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Journal of Paediatric Care Insight
Anxiety Disorder in Children: Review
Mohammed Al-Biltagi1*, Essam Ali Sarhan2
1Associate Professor of Pediatrics, Pediatric Department, Tanta University, Egypt
2Consultant Psychiatrist, Motmaena Medical Center, Kingdom of Bahrain
www.verizonaonlinepublishing.com
J.Paedi.Care.Inol Page | 18
*Corresponding author: Mohammed A Al-Biltagi, MD, PhD, Pediatric Department, Faculty of Medicine, Tanta University, Qism 2,
Tanta 11432, Egypt; Tel: +97-33-9545472; Fax: +20-40-2213543; E mail: mbelrem@hotmail.com
Arcle Type: Review, Submission Date: 2 March 2016, Accepted Date: 15 March 2016, Published Date: 30 March 2016.
Citaon: Mohammed Al-Biltagi and Essam Ali Sarhan (2016) Anxiety Disorder in Children: Review. J.Paedi.Care.Inol 1(1): 18-28.
Copyright: © 2016 Mohammed Al-Biltagi and Essam Ali Sarhan. This is an open-access arcle distributed under the terms of the
Creave Commons Aribuon License, which permits unrestricted use, distribuon, and reproducon in any medium, provided the
original author and source are credited.
Vol: 1, Issue: 1
Abstract
Anxiety is a biological warning mechanism with intense feelings
of fear that prepares us for action. It should be dierentiated
from the normal fear response. Anxiety disorders are one
of the most common psychiatric disorders in children and
adolescents, but they oen go undetected or untreated.
Childhood anxiety may be underestimated due to various
factors. e prevalence of anxiety in a community depends on
many factors, including race, sex, type of the anxiety, and the
adequacy of the epidemiological studies. e development of
anxiety disorders in children and adolescents involves interplay
between heritable factors, developmental factors, cognitive and
learning factors, neurobiological factors including genetic, social
and environmental factors. Anxiety disorders in children and
adolescents are oen associated with other psychiatric disorders
including other anxiety disorders, depression, attention-decit
hyperactivity disorder (ADHD), oppositional deant disorder,
substance abuse, and other psychiatric disorders. Management
of anxiety disorders in children needs and integrative team-
work including cognitive behavioral therapy, mindfulness-
based psychotherapies, psychodynamic psychotherapies, and
psychopharmacologic treatments.
Keywords: Anxiety disorders, Childhood, Prevalence, Comor-
bidities, Psychotherapy.
Introducon
Anxiety is a biological warning mechanism with intense feelings
of fear that prepares us for action. It accompanied by somatic
complaints indicating hyperactive autonomic nervous system
such as palpitation and sweating, and cognitive changes with
distortion of perception. It should be dierentiated from the
normal fear response with the appropriate response to a known
threat [1].
e type of fear and its intensity depend on the developmental
stage of the child and should seem appropriate to dangers
encountered repeatedly during human evolution and may be a
part of self-protection system. Infants usually become afraid from
loud noises, being startled and have fear from strangers by the
age of 8-10 months. Toddlers usually have fears from imaginary
creatures especially in cultures encouraging that. ey may be
scared from darkness and they usually have normative separation
anxiety. Meanwhile, school-age children are usually worried about
injury and natural events (e.g., storms, lightening, earthquakes,
volcanoes). However, children who become condent and
eager to explore novel situations at the age of 5 years usually are
immune to have anxiety in later childhood and adolescence. On
the other hand, passive and shy children who usually become
fearful and try to avoid new situations at the age of 3-5 years
are more prone to reveal anxiety later in life. Adolescents usually
get fears related to school, social competence, and health issues
[2-4]. Table 1 showed the dierence between the developmentally
accepted anxiety and normal fear from the pathological one.
Anxiety is not typically pathological as it is adaptive in many
conditions during childhood, and it is normal for children to feel
worried or anxious from time to time, as during starting school
or nursery, or moving to a new area. However, anxiety becomes
maladaptive when it interferes with functioning. Children with
anxiety disorders have higher risks for development of depression,
sleep disturbance, peer dysfunction, drug abuse and may persist
into adulthood anxiety when le untreated with reduced health-
related quality of life [5].
Prevalence of Childhood Anxiety
Anxiety disorders are one of the most common psychiatric
disorders in children and adolescents, but they oen go undetected
or untreated. Childhood anxiety may be underestimated due to
various factors. e parents may have a conrmation bias about
their children abilities and emotions and they are positively
biased toward their child’s feelings, rendering them in fact blind
to their child’s inner commotion. ey usually overestimate
their children’s abilities, like performances on math, language or
other cognitive tests. At the same time, children below the age
of 7 years cannot perfectly express their feelings and behavioral
scientists oen have to rely on the impressions from parents and
other adults [6,7].
