Supporting Students with Anxiety Disorders
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Transcript Supporting Students with Anxiety Disorders
SUPPORTING STUDENTS
WITH ANXIETY DISORDERS
Myque Harris, MS, LCPC
Tennessee State University
Loyola University, 2005
Licensed Clinical Psychotherapist, 2007
Psychiatry Clinic, Private practice,
School based mental health
VIDEO: IN THEIR OWN WORDS...
http://www.youtube.com/watch?v=4VbxjsO9IYI&feature=colike
http://youtu.be/Rcy2jF1EXjk
Cleansing Breath
Today we will talk about Anxiety and ADHD with a primary focus on
anxiety.
Discuss inattention/impulsivity and acknowledge possible root in anxiety or
ADHD
ANXIETY
Anxiety is the most common, chronic, costly emotional disorder in the
U.S. (NIHM) for both Children and Adults
25% of Adults
Children age 8 (25.7%); Age 17 (21.4%)
•
Women vs. Men
More likely to affect females (Social Anxiety is equal)
Comorbid with Depression and ADHD
GAD and depression more common
Why? BOTH Nature (40%) AND Nurture (60%) play a part – 3 main
ingredients
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3 INGREDIENTS IN ANXIETY
Biological Sensitivity
Research in infants shows biological sensitivity from birth; Over
sensitive to stimuli (sounds, odor, touch)
Temperament can be ID as early as 4 months to show which
babies will be more likely to have anxiety
Stress Overload
Correlation between Stress and Anxiety
School months verses summer months
Personality Traits
People with Anxiety have similar traits – Further look…Next slide...
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ANXIETY DISORDERS – DSM-IV
General Anxiety Disorder
Separation Anxiety
Obsessive Compulsive Disorder
Obsession: intrusive thoughts or images, associated with negative feelings
Compulsion: Ritualized behavior, checking, counting, hoarding
Panic Disorder
Overanxious Disorder
Social Anxiety Disorder
Phobias
Post Traumatic Stress Disorder (PTSD)
Anxiety due to medical issues (allergies, Crohn’s)
Obsessive Personality Disorder (Personality Disorder vs. an Anxiety disorder)
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WHAT IS ADHD?
The inability to maintain focus and
manage internal (thoughts) and
external (noise) distractions;
organize, sequence and make
things happen, inhibit impulses and
issues in some memory function.
Types of ADHD
Predominately Inattentive (ADD)
Predominately Hyperactive-
Impulsive
Combined type
ADHD NOS
6 symptoms, 6 months, 2 or
more settings
Before the age of 7 years
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• There is a breakdown in the area of attention
• This
breakdown prevents complete and
accurate
processing
of
information,
comprehension, and recall
Attention
Processing
Comprehension
Memory
Barrie Morganstein, Ph.D. & Trey Ishee, Psy.D.
DIFFERENTIAL DIAGNOSES
Anxiety –
• Stress and worry can also cause poor attention and distractibility prevents
information from accurately and completely entering the brain.
• Anxiety and low self-esteem can also cause children to hesitate in
responding which can look like comprehension difficulties or verbal apraxia.
ANXIETY
• Anxiety can also cause breakdowns in the areas of
attention and processing, but can also cause
breakdowns further along the process and disrupt
communication in a variety of ways
Attention
Processing
Comprehension
Memory
BRAIN PARTS AND FUNCTIONS
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BRAIN STRUCTURES
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YOUR BRAIN ON ANXIETY
Model of the brain
Functions
Brainstem:
Connects to the spinal chord
Heart rate, breathing, sleeping, eating
Cortex:
Pre frontal lobes:
Logic, fore thought, planning, mindful choices
Fully develops in our 20s
Limbic Region:
Multi-layered, complex
Emotion, behavior, motivation, long term memory,
olfaction
Amygdala:
Part of the limbic system
Processes strong emotional, such as fear, anger, anxiety
Acts as a smoke alarm
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Alarm System – Next slide for visual
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EMOTIONAL HIJACKING!
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NEURAL STATIC AND IMPRINTING
Neural Static
Brainstem and limbic system hijack the brain and body (fight, flight
or freeze) and temporarily create “static” in the brain that inhibits
the brain from functioning
We are not (literally) thinking clearly and using all of our resources
Imprint neural firing patterns
Similar situations, “Alarm systems” warns us, but makes errors –
Values speed over accuracy
Hebbs’s axiom: Neurons that fire together wire together
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EXPLICIT AND IMPLICIT MEMORY
Explicit (Aware) and Implicit (Unaware) Memory
These memories affect and influence future experiences
WOMEN’S BUG STORY
Fearful memories are attached to an/a:
1.
Informational component (“Nobody likes me!”; “I’m not smart
enough to do math!”)
2.
Energy/Emotional component (Helplessness, sadness, confusion)
3.
Negative conclusion or message about self (“I’ll never have
friends; I will fail math and there is nothing I can do about it.”)
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THE “ALARM SYSTEM”
Jobs:
Imprints experiences in which we have felt at risk so we
can be alerted to similar experiences in the future.
