Opening Exercise: Relaxation Techniques (Various) · 1 Opening Exercise: Relaxation Techniques (Various) •RELAX! You will receive a simple breakdown of these activities in your

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Opening Exercise: Relaxation Techniques (Various)

• RELAX! You will receive a simple breakdown of these activities in your packet!

My Connection…A little overview about Stress/ Anxiety…

Anxiety is the body’s natural reaction to stress and stressors It is the body’s “alarm system” whenever we perceive danger or a threat Adrenaline rush= “Fight or Flight”

When does this become a problem? “Fight or flight” happens instantly whereas it takes a few seconds longer for the “thinking” part of the brain (i.e. the cortex) to process the situation and decide whether the threat is real, and how to handle it. When the cortex sends the “false alarm/ calm down signal”, the fight-flight response deactivates and the nervous system starts to “chill”.*BE WARNED: Counseling/ intervention may be ineffective during “fight or flight” as the brain is not ready to accept logic and rational thinking patterns!

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A little overview of Stress/ Anxiety… (Cont.)

Anxiety sufferers focus on the “what if’s”

There are many different types of disorders that stem from anxiety (Panic Disorder, Generalized Anxiety Disorder, Obsessive Compulsive Disorder, etc.)

In many instances, anxiety and depression can occur simultaneously or as a “gateway” from one condition to the other. Often times, they are referred to as “first cousins”.

SOME level of stress and anxiety is helpful and natural. Anxiety and stress can become problematic when it begins to interfere with ADL’s (Activities of Daily Living), normal interests and overall mood.

Stress/Anxiety In Children/ Adolescents(My experiences/ observations:

Common Themes) Intensifies in 3rd grade- Wonder WHY? (AHEM…STATE

TESTING) *State testing begins in 3rd grade in Virginia Parents (even those that suffer from Anxiety) ALSO need help

coping! • Frustration• Helplessness• Can’t “pinpoint”• Can’t “Fix”

Connection to Psychological Theory…Maslow’s Hierarchy of Needs

New Situations

Conflict/ Poor Social Skills

Bullying/ Abuse

Poverty/ Homelessness

Connection to Biology/ Development…Children and Adolescents (HELLOOO HORMONES!)

are irrational beings By NATURE!

It is developmentally challenging to handle anything but the “here and now”.

As counselors, many of the skills we teach them are abstract concepts in that they have to see BEYOND what they are experiencing.

This is difficult and takes MUCH practice!Anything you can do to make things MORE concrete (pictures, manipulatives, handouts, props, stories, books, personal disclosure, etc.) the better. These things make it more REAL!

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Creating the “Space”: Room/ Props

Lighting: LOW

“Fidgets”: Yes Please!

Sound: White noise Machine, Relaxation music, Fountain, etc.

Extras: Pillows, ottomans, etc.

Classroom Guidance: Test-Taking Lesson or Test ANXIETY Lesson?

ADVOCATE!: Teaching children Test-Taking skills is important butso is teaching them to cope with the anxiety of “high stakes” testing!

EDUCATE!: Your packet includes a lesson that will give you the best of both worlds!

Worry Warriors: Group Counseling(Included in your packet)

Session 1: Welcome Warriors! Warm Up: Anxiety Assessment (Online) (10 Minutes) http://youth.anxietybc.com/anxiety-problem-me-take-quiz Discuss Group Rules/ Logistics (Meeting Days/Dates/ Times) (5 Minutes)Activity: Talk about how stressful it can be to be around people you don’t know and transition into a “Get to Know You” Jenga Game (10 Minutes) Close: In this group, I hope to learn… (5 Minutes)

Session 2: What is Anxiety/ Stress?Warm Up: What is Stress? Chapters 1 and 2 in “Worry Too Much” book and briefly discuss what stress/anxiety is (5 Minutes) Activity: Play “Stressor Guesser” Game (20 Minutes; 5 Minutes to fill out chart and explain rules; 15 Minutes to play)Close: My BIGGEST stressor is… (5 Minutes)

Session 3: Learning to Deal: My Stress First Aid KitWarm Up: Read Chapter 3 in “Worry Too Much” book and briefly discuss (Older Kids) or “Wilma Jean the Worry Machine” By Julia Cooke (Younger Kids) (10 Minutes) Activity: Discuss different coping strategies; let students color and decorate their “Tool Boxes” (15 Minutes)

Close: My favorite “STRESS BUSTER” is… (5 Minutes)

*“Tool Box”- You could get “fancy”, but I just had the students use a glue stick and affix the label (included). I laminated the envelope after they colored and decorated the “kits” and attached pieces of Velcro on the flap to close. Have students cut out the coping strategies, place them in their “kit” and discuss the ones they like best/ will work best for them!

