powerpoint presentation on anxiety

The Power of Anxiety Disorders PowerPoint: A Comprehensive Guide

Anxiety disorders are among the most common mental health conditions affecting millions of people worldwide. As awareness grows, so does the need for effective tools to educate and inform both professionals and the general public about these complex conditions. One such powerful tool is the Anxiety Disorders PowerPoint presentation, which can be an invaluable resource for conveying important information in a clear and engaging manner.

Understanding Anxiety Disorders PowerPoint

An Anxiety Disorders PowerPoint is a visual presentation designed to provide comprehensive information about various anxiety disorders, their symptoms, causes, and treatment options. This versatile tool can be used in various settings, from academic lectures to community awareness programs, making it an essential resource for mental health professionals, educators, and advocates.

The importance of Anxiety Disorders PowerPoint presentations cannot be overstated. They serve as a crucial medium for disseminating accurate information, dispelling myths, and promoting understanding of these often misunderstood conditions. By presenting complex information in a visually appealing and easily digestible format, these presentations can help bridge the gap between scientific knowledge and public awareness.

Overview of Anxiety Disorders

Anxiety disorders are a group of mental health conditions characterized by excessive and persistent feelings of fear, worry, and apprehension. These feelings can significantly impact a person’s daily life, relationships, and overall well-being. It’s essential to understand that anxiety disorders go beyond normal stress or occasional worry; they involve intense and often debilitating symptoms that can interfere with daily functioning.

There are several types of anxiety disorders, each with its unique characteristics and symptoms. Some of the most common types include:

1. Generalized Anxiety Disorder (GAD) 2. Panic Disorder 3. Social Anxiety Disorder 4. Specific Phobias 5. Agoraphobia 6. Separation Anxiety Disorder

For a more detailed exploration of these disorders, you can refer to our comprehensive guide on how many types of anxiety disorders are there .

The prevalence of anxiety disorders is staggering. According to recent statistics, anxiety disorders affect approximately 284 million people worldwide. In the United States alone, an estimated 19.1% of adults experienced an anxiety disorder in the past year. For a more in-depth look at these figures and their implications, you can explore our article on anxiety disorders statistics .

Creating an Effective Anxiety Disorders PowerPoint

To create an impactful Anxiety Disorders PowerPoint, several key elements need to be considered:

1. Choosing a suitable design template: Select a clean, professional template that doesn’t distract from the content. Use a color scheme that is easy on the eyes and promotes readability.

2. Organizing content for clarity and flow: Structure your presentation logically, starting with an overview and progressing through more detailed information. Use clear headings and subheadings to guide your audience through the content.

3. Using visuals, charts, and graphs: Incorporate relevant images, infographics, and charts to illustrate key points and break up text-heavy slides. Visual aids can help reinforce information and make it more memorable.

4. Incorporating relevant statistics and research data: Include up-to-date statistics and research findings to support your points and add credibility to your presentation. Ensure that all data is accurately cited.

Key Elements to Include in an Anxiety Disorders PowerPoint

When creating a comprehensive Anxiety Disorders PowerPoint, it’s crucial to cover the following key elements:

1. Symptoms and signs of anxiety disorders: Provide a detailed overview of the common symptoms associated with various anxiety disorders. This can include both physical and psychological symptoms, such as excessive worry, restlessness, difficulty concentrating, and physical manifestations like increased heart rate or sweating.

2. Causes and risk factors: Discuss the potential causes of anxiety disorders, including genetic predisposition, environmental factors, and life experiences. Highlight known risk factors that may increase an individual’s likelihood of developing an anxiety disorder.

3. Diagnosis and assessment: Explain the process of diagnosing anxiety disorders, including the use of diagnostic tools like the Anxiety and Related Disorders Interview Schedule for DSM-5 . Emphasize the importance of professional assessment in obtaining an accurate diagnosis.

4. Treatment options: Provide an overview of available treatment options, including psychotherapy (such as cognitive-behavioral therapy), medication, and alternative therapies. Discuss the benefits and potential side effects of each approach.

5. Tips for self-help and coping strategies: Include practical advice for managing anxiety symptoms, such as relaxation techniques, mindfulness practices, and lifestyle changes. You may want to incorporate some anxiety affirmations as part of these coping strategies.

It’s also important to address the impact of anxiety disorders on various aspects of life. For instance, you might include a section on the impact of anxiety disorders on relationships to provide a more holistic understanding of the condition.

Tips for Presenting an Anxiety Disorders PowerPoint

Delivering an effective presentation is just as important as creating a well-designed PowerPoint. Here are some tips to ensure your presentation is impactful:

1. Preparing for the presentation: Familiarize yourself thoroughly with the content. Practice your delivery to ensure smooth transitions between slides and topics.

2. Delivering the content effectively: Speak clearly and at a moderate pace. Use your slides as a guide, but avoid reading directly from them. Maintain eye contact with your audience to keep them engaged.

3. Engaging the audience: Incorporate interactive elements, such as brief discussions or Q&A sessions, to keep your audience involved. Consider using case studies or real-life examples to illustrate key points.

4. Addressing questions and concerns: Be prepared to answer questions from your audience. If you’re unsure about a particular query, it’s okay to admit that and offer to follow up with more information later.

Additional Resources and References

To enhance your Anxiety Disorders PowerPoint and provide additional value to your audience, consider including the following resources:

1. Recommended books and articles: Suggest further reading materials for those interested in learning more about anxiety disorders.

2. Useful websites and online tools: Provide links to reputable online resources, such as mental health organizations and support groups.

3. Citing and referencing sources: Ensure all information in your presentation is properly cited. Include a reference list at the end of your presentation for transparency and credibility.