J.Paedi.Care.Inol Page | 19
Citaon: Mohammed Al-Biltagi and Essam Ali Sarhan (2016) Anxiety Disorder in Children: Review. J.Paedi.Care.Inol 1(1): 18-28.
Anxiety disorders are the most common childhood emotional
disorders with a prevalence rate of 17-21%; and about 8% may
require treatment. e symptoms may vary from transient
mild symptoms to full-blown anxiety disorders [1]. Anxiety
disorders are common in preschool children, and they follow
patterns similar to those in older children. e impact of anxiety
symptoms in young children may be clinically signicant even
if full criteria are not met. However, subclinical anxiety is much
more prevalent in the general pediatric population, so that nearly
70% of grade school children report they worry “every now and
then [8].
e prevalence of anxiety in a community depends on many
factors, including race, sex, type of the anxiety, and the adequacy
of the epidemiological studies. Races showed dierent prevalence
pattern of anxiety. For example, the general prevalence rate of
any anxiety disorders in age group between 9-13 years of age was
5.3% in American Indian children, and 5.6% in white American
children. ese racial dierences are related to the genetic origin
rather than the environmental factors as the environmental
risk factors as poverty, family deviances, and family adversity
were more common in the American Indian than in the white
American. On the other hand, the parental mental illnesses
with genetic roots were more common in parents of the white
American than American Indian children [9].
Gender aects both the rate and the type of anxiety. Females
have consistently higher prevalence rates of anxiety disorders
with more disabling burden than in men. e lifetime and 12-
month male: female prevalence ratios of any anxiety disorder
were 1:1.7 and 1:1.79, respectively [10]. Girls are more liable
to developed specic phobia, panic disorder, agoraphobia, and
separation anxiety disorder than boys. e average age at onset
of any single anxiety disorder varies widely between studies, but
panic disorder oen emerges later in the mid-teen years [11, 12].
ese signicant gender dierences are related to dierences
in socialization process; especially sex-typing and gender
roles. Girls are at more risk of continuing psychiatric disorder
once they have developed one and at higher risk of developing
another psychiatric disorder [13]. e prevalence of anxiety will
also dier according to its type. In a study done by Mott et al.;
the prevalence of social and simple phobia in adolescents with
no reading problems was 3.0% for each, while it was 1.6% for
generalized anxiety disorder [14].
Eology of Childhood Anxiety
e development of anxiety disorders in children and adolescents
involves interplay between heritable factors, developmental
factors, cognitive and learning factors, neurobiological factors
including genetic factors and social and environmental factors.
ese factors can increase the risk of or may protect from
having anxiety. Risk factors modication and/or enhancement
of the protective factors may help to decrease the incidence and
prevalence of anxiety disorders in children and adolescents [15].
Hereditary Factors
Currently, there is growing evidences for the hereditary role in
development of anxiety disorders. Most anxious children are
born with temperamental predispositions to shyness; oen have
parents who are anxious. Children of parents with at least one
anxiety disorder have a substantially increased risk of having
an anxiety disorder and the risk increase when both parents are
aected [16].e heritability eects for each anxiety disorder
and anxious traits are usually similar in children, adolescents,
and adults. e earlier age of onset for anxiety disorders than
many other psychopathologic conditions support the inherent
diculties that could lead to anxiety. However; the large variations
in the median age of onset for specic types of anxiety could
indicate the role of the developmental shi in the expression of
anxiety at dierent ages [16, 17]. For example; separation anxiety
and specic phobia have the earliest onset in childhood, followed
by social phobia in early adolescence, and then panic disorders/
agoraphobia and generalized anxiety disorder in late adolescence
and early adulthood [18]. Monozygotic within-pair correlations
were higher than dizygotic correlations for physiological and
social anxiety symptoms, suggesting heritable inuences on
these aspects. Physiological and social anxiety symptoms, which
may be related to behavioral inhibition, appear to be genetically
inuenced. ese results are linked to previous ndings in older
Table 1: Dierence between the developmentally accepted anxiety and normal fear from the pathological one
Developmentally normal anxiety Pathological anxiety
Intensity
The degree of distress is realisc according to
the child’s developmental stage and the object/
event
The degree of distress is unrealisc according to
the child’s developmental stage and the object/
event
Impairment: (interfering with the child’s
daily life) Do not interfere with daily life: Interfere with daily life:
A) Social funconing: able to make friends unable to make friends
B) Academic funconing: Does not aect his academic abilies failing classes
C) Family funconing: Does not aect the family life creang conicts, liming family choices
Ability to Recover/Coping Skills: The child able to recover from distress when
the event is not present
The child is not able to recover from distress
when the event is not present.
