Anxiety Project

Work

Group members:
Hajirah, Sara, Sri Shaunika, Sri Trayee,
Zuha and Pranavi
 ACKNOWLEDGEMENT
This study required the efforts of many people.I
extend my appreciation to all the individuals who
played a pivotal role in its triumphant culmination. I
want to convey my heartfelt thanks to the
participants who generously shared their time and
perspective for this investigation. Their active
involvement was indispensable and exceptionally
beneficial for the research's success.
Gratitide is also owed to me mentor, SUSHMITHA
BABU ROHINI for her unwavering guidance,
encouragement, and proficiency throughout the
entire research journey. Recognition is extended to
my peers for fostering a constructive and supportive
academic atmosphere, providing the essential
resources for the research's effective
implementation.
I express my sincere thanks to all the teachers and
students of various schools who provided the
necessary data for my study. Finally, I convey my
heartfelt gratitude to my parents, family members
,seniors, friends, and classmates for all their valuable
support and sugggestions.
 CERTIFICATE
Certified that this dissertation entitled. ”Statement of
the problem” is a record of work done byduring XI
Psychology course in the academic year 2024-2025

BRIGHT RIDERS SCHOOL-ABU DHABI SUSHMITHA BABU ROHINI

DEPARTMENT OF PSYCHOLOGY GUIDE
 DECLARATION
I, hereby declare that this project is an authentic
record of the original study carried out by me under
the guidance and supervision of SUSHMITHA BABU
ROHINI, Department of Psychology, Bright Riders
School. Abu Dhabi, and that no part of the project
report has been presenter earlier for any course in
any institutions
 CHAPTER 1
1.1 Introduction of anxiety
1.1.1 Case Study
1.1.2 What is Anxiety?
1.1.3 History of anxiety
C O N T E N T S
1.2 DMS-IV Anxiety Disorder
1.2.1 Generalized Anxiety Disorder
1.2.2 The Phobias

1.3 Progression of Anxiety Disorder

1.3.1 Onset of anxiety
1.3.2 Anticipatory Anxiety

1.4 Why is Diagnosis Important?

1.4.1 Components of Anxiety
1.4.2 Causes and Symptoms of Anxiety Disorder
1.4.3 How is screening of Anxiety Disorder done?

1.5 Treatment of Anxiety Disorder

1.5.1 The Stress Response and The Relaxation Response
1.5.2 Self Quiet Skills

6. Significance and the Need for the Present Study

CHAPTER 2
O F

2.1 Sample
2.2 Sinha's Comprehensive Anxiety Test Introduction
2.3 Procedure
2.4 Statistical Analysis
T A B L E

CHAPTER 3

3.1 Results and Discussion

CHAPTER 4
4.1 Summary and Conclusion
 CHAPTER 1
Introduction to Anxiety
1.1.1 Case Study
In a study published in the Journal of Consulting and Clinical Psychology,
researchers conducted a randomised controlled trial to evaluate the effectiveness
of cognitive-behavioural therapy (CBT) in treating generalised anxiety disorder
(GAD). The study included 215 adults diagnosed with GAD, who were randomly
assigned to receive either CBT or a waitlist control condition.
Participants in the CBT group attended weekly therapy sessions over a period of
12 weeks, during which they learned various cognitive and behavioural techniques
to challenge and reframe anxious thoughts, as well as relaxation strategies to
manage physiological arousal. The sessions also focused on critical thinking skills
and coping mechanisms to address specific anxiety triggers.
This study highlights the effectiveness of CBT as an evidence-based treatment for
generalised anxiety disorder, providing empirical support for its use in clinical
practice. By targeting both cognitive and behavioural aspects of anxiety, CBT helps
individuals develop skills to effectively manage their symptoms and improve their
quality of life.
Generalized Anxiety Disorder affects 3.1% of the U.S population. GAD is
characterized by constant and excessive worrying, for at least six months or
more. GAD can be considered a primary or secondary disorder, depending
on the time of onset. Diagnosis at an early age is considered a primary
disorder, and secondary is normally diagnosed later in life and is
associated with other disorders. GAD is most often associated with other
disorders that involve anxiety and depression and can lead to or worsen
pre-existing conditions. Many of the bodies systems can be affected by
GAD, including Cardiopulmonary, Musculoskeletal, Gastrointestinal and
Neurological systems. This disorder can manifest in several ways,
incorporating physical, behavioural, and cognitive characteristics.

