The Impact of Worry, Sadness & Perfectionism on School Performance Ina Nyko, School Psychologist...

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Transcript of The Impact of Worry, Sadness & Perfectionism on School Performance Ina Nyko, School Psychologist...

  • Slide 1
  • The Impact of Worry, Sadness & Perfectionism on School Performance Ina Nyko, School Psychologist Enloe & Broughton High School
  • Slide 2
  • Presentation Overview What Is the difference between Worry, Sadness, and Perfectionism What is Perception of threat? What can be done to address behaviors that impact school performance Resources for parents & teens CAUTION: There is a difference between worry, sadness, perfectionism and psychiatric conditions such as Anxiety & Depression
  • Slide 3
  • Reframe - Situations That Are Not As Successful as One Would Like
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  • Worry / Anxiety and perfectionism All can be protective and essential behaviors for survival. Anxiety is a feeling of worry, nervousness, or unease, typically about an imminent event or something with an uncertain outcome. Perfectionism is a trait, whereby a person refuses to accept any standard short of perfection. Either can become problematic when the behaviors associated with this begin to negatively affect an individual to a marked degree, which interferes with someones ability to fully enjoy their teenage life. Most people consider either to be a problem when it causes significant distress or interference for the teen or the family.
  • Slide 5
  • Anxiety: Reactions to the Perception of threat In prehistoric times, humans faced challenges different from those they face today. When confronted with a threat such as a lion, the brain would send the signal, Threat! and the body would respond by shooting hormones, such as adrenaline, into the bloodstream at lightning speed. That made the body immediately stronger and faster so the human could either fight or run away very fast (flight). When humans either fought or ran away, the physical exertion would disperse the hormones, and the body chemistry would quickly return to normal.
  • Slide 6
  • Examples then and now In prehistoric times, a human might be confronted by a saber tooth tiger. The brain would send the signal, Threat! That made the body immediately stronger and faster so the human could either fight or run away very fast (flight). Today, a person may become anxious when they look at the history test their teacher has just handed out and realize they dont know any of the answers. Our brain acknowledges a threat but cant distinguish between a tiger and a test. It reacts to the perception of a threat the same way..
  • Slide 7
  • Understanding Perfectionistic Behavior Biological Writing/Drawing v Sports How family reacted to situations Family Older siblings Excessive expectation Feel guilty Perception of Differences Compensation Students who are Perfectionists. having exceptionally high expectations for themselves; being self-critical, self-conscious and easily embarrassed; having strong feelings of inadequacy and low self-confidence; exhibiting persistent anxiety about making mistakes; being highly sensitive to criticism; procrastinating and avoiding stressful situations or difficult tasks; being emotionally guarded and socially inhibited; having a tendency to be critical of others; exhibiting difficulty making decisions and prioritizing tasks; experiencing headaches or other physical ailments when they perform below the expectations of themselves or others.
  • Slide 8
  • Causes of Perfectionistic Behavior cont.. Differences Control what they can Improve Self-Worth Cultural / Religious Factors High expectations from family Family elders rely on their success Trauma or Turbulent Environment Attempt to cope with external stress
  • Slide 9
  • Understanding Behaviors from Coveys Four Quadrant Model
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  • What Depression Looks like in Teens Characteristics of Depression in AdolescentsWhat It Looks Like in School Decreased self-esteem and feelings of self- worth Self-deprecating comments Mild irritabilityDefiance with authority figures, difficulties interacting with peers, argumentativeness Negative perceptions of student's past and present Pessimistic comments, suicidal thoughts Peer rejectionIsolation, frequent change in friends Lack of interest and involvement in previously enjoyed activities Isolation and withdrawal BoredomSulking, noncompliance Impulsive and risky behaviorTheft, sexual activity, alcohol or drug use, truancy Substance abuseActing out of character, sleeping in class
  • Slide 11
  • Distress vs. Interference Examples of distress: crying every day before going to school, because a parent does not stay having an upset stomach every time there is an important test at school Examples of interference: refusal to go on school field trips because of anxiety being very slow in play or failure to join in with other children wanting to stay home sick on the day of a school presentation not wanting to participate in unfamiliar activities
  • Slide 12
  • Resources National Association of School Psychologists ASCD Educational Leadership: leadership/oct10/vol68/num02/Responding-to-a-Student%27s- Depression.aspx leadership/oct10/vol68/num02/Responding-to-a-Student%27s- Depression.aspx
  • Slide 13
  • Strategies to help Students with Depression Give frequent feedback on academic, social, and behavioral performance. Teach the student how to set goals and self-monitor. Teach problem-solving skills. Coach the student in ways to organize, plan, and execute tasks demanded daily or weekly in school. Develop modifications and accommodations to respond to the student's fluctuations in mood, ability to concentrate, or side effects of medication. Assign one individual to serve as a primary contact and coordinate interventions. Give the student opportunities to engage in social interactions. Frequently monitor whether the student has suicidal thoughts. Develop a homeschool communication system to share information on the student's academic, social, and emotional behavior and any developments concerning medication or side effects.
  • Slide 14
  • Strategies to help students who are Perfectionists 1. Admit to making mistakes and model constructive coping skills. 2. Provide a calm, uncluttered, and structured environment. 3. Create opportunities for success that will enhance the student`s self-confidence. 4. Comment on the child`s strengths and accomplishments. Do this privately when deemed appropriate or write down constructive observations. 5. Avoid comparing students. 6. If possible, reduce the academic pressure on these children by altering the grading system. 7. Involve them in setting realistic standards for themselves. From
  • Slide 15
  • Strategies to help Students with Test Anxiety Stay relaxed, if you begin to get nervous, take a few deep breaths slowly to relax yourself & then get back to work. Read the directions slowly & carefully. If you dont understand the directions on the test, ask the teacher to explain them to you. Skim through the test so that you have a good idea about how to pace yourself. Write down important formulas, facts, definitions/key words in the margins first so you wont worry about forgetting them. Do the simple questions first to help build up your confidence for the harder questions. Focus on the question at hand. Dont let your mind wander. From