- The child tend to worry about future
occurrences of event/object
- The distress occurs across mulple sengs
Citaon: Mohammed Al-Biltagi and Essam Ali Sarhan (2016) Anxiety Disorder in Children: Review. J.Paedi.Care.Inol 1(1): 18-28.
J.Paedi.Care.Inol Page | 20
children and adults [19].
ree main genetic variants have been implicated in development
of anxiety. 5-HTTLPR polymorphism of SLC6A4 [20] and Val/
Met polymorphism of COMT [21,22] with panic attacks and
Val/Met polymorphism of BDNF with a cross-disorder anxiety
phenotype [23].e anxiety disorders exhibit high levels of
lifetime co morbidity with one another. Heritable factor does
not only aect the prevalence of anxiety but it aects also the
associated co morbidities e.g. anxious-misery (with loadings on
depression, generalized anxiety, and panic, agoraphobia, social
phobia) [24]. Genetic factors can also contribute to the stability
of anxiety [25].
Developmental factors
Psychobiology: Anxiety disorders may reect the individuals’
variations in their neural functions. However, the exact amount
of eects of many neurobiological factors in predisposing
anxiety and anxiety processing are not accurately assessed.
Abnormal regulations of neurotransmitters (mainly serotonin,
norepinephrine and gamma-aminobutyric acid) in the
limbic system may be linked to development of anxiety. A
number of medications able to normalize the levels of these
neurotransmitters are used to treat anxiety [26]. Abnormal
activity of locus ceruleus (with a high number of norepinephrine
neurons) and the median raphe nucleus (with a high number
of serotonin neurons) appears to be involved in the production
of panic attacks [27,28]. Activity of norepinephrine systems
in the body and the brain is responsible for many of the
physical symptoms of anxiety, such as blushing, sweating and
palpitations, which may cause people to become alarmed.
However, these systems have also been linked to the production
of ashbacks in people with posttraumatic stress disorder [29].
Changes in the brain activities were observed in patients with
anxiety. Modern brain-imaging techniques allowed evaluation of
the activity of specic areas of the brain in people with anxiety
disorders. Abnormalities in cerebral blood ow and metabolism,
andpossible structural anomalies (e.g., atrophy) in the frontal,
occipital andtemporal lobes of the brain were observed in some
patients with anxiety disorders. However, impairment of the
cerebral blood ow could be the result of chronic anxiety rather
than being a cause [30]. e amygdala which is involved in the
neural circuit of learning to fear a previously neutral/harmless
stimulus requires communication with the frontal cortex to
form mature fear circuit, including hypothalamic-pituitary-
adrenal (HPA) regulation, and reects highly complex inuences
on fear mechanism during childhood (e.g., rearing or stress)
[31]. Amygdala hypersensitivity was implicated in some forms
of anxiety among youth [32]. Increased amygdala responses
to fearful facial expressions were found in adolescents with
generalized anxiety disorders [33]. e ventral prefrontal regions
regulate the aective processing and facilitate proper responses
in the presence of aective interference. Prefrontal regulation
is especially important during adolescence due to increased
reactivity of aective processing systems like the amygdala in
response to emotional information compared to children and
adults which make them more prone increased incidence and
severity of anxiety disorders [34]. It is interesting to observe
decreasing in brain function abnormalities with successful
pharmacological or cognitive behavioral intervention [35].
Environmental Factors: Environmental factors are likely to play
an important part in determining the development of anxiety
disorders. Families show intergenerational patterns of psychiatric
disorders.
Parenting style: e parenting style is an important risk factor for
anxiety disorders. Parental anxiety disorder has been associated
with increased risk of anxiety disorder in the ospring [36].
Parental overprotection and parental rejection were observed to
be signicantly associated with increased rates of social phobia
in adolescent ospring [37]. Parent-adolescent disagreements
were found to indirectly increase the risk for the anxiety and
depressive disorders through their direct association with high
symptom levels [38]. Anxious parents can model fear and anxiety,
reinforce anxious coping behavior, and unwittingly maintain
avoidance, despite their desire to help their child. Overprotective,
over controlling and overly critical parenting styles that limit the
development of autonomy and mastery may also contribute to the
development of anxiety disorders in children with temperamental
vulnerability [39]. Shyness in infants was found to be positively
related to low sociability in families, highlighting the importance
of environmental inuences in the development of anxiety [40].
e child rearing styles and parental over-control tend to interfere
with children’s acquisition of eective problem-solving skills,
resulting in failure to learn to deal successfully with stressful life
experiences. Anxious parents are characterized by relatively high
parental control and avoidance [41]. Anxious fathers are more
controlling than anxious mothers; while anxious mothers use
more punishment and reinforcement of children’s dependence
in anxiety provoking situations compared to fathers [42].
Childhood hardship and traumatic events: Anxiety disorders
in children could be triggered by exposure to negative life events.