Worry Warriors: Group Counseling(Included in your packet)

Session 4: Stress Collages (Older Kids) or Stress Monster (Younger Kids) Warm Up: Write calming words/ draw pictures IN SHAVING CREAM! (5 Minutes) Activity: Create Stress Collages (Older Kids) (Fold a large piece of drawing paper or poster board in half. Half should be stressors, the other half should be coping skills/ things that help them relax)Worry Monsters (Younger Kids) Use empty tissue boxes and let them use wiggly eyes, pipe cleaners, paper scraps, etc. to create “Worry Monsters” to “Gobble” up their worries after the group is done! (20 Minutes)Close: The most helpful thing I have learned since I became a worry warrior was… (5 Minutes)

Session 5: PARTY TIME! I always offer a little incentive at the end of each group and try to “tie in” the theme all at the same time. I usually make certificates for them and have a little “awards ceremony” along with an afternoon snack and “movie”. For this group, I used Trevor Romain’s “Facing Fear Without Freaking Out” (PUBLIC LIBRARY!). (1 Hour)

Worry Warriors: Individual Techniques(Included in your packet)

REBT Approach Rock Worry/ Clay Worry (Handout) Logic Map (from Ed Jacobs school of

thought- Handout) Soda Bottle Analogy- Not JUST for

Anger! • Many techniques that are used to cope

with anger can also be used for anxiety…Connection?

Bonus: Teacher/ Staff Activity

Wellness WheelLet’s do it! What parts of

your wheel need improvement?

~A wheel cannot turn unless it is properly balanced!~

Better Balance = STRESS REDUCTION!

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A Piece About Advocacy: Creating a CULTURE

Office Location

Defining your Role

Education/ Marketing

Re-Defining the Stigma: A positive look toward optimal mental health

Separation between seeking improvement in mental health/ counseling and punitive/ disciplinary practices.

Express positive comments about mental health and those seeking optimal mental health/ those suffering from mental illness.

You BREED how they SUCCEED!

Prizes! 5 CD’s (Electronic/ Editable Versions of ALL

Documents) 2 “Soothing Sounds” CD’s 2 Lavender Scented Wax Melts

ReferencesInformation on Anxiety/ Stress: http://www.worrywisekids.org/ http://kidshealth.org/parent/emotions/feelings/anxiety_disorders.html

Information on Psychological/ Developmental Theories http://www.impacttherapy.com/ Corey, G. (2004). Theory And Practice Of Counseling And Psychotherapy. Anxiety Pre/ Post Test http://youth.anxietybc.com/anxiety-problem-me-take-quiz Classroom Guidance Lesson Ideas www.savvyschoolcounselor.comWellness Wheel http://www.nwmissouri.edu/wellness/PDF/shift/BalancingYourWellness.pdf http://www.thecuttingveg.com/wellness-counselling/self-assessment.html

Books used in group counseling “Wilma Jean the Worry Machine”

By: Julia Cooke “What to Do When You Worry Too Much: A Kid’s Guide to

Overcoming Anxiety”By: Dawn Huebner

Activities Created/ Adapted by Jentae C. Scott-Mayo, M.Ed.

Don't Be a Worry Wart! Be a Worry WARRIOR!: Anxiety and Stress Management Techniques for Elementary & Middle School Students

ASCA 2016 Conference

New Orleans, LA

Monday, July 11, 2016

1:15pm-2:15pm

Jentae C. Scott-Mayo. M.Ed.

School Counselor- Dumbarton Elementary School; Henrico County Public Schools

Packet Features

Individual Techniques:

Clay Worry vs. Rock Worry

Relaxation Techniques

Logic Map

Group Counseling:

“Worry Warriors” Group Plans (Grades 2-6)

Classroom Guidance Lesson:

Test Anxiety/ Test Preparation Classroom Lesson Plan (Grades 4-8)

“Stressbusters 101” Classroom Lesson Plan (Grades 6-8)

BONUS: Staff Development Activity

Wellness Wheel


Test Taking/ Test Anxiety Classroom Guidance Lesson

Grades 4-8th

Duration: 30 Minutes

Materials: Relaxation Music

~Start Relaxation Music~

Introduction (2 Minutes): “Today, we are going to have a lesson to prepare for upcoming testing. Not only are we going to go over helpful

tips to help you to do your “best on the test”, but we are also going to practice some techniques to help you relax as we get closer to the

testing date and on the test date itself!”