*Note: Usually in childhood these experiences are perceived as very
intense because of the vulnerability, naivety and lack of experience of
children.
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PERSONALITY TRAITS
COMMON TO ANXIOUS STUDENTS
Looks like a model student?
Positive
Responsible
Cooperative
Prefers structure
Motivated Student
Likes to please
Avoids conflict
Perfectionism
Worry
Difficulty relaxing
Low assertiveness
MYQUE HARRIS, MS, LCPC
Thoughtful/Reflective
Negative
Higher Stress/Anxiety levels
Personalizes – makes things about
them
Easily exploited
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TYPICAL WORRIES, AGES 7-15
School performance
Appearance
Social Acceptance
Peer relationships
Death of a parent
Global/Societal Issues
Violence, hunger, poverty,
economy
Refer to Developmental
handout
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HOME
Major transitions (i.e. moving)
Divorce of parents
Parents Illness
Unstable Parent (Mood, lack of presence, etc.)
Inconsistent home structure
Families create anxiety in children
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SCHOOL RELATED ANXIETIES
Text Anxiety – a specific phobia (Handout)
Symptoms
Excessive or unusual fear, tension, apprehension, somatic
arousal.
Can occur before, during or after exam
Concentration, problem solving and creative thinking are
affected.
Associated with some major concern about performance
Fear of Anxiety symptoms
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FEAR OF ANXIETY SYMPTOMS
Students can have anxiety
about have anxiety
Fear of embarrassment
Fear of losing control
“I don’t know what’s
wrong!”
Teary; embarrassed
Cycle created
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Somatization
Internalizing Anxiety
These issues can be real or
imagined. Many anxious students
develop real health issues
because of how they internalize
their anxiety.
MYQUE HARRIS, MS, LCPC
Gastrointestinal (GI) Issues
Headaches
Aches and Pains
Wrist and knee braces
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Supporting children and
families dealing with
anxiety…
WE CAN HELP!!!
Children can…
• Learn new patterns
• Develop new coping skills
• Understand new concepts
• Change patterns in thinking
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THERAPY: STUDENTS AND FAMILIES
Sales
Client 40%
Therapist's Expectation 15%
15%
15%
Relationship 30%
Therapist's Technique 15%
40%
30%
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COUNSELING TECHNIQUES
Counseling
Cognitive Behavior Therapy
(CBT)
Rational Emotive Behavior
Therapy (REBT)
Talk Therapy
Play Therapy
Art Therapy
In-Vivo (exposure) Therapy
Mindfulness
MYQUE HARRIS, MS, LCPC
Other
Medication
Food restrictions
Reducing caffeine
Supplements
Relaxation and Breathing
Techniques
Sleep hygiene
Nutrition
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HOW PARENTS/TEACHERS CAN HELP…
Recognize signs of a possibly anxious child/student
Equip that child/student with skills they can use at home or in the classroom
or in social situations (Stop-Think- Reflect-Choose)
Make accommodations when needed (Tell child/students what will happen
on a trip, the morning of the outing…)
Communicate with teachers/parents about observations
Help students understand how to recognize a different perspective
Integrate specific techniques into your home or classroom routine
(Breathing, reflecting, relaxation)
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HOW PARENTS/TEACHERS CAN HELP…
Parents/Teachers can…
FEAR THERMOMETER
Listen to the students
9 – I can’t take it!
7 – I’m very uneasy
5 – I’m a little uneasy
1- I’m “A” Ok!
MYQUE HARRIS, MS, LCPC
perspective or send them to an
adult who has the time to listen
MO – rate their feeling, ask why
5?
Catch it early: Use techniques to
calm kids before they cross over
Feeling vocabulary
Help kids understand where they
feel their feelings in their bodies
Talk therapy can be free!!!! Use it
at home or in school!!!
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TECHNIQUES
3’s – Signals, Source, Solutions/Skills
Stop-Breath-Reflect-Choose
Worry Box
Worry Time
Breathing
In and out through nose (Para sympathetic nervous system)
Managing Test Anxiety (or specific subject, Math)
Relaxation Techniques (Progressive muscle relaxation)
Redirect thinking – Mini CBT
FAFL – Face, Accept, Float, Let time pass…
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RELAXATION TECHNIQUES
Music
Breathing
Nostril breathing
Belly breathing
Stillness
Practice being still, increase time
Meditation, Chanting
Physical practice
Yoga
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PROGRAMS
Life Skills Program for Anxiety in Kids
Reduce stress (adjust schedules, Time management Skills
Adjusting parenting and home structure
Sleep Hygiene
Feelings support work
Having reasonable goals (At School and Home)
Relaxation Techniques
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YAY! PROGRESS
More Relaxed
Less worry
Increased positive outlook
Higher self esteem
Risk tolerance is higher
Better social skills
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QUESTIONS
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REFERENCES
Foxman, P. The Worried Child: Recognizing Anxiety in Children
and Helping Them Heal, 2007
Fralich, Terry, Cultivating Lasting Happiness: A 7-Step Guide to
Mindfulness, 2007
Diagnostic and Statistical Manual of Mental Health Disorders,
Fourth Edition
National Inst. Of Mental Health
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