1.1.2 What is Anxiety?

Anxiety is a complex psychological phenomenon characterised by persistent
feelings of worry, nervousness, or fear that can interfere with daily life. It
encompasses a spectrum of symptoms, including excessive apprehension about
future events, physical sensations like trembling or sweating, and difficulties in
concentration or sleep. While it's normal to experience occasional anxiety, it
becomes a disorder when these feelings are disproportionate to the situation or
occur frequently, leading to significant distress or impairment in functioning.
However, when anxiety becomes excessive, uncontrollable, or disproportionate
to the situation, it can interfere with daily life and overall well-being. Anxiety
disorders are a group of mental health conditions characterized by excessive or
persistent worry, fear, or nervousness that can significantly impair functioning.
 1.1.3 History of Anxiety
The history of anxiety research spans centuries, with numerous
researchers
contributing to our understanding of this condition.
1. Hippocrates (460–370 BCE): Often referred to as the "Father of
Medicine," Hippocrates described symptoms resembling anxiety disorders
in his writings. He believed that mental health issues, including anxiety,
were caused by an imbalance of bodily fluids or "humours."
2. Sigmund Freud (1856–1939): Sigmund Freud's work on anxiety is
foundational in psychology. He distinguished between objective anxiety,
arising from external threats, and neurotic anxiety, stemming from
internal
conflicts. Freud's psychoanalytic theories laid the groundwork for
understanding the unconscious roots of anxiety.
3. Carl Jung (1875–1961): Carl Jung expanded upon Freud's ideas,
exploring anxiety within the context of his analytical psychology. He
introduced concepts such as the collective unconscious and archetypes,
offering insights into the symbolic nature of anxiety manifestations.
4. Hans Selye (1907–1982): Hans Selye's research on stress and the body's
response to it laid the groundwork for understanding the physiological
aspects of anxiety. He coined the term "general adaptation syndrome" to
describe the body's nonspecific response to stressors, which includes
anxiety as a component.
5. Aaron T. Beck (1921): Aaron Beck is a pioneer in cognitive therapy
and
has made significant contributions to understanding the cognitive aspects
of anxiety. His cognitive model of anxiety emphasises the role of
distorted
thinking patterns in perpetuating anxious feelings and behaviours.
6. Albert Bandura (1925): Albert Bandura's social learning theory has
implications for understanding anxiety development. His research
highlighted the role of observational learning and modelling in the
acquisition of fear responses, contributing to our understanding of
anxiety
disorders.
7. David H. Barlow (1942): David Harlow is a leading figure in the field
of
anxiety disorders research. His work on the triple vulnerability model
integrates biological, psychological, and environmental factors in
understanding the aetiology of anxiety disorders.
8. Joseph E. LeDoux (1949): Joseph E. LeDoux's research has focused on
the neural mechanisms underlying fear and anxiety. His work on the
amygdala's role in processing threat-related information has advanced our
understanding of the brain basis of anxiety disorders.
Throughout history, the understanding and treatment of anxiety have
evolved in
response to cultural, philosophical, and scientific developments.
 DMS-IV Anxiety Disorder
1.2.1 Generalized Anxiety Disorder: If you tend to worry a lot, even when there's
no reason, you may have generalized anxiety disorder (GAD). GAD means
that you are worrying constantly and can't control it. Healthcare providers
diagnose GAD when your worrying happens on most days v
and for at least 6 months. GAD begins slowly, often in childhood or the teen
years. But it can begin in adulthood, too. It's more common in those assigned
female at birth and often runs in families. If you have GAD, you may also
have another mental health condition such as depression. GAD can develop
when you can’t cope well with your internal stress. But it’s not clear why
some people get it, and others don’t.

