1. Presented by: Name Month XX, 2012 When To Worry About a Child’s Worries Insert logo of speaker’s organization Insert host logo Insert local partners’ logo 1

2. Anxiety can be a good thing Anxiety is a normal and adaptive system in the body that tells us when we are in danger. Sometimes our bodies warn us about danger that isn’t real. 2

3. When To Worry About Anxiety Anxiety becomes a problem when it interferes with functioning: –Intensity What is the degree of the stress present? –Impairment Does the stress interfere with daily life? –Flexibility Can the child recover when the stressor is not present? 3

4. When To Worry About Anxiety Severe anxiety is: –unrealistic –out of proportion –being overly self-conscious –unwanted and uncontrollable –doesn’t go away –leads to avoidance 4

5. Facts About Anxiety Disorders Anxiety disorders affect approximately 13% of American children and adolescents. Anxiety disorders are the greatest predictors of mood disorders and alcohol abuse in adulthood. More than 40 million adults in the US (18%) have reported disabling anxiety that negatively impacts their lives. 5

6. Generalized Anxiety Disorder Characterized by pervasive, unwarranted worry about a variety of everyday things Often focused on performance in school or sports Can lead to physical symptoms like stomachaches and headaches 6

7. Suggestions for Educators Show empathy Offer to talk Give praise Incorporate inner life skills Be understanding 7

8. Selective Mutism (SM) Children with SM are unable to speak outside the home Should not be confused with reluctance to speak Can cause severe distress Parents often begin noticing signs of SM when a child is 3 or 4 years old. 8

9. Suggestions for Educators Self-modeling Fading Successive approximation Mystery motivator Parent involvement 9

10. Separation Anxiety Disorder Characterized by inappropriate and excessive anxiety about separating from parents or caregivers Difficulty separating is normal in early childhood development; it becomes a disorder if the fear and anxiety interfere with age-appropriate behavior. Usually occurs before age 10 10

11. Suggestions for Educators Engage the child in activities Don’t force the child to participate Comfort the child Establish a routine Talk to parents 11

12. Specific Phobias Characterized by an excessive and irrational fear of an object or situation not normally considered dangerous Common childhood phobias –Natural environment –Animals –Blood 12

13. Suggestions for Educators Recognize that the fear is real Don’t cater to fears Teach students how to rate fear Use coping strategies 13

14. Obsessive-Compulsive Disorder (OCD) Characterized by unwanted thoughts, images or impulses (called obsessions) that a child attempts to fend off or neutralize by performing compulsions (ritualized or repeated behaviors). OCD can manifest as early as 5 years old. 14

15. Suggestions for Educators Identifying OCD Interventions –Educational and behavioral strategies –Well-structured classroom –Classroom accommodations 15

16. Social Anxiety Disorder Characterized by excessive self-consciousness that goes beyond common shyness or nerves Mostly affects adolescents 2 main types: –Performance –Interactional Can lead to isolation and depression 16

17. Suggestions for Educators Encouragement Avoid embarrassment Foster friendships Reward progress Give praise 17

18. School Refusal Response to various types of anxiety –Separation anxiety –Performance anxiety –Social anxiety –Generalized anxiety –Depression –Bullying –Health-related concerns Students who are truant hide their absences and anxiety Potential consequences –Lack of academic progress –Failure to develop social relationships –Family conflict 18

19. Warning Signs of School Refusal Frequent complaints about attending school Frequent tardiness or unexcused absences Absences on significant days (tests, speeches, physical education class) Frequent requests to call or go home Excessive worrying about a parent when in school Frequent requests to go to the nurse’s office because of physical complaints Crying about wanting to go home 19

20. School Refusal Assessment and Intervention Assessment should include a variety of methods –Observation of the child –Review of academic records and attendance history –Interviews and questionnaires completed by parents, teachers, & the student Determine the antecedents and consequences for behavior Select intervention strategies with a mental health professional –Relaxation training –Social skills training –Goal-setting and rewards or contingencies based on attendance –Parent training 20

21. Suggestions for Educators Be alert for signs of school refusal Welcome separation-anxious children when they arrive Help children who have anxiety about giving speeches or other performance situations to feel more comfortable Assign a peer buddy at recess or lunchtime to help socially anxious children feel more at ease If academic difficulties are present, adjust assignments to the child’s level Provide a quiet and safe area in the school for a child to go when feeling stressed Ensure that the child feels safe at school 21

22. Suggestions for Parents Managing Their Child’s Anxiety Try to manage anxiety, not eliminate it Model healthy ways of handling anxiety Don’t reinforce fear Stop avoiding Talk things through Find help 22

23. Where to find help [Include your contact information] [Include your school/district resources] [Add information on resources in your area] www.nasponline.org Learn more about anxiety on childmind.org 23

24. Thank you for joining us to Speak Up for Kids! 24