and one’s own body. Specialized clinics or counseling centers that focus on treating eating disorders provide comprehensive support, including diagnosis, counseling, therapy, and coping assistance. For severe cases of eating disorders, especially in acute life-threatening conditions such as severe underweight or dehydration, hospitalization or inpatient therapy may be necessary to ensure intensive medical care and monitoring. Additionally, nutrition therapy, conducted by qualified nutrition professionals such as dietitians or therapists, can help individuals to learn healthy eating habits, improve their relationship with food, and promote balanced nutrition. The aim is to establish healthy eating behaviors and combat malnutrition.
Exercise
National Institute of Mental Health (2024). Eating Disorders. Retrieved from: https://www.nimh.nih.gov/health/topics/eating-disorders
Describe
Media addiction, also known as internet addiction or online addiction, refers to compulsive behavior in which an individual spends excessive amounts of time using digital media, particularly on the internet. This type of addiction can take various forms, including excessive use of social media, online gaming, streaming services, or other digital activities. Affected individuals invest an excessive amount of time in digital media usage and neglect important responsibilities such as work, school, social interactions, and personal duties. Despite intending to reduce time spent on digital media, individuals with internet addiction struggle to control it. Often, they spend more time on digital media than planned and increasingly need more time to experience the same satisfaction or thrill as before. This can lead them to turn to digital media more frequently, and their usage increases steadily.
Frequency and consequences
The estimated global prevalence of internet addiction is 6.0 percent. This excessive use of digital media can lead to serious consequences, including an increased risk of aggressive behavior with high consumption of violent content, as well as a deterioration in academic performance. Furthermore, psychological effects such as depression, anxiety disorders, social phobias, and sleep problems may arise. It is important to take the effects of excessive media use seriously and to take appropriate preventive and treatment measures in a timely manner.
Understand
The causes of internet addiction are diverse and can include biological, psychological, social, and environmental factors. These factors encompass a genetic predisposition, mental health issues such as depression or anxiety disorders, an environment that promotes excessive use of digital media, and personal factors such as stress management or the pursuit of reward and recognition. Excessive use of digital media can fulfill various psychological needs and serve as an escape from real-world problems. It provides an easy way to make new friendships and maintain social connections, which can be particularly appealing when interpersonal interaction in the real world is perceived as difficult. Additionally, playing digital games satisfies the need for challenge and reward, with successful gaming triggering the release of happiness hormones. These aspects contribute to increasing the appeal of digital media and promoting its excessive use, which, however, can simultaneously have negative impacts on real-life functioning and mental health.
Support
Individual or group therapy can help identify the underlying causes and triggers of excessive digital media use and develop healthy coping strategies. Cognitive behavioral therapy can be particularly useful in recognizing and changing problematic thought patterns and behaviors. Additionally, media literacy programs can help develop a better understanding of the impacts and risks of media use and learn strategies for responsible digital media use. Limiting access to digital media through time restrictions, installing blocking features, or creating media-free zones in the home can also help to reduce usage. Furthermore, promoting alternative activities and hobbies not associated with digital media can help decrease the time spent with digital media and foster interests in other areas of life.
Exercise
Lozano-Blasco, R., Robres, A. Q., & Sánchez, A. S. (2022). Internet addiction in young adults: A meta-analysis and systematic review. Computers in Human Behavior, 130, 107201. doi: 10.1016/j.chb.2022.107201
Describe
Depression in adolescents may resemble that of adults, but it can also manifest in increased irritability, mood swings, or physical complaints. Especially during puberty, it is often difficult to distinguish a depressive episode from age-typical emotional and mood fluctuations. The main symptoms are a sad mood, often accompanied by irritability in adolescents, loss of interest, and lack of energy or motivation. These symptoms do not necessarily occur all together and can vary in severity. It is typical to observe a change in behavior, meaning that the adolescent no longer finds joy in activities that used to bring pleasure or suddenly reacts strongly. Lack of motivation often manifests as spending hours “lying in bed,” being unable to muster the energy, or feeling exhausted after minor efforts.
