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Separation Anxiety Disorder

Q: How does Separation Anxiety Disorder differ from normal separation anxiety in children?

Separation anxiety is a normal part of child development, but Separation Anxiety Disorder is characterized by more severe and persistent symptoms that go beyond what is typical. Children with the disorder experience extreme distress and difficulty functioning when separated from attachment figures, even in situations where separation is expected and brief.

Q: Can Separation Anxiety Disorder occur in adults?

Yes, Separation Anxiety Disorder can also occur in adults, though it is more commonly diagnosed in childhood. Adult-onset Separation Anxiety Disorder may develop due to traumatic life experiences, major life transitions, or other stressors that disrupt normal attachment patterns.

Separation Anxiety Disorder is a condition characterized by excessive anxiety and distress experienced when an individual is separated from a person or place to which they have a strong emotional attachment.
It often arises in childhood but can also occur in adults.
Individuals with this disorder may experience physical symptoms like nausea, headaches, and difficulty sleeping, as well as emotional symptoms like fear, worry, and clinginess.
Effective treatment options include therapy and medication.
Reseachers can leverage PubCompare.ai's AI-driven platform to optimize their studies on Separation Anxiety Disorder, easily locating the most effective protocols and products from published literature, preprints, and patents to enhance the reproducibilty of their work.

Most cited protocols related to «Separation Anxiety Disorder»

Diagnosing Mental Disorders in Adolescents

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Publication 2010

Abuse, Alcohol Adolescent Agoraphobia Alcoholic Intoxication, Chronic Anorexia Nervosa Anxiety Disorders Behavior Disorders Bulimia Nervosa Conduct Disorder Diagnosis Disorder, Attention Deficit-Hyperactivity Disorder, Binge-Eating Drug Abuse Drug Dependence Dysthymic Disorder Eating Disorders Emotions Interviewers Major Depressive Disorder Mental Disorders Mood Disorders Oppositional Defiant Disorder Panic Disorder Parent Phobia, Social Phobia, Specific Physical Examination Post-Traumatic Stress Disorder Problem Behavior Separation Anxiety Disorder Substance Use Disorders

Assessing Child Anxiety Symptoms and Severity

Child anxiety symptoms were assessed using the SCARED parent and child versions. The SCARED-P and SCARED-C each consist of 41 items that assess a child’s recent anxiety symptoms. Participants respond on a 3-point Likert scale of 0 (Not True or Hardly Ever True), 1 (Somewhat or Sometimes True), or 2 (Very True or Often True). Prior confirmatory factory analyses suggest that the instrument measures five distinct domains of anxiety [4 (link), 8 (link), 22 (link)]. Thus, in addition to total scores, five subscales were examined: generalized anxiety symptoms (nine items), separation anxiety symptoms (five items), social anxiety symptoms (eight items), panic or somatic symptoms (seven items), and school avoidance (three items). A total score of 25 or above has been suggested to indicate the presence of clinically significant anxiety [3 (link), 5 (link)].
Clinicians rated children’s anxiety severity during the previous week using the Pediatric Anxiety Rating Scale (PARS), a 50-item checklist examining symptoms of social, separation, and generalized anxiety, specific phobias, and physical symptoms [23 (link)]. Recent studies have found the PARS to be psychometrically reliable and valid, and it has been used as an outcome measure for several treatment studies [24 (link)–26 (link)]. Clinicians integrated parent and child report during interview assessment to rate seven areas of anxiety severity (number of symptoms, frequency, severity of distress associated with anxiety symptoms, severity of physical symptoms, avoidance, interference at home, and interference outside of home). A score of 3 on each of these 5-point scales reflects a clinically significant level of anxiety. Composite PARS scores were calculated by summing 5 of the 7 items (number of symptoms and severity of physical symptoms were excluded as they are likely less related to overall anxiety severity and tend to be highly skewed). PARS scores were only available for a subset of (n = 213) youth with a diagnosed anxiety disorder, and all scores reflected anxiety prior to beginning treatment at NIMH.
Children’s age, sex, ethnicity, and family socioeconomic status (SES) were assessed using a demographics questionnaire. Highest parental educational attainment and annual income were used as markers of SES. The Weschler Abbreviated Scale of Intelligence II (WASI [27 ]) was used to assess child IQ. The Family Risk Factor Checklist (FRFC [28 (link)]) is a 48-item measure that assesses children’s exposure to environmental/family-related risk (five subscales: adverse life events & instability, family structures & SES, parenting practices, parental verbal conflict, and mood problems). Higher scores indicate greater exposure to family risk factors. Demographic and clinical characteristics of the sample are summarized in Table 1.

