The Phenomenon of Anxiety

According to the Anxiety and Depression Association of America (ADAA, 2018a), anxiety disorders are prevalent in the United States, with a significant impact on the adult population aged 18 and above. It is estimated that approximately 40 million adults, accounting for 18.1% of the population, experience anxiety disorders annually. According to Masand (2014), anxiety is a prevalent mental disorder that is often subject to misconceptions and misunderstandings. Moreover, it is worth noting that despite the high level of effectiveness in treating anxiety, the percentage of individuals who actually seek and receive treatment stands at approximately 36.9%.

Based on information from the United States. According to the Department of Health and Human Services (2014). There exist five primary classifications of anxiety disorders, namely Generalised Anxiety Disorder, Obsessive-Compulsive Disorder, Panic Disorder, Post-Traumatic Stress Disorder, and Social Phobia. According to the U.S. Department of Health and Human Services, the following five classifications of anxiety are defined.

The disorders are categorised as follows: Generalised Anxiety Disorder (GAD) is classified as an anxiety disorder that is characterised by persistent and excessive levels of anxiety, accompanied by heightened levels of worry and tension, even in situations where there is minimal or no apparent cause for such reactions. Obsessive-Compulsive Disorder (OCD) is classified as an anxiety disorder, distinguished by the presence of recurring and intrusive thoughts (obsessions) and/or repetitive actions (compulsions). Panic disorder is classified as an anxiety disorder and is distinguished by the occurrence of unforeseen and episodes characterised by recurring instances of heightened fear accompanied by concomitant physiological manifestations. Post-Traumatic Stress Disorder (PTSD) is classified as an anxiety disorder that may manifest subsequent to the experience of a highly distressing event or traumatic ordeal, characterised by the occurrence or imminent possibility of severe physical harm. Traumatic incidents capable of eliciting post-traumatic stress disorder (PTSD) encompass acts of personal violence, occurrences of natural or human-induced catastrophes, accidents, and military engagements combat. Social phobia, also known as social anxiety disorder, is a psychological condition characterised by intense anxiety and excessive self-awareness in typical social situations. Depression is a prevalent mental health condition that impacts a substantial global population, with an estimated prevalence exceeding 300 million individuals1. Depression is a multifaceted diagnostic framework that is assigned to individuals exhibiting a specific array of symptoms, with the primary manifestations being a persistent state of low mood and diminished interest. The symptoms may induce. The experience of significant distress in patients can lead to notable impairments in both social and occupational functioning. The societal and economic implications it presents for the community render it one of the most significant health issues encountered by society. Therefore, the chosen theme for the World Health Campaign. The theme for the year 2017 was "Depression: Let's talk." By the year 2030, it is projected that depression will rank as the second most significant contributor to the global burden of disease, following HIV. In the global context, the lifetime prevalence and 12-month prevalence rates of depression were observed. The percentages of 11% to 15% and 6% are indicated. Individuals diagnosed with depressive disorders experience a diminished quality of life and have a mortality rate that is 40% higher compared to those without such disorders. Despite the significant magnitude and burden associated with depression, individuals experiencing this condition exhibit a notably low propensity to seek professional assistance (Holliday et al., 2016).

BACKGROUND OF THE STUDY

Adolescence and adulthood represent two distinct developmental stages within the life-course trajectory. Adolescence can be defined as a developmental phase that bridges the gap between the onset of puberty and the attainment of legal adulthood. On the other hand, adulthood represents a stage characterised by both biological and social maturation. To gain a comprehensive psychological understanding of individuals, it is necessary to examine both stages in order to ascertain their mental health history, the age at which certain disorders manifest, as well as the underlying causes and risk factors involved. According to Coleman and Hendry (1999), the stage of adolescence can be understood as a critical phase in which individuals undergo numerous social transitions, serving as a preparatory period for adulthood. The transition from concrete to abstract thinking and reasoning is a critical developmental milestone that occurs primarily during adolescence.