Frequency and consequences
3-7% of adolescents in Germany (and worldwide) are affected by depression. 5% of all individuals experience at least one depressive episode in their lifetime. From puberty onwards, more girls than boys become depressed. Depression often occurs in episodes. Hence it is also referred to as a depressive episode, with some individuals experiencing only one episode and others experiencing multiple episodes. Depression is associated with poorer academic performance, for example, due to concentration problems, because adolescents find it difficult to motivate themselves to complete tasks or prepare for exams, or because subjects that used to interest them no longer bring them joy. Physical symptoms such as sleep disturbances or lack of drive increase the risk of absenteeism. In the long term, the probability of poorer educational and career outcomes is increased for individuals with depression. Conversely, academic failures or school-related stress can be factors that contribute to the onset and maintenance of depression. Depression very often co-occurs with other mental disorders, most commonly with anxiety disorders.
Understand
Depression arises when many different stress factors come together. Vulnerability and stress are often discussed. Vulnerability describes vulnerabilities that the adolescent already brings with them. These can be genetic factors such as the presence or absence of certain chemical messengers in the brain, or psychological factors such as low self-confidence or negative or perfectionistic thought patterns. Social factors also play a role in the development of vulnerability; examples include the school environment or integration into the class community. Bio-psycho-social risk factors can increase vulnerability, while protective factors on these three levels can mitigate risks. Depression occurs when stressors are added to vulnerability. These are events that pose a particular challenge, such as exam periods, bullying, or the loss of a friendship. It is important to note that the individual interplay of these many factors leads to the development of depression, not a single factor. School-related factors that have been shown to be particularly relevant in terms of increasing the risk of depression include real or perceived academic problems, a negative classroom atmosphere, poor relationships with peers and teachers, bullying, and exclusion. In addition, various individual and familial factors influence. Accordingly, intervention can be targeted at various points in this framework, aiming both to reduce risk factors and stressors and, especially, to build protective factors and competencies that mitigate the effects of risks and stressors.
Support
Protective measures can be provided by all interventions from the previous and following sections (how to flourish, how to deal with difficult situations). They establish protective factors and thereby reduce vulnerability. However, there are times, situations, or structures that exceed the existing coping mechanisms or resources and, despite resilience being fostered, can lead to overwhelm and a depressive episode. Teachers can be an important first point of contact. They can describe their concerns and the behaviors they observe in a trusting conversation, thus conveying understanding and openness to the affected adolescents. Simply feeling seen can be experienced as support. Finding a balance between addressing concerns on one hand and respecting the privacy of adolescents on the other hand is often challenging for many teachers. Helpful tips for communicating with distressed students can be found on the project’s website schule.ich-bin-alles.de. Psychotherapeutic interventions for treating depression in adolescents often rely on the principles of cognitive-behavioral therapy. If outpatient psychotherapy is not sufficient, partial or full inpatient treatment can be arranged through the pediatrician or general practitioner. If adolescents and parents waive confidentiality, the teacher can make an important contribution to the diagnostic process. Additionally, communication between the school and clinic is advisable if the adolescents are educated in a clinic school as part of partial or full inpatient treatment.
Describe
The symptoms of ADHD are divided into two groups: attention problems and hyperactivity/impulsivity. Adolescents may exhibit the combined type of the disorder, which is referred to as ADHD, or they may only experience attention problems, known as ADD. Behaviors observed in the school environment and related to attention problems include easy distractibility, difficulty remembering instructions, initiating, organizing, or completing activities, and often struggling to maintain a consistent, steady work pace. Behaviors associated with hyperactivity and impulsivity include interrupting others, excessive talking, or excessive motor restlessness. In adolescence, motor restlessness tends to recede into the background, while impulsivity, especially verbal impulsivity, becomes more prominent. In addition to the described problems, difficulties in sustaining motivation and effort over longer periods are often evident. Many adolescents are initially enthusiastic but eventually encounter difficulties with prolonged implementation or staying on task. Particularly typical for ADHD in adolescence are aversions to mentally demanding tasks and difficulties with work and everyday organization. Assessing time intervals, planning activities over a longer period, or managing time is often challenging. There is controversial debate about whether difficulties in emotional regulation are also part of ADHD, or whether this problem is not part of the actual disorder but occurs frequently in conjunction with it.
