The 2010 Pakistan floods began in July 2010 following heavy monsoon rains in the Khyber Pakhtunkhwa, Sindh, Punjab and Balochistan regions of Pakistan. Present estimates indicate that over two thousand people have died and over a million homes have been destroyed since the flooding began. The United Nations estimates that more than 21 million people are injured or homeless as a result of the flooding, exceeding the combined total of individuals affected by the 2004 Indian Ocean tsunami, the 2005 Kashmir earthquake and the 2010 Haiti earthquake. However, the death count in each of those three disasters was significantly higher than the number of people killed so far in the floods. At one point, approximately one-fifth of Pakistan’s total land area was underwater due to the flooding.

UN Secretary-general Ban Ki-Moon has asked for an initial $460 million for emergency relief, noting that the flood was the worst disaster he had ever seen. 50% of the relief funds requested has been received as of 15 August 2010. The U.N. is concerned that aid is not arriving fast enough, while the World Health Organization reported that ten million people were forced to drink unsafe water. The Pakistani economy has been harmed by extensive damage to infrastructure and crops. Structural damages are estimated to exceed 4 billion USD, and wheat crop damages are estimated to be over 500 million USD. Officials estimate the total economic impact to be as much as 43 billion USD.
Source: http://en.wikipedia.org/wiki/2010_Pakistan_floods

Pakistan Flood Victims
Pakistan Flood Victims
Pakistan Flood Victims

The aid organization Kimse Yok Mu (Is Anybody There) has extended a helping hand to the people of Tajikistan to meet their humanitarian needs after severe floods struck the country last month.

Kimse Yok Mu sent a team of doctors, a search-and-rescue crew and an emergency governance expert to Uyali, a town in the province of Khatlon, which is among the areas affected most by the floods.

According to Kimse Yok Mu President Mehmet Özkara, buildings in the town have been heavily damaged by mudflow caused by the flooding. The district hospital and school have been completely destroyed, he said, adding that the floods resulted in the displacement of almost 2,500 Uyali residents, among a population of 6,000.

The association launched the campaign on Monday, and food and other supplies were expected to be delivered to 2,500 families over the course of two days, Özkara said. “We obtain and distribute the aid with the help of Turkish schools located in Tajikistan and thanks to Turkish entrepreneurs there.” He added that the association will continue to support Tajikistan’s flood victims.

Source: http://www.kimseyokmu.org.tr/en/Support.aspx?InDbId=60

Basics of Conflict Management

Clarifying Confusion About Conflict
Conflict is when two or more values, perspectives and opinions are contradictory in nature and haven’t been aligned or agreed about yet, including:
1. Within yourself when you’re not living according to your values;
2. When your values and perspectives are threatened; or
3. Discomfort from fear of the unknown or from lack of fulfillment.
Conflict is inevitable and often good, for example, good teams always go through a “form, storm, norm and perform” period. Getting the most out of diversity means often-contradictory values, perspectives and opinions.

Conflict is often needed. It:
1. Helps to raise and address problems.
2. Energizes work to be on the most appropriate issues.
3. Helps people “be real”, for example, it motivates them to participate.
4. Helps people learn how to recognize and benefit from their differences.
Conflict is not the same as discomfort. The conflict isn’t the problem – it is when conflict is poorly managed that is the problem.

Conflict is a problem when it:
1. Hampers productivity.
2. Lowers morale.
3. Causes more and continued conflicts.
4. Causes inappropriate behaviors.

Types of Managerial Actions that Cause Workplace Conflicts
1. Poor communications
a. Employees experience continuing surprises, they aren’t informed of new
decisions, programs, etc.
b. Employees don’t understand reasons for decisions, they aren’t involved in
decision-making.
c. As a result, employees trust the “rumor mill” more than management.

2. The alignment or the amount of resources is insufficient. There is:
a. Disagreement about “who does what”.
b. Stress from working with inadequate resources.

3. “Personal chemistry”, including conflicting values or actions among managers and employees, for example:
a. Strong personal natures don’t match.
b. We often don’t like in others what we don’t like in ourselves.

4. Leadership problems, including inconsistent, missing, too-strong or uninformed leadership (at any level in the organization), evidenced by:
a. Avoiding conflict, “passing the buck” with little follow-through on decisions.
b. Employees see the same continued issues in the workplace.
c. Supervisors don’t understand the jobs of their subordinates.
Key Managerial Actions / Structures to Minimize Conflicts
1. Regularly review job descriptions. Get your employee’s input to them. Write down and date job descriptions. Ensure:
a. Job roles don’t conflict.
b. No tasks “fall in a crack”.

