DSM-5 Learning Companion Counselors.
Anxiety is defined as “a state of intense apprehension, uncertainty, and fear resulting from the anticipation of a threatening event or situation, often to a degree that normal physical and psychological functioning is disrupted” ( American Heritage Medical Dictionary , 2007, p. 38). The APA (2013a) purports that each of the anxiety disorders shares features of fear and anxiety, which it defines as follows: “ Fear is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat” (p XXXXXXXXXXPeople who experience anxiety often have physiological symptoms such as muscle tension, heart palpitations, sweating, dizziness, or shortness of
eath. Emotional symptoms include restlessness, a sense of impending doom, fear of dying, fear of emba
assment or humiliation, or fear of something te
ible happening. People with anxiety disorder wo
y more than others and display excessive or persistent fear and anxiety (Kessler, Berglund, et al., XXXXXXXXXXPrevalence of anxiety among the general population is high. Each year, anxiety disorders affect approximately 18%, or 40 million, adults in the United States (NIMH, 2013b, 2013d). Anxiety disorders have a lifetime prevalence of approximately 30% (Kessler, Berglund, et al., XXXXXXXXXXClose to 50% of individuals diagnosed with an anxiety disorder also meet the criteria for a depressive disorder. Anxiety and depression are highly como
id and share genetic predispositions (Batelaan et al., XXXXXXXXXXIt is important for counselors to accurately diagnose anxiety disorder as they respond to clinical interventions (ADAA, XXXXXXXXXXAnxiety manifests in multiple ways, including fear for the future on a cognitive level, muscle tension on a somatovisceral level, and situational avoidance on a behavioral level. This symptomatology holds pervasive impact for the functioning of the individual, including varying degrees of difficulty in establishing and maintaining interpersonal relationships (Hickey et al., XXXXXXXXXXAnxiety disorders often persist over time, thus representing ongoing challenges for the many people living with them (Beard, Moitra, Weisber, & Keller, 2010; Rubio & Lopez-Ibor, 2007; Wittchen, XXXXXXXXXXBecause the prevalence of anxiety in the general population is so high, these diagnoses are frequently the focus of clinical attention for counselors and are often diagnosed within counseling settings (ADAA, 2013).
Major Changes From DSM-IV-TR to DSM-5
The DSM-5 Anxiety, Obsessive-Compulsive Spectrum, Posttraumatic, and Dissociative Disorders Work Group separated what had been traditionally known as anxiety disorder into three distinct chapters: anxiety disorders, obsessive-compulsive and related disorders, and trauma and stressor-related disorders. This represents an overall shift in the organization of the manual that includes clustering como
id symptoms together. Specific changes to the anxiety disorders chapter include removing panic attack as a specifier for agoraphobia, including selective mutism and separation anxiety disorder, and changing the name of social phobia to social anxiety disorder (APA, 2013a). Panic attack criteria are also provided, along with the provision that the specifier may be applied to a wide a
ay of DSM-5 diagnoses.
Differential Diagnosis
APA’s (2013a) decision to cluster anxiety disorders within one chapter, separate from obsessive-compulsive disorder (OCD) and other stressor-related disorders, affects clinicians’ differential diagnosis. Stein, Craske, Friedman, and Phillips XXXXXXXXXXposited that clinical attention should focus on the discernment of disorders enumerated within this chapter. Perhaps the best way for counselors to accurately diagnose anxiety disorders is to have a clear framework for the specifics of each diagnosis as well as common differential and como
id diagnoses. Differential diagnosis of anxiety disorders can be challenging, especially considering the como
idity of anxiety disorders with depressive disorders. One way to differentiate the two is for counselors to keep in mind that depressive disorders are sometimes viewed as “anxious-misery” with high incidences of sadness and anhedonia; this distinguishes them from anxiety disorders, which often include anxious anticipation, uncertainty, and fear (Craske et al., XXXXXXXXXXAnhedonia and lowered affect are more commonly symptoms of depression than anxiety, whereas sleep distu
ance, overall fatigue, and difficulty with concentration can be symptoms of both (APA, 2013a). The high como
idity rates between depression and anxiety often make discernment a difficult task for counselors and researchers alike; clear understanding of the distinctions in sequelae of both disorders can assist with accurate differential diagnosis. Counselors can also consider the propensity of individuals diagnosed with anxiety disorders to wo
y more about future events and individuals with depressive disorders to be generally sad or morose. Across the spectrum of anxiety disorders, there are heightened responses to threats (real or perceived), increased responses to stress, and reactivity of the amygdala. Common overarching features of anxiety and depressive disorders include inability to focus, appetite or sleep distu
ance, and negative impact on self-efficacy (APA, 2013a; Craske et al., 2009).
Etiology and Treatment
Close to 50% of individuals diagnosed with an anxiety disorder also meet criteria for a depressive disorder (ADAA, XXXXXXXXXXBecause of their high prevalence rate, these diagnoses are frequently the focus of clinical attention for counselors. Over the course of a lifetime, an individual’s diagnosis can migrate from anxiety to depression and vice versa. Therefore, it is important for counselors to view the treatment of these disorders from a longitudinal perspective (Batelaan et al., 2010).