Frequency and consequences
Approximately 3-5% of adolescents in Germany and worldwide are affected by ADHD. When the gold standard of diagnosis is applied, ADHD has not become more common in the last 30 years and appears at comparable rates in epidemiological studies worldwide. Due to increased awareness and more reliable diagnostics, the disorder is generally better recognized in routine care today. There is no evidence to support the media’s often conveyed impression that ADHD is a fad diagnosis or a disease of civilization. Boys are affected twice as often as girls. ADHD is relatively stable in the course of development: 70–86% of all affected individuals continue to meet the diagnostic criteria in adolescence. The majority of adolescents with ADHD have additional mental health issues, with approximately 60% having multiple additional diagnoses. Oppositional or conduct disorders most commonly co-occur with ADHD. Conduct disorders are associated with an increased risk of alcohol, nicotine, drug use, gambling, and contact with the criminal justice system. ADHD is associated with an increased risk of accidents and suicide attempts. Anxiety disorders and depression also occur in about one-quarter of those affected by ADHD. There are also high rates of overlap with tics and autism spectrum disorders. An ADHD diagnosis increases the risk of grade repetition, the use of school-based and extracurricular learning support, and lower levels of educational attainment.
Understand
Nowadays, ADHD is understood as a disorder of neural development, meaning it is assumed that the brains of people with ADHD have specific peculiarities in certain areas and therefore function differently. Central to this are difficulties in executive functions, which act as an air traffic control system for monitoring and controlling incoming and outgoing information and cognitive resources. Particularly relevant in the educational context is working memory, which is responsible for holding information for processing for a short duration. For example, multi-step instructions require working memory capacity, as the information not only needs to be briefly remembered but also actively used and manipulated. Inhibition, as another aspect of executive function, describes the ability to interrupt and suppress a dominant action impulse. Cognitive flexibility, as the third central competence in the area of executive functions, is required when adapting one’s behavior to the demands of the situation, for example, when switching between instructions or changing behavior after correction by the teacher. Beyond executive dysfunction, attentional orientation in space or to important information is often impaired. This, too, can be linked to a different functioning of the brain. There is strong evidence that certain environmental circumstances increase the risk of ADHD. Some of these circumstances may even be direct causes, but for most, there is the possibility that they are related to genetic and environmental influences that are not necessarily specific to ADHD.
Support
For students with ADHD, creating an environment that provides structure and clarity is crucial. This means that teachers and caregivers should establish clear expectations and promote a consistent routine. Short and precise instructions are important as lengthy and complex tasks can quickly overwhelm students with ADHD. Breaking tasks down into smaller steps facilitates their completion and increases their chances of success. Positive reinforcement also plays a central role. Praising and acknowledging good performance or improved behavior helps students build confidence and stay motivated. This can be done through verbal praise, reward systems, or individual goal-setting agreements. Apps or programs for planning and organization assist students in effectively managing their time and completing tasks on time. These tools can also help manage memory issues and promote independence. Incorporating regular movement breaks into the daily schedule is essential. Active breaks, such as short walks or exercises, help students expend excess energy and improve concentration for the next task. Physical activity also stimulates the release of endorphins, which positively impacts mood and well-being. Individualized support means that teachers and caregivers consider the needs of each student with ADHD individually. This includes adapting learning materials, providing additional assistance as needed, and introducing strategies that support students’ learning styles and strengths. Close collaboration with parents and professionals is also essential. Parents can provide valuable insights and information about their child’s behavior and needs. Together, teachers, parents, and professionals like psychologists or therapists can develop strategies to best support the student and help them realize their potential. Another important aspect is self-regulation training, which includes techniques such as breathing exercises, relaxation techniques, and strategies for attention control. These skills help students better control their emotions and reactions and focus on tasks. Overall, a supportive and understanding environment is crucial. This helps students with ADHD feel accepted and secure. By fostering their individual strengths and recognizing their challenges, we empower them to learn and grow successfully. These comprehensive approaches aim to provide students with ADHD the support and structure they need to succeed in school and in life.