Some valuable resources to consider including are:

– Understanding Social Anxiety Disorders: Causes, Symptoms, and Treatment – Comprehensive Anxiety Care Plan: A Guide for Nursing Professionals – Understanding High Functioning Depression and Anxiety: Symptoms, Causes, and Treatment – The Complex Relationship Between Anxiety Disorders and Autism: Understanding, Diagnosis, and Treatment – Understanding Generalized Anxiety Disorder and Panic Disorders

In conclusion, an Anxiety Disorders PowerPoint presentation is a powerful tool for educating and raising awareness about these prevalent mental health conditions. By creating a comprehensive, well-designed presentation and delivering it effectively, you can play a crucial role in promoting understanding and reducing stigma surrounding anxiety disorders.

Remember that learning about anxiety disorders is an ongoing process. Encourage your audience to continue exploring the topic and seeking professional help if they or someone they know may be experiencing symptoms of an anxiety disorder. By fostering open discussions and providing accurate information, we can work towards better mental health support and understanding for all.

References:

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). 2. World Health Organization. (2017). Depression and Other Common Mental Disorders: Global Health Estimates. 3. National Institute of Mental Health. (2022). Anxiety Disorders. 4. Anxiety and Depression Association of America. (2021). Facts & Statistics. 5. Bandelow, B., & Michaelis, S. (2015). Epidemiology of anxiety disorders in the 21st century. Dialogues in Clinical Neuroscience, 17(3), 327-335.

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Even people with great potential, talent, and skills can suffer from chronic anxiety and stress. Discuss the body's physical and emotional response to stress, like fear, uneasiness, increased heartbeat, worry, etc., with our high-quality Anxiety presentation template designed for Microsoft PowerPoint and Google Slides.

Using these multicolored and beautiful illustrations, psychologists, human behavior experts, educators, and psychiatrists can explain the cycle, causes, and common physical symptoms of anxiety. You can also demonstrate the comparison between anxiety, depression, and stress.

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Understanding and Managing Anxiety Teaching Presentation

Updated:  04 Aug 2023

Teach your students about anxious feelings with this comprehensive guide to understanding and managing anxiety.

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Teach Kids to Recognize and Combat Anxious Feelings with This Anxiety PowerPoint

Hester is about to recite a poem in front of his class. He does not like public speaking or being the center of attention. Hester’s teacher is sitting at the back of the room, ready to grade him on his performance. His classmates are staring intently at him, waiting for him to begin.

How might Hester be feeling?

If you suggested “anxious”, you would be 100% correct!

Unfortunately, the word “anxiety” is creeping into the general conversation more and more these days. Even more alarming is that the number of children diagnosed with anxiety and depression is also on the rise. 

In light of this, it is vital that our children understand what anxiety actually is; how it affects our minds, bodies, and actions; and how it can be managed with the right strategies. 

This PowerPoint presentation has been created by a team of dedicated educators to support you in teaching your students about childhood anxiety. It poses (and answers) the following questions:

• How do I know I am feeling anxious?
• How does anxiety affect our thoughts?
• How does anxiety affect our bodies?
• How does anxiety affect our actions?
• How can anxiety be managed?

Suggested Strategies Kids Can Use to Manage Childhood Anxiety

There are many strategies our students can use to manage anxious feelings when they arise. These strategies can help control anxious thoughts and actions and can decrease the physical effects that anxiety has on the body. 

This PowerPoint explains the following anxiety-reducing strategies in detail:

• Focused breathing
• Muscle relaxation
• Visualizing
• Five senses grounding exercise
• Positive self-talk
• Sharing feelings
• Rating the risk
• Problem-solving
• Facing a fear

Take Learning Further with Our Additional Anxiety Resources 

This PowerPoint links to additional resources, such as videos and templates, to further support your student’s understanding of anxiety and how it can be managed. Several slides contain ‘Now You Try!’ activities to enable students to put the strategies they have learned into practice.

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This resource downloads as a PowerPoint template. Please use the Download button to access.

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Microsoft 365 Life Hacks > Presentations > How To Calm Presentation Anxiety

Public Speaking: How to calm presentation anxiety

Fear of public speaking is one of the world’s most common phobias: An estimated 73 percent of people are affected by presentation anxiety, according to the National Institute of Mental Health.

So if your mind races and your stomach ties itself into knots every time you have to present information in front of others, you’re not alone.

It’s totally natural and it means you care. That said, there are time-tested, effective ways to learn how to calm those nerves before a presentation—and make them work to your benefit.

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1. Practice, practice, and then practice some more.

Most of us are not natural-born orators, which is why it’s so important to practice. Whether you’re giving a speech in person or presenting over a video call , knowing your material backward and forward is essential. Rehearsing in front of a mirror is good, but recording a trial run on your phone or computer is more helpful. Do you move your arms too much when you speak, bite your lip when you’re tense, or have a tendency to stare into space when grasping for the right word? Watching a recording of yourself, cringeworthy though it may feel in the moment, is the best way to assess your strengths and weaknesses and identify areas of growth. Run the recording through a transcription service and you’ll likely notice distracting speech tics like saying “um” and “like” excessively. Asking friends and family to listen to your pitch and offer constructive criticism is another way to beat the butterflies.

2. Write it out.

Worried you’ll flub your closing argument or forget an important statistic? It’s better to reference bulleted notes to keep yourself on track than to read off a teleprompter or quote your own slides. Fortunately, the simple act of writing out key talking points aids with memorization. The more you do it, the deeper your familiarity with the content will grow—and that will help you project confidence and ease when it’s showtime.

3. Put those nerves to work.

If you can’t banish nervous energy, channel it in a positive direction. Exercising a few hours before a big talk causes a rush of endorphins, which in turn makes you feel happier and more secure. To pump yourself up, blast upbeat music, dance with a partner (or pet!), jog in place or make a quick loop around the block, or grin like a maniacal clown until your face cracks a genuine smile. Audiences respond to enthusiastic presenters, so the trick is learning to be your own hype man/woman.

