Introduction
According to Mathews and Harrington, 2010, an Invisible disability is a general term that is commonly used to capture an entire spectrum of hidden challenges as well as disabilities that are principally neurological in nature. Individuals with certain types of invisible disabilities like Anxiety Disorders, chronic pain, or sleep disorder, are in most instances accused of imagining or faking these disabilities. The symptoms can arise as a result of injury, birth disorders, chronic illness, chronic pain among others and they are not very obvious to the onlookers. As such, Invisible Disabilities are not immediately evident to others. Statistically, about 10% of the American population has a medical condition that can be categorized as an invisible disability ( Matthews, & Harrington, 2010 ).
Etiology of Anxiety Disorders
In almost every case, the initial consideration is the possibility that the anxiety is as a result of undiscovered or known medical condition. In most cases, substance-induced anxiety such as herbal medication as well as substance abuse is a diagnosis that is frequently missed (Gosselin, & Laberge, 2003). The risk of Anxiety Disorders in many people is significantly influenced by genetic factors. In addition, environmental factors, for instance, early childhood trauma, can also lead to a risk of Anxiety Disorder in later years. The question as to whether gene or environment is central in Anxiety Disorders has evolved due to a better understanding of the critical role that the interaction between the two play. While some individuals are resilient to stress, vulnerability to stress precipitates Anxiety Disorder. Currently, the common anxiety disorders comprise functional psychiatric disorders (Gosselin, & Laberge, 2003). Phycologists have proposed two theories to explain the causes of Anxiety Disorders. The psychodynamic theory explains anxiety as a conflict between one’s ego and identification. A person who experience aggressive and impulsive drives as unacceptable end up experiencing repressed drives that produce automatic anxiety is they break via repression (Gosselin, & Laberge, 2003). The treatment of such disorder utilized exploration to establish and understand the underlying conflict. On the other hand, the cognitive theory explains anxiety as the tendency of an individual to overestimate the possibility for danger. People suffering from Anxiety Disorders often imagine the worst possible scenarios out of every situation and as such, they avoid all situations that think are dangerous, for example, social interactions, crowds, and heights among others.
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Behavioral characteristics of Anxiety Disorder
Behavioral characteristic or symptoms of anxiety entails what Anxiety Disorder patients do or do not do when they become anxious. In most instances, these behavioral responses indicate the attempts of the patient to cope or deal with the unpleasant aspects of the anxiety. In most instance, individuals suffering from Anxiety Disorders express avoidance behaviors (Creswell, et al., 2013). This entails the avoidance of anxiety-producing situations such as social situations or places such as heights, where they tend to use stairs as opposed to elevators. They also express escaping behaviors that manifest through their running away from anxiety-producing situations such as crowded classrooms (Creswell, et al., 2013). Moreover, Anxiety Disorder patients engage in unhealthy, self-destructive and risky behaviors. In most cases, they indulge themselves in excessive drinking or abusing drugs to cope with the anxiety. In advanced cases, individuals with Anxiety Disorders feel compelled to limit the scope and amount of their daily activities in order to reduce the overall anxiety level. In most instances, this involves remaining in the safety of their homes. Lastly, they also tend to become over-attached to objects or person they perceive to be safe (Creswell, et al., 2013). Some of these behaviors entail refusing to go to school, work, or anywhere outside their homes in a bid to avoid separation.
Historical Aspect of Anxiety Disorders
Anxiety Disorders were recently discovered by the American Psychiatric Association in 1980 (Shikatani, Heather, & Antony, 2013). Before the discovery, the disorder was generically diagnosed as stress or nerves resulting in ineffective treatment. Since then, international research has unveiled a number of serious disabilities linked to these Disorders. Lately, more attention has been focused on the prevalence of Anxiety, Anxiety Disorders as well as panic attacks. Currently, the Disorders bear less stigma as people are reporting to health professionals for treatment. Previously, it was presumed that panic attacks and Anxiety Disorders were a problem with women. However, this myth has been proven untrue by the preference of the Disorders among the men. Despite being recognized recently, Anxiety Disorders have existed throughout mankind’s history. Some of the treatments used included the use of balms and herbs, hydropathy, blood-letting, and health spas, among others (Shikatani, Heather, & Antony, 2013). The advent of pharmaceuticals saw drugs being heavily prescribed for individuals with Anxiety Disorders.
Educational Implications of Anxiety Disorders
Anxiety Disorders, particularly in student results in significant disabilities in social as well as occupational functioning. Students with these disorders particularly those suffering from social phobia are at heightened risk of withdrawing from school prematurely (Van, Mancini, & Farvolden, 2003). Anxiety Disorders also cause fatigue and pain in student making it impossible for them to concentrate on their studies. In some cases, students experience sleep problems, dizziness, incontinence, and seizure which not only interferes with their concentration, but also their stamina to cope with long hours of reading. As a result of withdrawal behavior, such students experience intense difficulties in participating in group discussions as well as meeting deadlines. In addition, some of the medicines that they take have side effects that make it extremely difficult for students with Anxiety Disorders to concentrate in the classroom. The combination of these shortcomings has a negative effect on the overall educational achievement of the students.
References
Creswell, C., Apetroaia, A., Murray, L., & Cooper, P. (2013). Cognitive, affective, and behavioral characteristics of mothers with anxiety disorders in the context of child anxiety disorder. Journal of Abnormal Psychology , 122 (1), 26.
Gosselin, P., & Laberge, B. (2003). Etiological factors of generalized anxiety disorder. L'Encephale , 29 (4 Pt 1), 351-361.
Matthews, C. K., & Harrington, N. G. (2010). Invisible disability.
Shikatani Bethany, Heather, K., & Antony, M. (2013). Anxiety Disorders – A Historical Perspective. 31-47.
Van Ameringen, M., Mancini, C., & Farvolden, P. (2003). The impact of anxiety disorders on educational achievement. Journal of anxiety disorders , 17 (5), 561-571.
