Escolar Documentos
Profissional Documentos
Cultura Documentos
05/08/2015 10 comentrios
Revelado como acabar c/ seus ataques de ansiedade hoje mesmo com estas estratgias
simples
Seja um caso de superao e livre-se hoje mesmo das crises de ansiedade e pnico com
estas estratgias simples
Feedback positivo. Deixar um adolescente saber o valor que ele tem e que ele
pode fazer qualquer coisa que ele quiser vai ajud-lo a reter um senso de valor
como pessoa quando aparecerem os dramas da adolescncia.At mesmo quando
um adolescente fizer algo estpido devido falta de julgamento, ainda uma
boa ideia apoi-lo ao mximo.
Terapia. O adolescente que faz terapia tem algum para pr para fora toda sua
ansiedade. O terapeuta oferece apoio e ajuda quando o adolescente no tem
outra forma de ajuda.A terapia ensina mecanismos de enfrentamento para os
adolescentes lidarem com as causas da ansiedade e ajuda a dissolver padres de
crenas e pensamentos negativos prejudiciais que levam ansiedade.Destruir
estes pensamentos e crenas prejudiciais crucial para eliminar a ansiedade na
adolescncia.
Os adolescentes esto em uma idade onde eles precisam se sentir sob controle, e se eles
forem para a terapia forados, eles podem reagir com rebeldia.
Se os mtodos acima forem usados e o adolescente ainda no est reagindo bem, pode
ser o momento de consultar um psiclogo ou psiquiatra para prescrever alguma
medicao.
Fonte: http://ansiedadepanico.com/2015/08/05/sintomas-da-ansiedade-na-adolescencia/
ANSIEDADE, MEDOS E
PREOCUPAES: TRANSTORNOS
DE ANSIEDADE NA INFNCIA E
ADOLESCNCIA. Elizeth
Heldt, Luciano Isolan, Maria Augusta
Mansur e Rafaela Behs Jarros. In:
APRENDIZAGEM,
COMPORTAMENTO E EMOES NA
INFNCIA E ADOLESCNCIA: UMA
VISO TRANSDISCIPLINAR.
Organizao: Elisabete Castelon
Konkiewitz. Editora UFGD, Dourados,
2013.
Light refracted by Emma Cownie I have to add that my post traumatic illness has
revolutionized my way of painting. By husband suddenly became much more interested
in my work and has acted as my agent ever since. He was now sure that I had the
necessary scar on the soul to make it as an artist. That I had made the breakthrough. I
still paint prolifically because I need to paint still, not only professionally but must
importantly in a therapeutic sense. Painting is when I am most whole alive, engaged,
fulfilled, free from self and doubts. Principally I write about how art has been a massive
and continuing therapeutic benefit to me even though I initially returned to it very
broken despairing and distraught. I hope to engender some hope in other suffering
form this most misunderstood mental health problem. I do not mean to say art was the
only part of my therapy. EMDR was a vital core to my treatment and I would
recommend this to others also. Now I paint with urgency, painting, painting, painting.
http://emmafcownie.com/2013/07/
INTRODUO
O incio costuma ser lento e insidioso e os pais tm, muitas vezes, dificuldades em
precisar quando comeou e relatam que foi agravando-se at se tornar intolervel,
ocasio na qual procuram atendimento17,18. Durante o curso do transtorno, o foco pode
mudar de uma preocupao para outra19.
Transtorno de Ansiedade Social ou Fobia Social
Music, by Matisse
In an upscale district of Downtown Beirut, two pre-teen boys rapped in Arabic during
an exhibit showcasing the artwork of Syrian refugee children. Ramzi, a 12-year-old
originally from Daraa, Syria, beatboxed as his friend Ayham, also from Daraa, spit
rhymes. Guests watched quietly, impressed, as the two boys recalled life before the
uprising turned civil war wreaked havoc on their country. This was part of an exhibit
called Light Against Darkness, the result of a three-month art workshop that focused
on helping children overcome the trauma of war through creative expression. Forty-
three children produced about 166 works of drawings and clay sculptures, many of
which depicted colorful renditions of schools, kids playing together, and families
bonding. Others were not so cheery. Suha Wanous, a young girl originally from Latakia,
drew a daughter holding her mothers hand while a gun is pressed to her head. In the
background of the picture, its raining and a helicopter is opening fire on a home while
two small children lie on the grass bleeding, presumably dead. The organizers of the
exhibit explained how Suha used to pass an army checkpoint daily before going to
school back in Syria. She used to greet the soldiers assalamu alaykum (meaning peace
be upon you in Arabic). Art-therapy sessions first started as a response to sketches like
Suhas, said Ali Elshiekh Haidar, a representative of Najda Now, the Syrian NGO that
organized the workshop in conjunction with the Norwegian Embassy in Beirut. We
want everybody to see that children can overcome the war If they dont have the
voice, they have the color for everyone to see what they have seen, he said. For some
children, expressing that voice on paper was no easy task. Thats where the Nadja Now
center in Shatila comes in. The Palestinian refugee camp in Beiruts southern suburbs is
increasingly becoming home to Syrians fleeing the war. Sitting together in the center,
Ali showed me dozens of sketches that were painted over in solid black out of angst.
