Social Anxiety Disorder in Children and Adolescents- Nursing Research: Research Proposal
This assignment is the second part of assignment no. (139431) that the writer no. (10509) completed.
Assignment: Research proposal.
In pairs, using the literature review you and your partner have already completed, propose a study that you both might complete to uncover more knowledge about the topic at hand. Components would include the following (all in one document): Social Anxiety Disorder in Children and Adolescents
750-to-1000-word APA paper excluding the title page and reference page. Please ensure to submit a word document for feedback in the assignment.
- APA title page
- The literature reviews you both have already completed (summary of lit review)
- A problem statement, describing a gap you both have found in your literature review
- A research question, which is based on the problem statement you have described
- A brief description of the type of research study you think would match the question (I.e., quantitative, or qualitative). (This should have a rationale for the choice)
- Reference page
Social Anxiety Disorder in Children and Adolescents
The prevalence of social anxiety disorder in children and adolescents should be studied to determine the best interventions. Many adolescents and children with social anxiety disorder live in constant fear of being humiliated or harassed by peers or elders.Social Anxiety Disorder in Children and Adolescents
Symptoms of social anxiety disorder in children and adolescents include freezing in public, crying, tantrums, and withdrawal from most social situations (Leigh & Clark, 2018).
Some patients exhibit withdrawal symptoms, such as avoiding school and failing to play or eat with friends. Adolescents may fail to socialize, for example, by not attending parties with peers. The typical behaviors of children and adolescents with social anxiety disorder can severely disrupt their personal, academic, and family lives (Khalid-Khan et al., 2019).
Anxiety can lead to clinical depression, hard drug use, or suicidal thoughts in children and adolescents. Social phobia, generalized anxiety disorder, and separation anxiety disorder are the three major forms of a social anxiety disorder (McKinnon et al., 2018). Social Anxiety Disorder in Children and Adolescents
Social anxiety disorder appears to be the most prevalent of the three major anxiety disorders, putting children and adolescents at risk.
However, based on the definition, General and separation anxiety disorders appear to be closely related to social anxiety disorder. Nurses can help children and adolescents with a social anxiety disorder (Werner-Seidler et al., 2017). The lack of understanding of the relationship between social, general, and separation anxiety disorders complicates patient care.
Many nurses are unaware of the link between general separation and social anxiety disorders. In general anxiety disorder, children and adolescents overthink and overworry about events and activities they should be doing (InAlbon et al., 2020). Social Anxiety Disorder in Children and Adolescents
Anxiety in multiple settings makes it difficult for children and adolescents with GAD to overcome their worries. Social Anxiety Disorder in Children and Adolescents
Children and adolescents with generalised anxiety disorder may struggle to overcome their fears, leading to separation anxiety disorder when they leave their families. Generalized anxiety disorder and separation anxiety disorder cause distress and social problems in children with social anxiety disorder (Andrews et al., 2018). As a result, social disorders often coexist with other disorders, complicating treatment because patients’ symptoms are multi-dimensional.
For fear of embarrassment and exposure, they fail to express themselves effectively in public, and become distressed in a public place (Leigh & Clark, 2018). Thus, nurses must understand general separation and social anxiety disorders in order to provide effective patient interventions that improve quality outcomes and eliminate all aspects of anxiety disorders that may accompany social anxiety disorders.
Nurses have the responsibility to understand the association among different types of anxiety disorder in children and adolescents and how they contribute to and present with social anxiety disorder. On many occasions, nurses understand various types of anxiety disorders in children and adolescents as either general, separation or social anxiety disorders (Freidl et al., 2017).
Research recognizes the need to understand the presentation of all these types of disorders in children and adolescents and the right interventions. Social Anxiety Disorder in Children and Adolescents
Failure to understand the association between different types of disorders with a social anxiety disorder may result in insufficient interventions and poor patient outcomes because one symptom could be treated and another one lefts—lead ng to a complicated interventions procedure.
How can various types of anxiety disorders and how they present in children and adolescents help in understanding the manifestation of social anxiety disorder in those patients to provide multi-dimensional interventions for proper treatments of the patient’s disordered? Social Anxiety Disorder in Children and Adolescents
Aims and Objectives
The proposal aims to understand how different types of anxiety contribute to the presence of social anxiety disorder in children and adolescents. Information garnered here is used to create multi-dimensional interventions for the social anxiety disorder citing its association with other types of anxiety disorder in children and adolescents. Consequently, multi-dimensional intervention programs are adopted with the best therapeutic intervention for the patients.
Methods and Sources
This research requires a qualitative approach. The research focuses on generalized anxiety disorder and separation anxiety disorder in children. The proposal suggests that the two types of anxiety disorders are linked to social anxiety disorders in children and adolescents (Kodish et al., 2018). Social Anxiety Disorder in Children and Adolescents
A comprehensive qualitative literature review is recommended, followed by a survey of all psychiatric nurses to assess the symptoms they see in children with various anxiety disorders. The nurses are chosen based on their interactions with patients. The symptoms of the nurses’ interaction and the literature are thoroughly analyzed to determine how other anxiety disorders manifest in children and adolescents with social anxiety disorder.
