Effects of Social Factors on Children With Anxiety-Phobic Disorders

January 15, 2024

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Psychology, Pedagogy, Mental Health

The research delves into the realm of phobic disorders in children, exploring how these phobias unfold in response to the influence of various social factors on young minds.

The Impact of Family on the Prevalence of Anxiety-Phobic Disorders

The study reveals that anxiety-phobic disorders are observed in 2% of children, making them a relatively common independent pathology in childhood. Additionally, these conditions often coexist with other disorders in children with various types of dysontogenesis.

The research emphasizes the significant role of family factors in the emergence and development of anxiety states in children. Dysfunctional family relationships, including hyper-protection, emotional rejection, and abuse, are identified as contributors to the development of neurotic disorders in children.

Structural deformation of the family, such as the absence of one parent, is identified as a strong factor affecting the negative development of a child’s personality. The type of family structure is found to be associated with the strength of anxiety-phobic experiences in children, with different types of education influencing fear levels and anxiety symptoms.

Influential Factors Contributing to the Negative Development of a Child’s Personality

The study employed a clinical-psychopathological method and examined 28 children aged 7-10 with anxiety-phobic disorders. The research focused on analyzing family factors and psychological characteristics of parents and children to understand the interdependence between family structure and anxiety-phobic experiences in children. While the study did not explicitly mention a survey, it utilized clinical observations and analysis of family dynamics among the identified participants. 

The results revealed a significant impact of family dynamics on children with anxiety-phobic disorders. Specifically, the absence of one parent and the use of non-harmonious, pathological upbringing were identified as influential factors contributing to the negative development of the child’s personality. Children experiencing phobic disorders exhibited characteristics such as frustration, heightened emotional arousal, interpersonal difficulties, and the use of low-adaptive coping strategies. Parents, depending on the family type, demonstrated impaired self-awareness and dissatisfaction, with fathers expressing discontent in marital relationships and distorted perceptions of their children.

These findings suggest a complex interplay between family structure, parenting styles, and the manifestation of anxiety-phobic experiences in children. The results provided insights into the nuanced relationship between family factors and the psychological well-being of children with anxiety-phobic disorders, contributing valuable information to the understanding of this prevalent issue in childhood and adolescence.

A Need Has Been Identified for Targeted Interventions

The discussion section underscores the crucial role of family dynamics in shaping anxiety-phobic experiences in children, emphasizing the need for targeted interventions to address dysfunctional parenting styles. The results suggest that understanding and addressing family factors, such as the absence of a parent and non-harmonious upbringing, are vital in mitigating the negative impact on a child’s psychological well-being. The study prompts a call for practical strategies in parenting education and family support programs to enhance the overall mental health of children with anxiety-phobic disorders. Furthermore, the findings highlight the complexity of the relationship between family structure and the manifestation of anxiety-phobic symptoms, paving the way for future research to explore nuanced aspects of family dynamics and their specific contributions to childhood neurotic disorders.

Notable Quotes: 

“Neurotic conditions occupy one of the leading positions in children’s neuropsychic disorders, and disorders in the form of symptoms of anxiety occur in 10-15%. At the same time, most often – 2% of the total number of children – they act as an independent pathology.”

“The most sensitive periods for the emergence of such affective states are periods of change or complication of the ‘man-to-man’ system of relationships. Simultaneously with the growth of the child, his system of relations changes, that is, not only objective relations with the people around him but also his subjective attitude towards others.”

“Depending on the structure of the family, the contribution of the pathologized type of education to strengthening the anxiety-phobic experiences of children will be different. The pathological type of education contributes to increased fear and increased anxiety symptoms. The incoherent type of education is interconnected with the child’s relationship system, affecting both his self-esteem and the perception of family members.”

Personal Takeaway: 

What caught my attention as an educator was how this study stressed the role of family in shaping anxiety in kids. The idea that families can impact a child’s personality in both good and not-so-good ways resonates with what I’ve seen in my teaching experience. The thought that a child’s personality groundwork happens in the family, and by primary school age, they’re pretty set in their ways, reinforces how vital early support is. It matches with the idea that creating a caring family environment can have a lasting impact on a child’s mental well-being. Even though the study dives deep into the psychology of parents and kids, its message for educators is clear. It reminds us that working together with parents is key to creating an environment where kids can emotionally grow —Kalyan Kumar V

Temirpulotovich, T. B. (2023). Effects of social factors in children with anxiety-phobic disorders. Journal of healthcare and life-science research, 2(10), 35-41.

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