Exposure to natural disasters such as earthquakes, bushres,
and violent storms may increase the rate of anxiety disorders
in children. Parent loss may make the children more prone to
post-traumatic stress disorder (PTSD) or symptoms. However,
parent loss has greater impact in triggering post-traumatic stress
disorder than exposure to natural disasters and trauma. is
is specially observed in girls, younger children, and children
living with a surviving parent who scored high on a measure of
posttraumatic stress reported more symptoms [43]. Emotional
distress aer a natural disaster can persist as long as 10 months
that is more evident in girls than boys [44]. However, many
anxious children do not necessarily experience elevated rates
of negative life events, and many children can survive trauma
without clinically signicant psychological problems. e eects
of environmental stresses are mediated through their eects
on parent-child relations [45]. For example, mother’s response
to a bushre disaster is the best predictor of post-traumatic
phenomena in children following this disaster. e mothers
become very anxious and overprotective following the re and
their children tend to exhibit the most post-traumatic symptoms
[46]. Anxious parental behavior has been found to inuence
the degree of distress shown by children during painful medical
procedures [47].
Family social circumstances: Families with lower education
J.Paedi.Care.Inol Page | 21
Citaon: Mohammed Al-Biltagi and Essam Ali Sarhan (2016) Anxiety Disorder in Children: Review. J.Paedi.Care.Inol 1(1): 18-28.
have higher rates of anxiety disorders than families with a higher
education. However, there is little scientic evidence supporting
the role of parental education in anxiety pathogenesis. Low
household income or unsatisfactory nancial situations are
associated with higher incidence of anxiety disorders. However,
the exact enlightenment is not well elaborated. e degree of
urbanization (rural/urban) does not typically correlate with
anxiety disorders [48]. erefore, anxious children cannot be
characterized by family size, parental marital status, educational
attainment or intelligence [49].
Absence of Protecve Factors
Absence of the protective factors is particularly an important
risk factor for development of anxiety disorders. Children’s
coping skills are considered as protective factors in childhood
anxiety disorders. Learning to use active coping strategies,
distraction strategies, and problem-focused rather than
avoidant-focused coping is useful to decrease anxiety levels [50].
Impaired resilience with decreased ability to succeed in the face
of challenges is another risk factor to develop anxiety. Impaired
resilience occurs due to a number of factors including absence
of active stance toward life, lack of a positive relationship with a
signicant adult, and weakened persistence. Children supported
in their eorts at mastery with positive future expectations and
who experience secure parent-child attachments learn how to
maintain an active stance toward life and persist in the face of
diculty [51]. Modication of risk factors and enhancement of
protective factors helps to reduce the incidence and prevalence
of anxiety disorders in children and adolescents [52].
Comorbidies
Anxiety disorders in children and adolescents are oen associated
with various psychiatric disorders including other anxiety
disorders, depression, attention-decit hyperactivity disorder
(ADHD), oppositional deant disorder, substance abuse, and
other psychiatric disorders. is high comorbidity may reach up
to 40% and may inuence the functioning and treatment out come
as each disorder has its independent contribution to impaired
functioning, particularly in school performance, and is hard to
isolate. ese co morbidities should be searched for, assessed,
and treated concurrently with the anxiety disorder [53]. At the
same time, childhood anxiety disorder is considered as a risk
factor for development of other types of child psychopathology,
such as mood disorders and behavioral problems [54]. Presence
of comorbidities makes the diagnosis complicated due to
overlapping of the symptoms of anxiety disorders with symptoms
of the comorbid conditions, which can lead to misdiagnosis and/
or under diagnosis of comorbidity. Inattention, for example, may
be present in anxiety, ADHD, depression, learning disorders,
and substance abuse. A common clinical phenomenon is the
recognition of a comorbid diagnosis once the primary diagnosis
is treated and additional symptoms become more evident [15].
Anxiety may also be present with other non-psychiatric organic
diseases such as asthma. Bad interpersonal and inter-parental
relationships and poor scholastic achievement may be the
reasons behind the increased risk of occurrence of anxiety state
among children with chronic organic disease [55].
Clinical Manifestaons
Anxiety has a wide a spectrum of intensity. For some children and
adolescents, anxiety symptoms may present with mild symptoms
that can be confused with developmentally appropriate displays of
fear, worry, or shyness to a severe symptoms of signicant distress
that can impair the child functions to enough degrees that warrant
the diagnosis of a disorder. About 10% of all children are on the
mild self-limited end of the anxiety symptoms continuum, and
approximately 2% are at the severe end with major impairment
of their daily functions. However, between the two ends many of
the symptoms can “overlap” especially in children [56].