Behrens B., Swetlitz C., Pine D.S, & Pagliaccio D. (2019). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Informant discrepancy, measurement invariance, and test-retest reliability. Child psychiatry and human development, 50(3), 473-482.

Publication 2019

Anxiety Anxiety Disorders Child Environmental Exposure Ethnicity Family Structure Medically Unexplained Symptoms Mood Parent Phobia, Specific Physical Examination Separation Anxiety Disorder Social Anxiety Youth

MASC C/P: Measuring Youth Anxiety

The MASC C/P is a self-report questionnaire assessing youth anxiety symptoms. Both the youth and parent versions consist of 39 items and contain four main subscales: Physical Symptoms, Social Anxiety, Separation Anxiety/Panic, and Harm Avoidance. The item content and scales in each are identical, except that the items in the child version refer to “I” and those in the parent version refer to “my child.” It has demonstrated favorable psychometric properties in previous studies (Baldwin & Dadds, 2007 (link); Dierker et al., 2001 (link); March et al., 1997 (link), 1999 (link); Rynn et al., 2006 (link)), as reviewed in the introduction.

Wei C., Hoff A., Villabø M.A., Peterman J., Kendall P.C., Piacentini J., McCracken J., Walkup J.T., Albano A.M., Rynn M., Sherrill J., Sakolsky D., Birmaher B., Ginsburg G., Keaton C., Gosch E., Compton S.N, & March J. (2013). Assessing Anxiety in Youth with the Multidimensional Anxiety Scale for Children (MASC). Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 43(4), 566-578.

Publication 2013

Acedapsone Anxiety Child Harm Reduction Parent Physical Examination Psychometrics Separation Anxiety Disorder Social Anxiety Youth

Assessing Childhood Depression and Anxiety

The RCADS and RCADS-P are each 47-item questionnaires designed to assess for the same DSM-IV depression and anxiety disorders in children and adolescents. The RCADS and RCADS-P are composed of six subscales: Separation Anxiety Disorder, Social Phobia, Generalized Anxiety Disorder, Obsessive-Compulsive Disorder, Panic Disorder, and Major Depressive Disorder, and also yields an Anxiety Total Score (sum of all five anxiety scales) and Total Score (sum of all six subscales). The RCADS and RCADS-P items were adapted from previous measures as well as evaluation of DSM-IV diagnostic criteria. A majority of items come from the SCAS (Spence 1997 (link)), which itself generated items from a combination of literature review, existing measures, structured interviews, and DSM diagnostic criteria. Additional items on the RCADS and RCADS-P were adapted from questionnaires related to GAD criteria, pathological worry, and depression (Chorpita et al. 1997 (link); Reynolds and Richmond 1978 (link); Kovacs 1981 ). The RCADS and RCADS-P measures ask youths and their parents to rate items according to how often each applies to the child. Responses range from 0–3, corresponding to “never”, “sometimes”, “often”, and “always”. The RCADS has been shown to have good internal consistency, high convergent and discriminant validity, and an adequate factor structure in both community and clinical samples of children and adolescents aged seven to seventeen (Chorpita et al. 2000 (link); Chorpita et al. 2005 (link)). The RCADS-P instructions and items are the same as those of the RCADS, with the wording of RCADS-P item stems modified to suit parent informants (e.g., “I worry about things” modified to “My child worries about things”). The RCADS-P psychometric properties are still under empirical investigation.1

Ebesutani C., Bernstein A., Nakamura B.J., Chorpita B.F, & Weisz J.R. (2009). A Psychometric Analysis of the Revised Child Anxiety and Depression Scale—Parent Version in a Clinical Sample. Journal of Abnormal Child Psychology, 38(2), 249-260.