4. Avoid stimulants.

It may seem like a good idea to chug caffeine before a speech, but coffee, tea, soda, and neon-hued sports drinks can actually hinder your performance. Instead of looking bright-eyed and alert, you’ll titter and buzz like a chainsaw. Your hands will shake, your heart will pound, and you’ll feel extra jumpy. Alcohol, on the other hand, may take off the edge but also dulls it. Better to drink plenty of water, which will also help remedy dry throat and mouth, a common side effect of the adrenaline rush that comes before a presentation.

5. Arrive early.

The only thing worse than battling anxiety before a big presentation is running late. Whether you’re presenting in person or on a video call , showing up early gives you a chance to get your bearings. You can test your lighting and sound, chat with colleagues, perform breathing exercises, and, if time permits, do a dry run of your presentation. A quiet room or hallway is best, but a car or bathroom stall works in a pinch. (We’ve all been there.)

6. Just breeeeeathe.

Sometimes the easiest advice is the best. Breathing exercises can work wonders to soothe jangly nerves or help you regain composure if something throws you off-course. Apps like Headspace and Calm walk users through basic breathing exercises, or you can steel your nerves on your own by closing your eyes and focusing on your breath. On the count of three, inhale deeply through your nose for five seconds, filling your lungs with air. Hold for two or three beats, imagining every cell in your body ballooning with oxygen, and then release, exhaling slowly through your mouth. Repeat this five to ten times or until your heart rate drops back to earth and you’re feeling Zen-ish.

7. Picture brilliance.

The power of positive thinking—or positive visualization, as motivational speakers like to call it—is real. It’s a self-fulfilling prophecy of sorts, the idea being that if you picture something going your way, chances are it will. Next time you feel a crippling bout of stage fright coming on, imagine yourself on the podium or in the speaker box straight-up killing it.

Now that you’re feeling self-assured and eloquent, like a star TED talker, you’re ready for your next speech. This can end only one way, of course—with a standing ovation. Now, go out there and rock it for real.

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Anxiety Disorders

Apr 07, 2019

1.07k likes | 1.81k Views

Anxiety Disorders. Chapter 5. Anxiety. What distinguishes fear from anxiety? Fear is a state of immediate alarm in response to a serious, known threat to one’s well-being Anxiety is a state of alarm in response to a vague sense of threat or danger

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Anxiety Disorders Chapter 5

Anxiety • What distinguishes fear from anxiety? • Fear is a state of immediate alarm in response to a serious, known threat to one’s well-being • Anxiety is a state of alarm in response to a vague sense of threat or danger • Both have the same physiological features – increase in respiration, perspiration, muscle tension, etc. Comer, Abnormal Psychology, 7e

Anxiety • Is the fear/anxiety response adaptive? • Yes, when the “fight or flight” response is protective • However, when it is triggered by “inappropriate” situations, or when it is too severe or long-lasting, this response can be disabling • Can lead to the development of anxiety disorders Comer, Abnormal Psychology, 7e

Anxiety Disorders • Most common mental disorders in the U.S. • In any given year, 18% of the adult population in the U.S. experiences one of the six DSM-IV-TR anxiety disorders • Close to 29% develop one of the disorders at some point in their lives • Only one-fifth of these individuals seek treatment • Most individuals with one anxiety disorder also suffer from a second disorder • Anxiety disorders cost $42 billion each year in health care expenses, lost wages, and lost productivity Comer, Abnormal Psychology, 7e

Anxiety Disorders • Six disorders: • Generalized anxiety disorder (GAD) • Phobias • Panic disorder • Obsessive-compulsive disorder (OCD) • Acute stress disorder • Posttraumatic stress disorder (PTSD) Comer, Abnormal Psychology, 7e

Generalized Anxiety Disorder (GAD) • Characterized by excessive anxiety under most circumstances and worry about practically anything • Often called “free-floating” anxiety • Symptoms include: feeling restless, keyed up, or on edge; fatigue; difficulty concentrating; muscle tension, and/or sleep problems • Symptoms must last at least six months Comer, Abnormal Psychology, 7e

Comer, Abnormal Psychology, 7e

Generalized Anxiety Disorder (GAD) • The disorder is common in Western society • Affects ~3% of the population in any given year and ~6% at some time during their lives • Usually first appears in childhood or adolescence • Women are diagnosed more often than men by a 2:1 ratio • Around one-quarter of those with GAD are currently in treatment • A variety of theories have been offered to explain the development of the disorder… Comer, Abnormal Psychology, 7e

GAD: The Sociocultural Perspective • According to this theory, GAD is most likely to develop in people faced with social conditions that truly are dangerous • Research supports this theory (example: Three Mile Island in 1979) • One of the most powerful forms of societal stress is poverty • Why? Run-down communities, higher crime rates, fewer educational and job opportunities, and greater risk for health problems • As would be predicted by the model, there are higher rates of GAD in lower SES groups Comer, Abnormal Psychology, 7e

GAD: The Sociocultural Perspective • Since race is closely tied to income and job opportunities in the U.S., it is not surprising that it is also tied to the prevalence of GAD • In any given year, 6% of African Americans and 3.1% of Caucasians suffer from GAD • African American women have highest rates (6.6%) • Multicultural researchers have not found a heightened rate of GAD among Hispanics in the U.S. Comer, Abnormal Psychology, 7e

GAD: The Sociocultural Perspective • Although poverty and other social pressures may create a climate for GAD, other factors are clearly at work • How do we know this? • Most people living in “dangerous” environments do not develop GAD • Other models attempt to explain why some people develop the disorder and others do not… Comer, Abnormal Psychology, 7e

GAD: The Psychodynamic Perspective • Freud believed that all children experience anxiety • Realistic anxiety when they face actual danger • Neurotic anxiety when they are prevented from expressing id impulses • Moral anxiety when they are punished for expressing id impulses • One can use ego defense mechanisms to control these forms of anxiety, but when they don’t work or when anxiety is too high…GAD develops Comer, Abnormal Psychology, 7e