Separaon anxiety disorder (SAD)
Despite it can occur at any age group, separation anxiety
disorder(SAD) is the most common anxiety disorder found in
children and occurs in 2-4% of children and is a strong predictive
of adult anxiety disorders, especially panic disorder [57]. It
is manifested by excess anxiety of the child when separated
from his parents or substitutes, to a degree inappropriate to
his developmental level, persists for at least 4 weeks, and may
involve feelings of panic. Symptoms may include worries about
harm to a loved one, reluctance to go to school, or somatic
complaints (e.g., abdominal pain, headache, nausea, and
vomiting).Palpitations, dizziness, fainting sensation, and other
cardiovascular symptoms are frequent in older children, which
could impair their academic, social, and family activities, and
producing signicant personal or family stress. e aected
children feel humiliated and fearful, with low self-esteem.
Children may also worry about getting lost or kidnapped [58].e
primary indicators of SAD appear to be separation distress, and
avoidance of being alone or sleeping away from their caregivers.
Consequently, they are excessively close to their caregivers, not
allowing them to be away. At home, they have problems sleeping,
and need constant company. Symptoms cause intense distress
and signicantly interfere with the dierent aspects of children’s
and adolescent’ lives [590,60]. Separation anxiety disorders
can have its root during the neonatal periods. Babies who need
neonatal intensive care are more liable to suer separation
anxiety and may have behavior problems in the future life [61].
Generalized anxiety disorder (GAD)
Generalized anxiety disorder (GAD) aects 2-3% of children.
It starts with insidious onset of excessive worry about a wide
range of negative possibilities about many things in the child’s
life and the intense feeling that something wrong will happen.
ey have irrational, exaggerated fears and worries about several
situations [62]. is disorder is rarely diagnosed in infancy
and young children when they started to cry with freezing,
tantrums, clinging, excessive timidity, and shrinking from
contact with new people, with signicant distress in unfamiliar
social settings. Older children and adolescents may present with
physical symptoms of anxiety (e.g., pallor, sweating, tachypnea,
tachycardia, restlessness, muscle tension, hyperarousal and
recurrent somatic complaints such as abdominal pain or
headaches). ey are always tense and give the impression that
any situation could trigger anxiety. ey worry a lot about what
other people think of their performance in dierent areas and
J.Paedi.Care.Inol Page | 22
Citaon: Mohammed Al-Biltagi and Essam Ali Sarhan (2016) Anxiety Disorder in Children: Review. J.Paedi.Care.Inol 1(1): 18-28.
they desperately need to be reassured or calmed down. ey can
also have perfect ionistic tendencies towards schoolwork. ey
hardly relax; oen have somatic complaints without any apparent
cause. ey show also avoidance behaviors such as school
avoidance or social withdrawal and sleep disturbances [63]. A
generalized anxiety disorder diagnosis must include thorough
history taking, the use of age-appropriate screening tools, and
physical assessment [64].
Panic Disorder
Panic attack is a sudden overwhelming surge of anxiety, stress,
and fear. It is quite common, and about one third of people
have an attack at least once in a lifetime, usually in a stressful
situation or when they are overtired or had too much caeine. It
is also a frequent symptom in psychiatric diseases even outside
of panic disorder [65]. Panic disorder preferentially develops in
adolescence, more commonly in girls than boys, particularly in
subjects who are prone to anxiety or show traits of the “avoiding
personality”, but who also have a depressive tendency [66].
Panic disorder can present at dierent stages of childhood
and adolescence except infancy. It is rarely observed in young
children. Panic attacks may present in early childhood with
extreme distress, intense crying, tantrums, freezing, clinging,
or staying close to a familiar person during the attack. e
frequency of the attacks increases a lot by the end of adolescence
and aects approximately 1-5% of adolescents [67]. e attacks
are characterized by exacerbated fear of death associated with
numerous autonomic symptoms such as tachycardia, palpitations,
sweating, dizziness, shortness of breath, chest pain, sensation of
choking or of being smothered, nausea, abdominal pain, tremors
and paresthesia with tingling and numbness in extremities,
and extreme tension followed by persistent preoccupation with
having new attacks [68].
irty to 50% of patients have agoraphobia (anxiety about being
in places or situations from which escape might be dicult in the
event of having an unexpected or situational predisposed panic
attack or panic-like symptoms e.g.: closed places such as movie
theaters, and crowded places such as start and nish time of classes
at schools [69].e Panic Disorder Severity Scale for Children is
a well validated, reliable, and clinically useful for the assessment
of panic disorder in children and youth and able to measure the
symptoms of panic disorder with or without agoraphobia [70].
Panic attacks in the context of panic disorder are characterized
by a greater number and severity of symptoms compared to
panic attacks in the context of social anxiety disorder, and were
associated with a history of traumatization, inpatient psychiatric
treatment, and benzodiazepine use [71].
