TY - CHAP M1 - Book, Section TI - Anxiety A1 - Puliafico, Anthony C. A1 - Chin, Erica A1 - Canetti, Alexandra A1 - Yanes-Lukin, Paula A1 - Braun, Dylan A1 - Rynn, Moira A2 - Kline, Mark W. Y1 - 2018 N1 - T2 - Rudolph's Pediatrics, 23e AB - Anxiety disorders are common throughout childhood and adolescence, and the anxiety disorders observed throughout the life span often emerge during childhood. Prevalence rates for pediatric anxiety disorders are as high as 15% to 20%. Although some fears and anxieties are developmentally normative and even adaptive, they must be differentiated from anxiety disorders, which entail considerable impairment in academic, social, and family functioning. Unfortunately, anxiety disorders may go unnoticed, particularly when compared to the disruptive behavior disorders (eg, attention-deficit/hyperactivity disorder [ADHD] and oppositional defiant disorder) that are more frequently referred for treatment. Early identification and assessment of pediatric anxiety disorders require an evaluation that includes clinical interview, multi-informant report (parent, child, and teacher), careful attention to developmental level and ability, an evaluation of the family environment and the response of the caregivers to the child’s anxiety, and an assessment of functional impairment in daily life. Pediatric anxiety disorders are highly comorbid with one another, and affected youth are likely to meet criteria for multiple anxiety disorders. Moreover, anxiety disorders may serve as a gateway to developing major depressive disorder, suicidal ideation and behavior, and substance abuse in adolescence. Fortunately, anxiety disorders are highly treatable conditions, particularly when identified early. In this chapter, we review the various types of anxiety disorders, approaches to screening and evaluation of anxiety, and evidence-based treatment approaches. SN - PB - McGraw-Hill Education CY - New York, NY Y2 - 2024/03/28 UR - accesspediatrics.mhmedical.com/content.aspx?aid=1182924876 ER -