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Significations et usages de Separation_anxiety_disorder

Définition

Separation Anxiety Disorder (n.)

1.(MeSH)Anxiety experienced by an individual upon separation from a person or object of particular significance to him.

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Définition (complément)

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Synonymes

Separation Anxiety Disorder (n.) (MeSH)

F03.550.075, Anxiety, Separation  (MeSH)

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Dictionnaire analogique

Wikipedia

Separation anxiety disorder

                   
Separation anxiety disorder
Classification and external resources
ICD-10 F93.0
ICD-9 309.21
DiseasesDB 34361
eMedicine article/916737
MeSH D001010

Separation anxiety disorder (SAD) is a psychological condition in which an individual experiences excessive anxiety regarding separation from home or from people to whom the individual has a strong emotional attachment (e.g. a parent, grandparents, and/or siblings). SAD is characterized by significant and recurrent amounts of worry upon (or in anticipation of) separation from a child or adolescent's home or from those to whom the child or adolescent is attached.

Separation anxiety may cause significant impairment in important areas of functioning, (e.g., academic and social). The duration of this problem must last for at least four weeks and must present itself before the child is 18 years of age.

Contents

  Classification

Separation anxiety disorder should not be confused with separation anxiety, which occurs as "a normal stage of development for healthy, secure babies."[1] Separation anxiety occurs as babies begin to understand their own selfhood—or understand that they are a separate person from their primary caregiver. At the same time, the concept of object permanence emerges—which is when children learn that something still exists when it is not seen or heard. As babies begin to understand that they can be separated from their primary caregiver, they do not understand that their caregiver will return, nor do they have a concept of time. This, in turn, causes a normal and healthy anxious reaction. Compared to separation anxiety, separation anxiety disorder is when the symptoms of separation anxiety become problematic for day-to-day living.[citation needed]

  Signs and symptoms

Separation anxiety disorder is characterized by some of the following symptoms:[citation needed]

  • Recurring distress when separated from the subject of attachment (such as significant other, the father or the mother, or home)
  • Persistent, excessive worrying about losing the subject of attachment, or that some event will lead to separation from a major attachment
  • Excessive fear about being alone without subject of attachment
  • Persistent reluctance or refusal to go to sleep without being near a major attachment figure, like a significant other or mother
  • Recurrent nightmares about separation
  • Crying

Separation anxiety disorder may be a symptom of a co-morbid condition. Children with separation anxiety disorder are much more likely to have ADHD, bipolar disorder, panic disorder, and other disorders later in life.[unreliable medical source?][2]

Separation anxiety usually occurs between 12 and 18 months.[3] Separation anxiety disorder is usually first reported during the preschool years. The condition can begin at any age up to 18, but onset during late adolescence is not common.[4] Children with SAD become very anxious when separated from figures of attachment (e.g. parents, siblings, or other caregivers) and upon leaving their homes. In anticipation of the separation, they may have somatic complaints and symptoms, such as headaches or stomachaches. While separated from a loved one, children with SAD often fear that something catastrophic may happen to the attachment figure, and they may desire to keep in contact with this person by phone or other means of communication. When these children are away from their homes, they can become extremely homesick and distraught.

Individuals with SAD may worry about losing their parents or getting lost or kidnapped. They often refuse to go to certain places (e.g., school) because of fears of separation, or become extremely fearful when they are left alone without their parents. SAD may appear after a major stress in your child's life. This may come from the loss of a loved one or pet, or from an illness. Moving to a new neighborhood or school may also cause stress to your child. These children and adolescents may also refuse to sleep alone, experience nightmares about separation, or experience various physical complaints (e.g., body-aches, nausea) when separated from their parents.

  Diagnosis

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (2000) lists criteria that must be fulfilled for a patient to be diagnosed with separation anxiety disorder.[5]

  Treatment

  Non-pharmacological

Non-pharmacological treatments are methods of treatment that do not involve drugs. Non-pharmacological treatments are to be used before using pharmacological treatments.[citation needed]

Behavioral therapy are types of nonpharmacological treatment which are mainly exposure-based techniques. This covers techniques such as: systematic desensitization, emotive imagery, participant modelling and contingency management. Children are forced to go to school and eventually show decreasing symptoms of SAD.[6]

Contingency management is a form of treatment found to be effective for younger children with SAD. Contingency management revolves around a reward system with verbal or tangible reinforcement. When children under-going contingency management show signs of independence they are praised or given a reward. Children in pre-school who show symptoms of SAD do not have the communicative ability to express their emotions or the self-control ability to cope with their separation anxiety on their own, so parental involvement is crucial in younger cases of SAD.[6]

Cognitive behavioral therapy (CBT) are the same as behavioral therapy with the inclusion of cognitive therapy.[7]According to Kendall and colleagues, there are four components which must be taught to a child under-going CBT[7]

  1. Recognizing anxious feelings and somatic reactions to anxiety.
  2. Clarifying cognitions in anxiety-provoking situations.
  3. Developing a plan to cope with the situation.
  4. Evaluating the success of the coping strategies and utilizing self-reinforcement.