1.2.2 The Phobias: A phobia is any persistent, excessive, and irrational

fear that goes beyond ordinary caution and concern. The phobias consist
of both intense fearfulness and the accompanying avoidance patterns.
Specific Phobias: Specific phobia is an intense, irrational fear of something
that poses little or no actual danger. Although adults with phobias may
realize that these fears are irrational, even thinking about facing the feared
object or situation brings on severe anxiety symptoms. Common types of
specific phobias are fears of: Situations, such as airplanes, driving, enclosed
spaces or going to school. Like the Agoraphobia. Agoraphobia is a type of
phobia which involves fearing and avoiding places or situations that might
cause panic and feeling of being trapped.
You may fear an actual or upcoming situation. Most people who have
agoraphobia develop it after having one or more panic attacks, causing them
to worry about having another attack. They then avoid the places where it
may happen again. Agoraphobia often results in having a tough time feeling
safe in any public place, especially where crowds gather and in locations
that are not familiar. Agoraphobia treatment can be challenging because it
means confronting your fears. But with proper treatment — usually a form
of therapy called cognitive behavioural therapy and medicines — you can
escape the trap of agoraphobia and live a more enjoyable life.
Social Phobia: A social phobia is a persistent and pronounced fear of
social situations and performance situations in which embarrassment may
occur. An individual typically seeks to avoid or minimize contact with social
and performance situations. Each time the individual encounters such a
situation, anxiety invariably occurs. Sometimes the anxiety is a full-blown
panic attack and sometimes it is an intense nervousness without panic.

Panic Disorder: People with panic disorder have frequent and unexpected
panic attacks. These attacks are characterized by a sudden wave of fear or
discomfort or a sense of losing control even when there is no clear danger or
trigger. Not everyone who experiences a panic attack will develop panic
disorder.

Obsessive-Compulsive Disorder : Obsessive-compulsive disorder (OCD)

is a long-lasting disorder in which a person experiences uncontrollable and
recurring thoughts (obsessions), engages in repetitive behaviour’s
(compulsions), or both. People with OCD have time-consuming symptoms
that can cause significant distress or interfere with daily life. However,
treatment is available to help people manage their symptoms and improve
their quality of life.
 Posttraumatic Stress Disorder: Post-traumatic stress disorder (PTSD) is
a mental health condition that's triggered by a terrifying event — either
experiencing it or witnessing it. Symptoms may include flashbacks,
nightmares, and severe anxiety, as well as uncontrollable thoughts about
the event. Most people who go through traumatic events may have
temporary difficulty adjusting and coping, but with time and good self-care,
they usually get better.
Acute Stress Disorder: Acute stress disorder (ASD) is an immediate and
shorter-term version of posttraumatic stress disorder. ASD is diagnosed if
the symptoms develop within 4 weeks of the traumatic event, and only if the
symptoms last for a minimum of 2 days and remit within 4 weeks. Otherwise,
the triggers, symptoms, and long-lasting transformations of an individual’s
physiology and emotional life are the same as PTSD.
Adjustment Disorder with Anxiety : An adjustment disorder is a strong
emotional or behavioural reaction to stress or trauma. It causes short-term
symptoms that may make you react more than you typically would. You may
cry easily or feel depressed and hopeless. You might overindulge in risky
behaviours, or act recklessly or impulsively. The behaviour and feelings vary
from person to person. Sometimes, one event can cause adjustment
disorder symptoms. Other times, multiple events can cause symptoms after
pushing you to a breaking point. Symptoms usually lessen after six months.

Progression of anxiety
1.3.1 Onset of anxiety:
As described Anxiety is a different experience from one person to another,
similarly the initial onset of anxiety greatly varies for different people. For some
people, these episodes could be triggered by stimulus which are close replicas to
the main trauma, some triggered by date, time or environment. The onset of
anxiety can vary from physical reactions to a mental breakdown. Some are small
responses while some could be death triggering. The later episodes could be out
of the blue without any trigger present. The original cause of the first episode
becomes less closely associated with succeeding episodes.
In conclusion, as the illness is kept
longer without effect, it will become a gradual occurrence and will become an
increase in anxiety. Stressful events may bring on new episodes, or worsen
symptoms, but no single stressor can explain the course of the disorder.