Acute Stress Disorder/Posraumac Stress Disorder (PTSD)
Children are at risk of posttraumatic stress disorder (PTSD)
following injury due to pediatric accidental trauma. e
symptoms may occur aer experience of severe traumatizing
event such as actual or threatened death, injury, or threat to the
physical integrity of the child or adolescent or to someone close
to him/her, or the witnessing of such an event (e.g., sexual abuse
or assault, a shooting, an earthquake) [72]. e response occurs
in the form of intense fear, helplessness, or horror. In acute stress
disorder symptoms resolve within 1 month of the occurrence
of the traumatic event, while in PTSD symptoms are present
for more than 1 month aerwards [73]. PTSD is an interaction
between a subject, a traumatogenic factor and a social context and
is dened as intrusive re-experiencing of the trauma, avoiding
traumatic reminders, and persistent physiological arousal [74].
ese disorders are not commonly diagnosed in infancy, but
may take the form of failure to thrive, feeding problems, or
extra fears or aggression in response to stress [75]. In early and
middle childhood, it may present as distressing dreams of the
event that may change to generalized nightmares of monsters
or other threats to self and others. Persistent re-experiencing
of the traumatic event through repetitive play, drawing, or
storytelling; possible constriction of other play is a common
presentation. Physical symptoms are frequently encountered
as recurrent abdominal pain, headaches, increased arousal or
hyper vigilance; and sleep problems. ese children frequently
try to avoid any activities related to the traumatic event. ey
also frequently suer failure to progress or have regression in
their developmental skills, such as toilet learning, language
development, socializing, and learning in school; with dicult
concentration [76,77]. Adolescents may have distressing dreams
of the traumatic event or ashbacks to the traumatic event with
persistent re-experiencing of the traumatic event, sometimes
through risk-taking behavior with avoidance of activities related
to the traumatic event. ey may fail to attain adequate academic
progression or even regress with dicult concentration. ey
suer also lack of thoughts and plans about their future. ey
may also develop impulsive or aggressive behaviors [78,79].
Specic Phobia
Specic fears are particularly common in childhood and are
usually transient during this period. It present with intense
or persistent fear (lasting at least for 4 months) triggered by
presence or anticipation of the presence of a specic object or
exposed to certain situation. Exposure to the object or situation
will cause an immediate reaction and physical symptoms that
reach the intensity of panic. e child usually cries, has tantrum,
or becomes immobile, and “clingy.” e child will attempt to
severely limit his own activities and his family’s activities to avoid
possible exposure to the feared object or situation and could
interfere signicantly with the child’s or adolescent’s normal
routine or functioning [80,81].
Social Phobia
In social phobia, the child feels marked stress with severe and
persistent fear in social situations that include people strange to
him/her or the child will be in a situation where he/she is under
the inspection and observation by others. ese situations include
but not limited to play dates, large family gatherings, birthday
parties, religious ceremonies, and/or collective sharing times
at childcare or preschool. e fear must last at least 4 months
[82,83].e physical symptoms of social phobia may reach the
intensity of panic when the child or adolescent is in a social
situation. ese symptoms may lead to school avoidance and/
or avoidance of age-appropriate social activities (e.g., sleepovers,
school dances). ese children usually have signicant restriction
in lifestyle that could aect important life decisions and prevents
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Citaon: Mohammed Al-Biltagi and Essam Ali Sarhan (2016) Anxiety Disorder in Children: Review. J.Paedi.Care.Inol 1(1): 18-28.
making use of most of the available opportunities. Individuals
with social phobia are more likely to show disabilities in school,
work, and social life [84].
Obsessive Compulsive Disorder
Obsessive compulsive disorder (OCD) is a disorder in which
obsessions and/or compulsions that cause impairment and
distress, and interfere with the child’s developmental adaptation,
daily activities, and cause marked distress and oen disrupt
peer and family relationships as well as the school performance
[85]. Obsessions present with repetitive, intrusive, and
persistent thoughts, ideas, impulses or images that are intrusive,
inappropriate and cause marked anxiety or distress. Individuals
with obsessions usually attempt to ignore or suppress such
thoughts or impulses or to counteract them by other thoughts or
actions [86]. Compulsions are repetitive behaviors (such as hand
washing, ordering or checking) or mental acts (such as praying,
counting, or repeating words) that occur in response to an
obsession or in a ritualistic way. It may present in early children
when playing or interests take on a compulsive or ritualistic
quality (e.g., lining up toys in certain sequences); and interruption
of these acts results in intense distress (e.g., refusing to let go of
a particular object). Older children and adolescents may present
with repetitive physical acts as hand washing, checking and
counting rituals, repeating words silently, repetitive praying,
hoarding, and arranging objects so that they are “just right”. ey
are over concerned about harm coming to themselves or others if
compulsion is not carried out. ese symptoms cause signicant
distress and are severe enough to interfere with functioning,
including their school performance [87,88].
