Transcript of SUPPORTING STUDENTS WITH ANXIETY DISORDERS Myque Harris, MS, LCPC Tennessee State University Loyola...
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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
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VIDEO: IN THEIR OWN WORDS...
http://www.youtube.com/watch?v=4VbxjsO9IYI&feature=colike
http://www.youtube.com/watch?v=4VbxjsO9IYI&feature=colike
http://youtu.be/Rcy2jF1EXjk 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
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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 MYQUE
HARRIS, MS, LCPC 3
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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 lookNext slide... MYQUE HARRIS, MS,
LCPC 4
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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, Crohns)
Obsessive Personality Disorder (Personality Disorder vs. an Anxiety
disorder) MYQUE HARRIS, MS, LCPC 5
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WHAT IS ADHD? MYQUE HARRIS, MS, LCPC 6 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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AttentionProcessingComprehensionMemory There is a breakdown in
the area of attention This breakdown prevents complete and accurate
processing of information, comprehension, and recall Barrie
Morganstein, Ph.D. & Trey Ishee, Psy.D.
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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.
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ANXIETY AttentionProcessingComprehensionMemory 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
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BRAIN PARTS AND FUNCTIONS MYQUE HARRIS, MS, LCPC 10
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BRAIN STRUCTURES MYQUE HARRIS, MS, LCPC 11
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YOUR BRAIN ON ANXIETY Model of the brain Functions MYQUE
HARRIS, MS, LCPC 12 Brainstem: Connects to the spinal chord Heart
rate, breathing, sleeping, eating Cortex: Multi-layered, complex
Pre frontal lobes: Logic, fore thought, planning, mindful choices
Fully develops in our 20s Limbic Region: 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 Alarm System Next slide for
visual
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EMOTIONAL HIJACKING! MYQUE HARRIS, MS, LCPC 13
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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
Hebbss axiom: Neurons that fire together wire together MYQUE
HARRIS, MS, LCPC 14
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EXPLICIT AND IMPLICIT MEMORY Explicit (Aware) and Implicit
(Unaware) Memory These memories affect and influence future
experiences WOMENS BUG STORY Fearful memories are attached to an/a:
1. Informational component (Nobody likes me!; Im not smart enough
to do math!) 2. Energy/Emotional component (Helplessness, sadness,
confusion) 3. Negative conclusion or message about self (Ill never
have friends; I will fail math and there is nothing I can do about
it.) MYQUE HARRIS, MS, LCPC 15
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THE ALARM SYSTEM Jobs: at risk alerted 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. MYQUE
HARRIS, MS, LCPC 16
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PERSONALITY TRAITS COMMON TO ANXIOUS STUDENTS MYQUE HARRIS, MS,
LCPC 17 Looks like a model student? Responsible Prefers structure
Likes to please Avoids conflict Perfectionism Worry Difficulty
relaxing Low assertiveness Positive Cooperative Motivated Student
Thoughtful/Reflective Negative Higher Stress/Anxiety levels
Personalizes makes things about them Easily exploited
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TYPICAL WORRIES, AGES 7-15 MYQUE HARRIS, MS, LCPC 18 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 MYQUE HARRIS,
MS, LCPC 19
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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 MYQUE HARRIS, MS, LCPC 20
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FEAR OF ANXIETY SYMPTOMS MYQUE HARRIS, MS, LCPC 21 Students can
have anxiety about have anxiety Fear of embarrassment Fear of
losing control I dont know whats wrong! Teary; embarrassed Cycle
created
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Somatization MYQUE HARRIS, MS, LCPC 22 Gastrointestinal (GI)
Issues Headaches Aches and Pains Wrist and knee braces
Internalizing Anxiety These issues can be real or imagined. Many
anxious students develop real health issues because of how they
internalize their anxiety.
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Supporting children and families dealing with anxiety MYQUE
HARRIS, MS, LCPC 23 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 MYQUE HARRIS, MS, LCPC 24
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) MYQUE HARRIS, MS, LCPC 26
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HOW PARENTS/TEACHERS CAN HELP FEAR THERMOMETER Parents/Teachers
can MYQUE HARRIS, MS, LCPC 27 Listen to the students 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!!! 9 I cant take it! 7 Im very
uneasy 1- Im A Ok! 5 Im a little uneasy
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TECHNIQUES 3s 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 MYQUE HARRIS, MS, LCPC 28
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RELAXATION TECHNIQUES Music Breathing Nostril breathing Belly
breathing Stillness Practice being still, increase time Meditation,
Chanting Physical practice Yoga MYQUE HARRIS, MS, LCPC 29
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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 MYQUE
HARRIS, MS, LCPC 30
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YAY! PROGRESS More Relaxed Less worry Increased positive
outlook Higher self esteem Risk tolerance is higher Better social
skills MYQUE HARRIS, MS, LCPC 31
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QUESTIONS MYQUE HARRIS, MS, LCPC 32
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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 MYQUE HARRIS, MS, LCPC 33