Relaxation exercises (15 Minutes): (See the relaxation exercise handout) Go through each of the exercises. Each should take 5 minutes.

5 minutes each x 3 exercises = 15 Minutes

Test Chest (10 Minutes): “Next, we are going to talk about some important tips to help you to do your BEST on the TEST! I am going to

show you each of you clues from the “TEST CHEST” and you have to guess what each clue represents.” Have students guess and elaborate

on each item.

Muffin Mix- Eat a good breakfast/ Follow directions

Baby Clothes Hanger- Hang in there! Don’t give up!

Baby Pajamas/ Dollhouse Bed- Get a good night’s rest!

Checkers- Check over your work

Glasses- Wear em’ if you need em’/ Keep your eyes on your own paper

Breath Mints- Take deep breaths if you feel nervous/overwhelmed

Watch- Be on time the day of the test/ Use your time wisely

Box of Tissues- If you are REALLY sick, stay at HOME and come to school to take your test when you are feeling better!

Close (3 Minutes): I am leaving you with a double sided handout with some of the same and also some additional tips to help you to feel as

prepared as possible for your test! Good Luck!

Supplemental Handouts/ Follow-Up Activities:

Va Career View “Test Taking Strategies” Handout:

http://vacareerview.org/resources/pdf/6-8/Test%20Taking%20Strategies.pdf

Va Career View “8 Test Taking Tips” Handout:

http://vacareerview.org/resources/pdf/6-8/Test%20Taking%20Tips.pdf

http://vacareerview.org/resources/pdf/6-8/Test%20Taking%20Strategies.pdf

http://vacareerview.org/resources/pdf/6-8/Test%20Taking%20Tips.pdf


Worry Warriors: Anxiety/ Stress Management Group

Grades 2nd

-6th

Session 1: Welcome Warriors! (30 Minutes)

Warm Up: Anxiety Assessment (Online) (10 Minutes) http://youth.anxietybc.com/anxiety-problem-me-take-quiz

Discuss Group Rules/ Logistics (Meeting Days/Dates/ Times) (5 Minutes)

Activity: Talk about how stressful it can be to be around people you don’t know and transition into a “Get to Know You” Jenga Game (10

Minutes)

Close: In this group, I hope to learn… (5 Minutes)

Session 2: What is Anxiety/ Stress? (30 Minutes)

Warm Up: Chapters 1 and 2 in “Worry Too Much” book and briefly discuss what stress/anxiety is (5 Minutes)

Activity: Play “Stressor Guesser” Game (20 Minutes; 5 Minutes to fill out chart and explain rules; 15 Minutes to play)

Close: My BIGGEST stressor is… (5 Minutes)

Session 3: Learning to Deal: My Stress First Aid Kit (30 Minutes)

Warm Up: Read Chapter 3 in “Worry Too Much” book and briefly discuss (Older Kids) or “Wilma Jean the

Worry Machine” by Julia Cooke (Younger Kids) (10 Minutes)

Activity: Discuss different coping strategies; let students color and decorate their “Tool Boxes” (15 Minutes)

Close: My favorite “STRESS BUSTER” is… (5 Minutes)

Session 4: Stress Collages (Older Kids) or Stress Monster (Younger Kids) (30 Minutes)

Warm Up: Write calming words/ draw pictures IN SHAVING CREAM! (5 Minutes)

Activity: Create Stress Collages (Older Kids) (Fold a large piece of drawing paper or poster board in half. Half should be stressors, the

other half should be coping skills/ things that help them relax.)

Worry Monsters (Younger Kids) Use empty tissue boxes and let them use wiggly eyes, pipe cleaners, paper scraps, etc. to create “Worry

Monsters” to “Gobble” up their worries after the group is done! (20 Minutes)

Close: The most helpful thing I have learned since I became a worry warrior was… (5 Minutes)

Session 5: PARTY TIME! I always offer a little incentive at the end of each group and try to “tie in” the theme all at the same time. I

usually make certificates for them and have a little “awards ceremony” along with an afternoon snack and “movie”. For this group, I used

Trevor Romain’s “Facing Fear without Freaking Out” (PUBLIC LIBRARY!). (1 Hour)

*“Tool Box”- You could get “fancy”, but I just had the students use a glue stick and affix the label (included). I laminated the envelope after they colored and decorated the “kits” and attached pieces of Velcro on the flap to close. Have students cut out the coping strategies, place them in their “kit” and discuss the ones they like best/ will work best for them!