1.3.2 Anticipatory Anxiety:

Once an individual has been experiencing constant anxiety episodes,
he/she begins to experience a constant fear of the next episode. They start
avoiding doing normal activities in the fear that a situation may tigger another
episode. Because of this anticipatory anxiety, a wide variety of events can serve to
trigger the next episode of anxiety for the vulnerable individual. Physical exertion,
a startling event, illness and fatigue, a racing heartbeat or rapid breathing, or a
situation in which one has been anxious before can all trigger anxiety.
Cognitive Escalation of Anxiety:
Once an individual starts to overthink, the possibility of cognitive
escalation increases leading to a serious anxiety episode. However, a number of
intervening steps must take place, to escalate the initial lower level fearfulness into
a full-scale anxiety attack the escalation takes place because the individual senses
his or her initial anxiety and begins to have anxious thoughts dealing with
negativity
or hatefulness on the anxiety. Such thoughts, in turn, trigger more physical arousal,
including such symptoms as irregular heartbeat, hyperventilation, fluttery feelings
in the chest, or dizzy or nauseous sensations, inducing dizziness, and light
headedness, and producing many additional sensations of unreality and physical
unease.
Symptomatic Focus
Symptomatic focus is the escalated version of cognitive escalation. Once an
individual notices increasing physical sensations of anxiety, additional fearful
thoughts can take over and produce a more heightened anxiety. The more the
individual focuses on symptoms, the more severe become the subjective fears
andthe physiological activation. Focusing on the symptoms does not bring resolution,
but rather escalation.

Increasing Chronicity
Many of the anxiety disorders are “remitting and relapsing conditions.” This
means that individuals will experience episodes of worsened symptoms followed
by times in which the individual is symptom-free or so. Intermittent anticipatory
anxiety becomes constant fears of the next episode. Eventually there may be no
respite and the individual feels trapped inside one long never-ending attack.

Psychophysiology and the Escalation of Anxiety

People suffering anxiety typically show a state of chronic hyper-
arousal. Such individuals show an elevated heart rate and respiration rate,
chronically tense musculature, and/or a state of emotional tension and sensory
vigilance in normal conditions. In other words, their bodies are over-activating all
the time, not just when they have a flashback or intrusive memory. In such
persons who are consistently anxious over time, the changes in the brain, nervous
system, and endocrine system become dramatic.
The part of the brain responsible for such stuff is the locus coeruleus in the
brainstem becomes chronically over-activated after such emotionally traumatic
events and blocks any efforts of the individual to calm oneself emotionally and feel
normal again. Physiologically, anxiety describes a wide range of human
experiences, ranging from normal uneasiness at facing a new situation to the raw
terror relived.
Avoidance Behaviour
As anxiety episodes proliferate, the individual often avoids the original scene
of anxiety episodes, for fear of triggering new anxiety. Over time such avoidance
expands beyond the original scene of anxiety, to include avoidance of any situation
resembling such scenes, or any situation reminding one in the faintest ways of past
episodes.
The anxiety sufferer’s personal world becomes progressively more restricted over
time, and many individuals never leave the comfort of their home. With
progressive
restriction of activity, many individuals also lose confidence. The avoidance
behaviour removes any opportunity to master their fears and regain confidence.
Over time, the individual experiences a generalized feeling of powerlessness
 Why is Diagnosis Important?
1.4.1 COMPONENTS OF ANXIETY:
1. Subjective Fear:-
Subjective fear in psychology refers to the personal experience of fear, which
varies from person to person based on their perceptions, past experiences, and
emotions. It's influenced by upbringing, culture, and individual life events. Unlike
objective fear, which stems from identifiable threats, subjective fear can arise from
abstract concerns like social rejection. Overall, subjective fear shapes behaviour
and varies among individuals.

