Post on 01-Apr-2015
transcript
MANAGING ANXIETY PROBLEMS AT SCHOOLA Resource for Teachers
Anxiety• Most, if not all, children experience some episodes of fear
and worry in ordinary situations.
• For some children, anxiety interferes in their daily lives.
There are many definitions of anxiety, but a useful one is
apprehension or excessive fear
about real or
imagined circumstances.
Healthy vs. Unhealthy Anxiety
Healthy Unhealthy
Subsides over time Does not subside over time
Helps us function and/or does not impair
Impairs child’s functioning
Anxiety on a Continuum
Mental health Mental health problem Mental illness / disorder
• Healthy moods, able to function and reach one’s full potential
• Resiliency factors such as all forms of interpersonal support (e.g., secure attachments)
• Mild problems with thoughts, behaviours
• Stresses at school, home and/or work
• Symptom clusters and impaired functioning
• E.g. mood/anxiety problems, externalizing problems, psychoses, substance use, etc.
What We Know About the Anxiety Rates of DSB Ontario North East Students
Some Key Indicators That A Child May Be Struggling With Anxiety
• Frequent absences from school
• Decline in grades or unable to work to potential
• Excessive worrying about homework or grades
• Frequent bouts of tears• Refusal to join in social
activities or new situations• Extreme need for reassurance• Avoidance of stressful
situations (tests, public speaking)
• Physical complaints that are not attributable to a health problem
• Easily frustrated• Persistent perfectionism –
schoolwork erased and rewritten many times
• Repeating rituals• Working exceedingly slowly
to feel it has been done properly
• Avoidance of locations in school or of certain people
Developmental Considerations
Children • More pronounced physical symptoms or behavioural changes
Adolescents • Problems less fluid • May display irritability and anger
Developmental Considerations Developmental Stage Typical Fears
Late infancy Loud noises, strangers
Early childhood Darkness, storms, fire, water, separating from parents, imaginary creatures, sleeping alone, doctors
Middle childhood Animals, germs, injury, natural disasters or events (e.g. storms)
Adolescence Peer rejection, school performance, social competence, worries about their own health and others health
Note: This is only a guide.
What To Do If One Suspects Anxiety• Start by bringing together the appropriate people for
discussion. • This could include the parents/guardians, principal, SERT and
Mental Health Team
• Encourage families to see a physician or pediatrician
Source: hubertk on Flickr
General Strategies
Improve resiliency factors/strengths: • Improve connections to supportive, nurturing adults
• Ensure school personnel know how to identify anxiety http://www.hincksdellcrest.org/ABC/Teacher-Resource/The-Worried-Child/Introduction.aspx?viewType=Professional Development
• Ensure that students can turn to school personnel who will listen and provide support http://cymhin.offordcentre.com/downloads/Making%20a%20Difference%204-0.pdf
• Engage the child or youth to participate in activities that develop their confidence
General Strategies
Listen and avoid being judgmental. • Avoid being overly critical. • Avoid expressing frustration. • Be empathetic. • Avoid confrontation with the child or youth.
Provide reassurance and information.
General strategies
Provide incentives for brave
behaviour • gradual and patient approach • helps with motivation • needs to be:
• immediate • simple and consistent • small and frequent
Source: dolanh on Flickr
General strategies
Provide predictability and consistency • Children and youth usually do best when expectations are
consistent. • schedules and routines • need for one person in charge • use of same reassuring phrases • plan ahead
General strategies Reduce unnecessary stressors
• Identify stresses at school.• Create a plan to reduce stresses or problem solve.
Help identify adaptive thinking. • Coping self-talk
• What can I think about or do to reduce
my anxiety? • Create a card or other concrete reminder
Model calm, effective coping.
Source: tamurray5 on Flickr
Calming/distraction strategies
Relaxing the mind and relieving stress can be accomplished through: • abdominal breathing ex. http://
www.anxietybc.com/sites/default/files/calm_breathing.pdf
• progressive muscle relaxation http://childrenwithanxiety.com/articles-resources/how-to-teach-children-progressive-muscle-relaxation
• Mindfulness exercises http://www.mindfuleducation.org/mindfulnessforchildren.pdf
Have a chill out zone
Source: Clarkston SCAMP on Flickr
THANK YOU!
• We hope that you found this a useful introduction to managing anxiety at school.
• Should you have questions, your Mental Health Leader is available to provide ongoing support and leadership to your team.