A discrete period in which there is the sudden onset of intense apprehension, fearfulness, or terror, often associated with feelings of impending doom. During these attacks, symptoms such as shortness of breath, palpitations, chest pain or discomfort, choking or smothering sensations, and fear of “going crazy” or losing control are present DSM-IV-TR

 The handouts provided are not intended as a means for teachers to treat anxiety but rather to as a means to better understand their students.  Teachers are not charged with the treatment of anxiety but can compliment current therapies in their lessons.

Anxiety affects a person cognitively, emotionally, physiologically and behaviourally.

Anxiety is defined as a state of worry, anxiousness and/or nervousness that can lead to compulsive behaviour or attacks of panic. It is generally future oriented in that the individual feels threatened by the potential of a negative event (Firestone & Dozios, 2007).

 Pharmacotherapy Anti-depressants, Benzodiazepines, Beta-blockers  Cognitive-behavioural therapy Exposure Cognitive restructuring  Alternative therapies Yoga Meditation

 School Resources  Provincial Funding  Community Support

 Teachers are typically the best resource for classroom assessment: how the student behaves and performs in the classroom environment.  Keep a record of work and behaviour and any utilized teacher assessment sheets such as the one provided.

If a student is or appears to be experiencing anxiety in the classroom (discomfort, panic, distress), the first response by the teacher should be communication.

Communication should start with the student but, if necessary, principals, counsellors, resource teachers and parents are all available channels. Essentially, the objective is to determine the cause of the anxiety and to respond accordingly.

Resource teachers can: Look over student cumulative file which may contain relevant medical information and past history. Collaborate and communicate with parents regarding plans, recommendations, and/or concerns of the school. Recommend medical professionals such as psychologists, therapists and clinicians. Apply for funding

Every student that receives provincial funding must have an IEP form. The Manitoba Education website has various sample forms for teachers: The following slide is a simplified portion of an IEP form provided by the University of Alberta’s website: ixFull.pdf

IEP is a collaborative student plan involving teachers, principles, resource, parents or caregivers and any clinical or mental health professionals involved in treatment.

 Anxiety disorders, or issues related to the disorders, are not funded individually or directly.  Must be part of a comorbid diagnosis; at least 3 types of issues in order to receive funding

 Funding depends on the school division. Winnipeg School Division has consultants who are used to prepare funding requests which then go to the Provincial Government

 Student Services funding/decisions are housed with the Province of Manitoba  Funding obtained on a grant basis Provincial government has a funding review team Public and private schools can apply for funding Money allocated on a cost/student basis

 Level II and III funding for students is available as support for students with special needs who require and receive extensive supports based on a comprehensive educational needs assessment.

 The school requesting Level II or Level III support for students with special needs will complete an application form.  The completed application is forwarded by school division/district administration to a Funding Review Team. -MECY

 Funding eligibility criteria for Level II support are based on the student's need for individualized instruction for a major part of the school day.

Students with the following conditions are considered for Level II Support:  Severe multiple-disabilities  Severely psychotic  Moderate Autism Spectrum Disorder  Other  Anxiety Disorders

 Funding eligibility criteria for Level III Support are based on the student's need for individualized instruction for the entire school day, additional specialized supports provided by the school division/district, and programming requirements significantly beyond those established for Level II Support.

 Student Services Grant combines several categorical grants into a single grant  Provides greater flexibility to decide how to allocate student services dollars. This flexibility will allow for better matching of services to local needs and more effective programming for students.  Assists students: With mild to moderate learning needs Considered “at risk” due to social, emotional, behavioural, or physical factors that impact on their ability to succeed in school Who require behaviour intervention in the early years

 Community- based programs are essential avenues that are providing support and knowledge to children with anxiety disorder as well as their families and teachers.

 ADAM is a self – help organization. For more than 24 years ADAM has been offering education, support and group cognitive behaviour programs to help reduce the impact of anxiety problems on the lives of Manitobans.

 “Manitoba division of The Canadian Mental Health Association is part of a nation-wide, charitable organization that promotes the mental health and supports the resilience and recovery of people experiencing mental illness.”

provides consultation, assessment and treatment services to children, adolescents and families who are primarily experiencing the full range of anxiety disorders.

finis