Anxiety disorders contain myriad psychobiological factors that include genetic predisposition, social and cultural contexts, and life events. Kessler, Petukhova, Sampson, Zaslasvky, and Wittchen XXXXXXXXXXdiscussed the lifetime mo
id risk (LMR) for anxiety disorders; LMR
epresents the portion of people who will eventually develop the disorder at some time in their life, regardless of risk factors such as como
id diagnoses. In the United States, specific phobia (18.4%) and social phobia (13.0%) have the highest LMR and agoraphobia has the lowest (3.7%). Women are more likely than men to have coexisting anxiety and depression (Friborg, Martinussen, Kaiser, Overgard, & Rosenvinge, XXXXXXXXXXAlthough tending toward chronicity, anxiety disorders are responsive to psychotherapeutic treatment modalities. It is important for counselors to note that severe anxiety is a risk factor for suicide (Fawcett, 2013); therefore, assessment of suicide risk should be incorporated into treatment for all clients. Additionally, anxiety disorders are the most common disorders among youth (Sood, Mendez, & Kendall, 2012) and have a median age of onset of 11 years. Additional research is needed for the treatment of anxiety disorders in young people because, at the cu
ent time, only CBT has evidenced-based treatment efficacy (Mohr & Schneider, 2013).
Implications for Counselors
Because of the prevalence of anxiety disorders in the general population, their diagnoses are frequently the focus of clinical attention for counselors and are common within counseling settings (ADAA, XXXXXXXXXXIndividuals with anxiety disorders generally respond well to clinical intervention with effective treatments, including CBT, behavior therapy, and relaxation training (ADAA, XXXXXXXXXXNumerous research studies reveal that positive treatment outcomes for anxiety disorders are maintained longer for individuals, including children and adolescents, who have participated in CBT and behavior therapy (Hausmann et al., 2007; Hofmann & Smits, 2008; Silverman, Pina, & Viswesvaran, XXXXXXXXXXBecause anxiety disorders are often diagnosed in counseling settings, it is important for counselors to focus on ongoing assessment and monitoring. To help readers better understand changes from the DSM-IV-TR to the DSM-5 , the rest of this chapter outlines each disorder within the Anxiety Disorders chapter of the DSM-5. Readers should note that we have focused on major changes from the DSM-IV-TR to the DSM-5 ; however, this is not a stand-alone resource for diagnosis. Although a summary and special considerations for counselors are provided for each disorder, when diagnosing clients, counselors need to reference the DSM-5 . It is essential that the diagnostic criteria and features, subtypes and specifiers (if applicable), prevalence, course, and risk and prognostic factors for each disorder are clearly understood prior to diagnosis.
309.21 Separation Anxiety Disorder (F93.0)
I know it is i
ational but every time my partner begins to get ready for work, I start to feel ho
ible. I am certain that something bad will happen as soon as he leaves. It may be a car wreck or a heart attack, but I just know something bad will happen. I get physically ill. Sometimes I throw up. Often, I go to work with him. It’s causing problem for him, and he has become very frustrated with me because this has gone on for so long.—Benjamin
Separation anxiety disorder has been listed as a mental disorder since the publication of the DSM-III in 1980. In the DSM-5 , separation anxiety disorder was moved from the Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence chapter of the DSM-IV-TR to the Anxiety Disorders chapter, and the age-of-onset requirement (‘‘before age 18 years’’) was dropped, thus allowing for diagnosis of separation anxiety disorder in adults (Mohr & Schneider, 2013).
Essential Features
The essential feature for separation anxiety disorder includes developmentally inappropriate nervousness and fear related to separation from the primary caregiver. In addition to fear and anxiety, physical symptoms can include headaches, stomachaches, and cardiovascular symptoms in adolescents and adults. These emotional and somatic symptoms can develop in childhood and persist into adult life. The fear and wo
y is focused on potential harm to attachment figures. This leads to reluctance on the part of these individuals to be alone or away from loved ones. Typical behaviors are “clinging” or “shadowing” (APA, 2013a, p. 191), with sleep distu
ances commonly affecting both children and adults. Special Considerations Separation anxiety disorder can be extant through the life course, although it must last 6 months or longer for diagnosis in adults. For children, there is a minimum duration of 1 month. Prevalence rates are 4% for children, 1.6% for adolescents, and 0.9% to 1.9% for adults. Separation anxiety disorder is the most prevalent anxiety disorder in children, with girls more susceptible than boys. Functionality in school, work, or social settings is often impaired (APA, 2013a). Although considered a diagnosis primarily seen in childhood, separation anxiety disorder also affects adults, with the key features similar across the age spectrum: fear of separation from or harm befalling loved ones (Manicavasagar, Silove, Curtis, & Wagner, XXXXXXXXXXAdults with separation anxiety disorder typically display more covert behaviors, such as staying home or in close proximity to loved ones as well as engaging in frequent check-ins (Marnane & Silove, XXXXXXXXXXIn contrast to APA prevalence reports, the National Como
idity Survey Replication found a lifetime prevalence of separation anxiety disorder in adulthood of 6.6%, indicating that it is one of the most commonly occu
ing anxiety disorders (Shear, Jin, & Ruscio, XXXXXXXXXXCultural Considerations Expectations for physical and emotional closeness in relationships are culturally linked, and counselors must be careful not to pathologize behaviors