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Anxiety in the Classroom

Anxiety in the Classroom. Information taken from Book 8 Teaching Students with Emotional Disorders and/or Mental Illnesses from Alberta Education. Anxiety Disorders. Most Common Types of Anxiety.

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Anxiety in the Classroom

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  1. Anxiety in the Classroom Information taken from Book 8 Teaching Students with Emotional Disorders and/or Mental Illnesses from Alberta Education

  2. Anxiety Disorders

  3. Most Common Types of Anxiety Separation Anxiety Disorder – Excessive anxiety in relation to leaving home or caregiver that causes significant distress or impairment Selective Mutism - A consistent failure to speak in specific social situations despite speaking in other situations. Specific Phobia – Fearful or anxious about or avoidant of specific objects or situations with the fear being out of proportion. Social Anxiety Disorder (Social Phobia) - Fear or anxiety about social situations where one is exposed to possible scrutiny by others.

  4. Most Common Types of Anxiety (con’t) Panic Disorder – Recurrent unexpected panic attacks which is an abrupt surge of intense fear or discomfort. Agorphobia – Fear and anxiety about situations because of thoughts that escape might be difficult or help not available. Generalized Anxiety Disorder – persistent and excessive anxiety and worry that cause significant distress or impairment. Substance/Medication Induced Anxiety Disorder

  5. New Home in DSM-5  Post-traumatic Stress Disorder (PTSD) is now housed in the Trauma and Stressor-Related Disorder category. Obsessive Compulsive Disorder is now housed in the Obsessive-Compulsive and Related Disorders category.

  6. Considerations

  7. Physiological Considerations Often in children problematic anxiety consists of a physiological side, involving activity in various systems: • Breathing (shallow, rapid) • Heart (pounding, skipped beats) • Vascular (blushing, fainting, dizziness) • Musculoskeletal (trembling, feelings of weakness in the limbs, aches, stiffness) • Dermatological (increased sweating, clammy skin) • Digestive (stomach ache, nausea, vomiting, diarrhea).

  8. Psychological Considerations Additionally, psychological factors must also be considered: • Apprehensive self-absorption interfering with effective problem solving • High levels of negative feelings • Excessive worry about possible danger or threat • A sense of being unable to control the threat if it occurs

  9. Behavior/Social Considerations Behavioral cues to excessive anxiety include: • Refusing tasks • Exam-performance anxiety • Reactions to certain school-based sights, sounds and smells • Complaints of freezing • Frequent trips to the washroom • Attendance problems • Repetitive perfection-seeking behaviors • Clinging to parents or teacher

  10. Medications Common side-effects of medication prescribed for anxiety includes: • Drowsiness lack of energy • Clumsiness, slow reflexes • Slurred speech • Confusion and disorientation • Depression • Dizziness, lightheadedness • Impaired thinking and judgment • Memory loss, forgetfulness • Nausea, stomach upset • Blurred or double vision

  11. Other Considerations • Level of cognitive functioning (e.g., Mild Developmental Delay) will affect the effectiveness of some strategies. • Another diagnoses (e.g., Autism Spectrum Disorder)

  12. Treatment Options - Medications - Cognitive - Behaviour -Therapy - Family Therapy - Group Therapy - Psychodynamic Therapy

  13. Strategies

  14. Strategies • Communicate • Develop trust • Identifying what can be done to help • Developing realistic goals and chart progress • Normalize regression.

  15. Strategies • Teach positive self talk • Communicate by using pre-determined signals • Identify the level of distress at specific times • Routine, predictable environment • Opportunities to leave/get support when needed

  16. Strategies • Creating distractions • Using visualization • Conduct reality checks to avoid unrealistic expectations • Using peer group

  17. Strategies • Special accommodations. • Given extra time. • Allow movement breaks. • Allow sensory tools.

  18. Strategies to Support Behaviours • Acknowledge that behaviors are a result of an Anxiety Disorder. • Track the behaviors. Determine triggers and setting events. • Develop a plan that focuses on PROACTIVE strategies. • Implement proactive strategies (e.g., different location, relaxation exercise, sensory tool, etc.)

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