 Prominent figures in the field of psychology, namely Erikson and Anna Freud, directed their attention towards the psychological perplexities and tumultuous characteristics associated with the stage of adolescence. According to Lerner and Steinberg (2004), Adolescence is a critical developmental period characterised by the emergence of new emotional experiences, heightened feelings, and the rehearsal of various social roles. These transformative processes can exert significant pressure on young individuals, potentially leading to various challenges and difficulties. During adolescence, individuals often exhibit a heightened susceptibility to the influence of their social environment, rendering them particularly vulnerable. Consequently, this developmental stage is frequently associated with the initial manifestation of various psychological disorders, such as anxiety and depression. In their seminal work, Kessler et al. (2007) undertook an extensive cross-cultural investigation encompassing a substantial sample size of more than 85,000 participants from diverse regions including Africa, Asia, the Americas, Europe, and the Middle East. The researchers examined the lifetime prevalence, projected lifetime risk, and age of onset of DSM-IV disorders. The findings of the study revealed that the age of onset for certain anxiety disorders occurs at a very young age, typically between 7 and 14 years. In contrast, the age of onset for other anxiety disorders is significantly later, typically between 24 and 50 years. The lifetime prevalence rates for anxiety disorders ranged from 4.8% to 31.0%, while the rates for mood disorders ranged from 3.3% to 21.4%.

 Furthermore, empirical investigations conducted among adult populations have also provided evidence that anxiety and depressive disorders tend to persist chronically into adulthood. The study conducted by Pollack et al. (1996) examined the factors associated with a previous occurrence of anxiety disorders during childhood in a sample of 194 adult participants. The researchers conducted an investigation into the prevalence of childhood anxiety disorder and explored its correlation with concurrent anxiety and depressive disorders. More than 50% of the patients exhibited a childhood history of anxiety disorders. The observed group exhibited elevated levels of comorbid anxiety and depression (Klein et al., 2013).

PROBLEM STATEMENT:

“An exploratory analysis of the treatment impact for depression and anxiety adolescents Depression produces sorrow and lack of interest for activities. Anxiety is a neurological condition marked by excessive anxiety, obsessive behaviour, and panic episodes. Anxiety and depression influence an adolescent’s thoughts, feelings, relationships, and behaviour.”

According to Setiawan report “Adolescence is a pivotal time for maturation, since it is at this time that a person acquires the qualities and talents necessary for adulthood, as well as the knowledge and ability to manage their emotions and relationships. It is estimated that 4-5% of adolescents will have clinical depression by the time they reach middle school.

Until the twilight years of your teens. A key contributor to suicidal ideation, as well as social and academic impairments. Therefore, it is essential to detect and treat this illness. Medical doctors and other primary care practitioners are often the first people teenagers turn to in times of crisis; they play an important role in spotting signs of mental illness in their adolescent patient population. Helpful in facilitating. Identify depressed teenagers early on, start them on therapy, and get them in to see a psychiatrist or psychologist as soon as possible. Due to the repeated nature of this syndrome and its link with poor long-term outcomes, it is crucial to establish a prompt and precise diagnosis for hyper pression in adolescence or a clear diagnostic testing from other mental disorders poor school results, impairment in daily functioning, and strained relationships with adults at home and in the community. As a corollary, suicide ideas and attempts are highly linked to depression in this age group.” [1]

LITERATURE REVIEW

This chapter presents a comprehensive review of the relevant literature pertaining to the current study. This section consists of three primary components. The initial segment encompasses the explication of social anxiety and social interaction anxiety. The subsequent section presents the theoretical framework employed in this study. The third section of this study provides an overview of the variables that were examined, including cognitive reappraisal, expressive suppression, rumination, anxiety sensitivity, mindfulness, and experiential avoidance. Additionally, previous research investigating the relationship between social interaction anxiety and these variables is discussed. The concluding section incorporates a synopsis of the literature review.

Social anxiety, also known as social phobia, is a psychological disorder characterised by intense fear and avoidance.

The contemporary environment in which we reside is characterised by a multitude of dynamic and challenging factors that encompass physical, mental, emotional, social, and moral dimensions. Human beings acquire social, psychological, and physiological behaviours as a means of adapting and thriving within their environment. These behaviours exhibit efficacious mechanisms for coping with daily stressors. According to Spinella (2001), individuals may exhibit maladaptive behaviours as a result of the excessive activation of typically adaptive mechanisms. Anxiety is a commonly experienced emotional reaction that is considered to be a rational and anticipated response to actual or perceived threats (Shri, 2010). The aforementioned condition encompasses a personal and subjective experience characterised by sensations of uneasiness, discomfort, apprehension, or fearful concern, accompanied by a range of physiological and physical manifestations. According to the American Psychiatric Association (2000), anxiety can be defined as the cognitive and emotional state characterised by the anticipation of potential future threats. Anxiety is a psychological reaction to an ambiguous internal peril or hazard, which can also give rise to physiological manifestations. According to the American Psychological Association (2000), individuals may experience symptoms that range from mild nervousness and stress to intense feelings of panic.