2. Intentionally build relationships with all subordinates.
a. Meet at least once a month alone with them in office.
b. Ask about accomplishments, challenges and issues.

3. Get regular, written status reports and include:
a. Accomplishments.
b. Currents issues and needs from management.
c. Plans for the upcoming period.

4. Conduct basic training about:
a. Interpersonal communications.
b. Conflict management.
c. Delegation.

5. Develop procedures for routine tasks and include the employees’ input.
a. Have employees write procedures when possible and appropriate.
b. Get employees’ review of the procedures.
c. Distribute the procedures.
d. Train employees about the procedures.

6. Regularly hold management meetings, for example, every month, to communicate new initiatives and status of current programs.

7. Consider an anonymous suggestion box in which employees can provide suggestions.
Ways People Deal With Conflict
There is no one best way to deal with conflict. It depends on the current situation. Here are the major ways that people use to deal with conflict.
1. Avoid it. Pretend it is not there or ignore it.
a. Use it when it simply is not worth the effort to argue. Usually this approach tends
to worsen the conflict over time.

2. Accommodate it. Give in to others, sometimes to the extent that you compromise yourself.
a. Use this approach very sparingly and infrequently, for example, in situations
when you know that you will have another more useful approach in the very
near future. Usually this approach tends to worsen the conflict over time, and causes conflicts within yourself.

3. Competing. Work to get your way, rather than clarifying and addressing the issue. Competitors love accommodators.
a. Use when you have a very strong conviction about your position.

4. Compromising. Mutual give-and-take.
a. Use when the goal is to get past the issue and move on.

5. Collaborating. Focus on working together.
a. Use when the goal is to meet as many current needs as possible by using mutual
resources. This approach sometimes raises new mutual needs.
b. Use when the goal is to cultivate ownership and commitment.
To Manage a Conflict Within Yourself – “Core Process”
It’s often in the trying that we find solace, not in getting the best solution. The following steps will help you in this regard.
1. Name the conflict, or identify the issue, including what you want that you aren’t getting. Consider:
a. Writing your thoughts down to come to a conclusion.
b. Talk to someone, including asking them to help you summarize the conflict in 5
sentences or less.

2. Get perspective by discussing the issue with your friend or by putting it down in writing. Consider:
a. How important is this issue?
b. Does the issue seem worse because you’re tired, angry at something else, etc.?
c. What’s your role in this issue?

3. Pick at least one thing you can do about the conflict.
a. Identify at least three courses of action.
b. For each course, write at least three pros and cons.
c. Select an action – if there is no clear course of action, pick the alternative that
will not hurt, or be least hurtful, to yourself and others.
d. Briefly discuss that course of action with a friend.

4. Then do something.
a. Wait at least a day before you do anything about the conflict. This gives you
a cooling off period.
b. Then take an action.
c. Have in your own mind, a date when you will act again if you see no clear
improvement.
To Manage a Conflict With Another – “Core Process”
1. Know what you don’t like about yourself, early on in your career. We often don’t like in others what we don’t want to see in ourselves.
a. Write down 5 traits that really bug you when see them in others.
b. Be aware that these traits are your “hot buttons”.

2. Manage yourself. If you and/or the other person are getting heated up, then manage yourself to stay calm by
a. Speaking to the person as if the other person is not heated up – this can be very effective!
b. Avoid use of the word “you” – this avoids blaming.
c. Nod your head to assure them you heard them.
d. Maintain eye contact with them.

3. Move the discussion to a private area, if possible.

4. Give the other person time to vent.
a. Don’t interrupt them or judge what they are saying.

5. Verify that you’re accurately hearing each other. When they are done speaking:}
a. Ask the other person to let you rephrase (uninterrupted) what you are hearing from
them to ensure you are hearing them.
b. To understand them more, ask open-ended questions. Avoid “why” questions -
those questions often make people feel defensive.

6. Repeat the above step, this time for them to verify that they are hearing you. When you present your position
a. Use “I”, not “you”.
b. Talk in terms of the present as much as possible.
c. Mention your feelings.

7. Acknowledge where you disagree and where you agree.

8. Work the issue, not the person. When they are convinced that you understand them:
a. Ask “What can we do fix the problem?” They will likely begin to complain again.
Then ask the same question. Focus on actions they can do, too.