2. Physiological Activation:-
Physiological activation in psychology refers to the body's response to stimuli,
particularly those perceived as threatening or arousing. This response involves
changes in physiological processes such as heart rate, blood pressure, respiration,
and muscle tension. Understanding physiological activation helps psychologists
study stress, anxiety, and other emotional reactions, as well as develop techniques
for managing them, like relaxation exercises and biofeedback.

3. Avoidance Behaviour
Avoidance behaviour in psychology refers to actions taken to avoid situations,
objects, or activities that cause fear or discomfort. It's a common response to
anxiety and can worsen long-term. Psychologists study it to develop therapies like
exposure therapy, which gradually exposes individuals to their fears to reduce
avoidance and promote healthier coping strategies.

3. Avoidance Behaviour
Avoidance behaviour in psychology refers to actions taken to avoid situations,
objects, or activities that cause fear or discomfort. It's a common response to
anxiety and can worsen long-term. Psychologists study it to develop therapies like
exposure therapy, which gradually exposes individuals to their fears to reduce
avoidance and promote healthier coping strategies.

1.4.2 The Causes and Symptoms of Anxiety Disorder :-

Everyone experiences fear and anxiety from time to time, mostly in response to
specific situations. Anxiety disorders can develop in childhood or adulthood. Either
way, coping with anxiety on a regular basis can be challenging.
There can be many causes to develop like childhood trauma, Stress, Genetics,
Heart Diseases ,Medical conditions , Substance abuse etc.

The most common symptoms of people suffering anxiety disorder are :-

• trouble concentrating or making decisions.
• feeling irritable, tense, or restless.
• experiencing nausea or abdominal distress.
• having heart palpitations.
• sweating, trembling, or shaking.
• trouble sleeping.
• having a sense of impending danger, panic, or doom.
1.4.3 HOW IS SCREENING OF ANXIETY DONE?:

Screening for anxiety typically involves a combination of self-reported

assessments and clinical evaluations. The common methods are listed below.

1) Observational Tools: In some cases, clinicians may use observational tools to

assess anxiety, especially in children or individuals with communication difficulties.
These tools may involve observing behaviours associated with anxiety, such as
restlessness, fidgeting, or avoidance.

2)Physical Examination: Anxiety symptoms can sometimes be caused or

exacerbated by physical health issues. Therefore, a physical examination may be
conducted to rule out any underlying medical conditions that could be contributing
to the anxiety symptoms.

3)Psychological Tests: These tests may be used to assess specific aspects of

anxiety, such as cognitive biases or coping mechanisms.
It's important to note that screening for anxiety is typically the first step in
identifying potential issues. A positive screening result may lead to further
evaluation and diagnosis by a mental health professional.

4) Clinical Interviews: Mental health professionals may conduct structured or

semi-structured interviews to assess anxiety symptoms and related impairment.
During a clinical interview, the clinician asks specific questions to gather
information about the individual's experiences, symptoms, and history.

5) Technology-Based Screening: With advancements in technology, digital

platforms and mobile applications offer screening tools for anxiety. These tools
may involve interactive questionnaires, symptom tracking, and self-assessment
features accessible via smartphones, tablets, or computers.

6) Combined Assessments: Sometimes, anxiety screening is part of a

comprehensive assessment that includes screening for other mental health
conditions, such as depression or substance use disorders. Integrated
assessments provide a more holistic understanding of an individual's mental health
needs.
Regardless of the method used, the goal of anxiety screening is to identify
individuals who may be experiencing symptoms of anxiety and may benefit
from further evaluation, support, and treatment. Screening results can inform
treatment planning and facilitate early intervention to improve outcomes for
individuals with anxiety disorders.

