Choose Your Own Assignment Paper

3210-F2020

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CYOA: Choose Your Own Assignment____Instructions & Models

INSTRUCTIONS & MODELS: SHORT PAPER OPTION

1. For both the TED Talk and the short paper, you must talk about some aspect of a DSM-5 disorder. Those are listed in your textbook and here: https://psychcentral.com/disorders/

2. But you can’t just talk about that disorder and nothing else.

3. CHECKLIST:

· You’ll probably begin with a STORY you want to tell or a QUESTION you want to answer.

· Your short paper must have EVIDENCE.

· Your short paper must have an “ANGLE”—something that makes it interesting and gives it energy. You can find evidence and ideas for angles at the places listed below.

· Your short paper must have a conclusion that explains why your work is important.

SEE BELOW. HERE IS WHERE YOU PUT YOUR OCTOBER 13 assignment:

1. QUESTION OR STORY:

2. THREE SOURCES:

3. ANGLE:

Starting on the next page, there is a model for your paper.

Is Test Anxiety a Type of Specific Phobia?

Garrett R. Harriman

Department of Psychology, Tennessee State University

PSYC 3210: Abnormal Psychology

Dr. Mary Shelton

October 13, 2020

Abstract

Where does text anxiety fit in the DSM-5 (APA, 2013) structure? Is a severe, disabling fear of taking tests just one form of Specific Phobia, along with forms like fear of darkness or fear of snakes? If frequent testing causes frequent panic attacks, then is test anxiety just a trigger for a person who has Panic Disorder? This paper discussions the diagnostic criteria for these disorders and compares them to the typical experience of a person who has test anxiety. Based on this evidence, the best answer is that when test anxiety is severe enough to cause extreme distress and social, academic, or professional dysfunction, then it is a trigger for Social Phobia. Test anxiety is not really about the fear of tests-taking. It is about the fear of being judged by others—teachers, other students, family, and yourself. The conclusion of the paper discusses what this might mean in terms of treatment and future research.

Keywords: text anxiety, social phobia, specific phobia, diagnosis

Is Test Anxiety a Type of Specific Phobia or Social Phobia?

Almost all students feel anxious during exam weeks, but most are able to concentrate while studying for tests and to feel excited or nervous—but not panicky—while taking them (Needreference, date). But what if a student has severe anxiety symptoms at the thought of even studying for a test? What if their test anxiety prevents them from earning a degree? When anxiety causes severe distress and dysfunction, it may meet the diagnostic criteria for a psychiatric disorder (APA, 2013). But which one? This paper will consider which anxiety disorder is the most likely diagnosis for someone who has test anxiety.

First, it will narrow the possibilities to anxiety disorders, including Generalized Anxiety Disorder (GAD), Panic Disorder, Specific Phobia, and Social Phobia. After explaining why Panic Disorder and GAD are not appropriate diagnoses, the paper will focus on Specific Phobia (which includes fear of the dark, fear of snakes, and other environmental triggers) and on Social Phobia Disorder (which includes fear of public speaking, fear of being judged, and other social triggers). and give a verdict. Finally, it will explain how knowing whether severe text anxiety would be considered a Social Phobia or Specific Phobia could make a difference in treatment and in future research.

Anxiety Disorders and Differential Diagnosis

Phobias are persistent fears of specific objects or environments. People who have a phobia may have severe reactions to their perceived phobic threat. They may experience a sudden flood of physical anxiety symptoms and be unable to function while their phobia is present. Through classical conditioning, a person with test anxiety may come to and respond to their next testing situation with strong physical and mental sensations. The same is true of stage fright in singing and choking in sports.

Phobia Symptoms

Fortunately, most phobias consistently produce the same set of symptoms regardless of their cause. Many of the symptoms of test anxiety are the same as other phobic symptoms: Physical symptoms can include dizziness, nausea, sweating, racing heart, dry mouth, and shortness of breath—as well as panic attacks. Emotional symptoms include feelings of shame, anger, disappointment, and embarrassment. Cognitive/behavioral symptoms include negative self-talk and social comparisons. Emotional symptoms include feelings of anger, shame, disappointment, and/or embarrassment. Cognitive/behavioral symptoms include negative self-talk. Cognitive/Behavioral symptoms include negative self-talk and social comparisons as well as "stage fright" behaviors

The causes of test anxiety, similar to phobias, are a combination of predispostional reactions to stress and anxiety, as well as episodes of exposure and negative mental associations learned in the past. These reactions and behaviors can be unlearned and thought of in more adaptive ways .The main thing to remember about test anxiety is that these reactions stem from a negative self-judgement . A person may harbor a fear of failure or letting down others.

A persistent belief in your own incompetence or inadequacy may also be a sign of self-handicapping--that is, any behavior that lets you neatly dodge the bullets of criticism or potentially negative feedback (i.e. test scores). You unwittingly but purposefully "set yourself up for failure" either through lack of preparation or practice. In this way, you can be free from personal blame should your performance not pan out. Cognitive restructuring and self-confidence exercises can work wonders for chronic self-handicapping. There is also evidence showing that mental restructuring may help (Rausch et al., 2006). Reframing your anxiety as "excitement" rather than a negative reaction can be very effective. Other interventions include:

· Start studying at least a week early

· Minimize exposure to anxiety by alternating study- and break-time every 15 minutes

· Learn relaxation techniques

· Get rest; exercise and eat well

· Distract yourself when you catch yourself ruminating

· Distance from or distract peers who are ruminating

· Seek counseling; don't ignore learning disabilities

Future research should focus on developing ways to teach young children to extinguish test anxiety. This could result in greater confidence, greater enjoyment, and greater opportunity.

NOTE: I this model by adapting an article by Harriman, G. R. (2015, June 26, 2015). Phobias & Test Anxiety. Retrieved from Explorable.com: https://explorable.com/e/phobias-test-anxiety. Explorable has given permission to students and teachers to copy this work, as long as the author and source are stated and the link is provided developed. Note also that the references are not complete. This would result in points off if you accidentally did the same thing.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Publisher.

Harriman, G. R. (2015, June 26, 2015). Phobias & Test Anxiety. Retrieved from Explorable.com: https://explorable.com/e/phobias-test-anxiety.

Rausch, S. M., Gramling, S. E., & Auerbach, S. M. (2006). Effects of a single session of large-group meditation and progressive muscle relaxation training on stress reduction, reactivity, and recovery. International Journal of Stress Management, 13(3), 273–290. https://doi.org/10.1037/1072-5245.13.3.273