Publication 2009

Adolescent Anxiety Disorders Cardiac Arrest Child Diagnosis Major Depressive Disorder Obsessive-Compulsive Disorder Panic Disorder Parent Phobia, Social Psychometrics Separation Anxiety Disorder Stem, Plant Youth

CBT for ASD and Anxiety Disorders

The intent-to-treat sample included 40 children with ASD and an anxiety disorder living in a major metropolitan area of the western United States, ranging in age from 7–11 years (M = 9.20, SD = 1.49), and their primary parents (defined as parents who were primarily responsible for overseeing the child's daily activities). Sample size was determined using a power analysis assuming a large ES for group differences at posttreatment/postwaitlist. This ES estimate was used in view of previous CBT trials for child anxiety disorders that have generated large effects (e.g. Barrett et al., 1996 (link); Wood, Piacentini, Southam-Gerow, Chu, & Sigman, 2006 ). Children were referred by a medical center-based autism clinic, regional centers, parent support groups, and school personnel such as inclusion specialists. See Figure 1 for descriptive data on patient flow through the study.
Participants met the following inclusion criteria: (a) met research criteria for a diagnosis of autism, Asperger syndrome, or PDD-NOS (see below); (b) met research criteria for one of the following anxiety disorders: separation anxiety disorder (SAD), social phobia, or obsessive compulsive disorder (OCD) (see below);1 (c) were not taking any psychiatric medication at the baseline assessment, or were taking a stable dose of psychiatric medication (i.e., at least one month at the same dosage prior to the baseline assessment), and (d) if medication was being used, children maintained the same dosage throughout the study. This study was approved by a university-based IRB. Parents gave written informed consent and children gave written assent to participate in the study.
Families were excluded if (a) the child had a verbal IQ less than 70 (as assessed in previous testing, or, if there was any question about the child's verbal abilities noted by the independent evaluator at baseline, on the basis of the Wechsler Intelligence Scale for Children-IV administered by the independent evaluator); (b) the child was currently in psychotherapy or social skills training, or was receiving behavioral interventions such as applied behavior analysis; (c) the family was currently in family therapy or a parenting class; (d) the child began taking psychiatric medication or changed his/her dosage during the intervention; or (e) for any reason the child or parents appeared unable to participate in the intervention program.
Table 1 presents descriptive information for participating families. Thirty-seven primary parents also reported their annual family income. Nine (24.3%) reported an income below $40,000; 10 (27.1%) reported an income between $40,001 and $90,000; and 18 (48.6%) reported an income over $90,000 per year.

Wood J.J., Drahota A., Sze K., Har K., Chiu A, & Langer D.A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: a randomized, controlled trial. Journal of child psychology and psychiatry, and allied disciplines, 50(3), 224-234.

Publication 2009

Anxiety Disorders Applied Behavior Analysis Asperger Syndrome Autistic Disorder Behavior Therapy Child Diagnosis Obsessive-Compulsive Disorder Parent Patients Pharmaceutical Preparations Phobia, Social Psychotherapy Separation Anxiety Disorder Specialists Therapies, Family

Most recents protocols related to «Separation Anxiety Disorder»

Perioperative Anesthetic Management for Pediatric Patients

All patients fasted for 8 h with an opportunity to drink clear fluids up to 2 h before the operation. The subjects were allowed to stay with one of the caregivers in the holding area until entering the operating room. The preoperative anxiety at separation from the caregiver was assessed using a four-point behavior score: 1 = calm and cooperative, 2 = anxious but reassurable, 3 = anxious and not reassurable, and 4 = crying or resisting (Yuen et al., 2008 (link); Cho et al., 2020 (link)). Subjects were taken to the operating theatre without premedication; upon arrival, they were monitored using non-invasive arterial pressure, pulse oximetry, capnography, and electrocardiography throughout the surgery. Anesthesia was induced via the inhalation of 8% sevoflurane with an oxygen inflow of 8 L/min using a face mask. Induction quality was briefly evaluated according to a four-point scale: 1 = crying and needing restraint; 2 = moderate fear that was assuaged with difficulty, 3 = slight fear but could be reassured easily, and 4 = asleep, calm, awake, and/or cooperative when accepting the mask (Köner et al., 2011 (link); Kim et al., 2013 (link)). Once consciousness was lost, sevoflurane was adjusted to 3%–4% with an oxygen inflow of 2 L/min, and intravenous access was established. All patients received antiemetics with dexamethasone 0.15 mg/kg intravenously to prevent postoperative nausea and vomiting (PONV). Endotracheal intubation was then facilitated with intravenous sufentanil 0.2 μg/kg and cisatracurium 0.1 mg/kg–0.2 mg/kg.
After intubation, children were mechanically ventilated using the volume-controlled ventilation mode. The tidal volume was set to 6 mL/kg–8 mL/kg while the respiratory rate was set to 16 beats/min and further adjusted to maintain end-tidal carbon dioxide pressure between 35 mmHg and 45 mmHg. Anesthesia was maintained with inhalation of sevoflurane 2%–3%, which was discontinued approximately 5 min before the completion of surgery. Additionally, intravenous propofol (2 mg/kg/h–4 mg/kg/h) and remifentanil (0.2 μg/kg/min–0.3 μg/kg/min) were infused continuously until the end of surgery.
Upon the completion of the surgery, the oxygen flow was increased to 6 L/min to wash out residual sevoflurane in the alveoli. The study drug according to group allocation (either S-ketamine 0.2 mg/kg which was diluted in 0.9% NaCl or the 0.9% NaCl alone) was slowly administered intravenously using a 2 mL syringe. Extubation was performed after confirming regular breathing with sufficient tidal volume (> 5 mL/kg) and purposeful movement. After extubation, the patients were transferred to the post-anesthesia care unit (PACU).

