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Presented by: NameMonth XX, 2012
When To Worry About a Child’s Worries
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Anxiety can be a good thing
• Anxiety is a normal and adaptive system in the body that tells us when we are in danger.
• Sometimes our bodies warn us about danger that isn’t real.
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When To Worry About Anxiety
• Anxiety becomes a problem when it interferes with functioning:– Intensity
• What is the degree of the stress present?– Impairment
• Does the stress interfere with daily life?– Flexibility
• Can the child recover when the stressor is not present?
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When To Worry About Anxiety
Severe anxiety is:– unrealistic– out of proportion– being overly self-conscious– unwanted and uncontrollable– doesn’t go away– leads to avoidance
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Facts About Anxiety Disorders
• Anxiety disorders affect approximately 13% of American children and adolescents.
• Anxiety disorders are the greatest predictors of mood disorders and alcohol abuse in adulthood.
• More than 40 million adults in the US (18%) have reported disabling anxiety that negatively impacts their lives.
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Generalized Anxiety Disorder
• Characterized by pervasive, unwarranted worry about a variety of everyday things
• Often focused on performance in school or sports
• Can lead to physical symptoms like stomachaches and headaches
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Suggestions for Educators
• Show empathy
• Offer to talk
• Give praise
• Incorporate inner life skills
• Be understanding
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Selective Mutism (SM)
• Children with SM are unable to speak outside the home
• Should not be confused with reluctance to speak
• Can cause severe distress• Parents often begin noticing signs of SM when a
child is 3 or 4 years old.
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Suggestions for Educators
• Self-modeling
• Fading
• Successive approximation
• Mystery motivator
• Parent involvement
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Separation Anxiety Disorder
• Characterized by inappropriate and excessive anxiety about separating from parents or caregivers
• Difficulty separating is normal in early childhood development; it becomes a disorder if the fear and anxiety interfere with age-appropriate behavior.
• Usually occurs before age 10
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Suggestions for Educators
• Engage the child in activities
• Don’t force the child to participate
• Comfort the child
• Establish a routine
• Talk to parents
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Specific Phobias
• Characterized by an excessive and irrational fear of an object or situation not normally considered dangerous
• Common childhood phobias– Natural environment– Animals– Blood
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Suggestions for Educators
• Recognize that the fear is real
• Don’t cater to fears
• Teach students how to rate fear
• Use coping strategies
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Obsessive-Compulsive Disorder (OCD)
• Characterized by unwanted thoughts, images or impulses (called obsessions) that a child attempts to fend off or neutralize by performing compulsions (ritualized or repeated behaviors).
• OCD can manifest as early as 5 years old.
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Suggestions for Educators
• Identifying OCD
• Interventions– Educational and behavioral strategies– Well-structured classroom– Classroom accommodations
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Social Anxiety Disorder
• Characterized by excessive self-consciousness that goes beyond common shyness or nerves
• Mostly affects adolescents• 2 main types:
– Performance– Interactional
• Can lead to isolation and depression
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Suggestions for Educators
• Encouragement
• Avoid embarrassment
• Foster friendships
• Reward progress
• Give praise
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School Refusal
• Response to various types of anxiety– Separation anxiety– Performance anxiety– Social anxiety– Generalized anxiety– Depression– Bullying– Health-related concerns
• Students who are truant hide their absences and anxiety
• Potential consequences– Lack of academic progress– Failure to develop social relationships– Family conflict
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Warning Signs ofSchool Refusal
• Frequent complaints about attending school
• Frequent tardiness or unexcused absences
• Absences on significant days (tests, speeches, physical education class)
• Frequent requests to call or go home
• Excessive worrying about a parent when in school
• Frequent requests to go to the nurse’s office because of physical complaints
• Crying about wanting to go home
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School Refusal Assessmentand Intervention• Assessment should include a variety of methods
– Observation of the child– Review of academic records and attendance history– Interviews and questionnaires completed by parents, teachers, & the
student
• Determine the antecedents and consequences for behavior• Select intervention strategies with a mental health
professional– Relaxation training– Social skills training– Goal-setting and rewards or contingencies based on attendance– Parent training
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Suggestions for Educators
• Be alert for signs of school refusal• Welcome separation-anxious children when they arrive• Help children who have anxiety about giving speeches or
other performance situations to feel more comfortable• Assign a peer buddy at recess or lunchtime to help socially
anxious children feel more at ease• If academic difficulties are present, adjust assignments to
the child’s level• Provide a quiet and safe area in the school for a child to go
when feeling stressed• Ensure that the child feels safe at school
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Suggestions for ParentsManaging Their Child’s Anxiety
• Try to manage anxiety, not eliminate it• Model healthy ways of handling anxiety• Don’t reinforce fear• Stop avoiding• Talk things through• Find help
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Where to find help
• [Include your contact information]• [Include your school/district resources]• [Add information on resources in your
area]• www.nasponline.org
Learn more about anxiety on childmind.org
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