Presented by: Name Month XX, 2012 When To Worry About a Child’s Worries Insert logo of speaker’s organization Insert host logo Insert local partners’ logo.

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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Thank you for joining us to

Speak Up for Kids!

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