Chen Y., Ru F., Ye Q., Wu X., Hu X., Zhang Y, & Wu Y. (2023). Effect of S-ketamine administered at the end of anesthesia on emergence delirium in preschool children undergoing tonsillectomy and/or adenoidectomy. Frontiers in Pharmacology, 14, 1044558.

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Publication 2023

Anesthesia Antiemetics Capnography Carbon dioxide Child cisatracurium Consciousness Dexamethasone Electrocardiography Face Fear Inhalation Intubation Intubation, Intratracheal Ketamine Movement Normal Saline Operative Surgical Procedures Oximetry, Pulse Oxygen Patients Premedication Pressure Propofol Remifentanil Respiratory Rate Separation Anxiety Disorder Sevoflurane Sufentanil Syringes Tidal Volume Tooth Socket Tracheal Extubation

Maternal SSRI Use and Child Internalizing Behaviors

At 3 years and 12 years, maternal reports of internalising and anxiety problems in their children were obtained using the Child Behavior Checklist (CBCL) (for 1.5- to 5-year-olds²⁹ and 6- to 18-year-olds³⁰), a norm-referenced caregiver-completed rating scale that describes a child's functioning during the previous 6 months. All items are scored on a three-point Likert scale (0, not true; 1, somewhat or sometimes true; 2, very true or often true). All CBCL scales have a T-score mean of 50 and s.d. of 10 and different norms are provided for each gender across the age ranges of 6–11 years and 12–18 years. The CBCL yields a total problem score, externalising and internalising scores, and norm-referenced DSM-oriented scales, which include an anxiety problems scale. These DSM-oriented scales were created based on expert consensus of selected items from the CBCL and were developed to assist practitioners in the differential diagnostic process. The anxiety problems scale assesses symptoms of separation anxiety disorder, specific phobia and generalised anxiety disorder. There is substantial psychometric support for the various CBCL scales.^{30 ,31} For the current study, we used the internalising and anxiety problems T-scores, which are computed based on the gender and age of the child.
When their children were 6 years of age, mothers completed the MacArthur Health and Behavior Questionnaire (HBQ), which yielded measures of internalising, externalising, over-anxious and inattention behaviours. These measures were derived from the Ontario Child Health Study Measure, which maps onto items from the CBCL and DSM-III-R symptom criteria for internalising behaviours^{32 (link)} in children ages 4 to 8 years.^{33 (link)} We also used the Screen for Child Anxiety Related Emotional Disorders (SCARED),^{34 (link)} a child and parent self-report instrument, to compare the mother's report of anxiety with that of their child, to examine whether mothers treated with a prenatal SSRI over-reported internalising and anxiety behaviours in their children.

Hutchison S.M., Brain U., Grunau R.E., Kuzeljevic B., Irvine M., Mâsse L.C, & Oberlander T.F. (2023). Associations between maternal depressive symptoms and selective serotonin reuptake inhibitor antidepressant treatment on internalising and anxiety behaviours in children: 12-year longitudinal study. BJPsych Open, 9(2), e26.

