Stress and Anxiety in Students January 15, 2019 Dr. Christina - - PowerPoint PPT Presentation

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Stress and Anxiety in Students January 15, 2019 Dr. Christina - - PowerPoint PPT Presentation

Sep 10, 2023 339 likes •712 views

Stress and Anxiety in Students January 15, 2019 Dr. Christina Conolly, NCSP Director Division of Psychological Services Participants will gain: An understanding of what stress is Intended Effects of stress and school performance

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Stress and Anxiety in Students

January 15, 2019

  • Dr. Christina Conolly, NCSP

Director Division of Psychological Services

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Intended Outcomes

Participants will gain:

  • An understanding of what stress is
  • Effects of stress and school

performance

  • An understanding of what causes

anxiety disorders

  • Steps families can take to

decrease stress for students

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Did you know…

  • 1 in 5 students experience a

mental health disorder

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Youth Mental Health by the Numbers

Source: CDC, 2018

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CDC Data collected between the years 2005-2011 show:

  • Children aged 3-17 years currently had:
  • ADHD (6.8%)
  • Behavioral or conduct problems (3.5%)
  • Anxiety (3.0%)
  • Depression (2.1%)
  • Autism spectrum disorders (1.1%)
  • Tourette syndrome (0.2%) (among children aged 6–17 years)
  • Adolescents aged 12–17 years had:
  • Illicit drug use disorder in the past year (4.7%)
  • Alcohol use disorder in the past year (4.2%)
  • Cigarette dependence in the past month (2.8%)

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Youth Mental Health by the Numbers

Source: CDC, 2018

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Why do we talk about mental health?

Mentally healthy children are more successful in school and life.

  • Research demonstrates that students who receive social–emotional and mental

health support achieve better academically.

  • School climate, classroom behavior, on-task learning, and students’ sense of

connectedness and well-being all improve as well.

  • Mental health includes social, emotional, and behavioral health and the ability

to cope with life’s challenges.

  • Left unmet, mental health problems are linked to negative concerns such as

academic and behavior problems, dropping out, and delinquency.

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Source: NASP, 2016

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STRESS

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What is Stress?

  • Definition of Stress:
  • Any uncomfortable "emotional experience accompanied by

predictable biochemical, physiological and behavioral changes."

  • Some stress can be beneficial at times, producing a boost that

provides the drive and energy to help people.

  • However, an extreme amount of stress can have health

consequences and adversely affect the immune, cardiovascular, neuroendocrine and central nervous systems.

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Source: http://www.apa.org/helpcenter/understanding-chronic-stress.aspx; Anderson, N.B. (1998).; Baum, A. (1990)

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§ Can make you feel energized and motivated § Encourages us to deal with challenges § Increases strength § Increases speed § Increases stamina

GOOD STRESS/Bad Stress

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§ Feeling Overwhelmed § Over/Under Sleeping § Over/Under Eating § Headaches § Stomachaches § Feeling Jittery § Impatience § Decreased Strength

Good Stress/BAD STRESS

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Reasons Students May Feel Stress

ü School Performance ü Peer Pressure ü Family issues/expectations ü Death of a loved one/pet ü Loss of a friend ü Move to a new home ü Media ü Bullying ü Family, community, national violence ü Childhood abuse ü Dating abuse ü Injuries or severe physical illness ü Appearance ü Finances ü Commercialism ü Mental Illness

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Even MORE Reasons Students Feels Stress

§ Not understanding how grades are earned § Concerns and assumptions about what others think about them § Snapchat/Instagram/Twitter/etc. § Immediacy of cell phones § Girl/boy drama § Pressure for boys to handle problems physically § Hormonal changes/puberty/ZITS § Feeling the need to be high school ready in middle school… and college ready their freshman year

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Source: https://www.youtube.com/watch?v=7pwKxVQon50

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ANXIETY DISORDERS

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What is a mental health disorder?

  • Serious changes in the ways students typically learn, behave,
  • r handle their emotions.
  • Symptoms usually start in early childhood, although some

concerns may start during the teenage years. However, some children with a mental disorder may not be recognized or diagnosed as having one. Concerns can be treated and managed.

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Source: CDC, 2018

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What is Anxiety?

  • Anxiety is one of the most common experiences of children

and adults

  • An adaptive reaction. Creates a level of arousal and

alertness to danger

  • Primary Characteristic:
  • Worry
  • Fear that future events will have negative outcomes
  • Anxiety can be a normal reaction to stressful situations

Source: https://www.nasponline.org/resources-and-publications/resources/mental- health/mental-health-disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

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What is Anxiety?

  • Infancy and Preschool
  • First appears at 7-8 months of age as stranger anxiety
  • Age 12-15 months: Separation Anxiety
  • Associated with fears of: strangers, dark, new situations, animals, loud noises,

etc.

  • School Age
  • As the child gets older, anxiety is associated with social and abstract

concepts:

  • Social Acceptance
  • The Future
  • Moves to a New School
  • Etc.

In most cases, students cope well with this situations. Severe or Chronic Anxiety is not common.