9. If possible, identify at least one action that can be done by one or both of you.
a. Ask the other person if they will support the action.
b. If they will not, then ask for a “cooling off period”.

10. Thank the person for working with you.

11. If the situation remains a conflict, then:
a. Conclude if the other person’s behavior conflicts with policies and procedures in the workplace and if so, present the issue to your supervisor.
b. Consider whether to agree to disagree.
c. Consider seeking a third party to mediate.
Source: http://managementhelp.org/intrpsnl/basics.htm

Persons of any age can become ill if they come into contact with certain medications, household pesticides, chemicals, cosmetics, or plants. However, children, in particular, continue to face a greater risk of unintentional poisoning death and exposure than adults – not only because they are smaller, but, also because they have faster metabolic rates and are less able physically to handle toxic chemicals.
What causes poisonings?

Young children are poisoned most often by things in the home, such as, but not limited to, the following:
drugs and medications (Iron medications are the most common cause of poisonings in children under age 5.)
cleaning products
plants
cosmetics
pesticides
paints and solvents

Increasingly, carbon monoxide poisoning and lead poisoning are posing a threat to both children and adults. While serious reactions can occur in all cases of poisoning, most persons are not permanently harmed if they are treated immediately.
How do most poisonings occur?

More than 90 percent of all poison exposures occur in the home. Among children ages 5 and under, 57 percent of poison exposures are by non-pharmaceutical products such as cosmetics, cleaning substances, plants, pesticides, and art supplies, and 43 percent are by drugs and medications.

Most poisonings occur when parents are not paying close attention or watching children as closely as usual. Calls to poison control centers peak between 4 p.m. and 10 p.m. In fact, because the hectic routine of getting dinner on the table causes so many lapses in parental attention, late afternoon has come to be known as “the arsenic hour” by poison center personnel.
What to do if a poisoning occurs:

swallowed poisons
If you find your child with an open or empty container of a toxic substance, your child may have been poisoned. Stay calm and act quickly:
Get the poison away from the child.
If the substance is still in the child’s mouth, make him/her spit it out or remove it with your fingers (keep this along with any other evidence of what the child has swallowed).
Do not make the child vomit (your physician or poison control center will instruct you when it is necessary to make the child vomit).
Do not follow instructions on packaging regarding poisoning as these are often outdated; instead call your physician or poison control center immediately for instructions.
Call 911 right away, if your child has any of the following symptoms:
sore throat
trouble breathing
drowsiness, irritability, or jumpiness
nausea, vomiting, or stomach pain without fever
lip or mouth burns or blisters
unusual drooling
strange odors on your child’s breath
unusual stains on your child’s clothing
seizures or unconsciousness

Take or send the poison container with your child to help the physician determine what was swallowed.

If your child does not have these symptoms, call your local poison control center or your child’s physician. They will need the following information in order to help you:
your name and phone number
your child’s name, age, and weight
any medical conditions your child may have
any medications your child may be taking
the name of the substance your child swallowed – read it from the container and spell it
the time your child swallowed the poison (or when you found your child), and the amount you think was swallowed.
any symptoms your child may be having
If the substance was a prescription medication, give all the information on the label including the name of the drug.
If the name of the drug is not on the label, give the name and phone number of the pharmacy, and the date of the prescription.
What the pill looked like (if you can tell) and if it had any printed numbers or letters on it.
If your child swallowed another substance, such as a part of a plant, describe it as much as you can to help identify it.

poisons on the skin
If your child spills a chemical on her body, remove his/her clothes and rinse the skin with lukewarm – not hot – water. If the area shows signs of being burned, continue rinsing for at least 15 minutes, no matter how much your child may protest. Then call the poison control center for further advice. Do not use ointments or grease.

poison in the eye
Flush the eye by holding the eyelid open and pouring a steady stream of lukewarm water (not hot) into the inner corner of the eye. If this is a child, you may need help from another adult to hold the child while you rinse the eye. Continue flushing the eye for 15 minutes, and call the poison control center for further instructions. Do not use an eyecup, eyedrops or ointment unless the poison center instructs you to do so.

poisonous fumes or gases
In the home, poisonous fumes can be emitted from the following sources:
a car running in a closed garage
leaky gas vents
wood, coal, or kerosene stoves that are not working properly
mixing bleach and ammonia together while cleaning, which makes chloramine gas
strong fumes from other cleaners and solvents

If your child breathes in fumes or gases, get him/her into fresh air right away.
If your child is breathing without problem, call the poison center for further instructions.
If your child is having difficulty breathing, call 911 or your local emergency service (EMS).
If your child has stopped breathing, start CPR and do not stop until your child breathes on his/her own or someone else can take over. If you can, have someone call 911 right away. If you are alone, perform CPR for one minute and then call 911.