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Publication 2023

Anxiety Anxiety Disorders Child Children's Health Diagnosis Emotions Gender Microtubule-Associated Proteins Mothers Parent Phobia, Specific Psychometrics Separation Anxiety Disorder

Comprehensive Assessment of Child Psychopathology

Twenty-five measures were included (19 in Analysis 1), as shown in Table 3. These included number of child psychopathology symptoms (five measures), as well as measures of child exposure to criminal and traumatic events, bullying (two measures), emotion comprehension (three measures) and MacArthur Story Stem Battery (MSSB, [24 ]) assessed children’s representations of their parents and their emotions (eight measures).Table 3.

Measures of child outcome dataset at Phase 2.

Measure	Description
ADHD symptoms	Number of ADHD symptoms Child symptoms originally reported by child and judged by clinician in accordance with DSM-V [64 ]
Behavioral disorders symptoms	Combined number of child symptoms originally reported by child and judged by clinician of oppositional defiant disorder and conduct disorders symptoms in accordance with DSM-V [64 ]
Depression symptoms	Number of depression symptoms Child symptoms originally reported by child and judged by clinician in accordance with DSM-V [64 ].
Anxiety disorders symptoms	Combined number of child symptoms originally reported by child and judged by clinician for generalized anxiety disorder and separation anxiety disorder in accordance with DSM-V [64 ].
PTSD symptoms	Number of child PTSD symptoms originally reported by child and judged by clinician in accordance with DSM-5 [64 ].
Bullying (perpetration)	Experiences of bullying, measured with the school life survey [66 ]
Bullying: victimization	Experiences of being the victim of bullying, measured with the school life survey [66 ]
Emotion comprehension: external emotions understanding	Test of emotion comprehension [69 ], subscale to measure understanding of facial emotions and external causes of emotion
Emotion comprehension: mental understanding	Test of emotion comprehension [69 ], subscale to measure understanding of belief-based emotions, and possibility of hidden emotions
Emotion comprehension: reflective capacities	Test of emotion comprehension [69 ], subscale to measure understanding of mixed emotions, emotion regulation, and self-reflection
VEX Total physical and nonphysical	Reported exposure to violence and criminal activity according to the clinician-administered Violent Experiences Scale (VEX-R) [72 ]. Cronbach’s alpha (English version): between 0.72 and 0.86 [72 ]
MacArthur: avoidant strategies	Number of behaviors and strategies by child that keep a story from moving forward [65 ]
MacArthur: dissociative strategies	Number of dissociative behaviors by child during stories [73 (link)]
MacArthur: Negative Parent: ineffectual	Child represents parents as ineffectual to address story stem challenges [65 ]
MacArthur: Negative Parent: harsh	Child represents parents as harsh as they address story challenges [65 ]
MacArthur: Negative story endings	Number of stories that have emotionally negative endings [65 ]
MacArthur: Aggression overall sum	Overall sum of aggressions incorporated in stories [65 ]
MacArthur: Atypical negative	Percent stories with atypical, often bizarre, representation with negative connotation [65 ]
MacArthur: Danger	Sum of diverse danger situations child includes in stories [65 ]
CBCL internalizing^a	Internalizing symptoms according to the child Behavior Checklist [67 , 68 (link)]
CBCL: Externalizing symptoms^a	Externalizing symptoms according to the Child Behavior Checklist.
School Life: temperament: negative reactivity^a	Negative reactivity, i.e.,strong reactions emotional/behavioral reactions to experiencing negative events as measured in the SATI [70 ]. Cronbach’s alpha (English version) >0.89 [71 (link)]
School Life: Temperament: Task Persistence^a	Task persistence, i.e., Failure to persist or self-direct with tasks and chores, as measured by the SATI. Cronbach’s alpha (English version) >0.89 [71 (link)]
School Life: Temperament: approach/withdrawal^a	Tendency to be shy, withdraw or not approach others as measured by SATI. Cronbach’s alpha (English version) >0.84 [71 (link)]
School Life: Temperament: Activity^a	High and potentially hyper or impulsive activity as measured by the SATI. Cronbach’s alpha (English version) >0.80 [71 (link)]

Abbreviations: ADHD, attention deficit hyperactivity disorder; CBCL, Child Behavior Checklist; K-SADS, Schedule for Affective Disorders and Schizophrenia for School-aged Children; MSSB, MacArthur Story Stem Battery; PTSD, posttraumatic stress disorder; SATI, School-Age Temperament Inventory; VEX-R, Violence Exposure Scale—Revised.