Treatment of Anxiety Disorder:

There are many ways to reduce or cure anxiety. It is very crucial to spread
awareness about anxiety and the ways to cure it to prevent further damage.
For example,
• THE STRESS RESPONSE AND RELAXATION RESPONSE :
The fight-or-flight state is one of physiological arousal. When you are
stressed, your heart rate and blood pressure increase, digestive
functioning slows, and blood flow to the extremities increases. This chain
of reactions prepares your body to protect itself from perceived danger or
stress. Once that threat has passed, however, your body needs to return to
the state it was in before your fight- or-flight response was triggered. The
relaxation response has the opposite effect of stress on your mind and
body. Physically, it reduces heart, breathing, and metabolic rates, as well
as blood pressure and muscle tension. Mentally, it reduces your anxiety
and increases your feelings of positive mood, calmness, and well-being.
• SELF-QUITE SKILLS: There are many self-quieting skills that can help
anxiety.
For example,
• Autogenic relaxation: Autogenic training is a relaxation technique that
can be used to help reduce anxiety. It utilizes the power of the mind to help
calm and relax the body. It involves repeating specific phrases that help
create calming sensations and centre on different areas of the body, such
as feeling heaviness in the muscles, slowing of the heartbeat, and
relaxation in the belly.

• Calm scene: A calm scene can help with your anxiety by allowing you to
manage negative emotions. In addition to the examples given above, it can
also be used to visualizing positive outcomes in various social and
performance situations. Rather than imaging the worst, guided imagery
gives you a chance to experience the best possible outcome before
entering a situation.

• Diaphragmatic breathing: During diaphragmatic breathing, you

consciously use your diaphragm to take deep breaths. When you breathe
normally, you don't use your lungs to their full capacity. Diaphragmatic
breathing allows you to use your lungs at 100% capacity to increase lung efficiency.
The evidence suggests that diaphragmatic breathing may
decrease stress as measured by physiologic biomarkers, as well
psychological self-report tools.

• Meditation: Meditation is a powerful tool that can be used both proactively

and reactively. Meditation helps to activate the brain's "relaxation
response,” increase our levels of 'feel-good' chemicals and helps us
enhance our emotional resilience. meditation isn't a magic bullet for
anxiety. It's more like a tool in your toolbox, a resource you can tap into to
help manage the ebb and flow of anxious thoughts.

• Progressive muscle relaxation: It teaches you how to relax your muscles

through a two-step process. First, you systematically tense muscle groups
in your body, such as your neck and shoulders. Next, you release the
tension and notice how your muscles feel when you relax them. This
exercise will help you to lower your overall tension and stress levels, and
help you relax when you are feeling anxious. It can also help reduce
physical problems such as stomach aches and headaches, as well as
improve your sleep.

• Visualization: It is a powerful technique that can help relieve the

symptoms of anxiety. The technique involves using mental imagery to
achieve a more relaxed state of mind. Like daydreaming, visualisation is
accomplished using your imagination.

• BIOFEEDBACK: Biofeedback may help you identify when you are

becoming anxious, which can lead to a better understanding of what is
causing your anxiety. It might also help you learn how to manage your
response to stressful stimuli, which may help you feel greater control in
overwhelming, anxiety-producing situations.
SIGNIFICANCE OF THE PRESENT STUDY
This study provides a comprehensive overview of anxiety disorders, covering
their definition, historical perspectives, progression, components, causes,
symptoms, screening methods, and treatment options. It emphasizes the
effectiveness of cognitive-behavioural therapy (CBT) in treating generalized
anxiety disorder (GAD) based on a randomized controlled trial. Additionally, it
highlights the historical contributions of key figures like Hippocrates, Freud, and
Jung to our understanding of anxiety. The study also discusses the progression
of anxiety disorders, from onset to avoidance behaviour’s, and the importance of
early diagnosis and intervention. Overall, it offers valuable insights for both
professionals and the public, enhancing awareness and knowledge about mental
health.