Be prepared for a poisoning emergency by posting the poison center telephone number by every telephone in your home.
Source: http://www.umm.edu/non_trauma/overview.htm

In 1910 a second International Conference of Working Women was held in Copenhagen. A woman named Clara Zetkin (Leader of the ‘Women’s Office’ for the Social Democratic Party in Germany) tabled the idea of an International Women’s Day. She proposed that every year in every country there should be a celebration on the same day – a Women’s Day – to press for their demands. The conference of over 100 women from 17 countries, representing unions, socialist parties, working women’s clubs, and including the first three women elected to the Finnish parliament, greeted Zetkin’s suggestion with unanimous approval and thus International Women’s Day was the result.

The very first International Women’s Day was launched the following year by Clara Zetkin on 19 March (not 8 March). The date was chosen because on 19 March in the year of the 1848 revolution, the Prussian king recognized for the first time the strength of the armed people and gave way before the threat of a proletarian uprising. Among the many promise he made, which he later failed to keep, was the introduction of votes for women.

Plans for the first International Women’s Day demonstration were spread by word of mouth and in the press. During the week before International Women’s Day two journals appeared: The Vote for Women in Germany and Women’s Day in Austria. Various articles were devoted to International Women’s Day: ‘Women and Parliament’, ‘The Working Women and Municipal Affairs’, ‘What Has the Housewife got to do with Politics?’, etc. The articles thoroughly analyzed the question of the equality of women in the government and in society. All articles emphasized the same point that it was absolutely necessary to make parliament more democratic by extending the franchise to women.

Success of the first International Women’s Day in 1911 exceeded all expectation.

Meetings were organized everywhere in small towns and even the villages halls were packed so full that male workers were asked to give up their places for women.

Men stayed at home with their children for a change, and their wives, the captive housewives, went to meetings.

During the largest street demonstration of 30,000 women, the police decided to remove the demonstrators’ banners so the women workers made a stand. In the scuffle that followed, bloodshed was averted only with the help of the socialist deputies in Parliament.

In 1913 International Women’s Day was transferred to 8 March and this day has remained the global date for International Wommen’s Day ever since.

During International Women’s Year in 1975, IWD was given official recognition by the United Nations and was taken up by many governments. International Women’s Day is marked by a national holiday in China, Armenia, Russia, Azerbaijan, Belarus, Bulgaria, Kazakhstan, Kyrgyzstan, Macedonia, Moldova, Mongolia, Tajikistan, Ukraine, Uzbekistan and Vietnam.
Source: http://www.internationalwomensday.com/first.asp

Medical errors happen when something that was planned as a part of medical care doesn’t work out, or when the wrong plan was used in the first place. Medical errors can occur anywhere in the health care system: Hospitals. Clinics. Outpatient Surgery Centers. Doctors’ Offices. Nursing Homes. Pharmacies. Patients’ Homes. Errors can involve: Medicines. Surgery. Diagnosis. Equipment. Lab reports.

They can happen during even the most routine tasks, such as when a hospital patient on a salt-free diet is given a high-salt meal.

Most errors result from problems created by today’s complex health care system. But errors also happen when doctors and their patients have problems communicating. For example, a recent study supported by the Agency for Healthcare Research and Quality (AHRQ) found that doctors often do not do enough to help their patients make informed decisions. Uninvolved and uninformed patients are less likely to accept the doctor’s choice of treatment and less likely to do what they need to do to make the treatment work.
What Can You Do? Be Involved in Your Health Care
1. The single most important way you can help to prevent errors is to be an active member of your health care team.

That means taking part in every decision about your health care. Research shows that patients who are more involved with their care tend to get better results. Some specific tips, based on the latest scientific evidence about what works best, follow.
Medicines
2. Make sure that all of your doctors know about everything you are taking. This includes prescription and over-the-counter medicines, and dietary supplements such as vitamins and herbs.