GAD: The Psychodynamic Perspective • Today’s psychodynamic theorists often disagree with specific aspects of Freud’s explanation • Researchers have found some support for the psychodynamic perspective: • People with GAD are particularly likely to use defense mechanisms (especially repression) • Adults, who as children suffered extreme punishment for expressing id impulses, have higher levels of anxiety later in life • Are these results “proof” of the model’s validity? Comer, Abnormal Psychology, 7e

GAD: The Psychodynamic Perspective • Not necessarily; there are alternative explanations of the data • Difficulty talking about upsetting events early in therapy is not necessarily repression • Also, some data actually contradict the model • One study found people with GAD reported little excessive discipline or disturbed environments in childhood Comer, Abnormal Psychology, 7e

GAD: The Psychodynamic Perspective • Psychodynamic therapists use the same general techniques to treat all psychological problems: • Free association • Therapist interpretations of transference, resistance, and dreams • Specific treatments for GAD • Freudians – become less fearful of id impulses • Object-relations therapists – help patients identify and settle early relationship problems Comer, Abnormal Psychology, 7e

GAD: The Psychodynamic Perspective • Controlled studies have typically found psychodynamic treatments to be of only modest help to persons with GAD • Short-term psychodynamic therapy may be beneficial in some cases Comer, Abnormal Psychology, 7e

GAD: The Humanistic Perspective • Theorists propose that GAD, like other psychological disorders, arises when people stop looking at themselves honestly and acceptingly • This view is best illustrated by Carl Rogers’s explanation: • Lack of “unconditional positive regard” in childhood leads to “conditions of worth” (harsh self-standards) • These threatening self-judgments break through and cause anxiety, setting the stage for GAD to develop Comer, Abnormal Psychology, 7e

GAD: The Humanistic Perspective • Practitioners using this “client-centered” approach try to show unconditional positive regard for their clients and to empathize with them • Despite optimistic case reports, controlled studies have failed to offer strong support • In addition, only limited support has been found for Rogers’s explanation of GAD and other forms of abnormal behavior Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • Proponents suggest that psychological problems are often caused by dysfunctional ways of thinking • Given that excessive worry – a cognitive symptom – is a key characteristic of GAD, theorists have had much to say Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • Initially, theorists suggested that GAD is caused by maladaptive assumptions • Albert Ellis identified basic irrational assumptions: • It is a dire necessity for an adult human being to be loved or approved of by virtually every significant person in his community • It is awful and catastrophic when things are not the way one would very much like them to be • When these assumptions are applied to everyday life and to more and more events, GAD may develop Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • Aaron Beck, another cognitive theorist, argued that those with GAD constantly hold silent assumptions that imply imminent danger: • A situation/person is unsafe until proven safe • It is always best to assume the worst • Researchers have repeatedly found that people with GAD do indeed hold maladaptive assumptions, particularly about dangerousness Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • What kinds of people are likely to have exaggerated expectations of danger? • Some theorists point to those whose lives have been filled with unpredictable negative events • To avoid being “blindsided,” they try to predict negative events; they look everywhere for danger (and therefore see danger everywhere) • There is some research support for this idea Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • New wave cognitive explanations • In recent years, three new explanations have emerged: • Metacognitive theory • Developed by Wells; suggests that the most problematic assumptions in GAD are the individual’s worry about worrying (meta-worry) • Intolerance of uncertainty theory • Certain individuals believe that any possibility of a negative event occurring means that the event is likely to occur • Avoidance theory • Developed by Borkovec; holds that worrying serves a “positive” function for those with GAD by reducing unusually high levels of bodily arousal • All of these theories have received considerable research support Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • Two kinds of cognitive therapy: • Changing maladaptive assumptions • Based on the work of Ellis and Beck • Helping clients understand the special role that worrying plays, and changing their views and reactions to it Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • Cognitive therapies • Changing maladaptive assumptions • Ellis’s rational-emotive therapy (RET) • Point out irrational assumptions • Suggest more appropriate assumptions • Assign related homework • Studies suggest at least modest relief from treatment • Beck’s cognitive therapy • Similar to his depression treatment (see Chapter 9) • Shown to be somewhat helpful in reducing anxiety to tolerable levels Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • Cognitive therapies • Focusing on worrying • Therapists begin by educating clients about the role of worrying in GAD and have them observe their bodily arousal and cognitive responses across life situations • In turn, clients become increasingly skilled at identifying their worrying and its counterproductivity Comer, Abnormal Psychology, 7e

GAD: The Cognitive Perspective • Cognitive therapies • Focusing on worrying • With continued practice, clients are expected to see the world as less threatening, to adopt more constructive ways of coping, and to worry less • Research has begun to indicate that a concentrated focus on worrying is a helpful addition to traditional cognitive therapy • This approach is similar to mindfulness-based cognitive therapy Comer, Abnormal Psychology, 7e

GAD: The Biological Perspective • Biological theorists believe that GAD is caused by biological factors • Supported by family pedigree studies • Blood relatives more likely to have GAD (~15%) than general population (~6%) • The closer the relative, the greater the likelihood • Issue of shared environment Comer, Abnormal Psychology, 7e

GAD: The Biological Perspective • GABA inactivity • 1950s – Benzodiazepines (Valium, Xanax) found to reduce anxiety • Why? • Neurons have specific receptors (lock and key) • Benzodiazepine receptors ordinarily receive gamma-aminobutyric acid (GABA, a common neurotransmitter in the brain) • GABA carries inhibitory messages; when received, it causes a neuron to stop firing Comer, Abnormal Psychology, 7e

GAD: The Biological Perspective • In normal fear reactions: • Key neurons fire more rapidly, creating a general state of excitability experienced as fear or anxiety • A feedback system is triggered; brain and body activities that reduce excitability • Some neurons release GABA to inhibit neuron firing, thereby reducing experience of fear or anxiety • Malfunctions in the feedback system are believed to cause GAD • Possible reasons: Too few receptors, ineffective receptors Comer, Abnormal Psychology, 7e