“Stressor Guesser” Game

Players: 4-6 and 1 Facilitator

Materials: Stress Inventories (Included); One die (Not Included)

Goal: To gain confidence in communicating/ expressing stressors to others and to establish commonalities among group members.

Directions:

DO NOT EXPLAIN RULES UNTIL AFTER THEY HAVE TAKEN THE INVENTORY!

1) Have students complete the brief inventory below.

*Remind students/ players that there are no “right” or “wrong” answers and that they should respond truthfully and keep their eyes on their own papers.

2) Collect the inventories from the students.

3) NOW EXPLAIN RULES TO STUDENTS!

4) Assign each student a number (1-6 for a standard die)

5) PLAY!:

When it is each player’s turn, they will roll the die (Player 1). Whichever player “belongs” to the number rolled (Player 2) is the player that they (Player

1) will have to “guess the stress” for. For example, Player 1 would say: “One of Maria’s stressors is talking in front of large groups.” Player 2 answers

“yes” or “no” and you (facilitator) would verify with their inventory. If the Player 1 “guesses” correctly, they (Player 1) gets a point. If they (Player 1)

answer incorrectly, they (Player 2 gets the point). Give each student the opportunity to talk about their stressors and form connections/ find

commonalities with other students/ players. You may choose to state, at the beginning of the game, what the “ending point” would be. Ex. “The

“winner” will be the first player to reach 10.”

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“Stressor Guesser” Mini Stress Inventory

Check the 5 items that make you the MOST worried/ anxious:

Heights_______

Being Late_______

Getting a Bad Grade_______

Speaking in Front of People_______

Reading Out Loud_______

Doing New Things________

Being in New Places________

Meeting New People________

Getting in Trouble________

Forgetting Things_______

Family Problems________

Friendship Problems ______

Crowds_______


Read

Take a “Power Nap”

Exercise

Watch a Favorite T.V. Show

Talk to Someone You Trust

Play with a Pet

Write about It

Listen to music

Draw

Deep Breathing/ Relaxation Exercises

Help a Friend or Family Member

_________________________’s Stress First Aid Kit


Logic Map (For use with students with challenges with anxiety/ irrational thoughts/ thinking)

EXAMPLE: I always get bad grades in math. I must be the dumbest person in the world! My mom and dad say I

can’t play football if I don’t improve my grades in math. They hate me. I may as well quit the team now.

True Not True

You have gotten some grades that you did not like in math. You ALWAYS get bad grades in math. I am

sure there have been at least a few times you got

grades you were proud of.

You have gotten some D’s and F’s in math.

You are not doing as well in math as you would like to. You are the dumbest person in the WORLD.

Your parents are disappointed in your effort/ performance.

Math may not be your best subject. You are the only person who struggles in math.

Everyone has weaknesses. It is time to give up.

Weaknesses require more work.

We need to brainstorm some ways to get you the help Your parents hate you.

you need to be successful in math

Being successful in school is EXTREMELY important in

order to continue to be an eligible athlete.

Purpose:

To establish healthy logical thinking patterns in times of distress.

To establish a solution focused approach to a student challenge.

To establish a technique that a student can learn and utilize independently over time.


Relaxation Techniques

Deep Breathing

Close Eyes

Create a peaceful “space” or picture in your mind

Take deep breaths in sets of 3

3 Part Breath

Close Eyes


Take deep breaths in sets of 3

Take deep breaths and concentrate on breaths moving through 3 main venues

of the body:

o In through the belly, chest, and throat.

o Out through the throat, chest and belly.

Squeeze and Release

Close Eyes


Establish a NORMAL breathing pattern

Squeeze

Purpose:

To focus on things that CAN be controlled (body and breath), rather than

things that CANNOT be controlled.

Relaxation and stress relief.


Clay Worries vs. Rock Worries Clay Worries

Things you CAN change.

When you change these you feel EMPOWERED.

Ex: Effort you put into your school work, your behavior, your

actions

Rock Worries

Things you CANNOT change

When you focus on these they can WEIGH YOU DOWN.

Ex: The actions/ thoughts of others, relationship between

parents, parents in the legal system (jail or court)