THE NEED FOR THE PRESENT STUDY

The study fulfils several critical needs:
It provides evidence for effective treatment methods, offers insights into the
historical context of anxiety, raises awareness about the progression of anxiety
disorders, educates the public on symptoms and treatments, and informs
healthcare professionals about screening and diagnosis strategies. It aims to
improve mental health outcomes for individuals with anxiety disorders.
 CHAPTER 2
Sample
The sample which was selected for the study consisted of 83 students from
the BRS school. There were 48 males and 35 female students. They belong
to the age group of 12-18 years. It had unequal gender representations and students
from different socio-economic backgrounds, residential areas and
also different semesters were included in the study.
MEASURES:
Both questionnaire survey and interview method measures were used in the study. The
impact of stress due to psychological pressures is high in class 10 when compared to
class 8 and 9. The assessments were conducted using SCAT (Sinha's Comprehensive
Anxiety Test).

Sinha's Comprehensive Anxiety Test

During the past three decades or so, the concept of anxiety has figured prominently in
psychological literature. Sarason and Mandler (1952) gave a detailed description of an
anxiety questionnaire and presented findings on the relation of test anxiety to certain
psychometric and social- class data.
They reported the relationship of the anxiety questionnaire to one concerned with
habitual reactions to frustrations, Taylor (1953) developed a personality
scale for measuring manifest anxiety which has proved to be a useful device
in the bands of researchers and practitioners. Cattell R.B. (1957) constructed
the IPAT anxiety scale (self-analysis form). In 1958 Cattell and Scheler compared results
of 13 multivariate analysis, having in common the method of oblique rotation to simple
structure, but involving a variety of subjects and variables which emphasized putative measures of
anxiety. Martin 1 9 5 9 ) reported that anxiety factor was relatively
independent of intelligence, motivation in psychological experimentation and paper and
pencil test.

On an examination of tests of anxiety in existence (both Indian and Foreign), the present
authors found that they were not covering certain facets of anxiety. Further, there
existed a good deal of disagreement and confusion concerning the concept of anxiety.
Several aspects of anxiety appeared to be ignored. Al these considerations led to the
development of this comprehensive test of anxiety incorporating a variety of anxiety
indices proposed by different investigators from time to time, keeping in view the
conditions available in this country.
DEVELOPMENT OF THE TEST
Item Construction
The items of the test were largely constructed on the basis on the basis of
the symptoms of anxiety reported by those who visited the Institute of Psychological
Research and Service, Patna University for psychological assistance. A few items from
the existing tests of anxiety were also incorporated after such modifications as were
considered necessary. Thus
initially 315 items were prepared. These items were given to five judges (al
engaged in counselling and psychological testing work) for examining the
merit of each item for inclusion in the test of anxiety. They were also asked
to score out those items which they thought were redundant. On the basis of
100% agreement among the judges, 70 out of 315 items were eliminated.
Item Analysis
tried out on smaller samples several times and necessary modifications made
in them to ensure that the items were intelligible to
the students. Finally, the Administered on 100 college students who approached for
psychological assistance complaining of one or several symptoms of
Anxiety. No time limit was imposed ot each item ni terms of ‘yes or no' The 'Yes'
response to any item was indicative of anxiety and was given a score of one. A score
of
zero was given to a No response.
For item analysis, the point biserial correlations were computed. The criterion of
coefficient of correlation, being significant at 0.01 level was fixed for the inclusion of
an item in the final test. Out of 245 coefficients
of correlation, 90 were significant at or beyond 0.01 level.
Consequently, those 90 items which fulfilled the criterion constituted the test in its
final
form.
Reliability and Validity
RELIABILITY
The coefficient of reliability was determined by using the following two methods -
1. The Test-re-test method (N = 100) was employed to determine the temporal
stability
of the test. The product moment correlation between the test and retest scores was
0.85.
2. The internal consistency reliability was ascertained by adopting odd- even
procedure
(N = 100). Using the Spearman Brown formula, the reliability coefficient of the test
was
found to be 0.92. Both the values ensure a high reliability of the test.