Implication and Contributions to Knowledge
Practical and Theoretical Implications
It is easier to develop multi-dimensional interventions for social anxiety disorder in children and adolescents when the various types of anxiety disorders in children and adolescents are linked. The multi-dimensional interventions aim to identify shared symptoms between social anxiety disorder and other anxiety disorders (Strachan et al., 2020).
The multi-dimensional intervention shows any potential nursing care gaps. To create the best appropriate interventions for the competence of charge nurses, the researchers suggest that data should be well analysed. Social Anxiety Disorder in Children and Adolescents
Nurses should keep track of current patients’ presenting information to incorporate into multi-dimensional interventions. The assumption is that psychiatric nurses are well trained to inform young patients with anxiety disorders (Alhassan & Poku, 2018). Nurses should be trained in multi-dimensional evidence-based interventions to better understand and treat children and adolescents with social anxiety disorder. Social Anxiety Disorder in Children and Adolescents
The multi-dimensional evidence-based intervention has a convincing outcome. More research is needed to see if multi-dimensional evidence-based interventions can be used for other conditions. Relative to anxiety disorders, the literature review suggests that multi-dimensional interventions include nursing interventions to social skills training in patients, confirming the need for multi-dimensional nurse training.
Globally, according to Kodish et al., (2018) many children suffer from social anxiety. Social anxiety disorder in children and adolescents shares symptoms with other anxiety disorders. We hope to create multi-dimensional evidence-based interventions by identifying the relationship between various anxiety disorders and social anxiety disorder. It also increases nurse-patient engagement to improve patient outcomes.
Alhassan, R. K., & Poku, K. A. (2018). Experiences of frontline nursing staff on workplace safety and occupational health hazards in two psychiatric hospitals in Ghana. BMC Public Health, 18(1). https://doi.org/10.1186/s12889-018-5620-5
Andrews, G., Bell, C., Boyce, P., Gale, C., Lampe, L., Marwat, O., Rapee, R., & Wilkins, G. (2018). Royal Australian and New Zealand College of Psychiatrists Clinical Practice Guidelines for the treatment of panic disorder, social anxiety disorder and generalised anxiety disorder. Australian & New Zealand Journal of Psychiatry, 52(12), 1109–1172. https://doi.org/10.1177/0004867418799453
Freidl, E. K., Stroeh, O. M., Elkins, R. M., Steinberg, E., Albano, A. M., & Rynn, M. (2017). Assessment and treatment of anxiety among children and adolescents. FOCUS, 15(2), 144–156. https://doi.org/10.1176/appi.focus.20160047
In‐Albon, T., Wahlund, T., & Perrin, S. (2020). Generalized anxiety disorder (GAD) in children and adolescents. Generalized Anxiety Disorder and Worrying, 335–368. https://doi.org/10.1002/9781119189909.ch16
Khalid-Khan, S., Santibanez, M.-P., McMicken, C., & Rynn, M. A. (2019). Social anxiety disorder in children and adolescents. Pediatric Drugs, 9(4), 227–237. https://doi.org/10.2165/00148581-200709040-00004
Kodish, I., Rockhill, C., & Varley, C. (2018). Pharmacotherapy for anxiety disorders in children and adolescents. Dialogues in Clinical Neuroscience, 13(4), 439–452. https://doi.org/10.31887/dcns.2011.13.4/ikodish
Leigh, E., & Clark, D. M. (2018). Understanding social anxiety disorder in adolescents and improving treatment outcomes: Applying the cognitive model of Clark and Wells (1995). Clinical Child and Family Psychology Review, 21(3), 388–414. https://doi.org/10.1007/s10567-018-0258-5
McKinnon, A., Keers, R., Coleman, J. R. I., Lester, K. J., Roberts, S., Arendt, K., Bögels, S. M., Cooper, P., Creswell, C., Hartman, C. A., Fjermestad, K. W., In‐Albon, T., Lavallee, K., Lyneham, H. J., Smith, P., Meiser‐Stedman, R., Nauta, M. H., Rapee, R. M., Rey, Y., … Hudson, J. L. (2018). The impact of treatment delivery format on response to cognitive behaviour therapy for preadolescent children with anxiety disorders. Journal of Child Psychology and Psychiatry, 59(7), 763–772. https://doi.org/10.1111/jcpp.12872
Strachan, L. P., Hyett, M. P., & McEvoy, P. M. (2020). Imagery rescripting for anxiety disorders and obsessive-compulsive disorder: Recent advances and Future Directions. Current Psychiatry Reports, 22(4). https://doi.org/10.1007/s11920-020-1139-4
Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47. https://doi.org/10.1016/j.cpr.2016.10.005