GAD: The Biological Perspective • Promising (but problematic) explanation • Recent research has complicated the picture: • Other neurotransmitters also bind to GABA receptors • Research conducted on lab animals raises question: Is “fear” really fear? • Issue of causal relationships • Do physiological events CAUSE anxiety? How can we know? What are alternative explanations? Comer, Abnormal Psychology, 7e

GAD: The Biological Perspective • Biological treatments • Antianxiety drug therapy • Early 1950s: Barbiturates (sedative-hypnotics) • Late 1950s: Benzodiazepines • Provide temporary, modest relief • Rebound anxiety with withdrawal and cessation of use • Physical dependence is possible • Produce undesirable effects (drowsiness, etc.) • Mix badly with certain other drugs (especially alcohol) • More recently: Antidepressant medications (serotonin-based) Comer, Abnormal Psychology, 7e

GAD: The Biological Perspective • Biological treatments • Relaxation training • Non-chemical biological technique • Theory: Physical relaxation will lead to psychological relaxation • Research indicates that relaxation training is more effective than placebo or no treatment • Best when used in combination with cognitive therapy or biofeedback Comer, Abnormal Psychology, 7e

GAD: The Biological Perspective • Biological treatments • Biofeedback • Therapist uses electrical signals from the body to train people to control physiological processes • Electromyograph (EMG) is the most widely used; provides feedback about muscle tension • Found to be most effective when used as an adjunct to other methods for treatment of certain medical problems (headache, back pain, etc.) Comer, Abnormal Psychology, 7e

Phobias • From the Greek word for “fear” • Formal names are also often from the Greek (see A Closer Look, p. 138) • Persistent and unreasonable fears of particular objects, activities, or situations • People with a phobia often avoid the object or thoughts about it Comer, Abnormal Psychology, 7e

Phobias • We all have some fears at some points in our lives; this is a normal and common experience • How do phobias differ from these “normal” experiences? • More intense and persistent fear • Greater desire to avoid the feared object or situation • Distress that interferes with functioning Comer, Abnormal Psychology, 7e

Phobias • Most phobias typically are categorized as “specific” • Also two broader kinds: • Social phobia • Agoraphobia Comer, Abnormal Psychology, 7e

Specific Phobias • Persistent fears of specific objects or situations • When exposed to the object or situation, sufferers experience immediate fear • Most common: Phobias of specific animals or insects, heights, enclosed spaces, thunderstorms, and blood Comer, Abnormal Psychology, 7e

Specific Phobias • Each year 8.7% of all people in the U.S. have symptoms of specific phobia • More than 12% develop such phobias at some point in their lives • Many suffer from more than one phobia at a time • Women outnumber men 2:1 • Prevalence differs across racial and ethnic minority groups • Vast majority of people with a specific phobia do NOT seek treatment Comer, Abnormal Psychology, 7e

Social Phobias • Severe, persistent, and unreasonable fears of social or performance situations in which embarrassment may occur • May be narrow –talking, performing, eating, or writing in public • May be broad –general fear of functioning poorly in front of others • In both forms, people rate themselves as performing less adequately than they actually do Comer, Abnormal Psychology, 7e

Social Phobias • Can greatly interfere with one’s life • Often kept a secret • 7.1% of people in the U.S. experience a social phobia in any given year • Women outnumber men 3:2 • Phobias often begin in childhood and may persist for many years • There are some indications of racial/ethnic differences Comer, Abnormal Psychology, 7e

What Causes Phobias? • Each model offers explanations, but evidence tends to support the behavioral explanations: • Phobias develop through conditioning • Once fears are acquired, the individuals avoid the dreaded object or situation, permitting the fears to become all the more entrenched • Behaviorists propose a classical conditioning model… Comer, Abnormal Psychology, 7e

Classical Conditioning of Phobia UCS Entrapment UCR Fear UCS Entrapment UCR Fear Running water + CR Fear CS Running water Comer, Abnormal Psychology, 7e

What Causes Phobias? • Other behavioral explanations • Phobias develop through modeling • Observation and imitation • Phobias are maintained through avoidance • Phobias may develop into GAD when a person acquires a large number of them • Process of stimulus generalization: Responses to one stimulus are also elicited by similar stimuli Comer, Abnormal Psychology, 7e

What Causes Phobias? • Behavioral explanations have received some empirical support: • Classical conditioning study involving Little Albert • Modeling studies • Bandura, confederates, buzz, and shock • Although it appears that a phobia CAN be acquired in these ways, researchers have not established that the disorder is ordinarily acquired in this way Comer, Abnormal Psychology, 7e

What Causes Phobias? • A behavioral-evolutionary explanation • Some phobias are much more common than others • Theorists argue that there is a species-specific biological predisposition to develop certain fears Comer, Abnormal Psychology, 7e

What Causes Phobias? • A behavioral-evolutionary explanation • Called “preparedness” because human beings are theoretically more “prepared” to acquire some phobias than others • Model explains why some phobias (snakes, spiders) are more common than others (faces, houses) • Researchers do not know if these predispositions are due to evolutionary or environmental factors Comer, Abnormal Psychology, 7e

How Are Phobias Treated? • Surveys reveal that 19% of those with specific phobia and 24.7% of those with social phobia are currently in treatment • Each model offers treatment approaches but behavioral techniques are most widely used, especially for specific phobias • Shown to be highly effective • Fare better in head-to-head comparisons than other approaches • Include desensitization, flooding, and modeling – together called “exposure treatments” Comer, Abnormal Psychology, 7e

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Don’t Let Anxiety Sabotage Your Next Presentation

• Riaz Meghji

Stop focusing on yourself and start focusing on your audience.