At first, they were very stressed. They had a lot of shock from Syria, and they had the
idea they could never see anything colorful again, he said. Since the sessions began,
however, the childrens spirits seem to have been lifted. Children no longer blacken
over their work, and most draw colorful images, including pictures of Syrias green and
rugged landscapes. It has helped us forget what we saw in Syria, remarked one young
girl of the workshop.
Transtorno Obsessivo-Compulsivo
This December, in a surprisingly simple yet ridiculously amazing installation for the
Queensland Gallery of Modern Ar, artist Yayoi Kusama constructed a large domestic
environment, painting every wall, chair, table, piano, and household decoration a
brilliant white, effectively serving as a giant white canvas. Over the course of two
weeks, the museums smallest visitors were given thousands upon thousands of colored
dot stickers and were invited to collaborate in the transformation of the space, turning
the house into a vibrantly mottled explosion of color. How great is this? Given the
opportunity my son could probably cover the entire piano alone in about fifteen
minutes. The installation, entitled The Obliteration Room, is part of Kusamas Look
Now, See Forever exhibition that runs through March 12.
Kusamas creations are a direct result of her precarious psychological state, an illness
the artist refers to obsessional neurosis. She began having hallucinations as a child and
currently lives out of choice in a psychiatric ward in her native country. The artist
herself has said of her work It arises from a deep, driving compulsion to realise in
visible form the repetitive image inside of me.
Tratamento
REFERNCIAS
3. CONNOLLY, SD.; BERNSTEIN, GA. Practice parameter for the assessment and treatment
of children and adolescents with anxiety disorders. J. Am. Acad. Child Adolesc.
Psychiatry, v.46, n.2, p.267-83, 2007.
6. MARCH, J. Anxiety disorders in children and adolescents. New York: Guilford Press,
1995.
7. KESSLER, R. C. et al. Lifetime and 12-month prevalence of DSM-III-R psychiatric
disorders in the United States: results from the national comorbidity survey. Archives
of General Psychiatry, Chicago, v.51, n.1, p.8-19, 1994.
9. The WHO World Health Report 2001 on Mental Health. Epidemiol. Psichiatr. Soc., v.11,
n.2, p.83-7, 2002.
11. BARRIOS, B. A.; HARTMANN, D. B. Fears and anxieties. In MASH, E. J.; TERDAL, L. G.
(Edit.). Behavioral assessment of childhood disorders, 2 ed. New York: Guilford, 1988,
p.196-264.
12. LAST, C. G. et al. A prospective study of childhood anxiety disorders. Journal of the
American Academy Child and Adolescent Psychiatry, Baltimore, v.35, n.11, p.1502-
1510, 1996.
13. MASI, G. et al. Separation anxiety disorder in children and adolescents: epidemiology,
diagnosis and management. CNS Drugs, v.15, n. 2, p.93-104, 2001.
16. BLACK, B. Separation anxiety disorder and panic disorder. In MORRIS, T. L.; MARCH, J.
S. (Edit.). Anxiety disorders in childrens and adolescents. 2nd. ed. New York: Guilford,
1995, p.212-234.
17. BERNSTEIN, G. A. et al. Anxiety disorders in children and adolescents: a review of the
past 10 years. Journal of the American Academy Child and Adolescent Psychiatry,
Baltimore, v.35, p.1110-1119, 1996.
18. BERNSTEIN, G. A.; SHAW, K. Practice parameters for the assessment and treatment of
children and adolescents with anxiety disorders. Journal of the American Academy
Child and Adolescent Psychiatry, Baltimore, v.36, n.10 (Supl.), p.69-84, 1997.
19. MASI, G. et al. Generalized anxiety disorder in referred children and adolescents.
Journal of the American Academy of Child and Adolescent Psychiatry, Baltimore, v.43,
n.6, p.752-760, 2004.
20. KENDALL, P. C. Treating anxiety disorders in children: results of a randomized clinical
trial. Journal of Consulting and Clinical Psychology, Washington, v.62, p.100-110, 1994.
22. SADOCK, B. J. Signs and symptoms in psychiatry. In SADOCK, B. J.; SADOCK, V. A. (Edit.).
Kaplan and Sadocks comprehensive textbook of psychiatry. 8th. ed. Baltimore:
Lippincott Williams & Wilkins, 2005, p.847-859.
24. LA GRECA, A. M.; LOPEZ, N. Social anxiety among adolescents: linkages with peer
relations and friendships. Journal of Abnormal Child Psychology, New York, v.26, p.83-
94, 1998.
26. PINE, D. S. et al. The risk for early-adulthood anxiety and depressive disorders in
adolescents with anxiety and depressive disorders. Archives of General Psychiatry,
Chicago, v.55, p.56-64, 1998.