As reported by the mother, only part of Analysis 2, but not of Analysis 1 analysis.

Furthermore, for Analysis 2, maternal report on internalizing and externalizing symptoms in children and four measures concerned with child temperament were added. All measures were validated and possess good to very good psychometrics (Tables 2 and 3).

Moser D.A., Graf S., Glaus J., Urben S., Jouabli S., Pointet Perrizolo V., Suardi F., Robinson J., Rusconi Serpa S., Plessen K.J, & Schechter D.S. (2023). On the complex and dimensional relationship of maternal posttraumatic stress disorder during early childhood and child outcomes at school-age. European Psychiatry, 66(1), e20.

Publication 2023

Anxiety Disorders Behavioral Symptoms Behavior Disorders Child Conduct Disorder Criminals Depressive Symptoms Disorder, Attention Deficit-Hyperactivity Emotional Regulation Emotions Face Impulsive Behavior Mood Disorders Mothers Oppositional Defiant Disorder Parent Physical Examination Post-Traumatic Stress Disorder Psychometrics Sadness Schizophrenia, Childhood Separation Anxiety Disorder Stem, Plant Temperament

Youth Mental Health in Ontario, Canada

This study is a secondary data analysis using data from a cross-sectional study which examined youth and parents of youth receiving tertiary mental healthcare in Ontario, Canada (Ferro et al., 2019 (link)). A detailed description of the procedures for this study which recruited participants from inpatient and outpatient mental health services has been previously published (Ferro et al., 2019 (link)). Inclusion criteria included: (1) children aged 4–17, (2) those who were currently receiving mental health services at an inpatient or outpatient setting, and (3) children who screened positive for at least one mental illness with the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID). The MINI-KID is a structured interview which assesses for presence of psychiatric illnesses following the DSM-IV and ICD-10 criteria (Sheehan et al., 2010 ). The MINI-KID assesses for the presence of internalizing disorders (major depressive episode, separation anxiety disorder, social phobia, specific phobia, generalized anxiety disorder) and externalizing disorders (attention deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder). The validity and reliability of the MINI-KID are similar to established diagnostic interviews (Högberg et al., 2019 (link); Duncan et al., 2018 (link); McDonald et al., 2021 (link)). The parent report was used in these analyses. Parents needed sufficient English skills to be included, and youth who were restricted in their capacity to complete the questionnaires due to their current state of mental health were excluded.
Initially, 259 children were found to be eligible per the inclusion criteria. There was an initial response of 144 child-parent pairs (56%) who provided consent. One hundred pairs (39%) were enrolled in the study. Of the 100 parents, one did not complete the questionnaires and two had incomplete data and were removed from the analysis, leading to a final sample of 97 parent and child pairs (37%).

Reed M., Bedard C., Perlman C.M., Browne D.T, & Ferro M.A. (2023). Family Functioning and Health-Related Quality of Life in Parents of Children with Mental Illness. Journal of Child and Family Studies.

Publication 2023

Adolescent Anxiety Disorders Child Conduct Disorder Diagnosis Disorder, Attention Deficit-Hyperactivity Inpatient Mental Disorders Mental Health Mental Health Services Oppositional Defiant Disorder Outpatients Parent Phobia, Social Phobia, Specific Separation Anxiety Disorder Tertiary Healthcare Youth