If you want to beat speaking anxiety, you need to stop focusing on yourself and point your focus outward. This shift isn’t something that can happen instantaneously. It takes time, patience, and practice. Here’s how to get started.

• Be a giver, not a taker. Takers tend to have more anxiety. They want and need validation from their listeners.
• Givers, on the other hand, are all about service. They do work beforehand to connect with stakeholders and use the information they receive to address the needs of their audience. As a result, their presentation becomes less about them and more about helping the other people in the room.
• If you want to turn your presentation into an act of service, you need to talk to the people in the room — well before your presentation begins.
• Choose about three to five influential leaders, and meet with them before to learn their concerns and goals surrounding the topic you’re presenting on.
• Then, incorporate your findings into you presentation. This will help you shift your focus outwards, from yourself to the audience, and as a result, ease some of your nerves.

How many times have you had an important message to share, only to be sabotaged by anxiety right before you speak?

• RM Riaz Meghji is a human connection keynote speaker, author of Every Conversation Counts: The 5 Habits of Human Connection That Build Extraordinary Relationships and creator of The Magnetic Presenter speaker coaching program. He is also an accomplished broadcaster with 17 years of television hosting experience. Riaz has hosted for Citytv’s Breakfast Television, MTV Canada, TEDxVancouver, CTV News, and the Toronto International Film Festival.  

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• Systematic Review
• Open access
• Published: 13 August 2024

Comorbidity of binge eating disorder and other psychiatric disorders: a systematic review

• Ewelina Kowalewska   ORCID: orcid.org/0000-0002-2640-3778 1 ,
• Magdalena Bzowska 1 ,
• Jannis Engel   ORCID: orcid.org/0000-0002-9334-3891 2 &
• Michał Lew-Starowicz   ORCID: orcid.org/0000-0002-0283-0839 1  

BMC Psychiatry volume  24 , Article number:  556 ( 2024 ) Cite this article

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Binge eating disorder (BED), although relatively recently recognized as a distinct clinical syndrome, is the most common eating disorder. BED can occur as a separate phenomenon or in combination with other mental disorders, adding to the overall burden of the illness. Due to the relatively short history of recognizing BED as a distinct disorder, this review aimed to summarize the current knowledge on the co-occurrence of BED with other psychiatric disorders.

This review adhered to the PRISMA guidelines. Multiple databases, such as MEDLINE, MEDLINE Complete, and Academic Search Ultimate, were used to identify relevant studies. Of the 3766 articles initially identified, 63 articles published within the last 13 years were included in this review. This systematic review has been registered through INPLASY (INPLASY202370075).

The most frequently observed comorbidities associated with BED were mood disorders, anxiety disorders and substance use disorders. They were also related to more severe BED presentations. Other psychiatric conditions frequently associated with BED include reaction to severe stress and adjustment disorders, impulse control disorder, ADHD, personality disorders, behavioral disorders, disorders of bodily distress or bodily experience, and psychotic disorders. Additionally, BED was linked to suicidality and sleep disorders.

The findings highlight the interconnected nature of BED with various psychiatric conditions and related factors, shedding light on the complexity and broader impact of BED on mental health and the need for appropriate screening and appropriately targeted clinical interventions.

Peer Review reports

Introduction

The understanding of eating disorders (EDs) has evolved significantly in the past decade. In conjunction with the clearly defined bulimia nervosa (BN) and anorexia nervosa (AN), the latest revisions, such as the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) [ 1 ] released in May 2013 and the 11th revision of the World Health Organization’s International Statistical Classification of Diseases and Related Health Problems (ICD-11) published in 2019 [ 2 ], introduce a distinct category known as binge eating disorder (BED). A comparison of the DSM-5 and ICD-11 diagnostic criteria for BED is shown in Table 1 . The introduction of the BED diagnosis was prompted by a significant factor: in earlier iterations of diagnostic systems, the classification of Eating Disorder Not Otherwise Specified (EDNOS) occurred most frequently. Consequently, numerous patients exhibit symptoms of an ED but do not meet the criteria for BN or AN [ 3 ]. Empirical studies have demonstrated the utility of incorporating BED into the classification of EDs [ 3 ]. Despite being recognized relatively recently as a distinct clinical syndrome, BED stands out as the most prevalent ED in the United States, with a lifetime incidence of 2.8%, surpassing the rates of BN (1%) and AN (0.6%) [ 4 ]. Moreover, BED potentially has the highest prevalence among EDs globally, boasting a lifetime prevalence of 1.9%, in contrast to the prevalence of 1% for BN [ 4 ]. Like in BN and AN, BED occurs more frequently in women than in men, with a lifetime incidence of 3.5% for women compared to 2% for men [ 5 ]. Importantly, in both the DSM-5 and ICD-11, the diagnoses of BED and BN are considered mutually exclusive, meaning that during single episodes, only one of the disorders can be assigned; ICD-11 extends this exclusion to AN. Notably, healthcare professionals face significant deficits in knowledge and awareness regarding BED [ 6 ]. This lack of awareness, coupled with feelings of shame, constitutes a primary obstacle preventing most affected individuals from receiving the necessary treatment, despite the existence of effective interventions for BED [ 6 ].

BED is a condition characterized by intricate interactions between genetic factors and environmental influences. On the one hand, there are indications pointing to a genetic predisposition [ 7 , 8 ]. Conversely, the prevalence is significantly influenced by the sociocultural environment and the values practiced within it [ 9 ]. For instance, migrants in Australia exhibit a lower incidence of EDs than individuals born in the country [ 10 ]. Additionally, specific sociocultural groups, such as Latinos and Blacks, have higher prevalence rates than does the general population [ 9 ]. BED may occur not only as a separate phenomenon but also in combination with other mental disorders, adding complexity to the overall burden of the disease. Given the relatively brief history of conceptualizing BED as a distinct disorder, this review aimed to systematize the current knowledge regarding the co-occurrence of BED with other psychiatric disorders. The significance of this article is emphasized by the pivotal role that assessing comorbidities plays in treating BED. Tailored therapies designed to enhance the effectiveness of BED treatment can be developed only by thoroughly considering and addressing comorbidities.