27. STEIN, D. J. et al. Social anxiety disorder and the risk of depression: a prospective
community study of adolescents and young adults. Archives of General Psychiatry,
Chicago, v.58, p.251-256, 2001.
28. VELTING, O. N.; ALBANO, A. M. Current trends in the understanding and treatment of
social phobia in youth. Journal of Child Psychology Psychiatry, Elmsford, v.42, n.1,
p.127-140, 2001.
31. PIACENTINI, J. et al. Functional impairment in children and adolescents with obsessive-
compulsive disorder. Jornal of child and adolescent psychopharmacal, v.13, n.1, p.61-
69, 2003.
33. KUSHNER, M.; SHER, K.; BEITMAN, B. The relation between alcohl problems and
anxiety disorders. American Journal of Psychiatry, v.147, p.685-695, 1990.
34. MAUGHAN, B.; RUTTER, M. Retrospective reporting of childhood adversity: issues in
assessing long-term recall. Journal of Personality Disorders, New York, v.11, n.1, p.19-
33, 1997.
35. JAMES, A.; SOLER, A.; WEATHERALL, R. Cognitive behavioural therapy for anxiety
disorders in children and adolescents (Cochrane Review). In The Cochrane Library,
Issue 4. Oxford: Update Software, 2007.
Fonte: http://cienciasecognicao.org/neuroemdebate/?p=2437
Resumo
Medo normal
De uma forma geral, sabe-se que as crianas so particularmente suscetveis a
apreenderem os medos dos seus pais/cuidadores. As meninas relatam mais
frequentemente os seus medos do que os meninos e, quase todas as crianas, exibem
uma reao de evitamento face ao objeto ou situao temida.
Os pais/cuidadores adotam, muitas vezes, posies extremas. Por um lado,
desvalorizam a situao, interpretando-a como normal e passageira, independentemente
do grau de sofrimento associado. No outro extremo, reforam a importncia do medo,
contribuindo para a sua amplificao e manuteno.
O alvo do medo geralmente varia de acordo com a etapa do desenvolvimento. No
quadro abaixo identificam-se alguns medos considerados normais na infncia e na
adolescncia. So passageiros e sem repercusso importante na vida pessoal, familiar e
scio-cultural, surgindo e desaparecendo de acordo com o crescimento.
2 anos Separao; Barulhos estranhos; Animais; Escuro; Mudana ambiental; Objetos grandes
7-8 anos Seres sobrenaturais; Leses corporais; Escuro; Estar sozinho; Ladres
9-12 anos Desempenho escolar; Leses corporais; Aparncia fsica; Trovoada; Escuro; Morte; Futuro
Medo patolgico
Medo intenso
Preocupao e ansiedade persistentes (durao superior a 6 meses)
Medo invasivo (Exemplo: medo que interfere com a alimentao, o sono, as atividades
dirias, o desenvolvimento psicolgico e/ou funcional)
O objeto ou situao temidos so ativamente evitados ou enfrentados com grande
angstia
Medo desproporcional ao risco real
Medo associado a temas bizarros (Exemplo: medo de cheirar mal, medo de engolir
brinquedos)
Medo que no corresponde idade cronolgica
Medo que no cede a manobras de distrao ou tranquilizao
Medo que se associa a:
o Trmulo, batimentos cardacos acelerados, dificuldade respiratria, tonturas
o Irritabilidade ou choro inconsolvel
o Comportamentos regressivos/imaturos (Exemplo: criana que volta a usar a
chupeta depois de a ter deixado durante um longo perodo de tempo)
o Grande suscetibilidade a crticas
o Comportamentos obsessivos e/ou compulsivos (Exemplo: criana com
necessidade de verificar, de forma repetitiva, se as portas ou janelas esto fechadas,
sempre que entra numa diviso da casa)
importante ter presente que quanto mais marcada a interferncia do medo na vida da
criana ou adolescente e o grau de ansiedade associado, mais provvel ser a sua
durao ao longo do tempo, com possvel repercusso na vida adulta.
Concluso
Referncias recomendadas
Marques C, Cepda T. Coordenao Nacional para a Sade Mental. Recomendaes
para a prtica clnica da Sade Mental Infantil e Juvenil nos Cuidados de Sade
Primrios. 2009
Almeida P, Dias G, Rato M. Por favor, no mexam nos meus medos!. O medo e o
desenvolvimento da criana uma perspectiva psicodinmica. Sade Infantil, Hospital
Peditrico de Coimbra. Dezembro 2002
Anxiety, Fears and Phobias KidsHealth | Fundation Nemours
CHILDRENS FEARS & PHOBIAS - Anxiety Care UK
Fonte:
http://metis.med.up.pt/index.php/Medos_na_Inf%C3%A2ncia_e_Adolesc%C3%AAncia_%E2%
80%93_do_normal_ao_patol%C3%B3gico