Lang, Davis, and Öhman (2000) define anxiety as a broader and enduring state of distress that is triggered by less specific or more generalised cues. This state involves physiological arousal but often lacks organised functional behaviour. It was also noted that individuals experiencing anxiety exhibit excessive concern regarding the possibility of a catastrophic event, such as the wheels of a vehicle becoming detached. From this perspective, anxiety can be understood as a significant emotional state characterised by the experience of stress in anticipation of potential adverse circumstances. Psychosomatic reactions associated with anxiety may manifest as symptoms such as headache, dizziness, tinnitus, xerostomia, palpitation, dyspnea, various types of aches, muscle weakness, defatigation, and gastrointestinal complaints. Additional symptoms of anxiety include uneasiness, tension, nervousness, distress, depression, rapid exhaustion, impaired concentration, heightened irritability, and hypervigilance.

Anxiety, when present at its typical level, can serve as a stimulant, protector, and motivator for the organism. The ability to effectively navigate challenging circumstances can assist individuals in overcoming adversity. Pathological anxiety is characterised by an elevated state of anxiety that is accompanied by a sense of being unable to manage or control it. Therefore, in order to determine the pathological nature of anxiety, it is necessary to take into account factors such as the frequency, severity, and symptoms of anxiety.

The presence of anxiety can have a detrimental impact on both professional and familial spheres, leading to a deterioration in interpersonal connections. As social beings, individuals possess a desire to be accepted and approved of by others, as this fulfils their inherent need for a sense of belonging. The phenomenon of social anxiety is purported to be driven by the apprehension of receiving unfavourable evaluations. Furthermore, individuals face challenges in seeking acceptance from their social networks as a means to avoid negative criticism, which can ultimately lead to social exclusion (Hofmann & DiBartolo, 2001).

RESEARCH OBJECTIVE:

• To find out the reasons for anxiety and depression in teenagers and adolescent people.

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• To analyse the family conditions of teenagers and adolescent people who suffer from depression and anxiety.

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• To understand the difference depression and anxiety in teenagers.

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To determine the challenges faced by teenagers suffering from depression and anxiety

CONSEPTUAL FRAMEWORK

FIGURE 1

RESEARCH METHODOLOGY

This is an exploratory and explanatory type of research. The research design is presented below:

Sampling:  Convenient sampling technique was applied for the study. A 500-sample size is considered for the present study which represents approximately respondents belonging to company employees. The survey was conducted within an organization.

Data and Measurement: Primary data for the research study was collected through questionnaire survey (one-to-correspondence or google-form survey). The questionnaire was divided into two parts – (A) Demographic information (B) Factor responses in 5-point Likert Scale for both the online and non-online channels. Secondary data was collected from multiple sources, primarily internet resources. 

Statistical Software:  MS-Excel and SPSS 25 were used for Statistical analysis.

Statistical tools:  Descriptive analysis was applied to understand the basic nature of the data. Validity and reliability of the data was tested through Cronbach alpha.

• Describe the sample.

• Specifications of the Sample

93 questionnaires in total were evaluated and used for the remainder of this research after one student was excluded for being too old to participate.gender Table 1 shows that 30 (32.3%) of the 93 students who filled out the poll said they were male and 63 (67.7%) said they were female.A grouping. When asked what level of schooling they had, most of the people who answered said they were students. The most responses came from freshmen (n=28, 30.1%). The study's other students were sophomores (n = 21, or 22.6%), juniors (n = 23, or 24.7%), seniors (n = 18, or 19.4%), or graduate students (n = 3, or 3.2%)..Race. Most of the responses from the 62 students (66.7% of the group) were to White people. This question was answered by one African American (n = 1, 1.1%), nine American Indian or Alaska Natives (9.7%), nine people of more than two races (9.7%), and seven people of other races (7.5%). That question was also asked of people who were of Spanish, Latino, and Hispanic descent. Only seven people, or 7.4%, said they were not Hispanic, Latino, or Spanish. The vast majority, 74 people, or 78.7%, said they were not from any of these groups. Not even one-third said they were Mexican, Mexican American, or Chicano (n=13, 13.8%).  Twenty of the students, or 21.3%, said that they were Hispanic, Spanish, or South American.