Psychopathological Profiles and Familial Factors

Psychopathological profiles were assessed using three scales from a standardized parental questionnaire, the diagnostic system for mental disorders according to ICD-10 and DSM-IV, for children and adolescents (DISYPS-II; 63 ). The three scales assess children’s symptoms of depression, conduct disorder, and ADHD. The reliability measures obtained from the test manual are: Cronbach’s alpha = 0.89, 0.89 and 0.94, respectively for the above-mentioned scales. The three scales comprise 87 items: 42 items about depression; 25 items about conduct disorder, which included nine items about oppositional-aggressive behavior and 16 about antisocial-aggressive behavior; and 20 items about ADHD, which included nine items about inattention, seven about hyperactivity, and four about impulsivity. Items were scored on a four-point Likert scale (scores ranged between 0 and 3). The raw score (= summed score) of each scale is transferred to a standardized score. Higher scores correspond with higher amounts of symptoms.
Anxiety was assessed using the German Screening Test for Child Anxiety Related Emotional Disorders (SCARED; 64 (link)). The questionnaire’s reliability measure obtained from the printed test manual for each informant is: Cronbach’s alpha for mothers = 0.89, and for fathers = 0.93. The questionnaire is designed to assess children’s anxiety. It is composed of 41 items: 13 items about panic/somatic symptoms; nine items about generalized anxiety; eight items about separation anxiety; seven items about social phobia; and four items about school phobia. The reliability measures obtained from the printed test manual are: Cronbach’s alpha = 0.81, 0.81, 0.71, 0.75 and 0.66, respectively for the above-mentioned item groups. Items were scored on a four-point Likert scale (scores ranged between 0 and 3). The raw score (= summed score) of each scale is transferred to a standardized score. Higher scores correspond with higher amounts of symptoms.
Familial and environmental factors were assessed using a parental questionnaire. The questionnaire is designed to assess the parents’ familial and childhood background. Parents were presented with items about their: familial, own and children’s developmental problems and psychopathologies; experience with learning interventions; general familial history; level of obtained education; occupation; ethnicity; and lingual proficiencies. This variable was used as SES in the data analysis.

Weinreich L., Haberstroh S., Schulte-Körne G, & Moll K. (2023). The relationship between bullying, learning disorders and psychiatric comorbidity. BMC Psychiatry, 23, 116.

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Publication 2023

Adolescent Anxiety Child Child Development Conduct Disorder Depressive Symptoms Diagnosis Disorder, Attention Deficit-Hyperactivity Emotions Ethnicity Fathers Medically Unexplained Symptoms Mental Disorders Mothers Parent Phobia, School Phobia, Social Separation Anxiety Disorder Test Anxiety Tongue

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What are the common symptoms of Separation Anxiety Disorder?

Individuals with Separation Anxiety Disorder often experience a range of physical and emotional symptoms when separated from a loved one or familiar environment. Common physical symptoms include nausea, headaches, and difficulty sleeping. Emotional symptoms can include intense fear, worry, and clinginess. These symptoms can significantly disrupt daily life and functioning.

How does Separation Anxiety Disorder differ from normal separation anxiety in children?

Can Separation Anxiety Disorder occur in adults?

How can PubCompare.ai assist researchers studying Separation Anxiety Disorder?

PubCompare.ai's AI-driven platform can help researchers optimize their studies on Separation Anxiety Disorder in several ways. First, the platform allows you to more efficiently screen the protocol literature to identify the most effective approaches. Second, the AI analysis can pinpoint critical insights, such as key differences in the effectiveness of various protocols. This enables researchers to choose the best option to enhance the reproducibility and accuracy of their work on Separation Anxiety Disorder.

More about "Separation Anxiety Disorder"

Separation Anxiety Disorder (SAD) is a mental health condition characterized by excessive anxiety and distress experienced when an individual is separated from a person or place to which they have a strong emotional attachment.
This disorder, also known as Separation Anxiety, often arises in childhood but can also occur in adults.
Individuals with SAD may exhibit physical symptoms like nausea, headaches, and difficulty sleeping, as well as emotional symptoms like fear, worry, and clinginess.
Effective treatment options for Separation Anxiety Disorder include cognitive-behavioral therapy (CBT) and medication.
Researchers can leverage PubCompare.ai's AI-driven platform to optimize their studies on SAD, easily locating the most effective protocols and products from published literature, preprints, and patents to enhance the reproducibilty of their work.
Synonyms and related terms for Separation Anxiety Disorder include: Separation Anxiety, Anxious Attachment, Childhood Separation Anxiety, Adult Separation Anxiety, and Detachment Disorder.
Abbreviations commonly used include SAD and SAd.
Key subtopics related to Separation Anxiety Disorder include: - Risk factors and causes - Diagnostic criteria and assessment - Comorbidities and associated conditions - Pharmacological interventions (e.g., Midazolam, Dexmedetomidine) - Psychotherapeutic approaches (e.g., CBT, exposure therapy) - Impact on daily functioning and quality of life - Epidemiology and prevalence rates Leverage the power of software like SAS 9.4, MS Excel, SPSS v.26, Statistica 13.3, and SPSS 20.0 to analyze data and enhance your research on Separation Anxiety Disorder.
With PubCompare.ai, you can streamline your literature search, identify the most effective protocols, and improve the reproducibility of your studeis on this important mental health condition.