Selecve Musm
It is an uncommon complex anxiety disorder in young children,
characterized by inability of the child to talk and communicate
eectively in selective stressful social settings. Most commonly,
this disorder initially manifests when children fail to speak in
school. ese children are able to speak and communicate in
settings where they are comfortable, secure, and relaxed. Many
children with selective mutism have marked trouble in responding
or starting communication in a nonverbal manner; therefore
social engagement may be compromised in many children
when confronted by others or in an overwhelming setting where
they sense a feeling of expectation. Selective mutism can result
in signicant social and academic impairment to the aected
children [90,91].
Impact of Anxiety Disorders on Children’ Quality of Life
Generally, there is a poor-quality of life among children suering
anxiety disorder that is observed across all types of anxiety
disorders [91]. Symptoms of generalized and separation anxiety
disorders have the most signicant impact on quality of life [92].
e quality of life is not only aected by the anxiety symptoms
but could also be aected by the co morbid conditions such
as depression or sleep disorder or by the medications used to
control anxiety. Medications may have cognitive or behavioral
eects or physically uncomfortable side eects that interfere
with school performance. Improved prevention and treatment
for anxiety disorders would be impactful both for individual
quality of life and for societal productivity. Proper recognition
and management also help to prevent common secondary
disorders, such as depression and drugs and/or alcohol abuse.
Any intervention should aim to improve the relationships with
others, a full and satisfying school and social life, increased self-
esteem and improved overall quality of life [93].
Assessment of Anxiety Disorders in Children
Careful screening for anxiety symptoms and rating the
severity of the anxiety symptoms and functional impairment
in children and youth with anxiety disorders are of utmost
importance. e aected child should have careful assessment
for presence of comorbid psychiatric conditions as well as for
any systemic medical conditions (e.g., hyperthyroidism) that
may mimic anxiety symptoms. Anxiety disorder should also be
dierentiated from the developmentally appropriate worries,
fears, and responses to stressors that are normally observed in
children. Finding the root stressors or traumas and their role
in contributing to the development or maintenance of anxiety
symptoms is an important step for successful treatment by
avoiding the anxiety-provoking stimuli [94].
For preschool and young children between 2.5 and 6.5 years, a
parent report adapted scale such as Preschool Anxiety Scale can be
used [95]. For children older than 8 years, many child self-report
screening measures such as Multidimensional Anxiety Scale
for Children, Screen for Child Anxiety and Related Emotional
Disorders (SCARED), and the Spence Children’s Anxiety Scale
(SCAS) can be used [96]. For social phobia or social anxiety, the
Social Anxiety Scale, the Social Worries Questionnaire, and the
social phobia subscale of SCARED are brief screening measures
for social phobia/social anxiety symptoms [97].
Management of Anxiety Disorders in Children
Psychological Treatments
Cognitive Behavioral erapy (CBT): Cognitive behavior
therapy (CBT) is a group of psychotherapeutic interventions
aims to reduce psychological distress and maladaptive
behavior by altering cognitive processes. It is based on the
underlying hypothesis that aect and behavior are largely
the products of cognition and, as such, that cognitive and
behavioral interventions can bring changes in thinking,
feeling and behavior [98]. Cognitive behavior therapy includes
psychoeducation of child and caregivers regarding the nature of
anxiety; techniques for managing somatic reactions including
relaxation training and diaphragmatic breathing; cognitive
restructuring by identifying and challenging anxiety-provoking
thoughts; practicing problem-solving for coping with anticipated
challenges; systematic exposure to feared situations or stimuli,
including imaginal, simulated, and in vivo methods, with special
focus on desensitization to feared stimuli; and relapse prevention
plans [99].
Mindfulness-Based Psychotherapies: Mindfulness-based psy-
chotherapy is rooted in the Far East meditation culture. Mind-
fulness means paying attention in a particular way: on purpose,
in the present moment in a nonjudgmental and nonreactive way.
Two approaches in particular are used to increase psychological
health: mindfulness-based stress reduction (MBSR) and mind-
fulness based cognitive behavioral therapy (MBCT) [100, 101].
Citaon: Mohammed Al-Biltagi and Essam Ali Sarhan (2016) Anxiety Disorder in Children: Review. J.Paedi.Care.Inol 1(1): 18-28.
J.Paedi.Care.Inol Page | 24
ese methods are benecial adjunct to outpatient mental health
treatment for adolescents [102].
Psychodynamic Psychotherapies: Psychodynamic psychother-
apy is another treatment option used in clinical practice for a
range of common mental disorders in children and adolescents
including anxiety. It has been used to treat anxious children since
the 1940s [103]. Some reports observed considerable benecial
eects of psychodynamic psychotherapy with phobias or separa-
tion anxiety disorder [104].