TABLE 1 

In this work, reliability studies are used to check how consistent the combined factors are with each other. A number of initial investigations were done to look at the internal coherence of three combined variables: anxiety, sadness, and social support. The Cronbach's alpha statistic is often used to measure how consistent and reliable a scale is. "This value" is the amount of variation in correlations between items in a certain area. It means that the mean correlation found in any group of items is flawed (Nunnally, 1978). Nunnally (1978) says that an alpha score of.60 or higher shows at least good internal stability.

Testing Hypotheses

The following theories were put to the test using a multiple regression analysis:

• Depression

Seven DASS-21 items were used to assess depression. These five categories—normal (0 through 9), mild (10–13), moderate (14–20), severe (21-27), and very severe (28+)—were added together to determine the severity of depression. Information on the sample's depression sums is included Figure 2. The standard deviation was 6.55 and the mean was 9.66 for the depression. Furthermore, 48 students (51.6%) had a depression sum scale score in the normal range, followed by 14 students (15.1%) in the mild range, 27 students (29%) in the moderate range, and 4 students (4.3%) in the severe range.

Testing Hypotheses

The following theories were put to the test using a multiple regression analysis:

Hypothesis 2: Total academic performance will suffer as a result of depression.

TABLE 2

FIGURE  2

FIGURE 3

The primary objective of this research was to enhance understanding of the connection between anxiety, depression, and academic achievement. The research also sought to investigate how social support could function as a moderator in connection to these factors. The students' symptoms of depression and anxiety, GPA, and perceptions of social support were among the details that the researchers received using the survey approach. The sample mean for both depression and anxiety was found to fall within the normal to moderate range when the data were analysed.

 Nine students, or 9.7% of the sample, reported having poor levels of social support, according to the data. Furthermore, thirty students—or 32.2% of the participants—reported a moderate degree of support. High levels of social support were indicated by 54 kids, or 58.1% of the sample, the majority of the students. Gender and poor prior academic scores were the factors that showed statistical significance in connection to academic achievement. The link between the dependent variable, independent variable, and moderating factors was determined using a linear regression analysis. GPA, Depression and social support were all found to be significantly linked. It is important to be careful when reading these results because more study is needed to fully understand how these factors are related. Also, people who help college students should think about the student's general health, since worry and/or sadness might not affect how well the student does in school.

In this research, a representative sample of Bulgarian adults and adolescents was examined to determine the prevalence of anxiety and depression. There were three different studies carried out. The first research looked at the prevalence of anxiety and depression in various genders and age groups, as well as related characteristics including social support and self-construals. An assessment of the participants' mental health literacy with regard to depression was carried out in Study 2. In Research 3, an analysis was conducted to look at the many individual experiences of anxiety that the participants had shared. This part will provide a concise synopsis and explanation of the research results, as well as a quick look at the study's limits and implications.

LIMITATION

Cross-sectional studies are difficult to interpret since they only give a snapshot in time. As a result, causation cannot be established. Our approach of “depression and anxiety in teenagers. more and more adolescent people suffer from these conditions, but they do not know it, so they can't eat treated. By presenting the most common symptoms, the researcher bring relief for some of your colleagues that have difficulties it is imperative to get specialized help” is supported by existing research. Researchers in the future may use longitudinal data to better understand the connections between these variables. In addition, the survey results were only from senior executives. As a consequence, they have reason to be concerned about the potential bias introduced by our methodology. To further understand the capacity development model, more research is needed that incorporates secondary data. Researchers are asked to do more study to verify the findings and investigate the linkages in greater depth. A limited sample size limits the researcher's options, which might lead to less conclusive findings. Ultimately, the scale of the influence they are researching will determine whether or not this is a relevant concern.

1. Zuckerbrot RA, Cheung A, Jensen PS, Stein REK, Laraque D (2018) Guidelines
   for adolescent depression in primary care (GLAD-PC): part I - practice
   preparation, identification, assessment, and initial management. Pediatrics
   141 (3):pii:e20174081.