Anxiety Disorders

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Anxious children, according to the DSM-5-TR, often worry when away from their parents (separation anxiety). Anxiety disorders in children and adolescents, like most disorders, are diagnosed according to what is developmentally appropriate. For example, a young child of 3 of 4 years of age may feel distress and be anxious at day care and being away from home. However, a child of 8 or 9 years of age, who does not want to spend overnights with friends or family members other than parents because of worries that something might happen to a parent while the child is away is not developmentally appropriate.

According to SAMHSA, anxiety disorders are one of the most common disorders in childhood (samhsa.gov). In the DSM-5-TR, there are several types of anxiety disorders that include separation anxiety, social anxiety, panic disorder, and agoraphobia (just to name a few).

Risk Factors and Functional Consequences

Risk factors for anxiety include shyness, or behavioral inhibition, in childhood (NIH.gov). The DSM-5-TR reflects that most anxiety disorders occur more frequently in females than in males (approximately 2:1 ratio). For social anxiety, the median age at onset is 13 years, and 75% of individuals have an age at onset between 8 and 15 years. So, you can see that these disorders have their roots in childhood and for social anxiety, and can result following a stressful or humiliating experience such as being bullied. Functional consequences can include isolation and impairment in social situations.

Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

Reference

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revised). Washington, DC: American Psychiatric Association.

National Institute of Mental Health. Anxiety Disorders.

SAMHSA. Understanding Anxiety Disorders Caregiver: Get the Facts.

Background

Develop a PowerPoint presentation to deliver to your local National Alliance on Mental Illness regarding anxiety in childhood and adolescents. Access the NFFCMH to find your local chapter. Keep in mind who your audience is as you prepare your presentation.

Instructions

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

 

Sample Solution

Understanding Anxiety in Children & Adolescents: A Presentation for NAMI

 

This presentation is designed for a local National Alliance on Mental Illness (NAMI) chapter, targeting an audience of caregivers, family members, and individuals with lived experience. The tone is empathetic and informative, focusing on providing actionable knowledge and support.

 

Slide 1: Title Slide

 

Visuals: A professional, calming background image. Use a gentle fade-in transition. Title: Understanding Anxiety in Children & Adolescents 🧠 Subtitle: A Guide for Families and Caregivers Presented to: NAMI of Kisii County Presented by: [Your Name] Date: August 17, 2025

Speaker Notes: Good evening, everyone. Thank you for inviting me to speak with you today. My name is [Your Name], and I’m honored to be here with the NAMI of Kisii County chapter. As you know, NAMI is an incredible organization that provides support, education, and advocacy. Tonight, we’re going to discuss anxiety in children and adolescents—a common yet often misunderstood issue. My goal is to empower you with knowledge and empathy so you can better support the young people in your lives. Let’s begin by distinguishing between normal worry and a true disorder.

 

Slide 2: Normal Worry vs. Anxiety Disorder

 

Visuals:

  • A graphic of a worried child on one side, labeled “Normal Worry.”
  • A graphic of an overwhelmed child on the other, labeled “Anxiety Disorder.”
  • Use a wipe transition to reveal the “Anxiety Disorder” side after discussing “Normal Worry.” Content:
  • Normal Worry: A temporary, situational response to a real event (e.g., test anxiety, fear of a stranger).
  • Anxiety Disorder: Worry is excessive and disruptive to daily life.
  • Key Distinction: Is it developmentally appropriate?
    • Example: A 3-year-old crying at daycare is normal.
    • Example: An 8-year-old refusing sleepovers is not.

Speaker Notes: Let’s start by clarifying the difference between everyday worry and a diagnosable anxiety disorder. We all experience worry—it’s a natural “fight or flight” response. For a child, it’s normal to feel worried before a school play or a doctor’s visit. This worry is usually short-lived and proportional to the situation. However, an anxiety disorder is when that worry becomes so excessive and persistent that it significantly interferes with a child’s school, social life, and family relationships. The key, as the DSM-5-TR explains, is to consider what’s developmentally appropriate. While a young child’s distress at daycare is typical, an older child’s refusal to do normal things like attend a sleepover out of fear that something will happen to their parents is a sign that something more serious may be at play.

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