anxiety

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Options for treating patients with dental anxieties include rapport building, voice and movement modulation, distraction, modeling, guided imagery, environmental change, and enhancing the patient's sense of control.
Ultimately, a deeper understanding of anxiety disorders will make it easier for people like Correll to open up about their struggles, and show others their anxieties are nothing to be ashamed of.
Patients' anxieties about death and dying often manifest as fear, concern and tension,4 all of which affect the lives of most patients.5,6 Anxieties increase when patients encounter the many unknowns of what their diagnosis and treatments will bring, inevitably reminding them of their mortality.2,3 Unfortunately, patients' heightened anxiety levels may adversely affect their abilities to cope effectively with their disease.7,8
Changes in students' anxieties and concerns after their first and second teaching practice.
Anxieties and fears are a normal feature of childhood just as they are a normal feature of adult life.
Besides the physical and physiological capacities of many top level athletes, they should also have excellent psychological skills such as to be motivated, to manage their anxieties, to be concentrated and to have purpose (H.
He reported the presence of different levels of library and Internet anxieties in students and found significant correlation between the two kinds of anxieties.
However, there are a n umber of negative implications in responding to anxiety as purely neurotic, including the focus on symptoms, and the implication that these are part of a pathological problem that needs to be cured, without recognition of the purpose these strategies play in avoiding wider, ever-present anxieties. This is likely to result in a focus on the individual's internal world, without a look at the universal issues that face us all.
A patient preparing for open heart surgery may have many anxieties. Most of them result from the concern about pain, poor or uncertain surgical outcomes, and surgery itself (Gallagher & McKinley, 2007).
Nevertheless, there has been a recent trend in anxiety research to identify and examine skill-specific foreign language anxieties. So far, few studies have focused on foreign language writing anxiety and the majority of them have used the SLWAT.
On the one hand, the correlations between trait anxiety and other types of anxieties were all smaller for the Chinese (r = .36 to .68) than for the Caucasian American university students (r = .44 to .74), which appeared to support the trait model.
In order to meet up with these expectations, these adolescents could be caught in the grip of fears and anxieties. These situations, when applied to testing, may not make for high academic performance.