VALIDITY
The coefficient of validity was determined by computing the coefficient between
scores
on Comprehensive Anxiety Test and on Taylor's Manifest Anxiety Scale. It was .62,
which
is significant beyond .001 level of confidence.
Scoring
The inventory can be scored accurately by hand and on scoring key
provided so far. For any response indicated as 'Yes', the testee should be 51
awarded the score of one, and zero for No.' The sum of all the positive or yes
responses
would be the total anxiety score of the individual.
 PROCEDURE
The questionnaires and the personal data sheet were tied together. The participants
were assured of the confidentiality and anonymity of the
information provided
by them. After obtaining informed
consent, the questionnaires were distributed, and the participants were asked to fil in
the personal particulars. Then they were asked to read the instructions printed clearly
on the test booklet and were requested to give his/her response to each statement in
the response sheet. Doubts, if any, were clarified. The participants are given enough
time to complete the test and the questionnaires are collected back upon the
completion of the test. They were informed that there is no right or wrong answers and
they were also asked to respond as truthfully as they can.

Statistical Analysis
Statistical analysis was done using Excel. Pie diagram and Bar diagram were used for
finding the distribution of variables in the sample.
 CHAPTER 3
RESULTS AND DISCUSSION
The present study has attempted to compare anxiety among
students of grade 10-12 internationally with the pressure they
face from either peers, parents, teachers or exams.

Group data for Sinha's Comprehensive Anxiety Test done on

International Students
RESULTS AND DISCUSSION
INTERPRETATIONS
Test score for Girls
INTERPRETATIONS
Test score for Boys
 Summary and Conclusion
The Anxiety Test is a specific assessment tool designed for evaluating anxiety levels in
adolescents between the ages of 12 and 18, a pivotal stage in development. Customized
to account for the unique challenges and consideration of this demographic, the test
utilizes language suitable for the age group, relevant scenarios, and comprehensive
questioning. This methodology seeks to provide a nuanced understanding of anxiety
experiences within this particular age group cohort.

MAJOR FINDINGS OF THE PRESENT STUDY ARE AS FOLLOWS:

•68% of participants express a sense of being heavily pressured. Additionally, 57.4%
constantly re-evaluate themselves while 45.4% become anxious at a
rapid pace.
•That insight suggests that 43.05% of individuals change themselves to satisfy the
friends, parents and the society around them.

LIMITATIONS:
The sample size was small (N=100). So the results cannot be generalized.
The suitability and significance of the test items may differ across various cultural
backgrounds, as variations in how anxiety symptoms are expressed and interpreted
within different cultures can impact the test's validity as the test was conducted on an
international level.
 The SCAT may not effectively capture changes in anxiety that are specific to certain
contexts or situations. Discrepancies may emerge between self-reports from parents or
teachers due to differences in observations and interpretations, leading to diverse
perspectives on a child's anxiety.
 Additionally, variations in individual response styles, such as a consistent tendency to
over report or under report symptoms, can influence the reliability of the results. The
time duration in which the study was conducted was only short.
 Several people may show signs of self-unawareness and might not be aware of
internal or unseen symptoms. Hence the test may not be the most accurate.

SCOPE FOR FUTURE STUDY:

 Exploring ethical considerations linked to anxiety assessments, including issues of
privacy, obtaining informed consent, and the potential of stigmatization.
 Investigating the biological indicators and neurobiological underpinnings of anxiety
disorders or neuroimaging techniques, complementing self - report evaluations.
 Studying the variations in cultural expressions and understandings of anxiety and
developing assessments that consider these cultural nuances.
IMPLICATIONS AND SUGGESTIONS:
Anxiety assessments aid healthcare professionals in making informed decisions
regarding the
necessary interventions for individuals with anxiety disorders. Furthermore,
incorporating
anxiety tests into research enhances our comprehension of the origins, prevalence, and
treatment outcomes associated with anxiety disorders

SOME SUGGESTIONS:
 The research could've been conducted with a larger group of participants to get a
broader
idea as in 500-1000 individuals
 The time duration provided to complete the research could've been longer so as to aid
in a
larger variety of responses
 Addition of more age appropriate questions and more methods of research could've
been
involved
 The test could've been modified to suit different cultural and regional differences as
the
test had a wide range
THANK YOU