Source: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health-disorders/anxiety-and- anxiety-disorders-in-children-information-for-parents

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Anxiety Disorders

  • Separation Anxiety Disorder
  • Persistent or Extreme fears about leaving familiar people.
  • Refusal to leave home, attend school
  • Generalized Anxiety Disorder
  • Pervasive and high levels of anxiety across a variety of situations
  • Most common childhood anxiety disorder
  • Concerned about doing things well; Perfectionistic
  • Worries frequently about relatively minor things
  • Appear stressed much of the time

Source: https://www.nasponline.org/resources-and-publications/resources/mental- health/mental-health-disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

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Anxiety Disorders

  • Social Phobia
  • Excessive fear about being in social situations and being

evaluated by others

  • Fear of social situations is out of proportion to the actual situations
  • Typical age of onset is in adolescence or early adulthood
  • Posttraumatic Stress Disorder (PTSD) ***
  • Distress as a result of a traumatic situation.
  • Common types of trauma: exposure to violence, auto accidents,

home fires and injuries, natural disasters, adverse childhood experiences

Source: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health- disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

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Effects on School and Social Performance

  • Struggle with various demands of school
  • Inattention
  • Perfectionistic
  • Forgetful or unwilling to participate due to concerns about failure
  • r embarrassment
  • Avoids difficult tasks
  • Does not volunteer or participate in classroom activities
  • Withdrawal from others or situations
  • Perceived as unmotivated, lazy, uninterested in school

Source: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health- disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

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Source: https://www.youtube.com/watch?v=FAvrNLsgl4c

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PROVIDING SUPPORT

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How can students address concerns?

  • Talk with a trusted adult
  • At home, in school, with community groups
  • Build Up Resiliency

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  • Have predictable routines
  • Set clear and reasonable expectations
  • Break down tasks into manageable units (e.g. homework, chores,

classwork, etc.)

  • Pair anxious students with peers who are confident and supportive
  • Give the student special responsibilities to help build confidence
  • Give time to relax when anxiety becomes high.
  • Provide breaks
  • Reduce or avoid unexpected situations

Positive Interventions for Home & School

Source: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health- disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

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  • Reduce time constraints, if possible
  • Have the student work in a quiet setting with fewer distractions
  • Be consistent with how you handle problems and administer

discipline

  • Be patient and be prepared to listen
  • Avoid being overly critical, disparaging, impatient, or cynical
  • Maintain realistic, attainable goals and expectations for your child
  • Do not communicate that perfection is expected or acceptable
  • Encourage participation in ”fun” and stress-free activities

Positive Interventions for Home & School

Source: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health- disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

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Source: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health- disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

Positive Interventions for Home & School

  • Accept that mistakes are a normal part of growing up. No one is

expected to do everything well.

  • Everyone has strengths and weaknesses
  • Praise and reinforce effort, even if success is less than expected.
  • Teach students how to practice and rehearse upcoming events

like giving a speech or other performances

  • Teach the student simple strategies to help with anxiety
  • Organizing materials and time
  • Learning how to relax under stressful conditions (e.g. mindfulness)

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Source: https://www.nasponline.org/resources-and-publications/resources/mental-health/mental-health- disorders/anxiety-and-anxiety-disorders-in-children-information-for-parents

Positive Interventions for Home & School

  • Maintain consistent but flexible routines at home and school
  • Avoid punitive and negative attitudes
  • Do not treat feelings, questions, and statements about feeling

anxious as silly or unimportant

  • Often, reasoning is not effective in reducing anxiety.
  • Do not criticize your student for not being able to respond to

rational approaches

  • Seek outside help if the problem persists and continues to interfere

with daily activities

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When to Get Help

  • Student’s behaviors are interfering with life activities
  • Student causing significant/repeated disruption in classroom
  • Student escalating others’ behavior
  • Student self-injuring
  • Student is withdrawn and is avoiding activities
  • Student becoming suicidal/threatening others
  • Things to consider:
  • Length of Time
  • Frequency
  • Intensity

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Common Myths about Youth Suicide

  • Asking questions or talking about

suicide with children and adolescents will increase the probability that suicide will occur.

  • Research actually suggests that youth

who are able to openly and candidly discuss the topic of suicide with trusted adults typically have more beneficial

  • utcomes.
  • Parents/caregivers are cognizant
  • f their child’s suicidal behavior.
  • One study indicated that 86% of parents

were unaware of the suicidal behavior including suicide attempts.

Source: Miller (2011)

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  • Do not be afraid to talk

to your friend.

  • Know the warning signs.
  • Make no deals to keep

anything confidential.

  • Tell an adult.

Suicide Prevention: Suggestions for students

A.C.T.: Acknowledge Care Tell a Trusted Adult

Source: Screening for Mental Health (2016)

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Does My Child Have a Disability?

  • Contact the school to schedule:
  • Educational Management Team Meeting
  • IEP Meeting
  • 504 Meeting
  • Only a IEP or 504 Team can determine if an

educational disability exists

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Where to Get Help

  • Contact:
  • Building Administration
  • Teacher
  • School Counselor
  • School Psychologist
  • Pupil Personnel Worker
  • Parent Community Coordinator

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Stress Reducing Techniques

Five Minute Mindfulness

Source: https://www.youtube.com/watch?v=9A0S54yAgEg

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Questions

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Contact information

  • Dr. Christina Conolly

Director, Division of Psychological Services Montgomery County Public Schools 850 Hungerford Drive Rockville, MD 20850 Christina_N_Conolly@mcpsmd.org

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References

  • CDC study
  • https://www.cdc.gov/childrensmentalhealth/features/kf-childrens-mental-health-

report.html

  • Miller, D. N. (2011). Child and adolescent suicidal behavior: School-based

prevention, assessment, and intervention. The Guilford Press, New York.

  • National Association of School Psychologists
  • http://www.nasponline.org/resources-and-publications/resources/school-safety-

and-crisis/preventing-youth-suicide/save-a-friend-tips-for-teens-to-prevent-suicide

  • http://www.nasponline.org/resources-and-publications/resources/mental-

health/school-psychology-and-mental-health/school-based-mental-health- services

  • http://www.nasponline.org/resources-and-publications/resources/mental-

health/prevention-and-wellness-promotion/building-resiliency-helping-children- learn-to-weather-tough-time

  • https://www.nasponline.org/resources-and-publications/resources/mental-

health/mental-health-disorders/anxiety-and-anxiety-disorders-in-children- information-for-parents

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