At least once a year, bring all of your medicines and supplements with you to your doctor. “Brown bagging” your medicines can help you and your doctor talk about them and find out if there are any problems. It can also help your doctor keep your records up to date, which can help you get better quality care.
3. Make sure your doctor knows about any allergies and adverse reactions you have had to medicines.

This can help you avoid getting a medicine that can harm you.
4. When your doctor writes you a prescription, make sure you can read it.

If you can’t read your doctor’s handwriting, your pharmacist might not be able to either.
5. Ask for information about your medicines in terms you can understand—both when your medicines are prescribed and when you receive them.
What is the medicine for?
How am I supposed to take it, and for how long?
What side effects are likely? What do I do if they occur?
Is this medicine safe to take with other medicines or dietary supplements I am taking?
What food, drink, or activities should I avoid while taking this medicine?
6. When you pick up your medicine from the pharmacy, ask: Is this the medicine that my doctor prescribed?

A study by the Massachusetts College of Pharmacy and Allied Health Sciences found that 88 percent of medicine errors involved the wrong drug or the wrong dose.
7. If you have any questions about the directions on your medicine labels, ask.

Medicine labels can be hard to understand. For example, ask if “four doses daily” means taking a dose every 6 hours around the clock or just during regular waking hours.
8. Ask your pharmacist for the best device to measure your liquid medicine. Also, ask questions if you’re not sure how to use it.

Research shows that many people do not understand the right way to measure liquid medicines. For example, many use household teaspoons, which often do not hold a true teaspoon of liquid. Special devices, like marked syringes, help people to measure the right dose. Being told how to use the devices helps even more.
9. Ask for written information about the side effects your medicine could cause.

If you know what might happen, you will be better prepared if it does—or, if something unexpected happens instead. That way, you can report the problem right away and get help before it gets worse. A study found that written information about medicines can help patients recognize problem side effects and then give that information to their doctor or pharmacist.
Hospital Stays
10. If you have a choice, choose a hospital at which many patients have the procedure or surgery you need.

Research shows that patients tend to have better results when they are treated in hospitals that have a great deal of experience with their condition.
11. If you are in a hospital, consider asking all health care workers who have direct contact with you whether they have washed their hands.

Handwashing is an important way to prevent the spread of infections in hospitals. Yet, it is not done regularly or thoroughly enough. A recent study found that when patients checked whether health care workers washed their hands, the workers washed their hands more often and used more soap.
12. When you are being discharged from the hospital, ask your doctor to explain the treatment plan you will use at home.

This includes learning about your medicines and finding out when you can get back to your regular activities. Research shows that at discharge time, doctors think their patients understand more than they really do about what they should or should not do when they return home.
Surgery
13. If you are having surgery, make sure that you, your doctor, and your surgeon all agree and are clear on exactly what will be done.

Doing surgery at the wrong site (for example, operating on the left knee instead of the right) is rare. But even once is too often. The good news is that wrong-site surgery is 100 percent preventable. The American Academy of Orthopaedic Surgeons urges its members to sign their initials directly on the site to be operated on before the surgery.
Other Steps You Can Take
14. Speak up if you have questions or concerns.

You have a right to question anyone who is involved with your care.
15. Make sure that someone, such as your personal doctor, is in charge of your care.

This is especially important if you have many health problems or are in a hospital.
16. Make sure that all health professionals involved in your care have important health information about you.

Do not assume that everyone knows everything they need to.
17. Ask a family member or friend to be there with you and to be your advocate (someone who can help get things done and speak up for you if you can’t).

Even if you think you don’t need help now, you might need it later.
18. Know that “more” is not always better.

It is a good idea to find out why a test or treatment is needed and how it can help you. You could be better off without it.
19. If you have a test, don’t assume that no news is good news.

Ask about the results.
20. Learn about your condition and treatments by asking your doctor and nurse and by using other reliable sources.

Source: http://www.ahrq.gov/consumer/20tips.htm

Peer helping can take place virtually anywhere. Although elementary and secondary schools are probably the most popular sites for peer helping, peer helping programs and services have been established in universities, colleges, hospitals, clinics, community centres, unions, businesses and corporations.

Peer helping can take place at any age. Peer programs have been established for little kids, teens, young adults and senior citizens.

Peer helping takes many different forms. The term “peer helping” is a generic term which includes activities or titles such as: peer tutoring, peer support, peer facilitation, peer mediation, peer conflict resolution, peer counselling, peer education, peer ministry, peer health workers, peer ambassadors, and peer leaders. The term peer helping is used as an umbrella to include all the types of peer programs mentioned above.