This review was performed according to the updated version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (PRISMA 2020 Statement) [ 11 ].

Search strategy and selection process

We identified relevant studies using multiple databases, including MEDLINE, MEDLINE Complete, and Academic Search Ultimate. The search strings used were ‘binge eating disorder’ AND ‘mental health OR mental illness OR mental disorder OR psychiatric illness’.

Due to the inclusion of BED in the DSM-5, our analysis initially centered on studies from 2013 onwards. However, recognizing significant studies incorporating proposed criteria before official inclusion, we extended the scope to 2010. Eventually, ongoing analysis led to further extension to 2023, with the final literature search encompassing studies published between January 1, 2010, and April 30, 2023. The details concerning the selection process are outlined in Fig. 1 .

Prisma flow chart

Inclusion and exclusion criteria

The searching strategy and criteria for inclusion and exclusion were established in accordance with the PICO framework, as recommended by the Cochrane Library for systematic reviews [ 12 ]. This framework encompasses the population, intervention, comparator, and outcome of interest (see Table 2 ). We included articles published in English and within the past 13 years. Articles were excluded if they (1) were not related to BED, (2) did not present empirical data, (3) were not scientifically peer reviewed, (4) were duplicated, (5) did not have full-text available, (6) were not related directly to the subject of the review, or (7) put emphasis on bariatric patients. Out of the 3766 articles found during the initial search, only 63 remained after the application of inclusion/exclusion criteria and were included in the final review.

We analyzed the articles in terms of the co-occurrence of BED with other psychiatric disorders. The selected articles addressed issues related to psychiatric comorbidities, such as other feeding or EDs, mood disorders, anxiety, or fear-related disorders (ADs), disorders specifically associated with stress, impulse control disorders, attention deficit hyperactivity disorder (ADHD), substance use disorders, personality disorders, behavioral disorders, disorders of bodily distress or bodily experience, and schizophrenia. Moreover, associations between BED and suicidal thoughts and behaviors, and sleep disorders were observed.

BED as a main diagnosis

Thirty-two articles describing the comorbidity of BED and other psychiatric disorders involved participants with BED as a main diagnosis [ 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 ] (Table 3 ).

The most common comorbid psychiatric condition among individuals with BED reported in twenty-nine articles was mood disorders [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 43 , 44 ]. Sixteen articles examined the relationship between BED and anxiety disorders [ 14 , 16 , 18 , 19 , 24 , 25 , 27 , 28 , 30 , 31 , 32 , 33 , 34 , 37 , 40 , 44 ], and thirteen examined substance use disorders [ 14 , 15 , 16 , 17 , 24 , 28 , 30 , 31 , 33 , 34 , 37 , 40 , 44 ]. Twelve articles described the occurrence of symptoms of personality disorders among individuals with BED [ 13 , 14 , 15 , 17 , 18 , 28 , 29 , 32 , 33 , 36 , 40 , 42 ]. Five articles indicated the relationship between BED and posttraumatic stress disorder, acute stress disorder or/and adjustment disorders [ 17 , 26 , 28 , 37 , 40 ]; two articles reported the incidence of attention deficit hyperactivity disorder among individuals with BED as well as relationships between BED and schizophrenia [ 28 , 37 ]. One article highlighted the prevalence of impulse control disorders among BED individuals [ 30 ], and another two articles showed the association between BED and behavioral disorders [ 37 , 40 ]. In addition to the abovementioned psychiatric conditions, two studies assessed sleep disorders among BED individuals [ 18 , 32 ], and one article assessed suicidality [ 37 ]. The data are summarized in Table 3 .

Other clinical and community samples with comorbid BED

Thirty-one articles were found in the case of individuals without BED as a main diagnosis [ 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 , 96 , 97 , 98 , 99 , 100 , 101 , 102 , 103 , 104 , 105 , 106 , 107 , 108 , 109 , 110 , 111 , 112 , 113 , 114 , 115 , 116 , 117 , 118 ]. Ten studies examined the prevalence and correlates of BED in clinical samples of patients suffering from other psychiatric conditions [ 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 , 96 , 97 ] (Table 4 ). Six of them included samples of patients with mood disorders [ 88 , 89 , 90 , 91 , 92 , 97 ], two studies included patients with OCD [ 93 , 94 ], and one study assessed BED among patients with heroin use disorder [ 95 ]. In summary, the abovementioned studies, which included clinical samples, showed the comorbidity of BED with anxiety disorders, substance use disorders, ADHD, post-traumatic stress disorder (PTSD), behavioral disorders, impulse control disorders, disorders of bodily distress or bodily experience, psychotic disorders, and suicidality.

Twelve articles reported data on the prevalence and correlates of BED in population-based samples [ 98 , 99 , 100 , 101 , 102 , 103 , 104 , 105 , 106 , 107 , 108 , 109 ]. These studies showed the associations of BED with mood disorders, anxiety disorders, substance use disorders, behavioral disorders, PTSD, and ADHD.

Seven articles presented in Table 4 included samples of children and/or adolescents [ 96 , 98 , 99 , 101 , 103 , 104 , 108 ] and reported data indicating that among these groups, BED co-occurs with mood disorders, anxiety disorders, ADHD, substance use disorders, behavioral disorders, and suicidality.

Finally, nine articles described the results of studies conducted on community samples [ 110 , 111 , 112 , 113 , 114 , 115 , 116 , 117 ]. Mood disorders, anxiety disorders, behavioral disorders, PTSD, substance use disorders, ADHD, suicidality, psychotic disorders, and sleep problems were found among the correlates of BED in these groups.

