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Neurobiology of anxiety and depression in foundational and adoloscent learners

  • Unique Paper ID: 166734
  • Volume: 11
  • Issue: 2
  • PageNo: 1849-1855
  • Abstract:
  • Anxiety and Depression are among the leading pathways that obstacle the growth and development of the foundational stage learners who have just incepted with their journey of formal education and societal relationships. Thus; depression is believed to crop up as a multiplication factor of environmental influences and genetically influenced factors. Thus; the vast number of anxiety disorders pop up during the foundational age of schooling that is characterized as developmental period signalized by versatile changes in the front limbic circuitry. This is the area which plays a pivot role in learning and has been a center of attraction of recent efforts to understand the neurobiological dovetails of disorder of anxiety and depression in the process of growth and development. Thus; the studies of the pediatricians have revealed that the depression and anxiety disorder among the foundational stage learners alter both the function as well as structure of the front limbic circuitry. The amygdala, prefrontal cortex (PFC), anterior cingulate cortex (ACC), and hippocampus all play a role in fear conditioning and extinction, and interactions between these areas have been linked to anxiety development. Specifically, children and adolescents with anxiety disorders have changed amygdala sizes and increased amygdala activation in response to neutral and scary stimuli, with the amount of the signal change in amygdala reactivity matching to the severity of symptomatology. Abnormalities in the PFC and ACC, as well as their connections to the amygdala, may indicate impaired top-down regulation or compensatory measures to modulate the heightened amygdala reactivity associated with anxiety. This paper focuses on the neurobiology structural changes of the children having the anxiety and depression as the pivot issues in their normal growth and development procedure.
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Cite This Article

  • ISSN: 2349-6002
  • Volume: 11
  • Issue: 2
  • PageNo: 1849-1855

Neurobiology of anxiety and depression in foundational and adoloscent learners

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