Psychopharmacologic Treatments
Serotonergic antidepressants are used to dampen fear responses
in children with anxiety disorders. Selective serotonin reuptake
inhibitors (SSRIs) are eective and safe for the acute treatment
of anxiety disorders, including generalized anxiety disorder,
separation anxiety disorder, and/or social phobia in children and
adolescent [105].
Fluoxetine: Fluoxetine (SSRI) can signicantly improve the
anxiety symptoms and is generally well-tolerated. Adverse
eects reported include nausea, abdominal pain, drowsiness and
headaches. Youths with only one anxiety disorder appeared to
respond to lower doses of uoxetine than those with multiple
anxiety disorders [106].
Fluvoxamine: Fluvoxamine (SSRI) signicantly improves the
anxiety symptoms in children and adolescents with mixed anxiety
disorders. It is well tolerated, and there were no statistically
signicant dierences in adverse events between placebo-treated
patients and those receiving uvoxamine [107].
Paroxetine: Paroxetine (SSRI) becomes an eectiveness treatment
in anxiety disorders in children and adolescents. Paroxetine
is well-tolerated but can cause decreased appetite, vomiting,
insomnia emotional lability and suicidal ideation [108].
Sertraline: Sertraline (SSRI) treatment is associated with
statistically signicant improvements in anxiety symptoms,
lower symptom severity with greater improvement. Sertraline at
a daily dose of 50 mg is safe and eective in treating generalized
anxiety disorder in children and adolescents [109].
Venlafaxine: Venlafaxine is one of the serotonin-nor-epineph-
rine reuptake inhibitor (SNRI) class, which increases the concen-
trations of the neurotransmitters serotonin and nor-epinephrine
in the body and the brain. Venlafaxine signicantly improves
symptoms of generalized anxiety disorder, panic disorders, as
well as Social Anxiety Scale. Side eects of Venlafaxine include
anorexia, somnolence, increased heart rate and blood pressure,
as well as weight loss. Suicidal ideation/suicide attempt was also
reported. Extended-release Venlafaxine may be an eective, well-
tolerated short-term treatment for pediatric generalized anxiety
disorder [110].
Duloxetine: Duloxetine is another a serotonin-norepinephrine
reuptake inhibitor (SNRI);eective in treatment of major de-
pressive disorder, generalized anxiety disorder, bromyalgia and
neuropathic pain. Signicant side eects included nausea, vom-
iting, decreased appetite, dizziness, cough, oropharyngeal pain
and palpitations [111].
Tricyclic Antidepressants: Tricyclic antidepressants, specically,
Clomipramine, were frequently used to treat pediatric anxiety
disorders before the availability of newer antidepressant
medications. eir role has subsequently been replaced by the
SSRIs and SSNRIs. eir side eects include the need for frequent
cardiac monitoring, lethality in overdose, and limited clinical
experience in pediatric populations [112].
Benzodiazepines: Benzodiazepines are psychoactive drugs
that bind to the GABAA receptor and enhance the eect of the
neurotransmitter gamma-aminobutyric acid (GABA) at the
GABAA receptor, resulting in sedative, hypnotic, anxiolytic,
anticonvulsant, and muscle relaxant properties. It was used for
nearly two decades to treat anxiety symptoms in youth despite
the limited randomized, controlled studies in few patients [113].
Herbal Medicine
e use of herbal remedies is increasing and it is important
for the family physicians to ask their patients about such use.
Encouraging data support the eectiveness of some of these
products, particularly Kava and, to a lesser degree, Inositol.
Although none of these supplements or products is free of
adverse eects, the potential for benet seems greater than the
risk of harm. e use of omega-3 fatty acids has little therapeutic
valuesin anxiety disorders, and their use should be discouraged,
supporting use of more eective treatments [114].
Predictors of Treatment Response
ere are dierent factors that can predict the response of
children with anxiety to treatment. Demographic factors are
very important. Older children have a decreased likelihood
of remission of anxiety. Having a rst-degree relative with an
anxiety disorder is associated with poorer functional outcomes
while being Caucasian predicted an increased likelihood to
enter remission. At the same time, children with better family
functioning are more likely to be in remission. e clinical
characteristics of anxiety are also of paramount importance. e
type of specic anxiety disorders appears to inuence treatment
response. e more severe anxiety at baseline is, the poorer
the functional outcome and can predicts SSRI non-response.
e presence and the number of comorbidities can predict
the treatment failure. A diagnosis of a comorbid internalizing
disorder attenuated the probability of achieving remission at
endpoint [94].
Conclusion
Anxiety disorders are the most common class of psychological
disorder in children and adolescents. Early detection and proper
management will help to decrease the possibility of anxiety
disorder into adulthood.
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