Exercise
Faraone et al. (2021). The World Federation of ADHD International Consensus Statement: 208 Evidence-based conclusions about the disorder. Neuroscience and biobehavioral reviews, 128, 789–818. doi: 10.1016/j.neubiorev.2021.01.022
Describe
Anxiety disorders in adolescence are mental health conditions that can significantly affect the lives of teenagers. They manifest through persistent, excessive fears or worries that impair normal functioning in various areas of life. Adolescents with anxiety disorders may experience symptoms such as panic attacks, social withdrawal, excessive worrying, physical discomfort, and avoidance behavior. These disorders can take various forms, including generalized anxiety disorder, social anxiety disorder, panic disorder, specific phobias, and obsessive-compulsive disorder (OCD). Timely diagnosis and treatment are crucial to help adolescents with anxiety disorders develop effective coping strategies and lead healthy, fulfilling lives.
Frequency and consequences
The prevalence rates of anxiety disorders worldwide can vary depending on factors such as geographical location, cultural differences, diagnostic criteria used, and research methodologies employed. However, anxiety disorders are among the most common mental health disorders globally, affecting millions of people of all ages. According to the World Health Organization (WHO), anxiety disorders are estimated to affect approximately 3.6% of the global population. Anxiety disorders can have various consequences that significantly impact daily life. Affected individuals may struggle to function normally in different areas such as work, school, relationships, and leisure activities, as symptoms may hinder them from performing certain activities or maintaining social interactions. This can lead to social isolation and exacerbate feelings of loneliness. The constant emotional stress associated with anxiety disorders can also impair overall well-being and lead to depression or other mental health disorders. Additionally, physical symptoms of anxiety disorders such as sleep disturbances, muscle tension, and gastrointestinal problems can further compromise physical health. Individuals may heavily restrict their lives to avoid certain situations or objects, leading to feelings of helplessness. Furthermore, anxiety disorders can cause financial burdens, relationship difficulties, and self-esteem issues. Therefore, timely diagnosis and treatment are crucial to minimize the effects of anxiety disorders and improve quality of life.
Understand
The causes of anxiety disorders are multifaceted and may involve a combination of genetic, neurobiological, environmental, and life factors. Genetic predisposition may play a role, as anxiety disorders often run in families. Imbalances in brain neurotransmitters such as serotonin and noradrenaline may also be implicated. Traumatic experiences, abuse, or challenging life circumstances can increase the risk of anxiety disorders. Learning processes are also influential, as individuals may develop anxious responses to certain situations through direct experiences or observation of others. Personality traits such as low self-esteem or negative thinking patterns can also elevate the risk of anxiety disorders. Biological factors such as increased activity in certain brain regions may also contribute. It is important to emphasize that not all individuals with the same risk factors will develop an anxiety disorder, and the exact cause may vary from person to person. Early intervention and treatment are essential to reduce the effects of anxiety disorders and enhance quality of life.
Support
With anxiety disorders, there are various ways to find support and manage symptoms. A first step is seeking professional help from child and adolescent psychotherapists, psychiatrists, and psychologists who can provide an accurate diagnosis and recommend treatment options. Psychotherapy, such as cognitive behavioral therapy, can be effective in identifying negative thought patterns and developing coping strategies. Additionally, guided exposure therapy can reduce symptoms by confronting fears. In some cases, medications like antidepressants or anti-anxiety drugs may be helpful under medical supervision. A healthy lifestyle, including regular exercise, balanced nutrition, adequate sleep, and stress management, can also contribute to symptom relief. Furthermore, talking to family, friends, or participating in a support group can offer additional social support. Self-help strategies like breathing exercises, progressive muscle relaxation, and mindfulness practices can also be helpful. It’s important to address avoidance behavior and gradually confront anxiety-inducing situations. If anxiety disorders coexist with other health issues, it’s important to address them simultaneously. Every individual is unique, so it may be necessary to try different approaches to find what works best. Being patient and seeking professional support are important for developing effective coping strategies and improving quality of life.