While peer helping can include a variety of approaches, it is different from peer groups and self-help or support groups. Both Peer Resources and the National Peer Helpers Association have independently developed standards that help to identify peer helping. According to Peer Resources, peer helping is typically characterized by the following components:
Peers are self-nominated or selected by members of their peer group(s);
Peers are volunteers, but may receive some type of compensation for their involvement;
The peer volunteers receive need-based, goal-directed and experiential skill training from a qualified peer trainer;
The peer volunteers are supervised on a regular basis; and
The more experience the peers have, the more they are involved in the selection, training, and supervision of other peers.
Some Examples of Peer Helping might include:
Computer users seek out others for help in solving problems
Police officers help other officers deal with trauma
Elementary school students mediate conflicts between other students
Experienced employees show new employees “the ropes”
A friend listens while another friend describes a problem
Students tutor other students
Co-workers help colleagues manage work challenges
Seniors help each other with loneliness and grief
Workers act as peer referral sources for an Employee Family Assistance Program
Executives orient other managers to steps for success
High school students educate others about substance abuse prevention
Experienced parents support new parents
People who have overcome adversity help others to do the same
Hockey players coach other hockey players
Street kids educate other street kids on AIDS prevention
Source: http://www.peer.ca/peerdefinitions.html

Some degree of anxiety is adaptive; it can help people prepare, practice, and rehearse so that their functioning is improved and can help them be appropriately cautious in potentially dangerous situations. However, beyond a certain level, anxiety causes dysfunction and undue distress. At this point, it is maladaptive and considered a disorder.

Anxiety occurs in a wide range of physical and mental disorders, but it is the predominant symptom of several. Anxiety disorders are more common than any other class of psychiatric disorder. However, they often are not recognized and consequently not treated. Left untreated, chronic, maladaptive anxiety can contribute to or interfere with treatment of some physical disorders.

Etiology

The causes of anxiety disorders are not fully known, but both mental and physical factors are involved. Many people develop anxiety disorders without any identifiable antecedent triggers. Anxiety can be a response to environmental stressors, such as the ending of a significant relationship or exposure to a life-threatening disaster. Some physical disorders can directly produce anxiety; they include the following:

Hyperthyroidism
Pheochromocytoma
Hyperadrenocorticism
Heart failure
Arrhythmias
Asthma
COPD

Other physical causes include use of drugs; effects of corticosteroids, cocaine, amphetamines, and even caffeine can mimic anxiety disorders. Withdrawal from alcohol, sedatives, and some illicit drugs can also cause anxiety.

Symptoms and Signs

Anxiety can arise suddenly, as in panic, or gradually over many minutes, hours, or even days. Anxiety may last from a few seconds to years; longer duration is more characteristic of anxiety disorders. Anxiety ranges from barely noticeable qualms to complete panic. The ability to tolerate a given level of anxiety varies from person to person.

Anxiety disorders can be so distressing and disruptive that depression may result. Alternatively, an anxiety disorder and a depressive disorder may coexist, or depression may develop first, with symptoms and signs of an anxiety disorder occurring later.

Diagnosis

Deciding when anxiety is so dominant or severe that it constitutes a disorder depends on several variables, and physicians differ at what point they make the diagnosis. Physicians must first determine, by history, physical examination, and appropriate laboratory tests whether anxiety is due to a physical disorder or drug. They must also determine whether anxiety is better accounted for by another mental disorder. An anxiety disorder is present and merits treatment if the following apply:
Other causes are not identified
Anxiety is very distressing
Anxiety interferes with functioning
Anxiety does not stop spontaneously within a few days

Diagnosis of a specific anxiety disorder is based on its characteristic symptoms and signs. Clinicians usually use specific criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Text Revision (DSM-IV-TR), which describes the specific symptoms and requires exclusion of other causes of symptoms.

A family history of anxiety disorders (except acute and posttraumatic stress disorders) helps in making the diagnosis because some patients appear to inherit a predisposition to the same anxiety disorders that their relatives have, as well as a general susceptibility to other anxiety disorders. However, some patients appear to acquire the same disorders as their relatives through learned behavior.

Treatment

Treatments vary for the different anxiety disorders, but typically involve a combination of psychotherapy and drug treatment. The most common drug classes used are the benzodiazepines and SSRIs.
Source: http://www.merck.com