Links & Resources
Worry Wise Kids
http://www.worrywisekids.org
Strategies for Teachers
http://www.ocdsb.ca/com/Mental%20Health%20Docs/Tips%20for%20Teachers-%20Anxious%20Students.pdf
http://www.worrywisekids.org
Strategies for Teachers
http://www.ocdsb.ca/com/Mental%20Health%20Docs/Tips%20for%20Teachers-%20Anxious%20Students.pdf
Books
Definition & AB Education Code"Anxiety disorders are characterized by an excessive and persistent sense of apprehension along with physical symptoms, such as sweating, palpitations, stomach aches and feelings of stress. Anxiety disorders have biological and environmental causes, and are usually treated with therapy and/or medication. Anxiety disorders can coexist with many other disorders and disabilities."
Code: N/A |
Characteristics & BehavioursCharacteristics/ Red Flags -Demonstrating excessive distress out of proportion to the situation (crying, physical symptoms, sadness, anger, frustration etc.) -Repetitive reassurance questions (“What if” concerns, inconsolable, won’t respond to logical arguments) -Headaches, stomachaches, regularly too sick to go to school -Anticipatory anxiety, worrying hours, days or weeks ahead of a situation -Difficulty falling asleep, frequent nightmares, difficulty sleeping alone -Perfectionism, self-critical, high standards that make nothing good enough -Overly-responsible, people-pleasing, excessive concern that others are upset with him/her, unnecessary apologizing -Excessive avoidance, refuses to participate in activities, refusal to attend school -Excessive time spent consoling the child about distress in ordinary situations -Excessive time coaxing child to do normal activities (homework, hygiene, meals etc.) |
StrategiesCool down pass
Providing the student with a cool down pass such as a button or a card to place on their desk or yours when they feel that they need a break to take a walk or wash their face would be beneficial for a student who is hesitant to ask to leave the class when they are feeling too much pressure. Testing Conditions
Allowing extended time on a test may help to ease the pressure on a student with anxiety, even if they may not need to use the extra time. Providing the student with an alternate location to write may be very beneficial for students. Fire/Safety Drill: If there is an opportunity to signal to the student that a fire drill is about to happen, the student may be able to buffer any surprise and allow them to mobilize. Also talk through the procedure when an alarm sounds. Have a safe place that the student knows exactly where to go when they hear a certain alarm.
Class participation: Determine the student’s comfort level when it comes to certain questions. Use a signal to let the student know when you are going to call on them and allow the student to share knowledge that they are most confident in.
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