The method behind CBT is that faulty cognition is the reason for the anxiety of SAD.[7] A 1998 study of CBT on children nine and younger found 64% of the treated children did not meet the DSM's criteria for SAD. Only 5% of the wait-listed children in the study showed these results.[7]

Cognitive procedures is a form of treatment found to be ideal for older children with SAD.[6] The theory behind this technique is that the child's dysfunctional thoughts, attitudes, and beliefs are what lead to anxiety and cause anxious behavior.[6] Child who are being treated with cognitive procedures are taught to ask themselves if there is "evidence" to support their anxious thoughts and behaviors.[6] They are taught "coping thoughts" to use during anxiety inducing situations and to praise themselves for handling the situation bravely.[6]

  Pharmacological

Pharmacological treatment is used in extreme cases of SAD when non-pharmacological treatments fail,[6][7] typically for school refusal. However, children with school refusal may have conditions other than SAD. Pharmacological management of SAD includes the use of selective serotonin reuptake inhibitors.[6]

  Prognosis

As with other anxiety disorders, children with SAD face more obstacles at school than those without anxiety disorders. Adjustment and relating school functioning have been found to be much more difficult for anxious children.[8] Additionally SAD is a common cause of a child’s refusal to attend school. This is a serious problem because as children become further behind in course work, it becomes increasingly hard for them to return to school.[9]

  Epidemiology

Present in all age groups, adult separation anxiety disorder (affecting roughly 7% of adults) is more common than childhood separation anxiety disorder (affecting approximately 4% of children).

The prevalence of SAD is usually cited as between 3.5% and 5.4%. However, a much higher percentage of children suffer from a smaller amount of separation anxiety, and are not actually diagnosed. Multiple studies have found higher rates of SAD in girls than in boys, and that paternal absence may increase the chances of SAD in girls.[10]

Onset of SAD can either be acute or insidious. Children with acute onset usually make a full recovery, with no apparent long-term effects.[citation needed] Acute onset is usually due to a significant stressor in the child's life such as moving to a new house, moving to a new school, or the divorce of their parents.

  In other animals

Separation anxiety can also occur in dogs, which can lead to chewing for relieving stress.[11][12]

  See also

  References

  1. ^ [unreliable medical source?]Separation Anxiety - DrGreene.com
  2. ^ [unreliable medical source?]Link Between Separation Anxiety In Children And Subsequent Onset Of Panic Disorder In Adulthood, Testing The Hypothesis
  3. ^ Beesdo K, Knappe S, Pine DS (September 2009). "Anxiety and anxiety disorders in children and adolescents: developmental issues and implications for DSM-V". Psychiatr. Clin. North Am. 32 (3): 483–524. DOI:10.1016/j.psc.2009.06.002. PMC 3018839. PMID 19716988. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3018839. 
  4. ^ Rapaport, Judith L.; Deborah R. Ismond (1996). DSM IV Training Guide for Diagnosis of Childhood Disorders. New York: Brunner/Mazel. 
  5. ^ Diagnostic and Statistical Manual of Mental Disorders. Washington, D.C.: American Psychiatric Association. 2000. ISBN 978-0-89042-018-8. http://online.statref.com.ezproxy.bu.edu/Document.aspx?docAddress=4PNCnYvddqP04-isS-3QEw%3d%3d&SessionId=179A2A5UVWOKIBKY#H&1&ChaptersTab&8WO7vWQzZ97llebtEyfAWg%3d%3d&&37. 
  6. ^ a b c d e f g h [unreliable medical source?] Masi, G., Mucci, M., & Millepiedi, S. (2001). Separation anxiety disorder in children and adolescents. Therapy in Practice, 15(2), 93-104.
  7. ^ a b c d e [unreliable medical source?] Barrett, P., & Ollendick, T. (2004). Handbook of inventions that work with children and adolescents. (pp. 153-159). England: John Wiley & Sons Ltd
  8. ^ Mychailyszyn, M. P.; Mendez, J. L. & Kendall, P. C. (2010). "School functioning in youth with and without anxiety disorders: Comparisons by diagnosis and comorbidity". School Psychology Review 39 (1): 106–121. 
  9. ^ Doobay, A. F. (2008). "School refusal behavior associated with separation anxiety disorder: A cognitive-behavioral approach to treatment". Psychology In The Schools 45 (4): 261–272. DOI:10.1002. 
  10. ^ [unreliable medical source?] Cronk NJ, Slutske WS, Madden PA, Bucholz KK, Heath AC (May 2004). "Risk for separation anxiety disorder among girls: paternal absence, socioeconomic disadvantage, and genetic vulnerability". J Abnorm Psychol 113 (2): 237–47. DOI:10.1037/0021-843X.113.2.237. PMID 15122944. 
  11. ^ Sherman BL, Mills DS (September 2008). "Canine anxieties and phobias: an update on separation anxiety and noise aversions". Vet. Clin. North Am. Small Anim. Pract. 38 (5): 1081–106, vii. DOI:10.1016/j.cvsm.2008.04.012. PMID 18672155. 
  12. ^ Schwartz S (June 2003). "Separation anxiety syndrome in dogs and cats". J. Am. Vet. Med. Assoc. 222 (11): 1526–32. PMID 12784957. 

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