To the best of our knowledge, this is the first review aimed at consolidating current insights into the comorbidity of BED with other psychiatric disorders. An examination of 63 articles published in the last 13 years revealed associations between BED and various mental disorders, with mood disorders (55 articles), anxiety disorders (36 articles), and substance use disorders (31 articles) emerging as the most prevalent coexisting diagnoses with BED. Other psychiatric conditions that have been found to co-occur with BED include reaction to severe stress and adjustment disorders, impulse control disorder, ADHD, personality disorders, behavioral disorders, disorders of bodily distress, and schizophrenia. Furthermore, this study highlights that BED is associated with suicidality and sleep–wake disorders. Considering the abundance of articles demonstrating elevated co-occurrence rates of mood disorders, anxiety disorders, and substance use disorders among individuals with BED, the findings presented in this manuscript mark a crucial stride toward developing personalized treatment approaches. This objective can be achieved through the implementation of naturalistic study designs that incorporate the treatment of comorbidities, particularly given the evidence indicating that the co-occurrence of mood, anxiety, and/or substance use disorders is associated with a more severe course of BED.

Despite available data pointing to the co-occurrence of BED with psychotic disorders e.g., [ 28 , 39 , 91 ] and impulse control disorders e.g., [ 30 , 93 ], these connections have received limited attention. A significant avenue for future research lies in exploring the comorbidity of BED with symptoms associated with compulsive sexual behavior disorder, a novel diagnostic entity recently included in the ICD-11 under impulse control disorders. Furthermore, although there is a scarcity of published research on the comorbidity of BED with behavioral disorders and disorders of bodily distress, existing data suggest associations with these psychiatric conditions.

Existing data suggest that BED is linked to an elevated psychiatric and general illness burden. The presence of binge eating behavior may contribute to increased illness complexity, impacting the course of illness and comorbidity, as evidenced in various studies e.g., [ 92 ]. Moreover, some studies indicate that individuals with BED are more prone to higher levels of suicidality, as well as substance abuse or dependence [ 89 , 90 , 91 , 101 ].

Regarding treatment efficacy, a study conducted by Robinson and colleagues [ 36 ] demonstrated that dialectical behavior therapy (DBT) outperformed active comparison group therapy (ACGT) for individuals with BED who had comorbid avoidant personality disorders or an earlier onset of overweight and dieting (< 15 years old). In a study by Touchette and colleagues [ 99 ] involving patients undergoing cognitive behavioral therapy (CBT), it was found that the degree of social embedding and psychopathological comorbidity (both state and trait) served as predictors of treatment outcomes. Higher scores on depressive symptoms, agoraphobia, and extraversion were correlated with less improvement.

Overall, our findings endorse the general assumption of the relationship between BED and general psychopathology. It is crucial for mental health providers to recognize this association to effectively address the diagnostic and therapeutic challenges associated with BED. As conceptualized in our study, impulsive overeating serves as one of the regulatory behaviors aimed at coping with negative emotions e.g., [ 15 , 17 , 91 ]. These traits are commonly associated with mood, anxiety, impulse control, attention deficit and hyperactivity, and personality disorders [ 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 ]. Hence, accurately diagnosing and addressing the underlying psychopathology may also prove beneficial in mitigating this compensatory behavior and alleviating its associated psychological and physical (including metabolic) consequences. A clinical implication from our review is the need to screen for other psychiatric conditions in patients with BED and to identify BED symptoms in those with disorders like personality disorders, ADHD, mood, anxiety, and impulse control disorders. This approach ensures a more accurate diagnosis and more effective treatment plans, improving overall patient outcomes as co-occurring conditions can impact the severity and treatment response of BED.

Limitations

Several limitations of this systematic review warrant brief acknowledgment. Firstly, our literature search was limited to articles published in English, potentially limiting the breadth of available results on the topic. This is particularly noteworthy given that the development of BED appears to be influenced by cultural and socioeconomic factors. Secondly, a significant challenge in comparing selected studies arises from the diverse methodologies employed. While the majority of the relevant studies are cross-sectional, there is a scarcity of data from longitudinal studies or experimental trials, both uncontrolled and randomized controlled. Thirdly, we did not conduct a risk of bias assessment for the included studies. As a result, the potential impact of bias in the included studies on our overall findings should be interpreted with caution. The last limitation of our systematic review is the selection of the temporal scope of the analyzed articles. Due to the inclusion of BED in the DSM-5, initially our analysis focused on studies published from 2013 onwards. However, considering the emergence of significant studies incorporating proposed criteria before BED's official inclusion in the classification, we decided to extend the temporal scope back to 2010. Ultimately, due to ongoing analysis and research efforts, we opted to further extend the temporal scope to 2023.

Conclusions

In conclusion, our systematic review affirms BED as the most prevalent ED, with mood and anxiety disorders being the most common co-occurring conditions. A diagnosis of BED is frequently found in individuals experiencing major depressive disorder, bipolar disorder, or obsessive–compulsive disorder. The heightened presence of symptoms such as depression, anxiety, substance use, and suicide risk underscore the importance of considering these factors in the treatment of individuals diagnosed with BED. Conversely, patients, especially those presenting with mood, anxiety, or substance use disorders, should also be screened for BED. Further research is warranted to elucidate the connections between BED and psychotic disorders, as well as disorders of bodily distress.

Availability of data and materials

The data analyzed in this study are available from the corresponding author with a reasonable request.

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In the preparation of this manuscript, Ewelina Kowalewska, Magdalena Bzowska and Michal Lew-Starowicz were financially supported by the Centre of Medical Postgraduate Education (statutionary funding, program no 501–1-065–38-23).

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Kowalewska, E., Bzowska, M., Engel, J. et al. Comorbidity of binge eating disorder and other psychiatric disorders: a systematic review. BMC Psychiatry 24 , 556 (2024). https://doi.org/10.1186/s12888-024-05943-5

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• Binge eating disorder
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• Anxiety disorders
• Substance use disorders

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