1. Anxiety in the Classroom Information taken from Book 8 Teaching Students with Emotional Disorders and/or Mental Illnesses from Alberta Education 1

2. Anxiety Disorders 2

3. Most Common Types Experienced by Children and Adolescents Separation Anxiety Disorder Excessive anxiety in relation to leaving home or caregiver that causes significant distress or impairment Overanxious Disorder of Childhood Excessive, constant anxiety and out-of-control worry Post-traumatic Stress Disorder (PTSD) Prolonged increased arousal, intense fear, helplessness and horror, expressed through disorganized and agitated behavior following exposure to an extreme stressor 3

4. Acute Stress Disorder Milder form of PTSD Obsessive Compulsive Disorder Persistent intrusion of unnatural thoughts or distressing images often accompanied by compulsive behaviors Anxiety Disorder due to a General Medical Condition Anxiety that is directly due to the physiological effects of a medical Substance-Induced Anxiety Disorder Anxiety symptoms following the intake of a substance, such as medication, drug of abuse or toxin. Phobias  Specific Phobia  Social Phobia 4

5. Considerations 5

6. Physiological Considerations Often in children problematic anxiety consists of a physiological side, involving activity in various systems:  Breathing (shallow, rapid)  Heart (pounding, skipped beats)  Vascular (blushing, fainting, dizziness)  Musculoskeletal (trembling, feelings of weakness in the limbs, aches, stiffness)  Dermatological (increased sweating, clammy skin)  Digestive (stomach ache, nausea, vomiting, diarrhea). 6

7. Psychological Considerations Additionally, psychological factors must also be considered:  Apprehensive self-absorption interfering with effective problem solving  High levels of negative feelings  Excessive worry about possible danger or threat  A sense of being unable to control the threat if it occurs 7

8. Behavior/Social Considerations Behavioral cues to excessive anxiety include: Refusing tasks Exam-performance anxiety Reactions to certain school-based sights, sounds and smells Complaints of freezing Frequent trips to the washroom Attendance problems Repetitive perfection-seeking behaviors Clinging to parents or teacher 8

9. Medications Common side-effects of benzodiazepines or tranquilizers: Drowsiness lack of energy Clumsiness, slow reflexes Slurred speech Confusion and disorientation Depression Dizziness, lightheadedness Impaired thinking and judgment Memory loss, forgetfulness Nausea, stomach upset Blurred or double vision 9

10. Other Considerations Level of cognitive functioning (e.g., Mild Developmental Delay) Another diagnoses (e.g., Aspergers Disorder) 10

11. Treatment Options - Medications - Cognitive - Behaviour -Therapy - Family Therapy - Group Therapy - Psychodynamic Therapy 11

12. Strategies 12

13. Strategies Communicate Develop trust Identifying what can be done to help Developing realistic goals and chart progress Normalize regression. 13

14. Teach positive self talk Communicate by using pre-determined signals Identify the level of distress at specific times Opportunities to leave/get support when needed Routine, predictable environment 14

15. Creating distractions Using visualization Conduct reality checks to avoid unrealistic expectations Using peer group 15

16. Special accommodations. Given extra time. Allow movement breaks. Allow sensory tools. 16

17. Strategies to Support Behaviours Acknowledge that behaviors are a result of an Anxiety Disorder. Track the behaviors. Develop a plan. Implement proactive strategies (e.g., different location, relaxation exercise, sensory tool, etc.) 17