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EDFD221 - Anxiety Presentation

Presentation for EDFD221 on anxiety

Simon Frame

on 19 April 2010

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Transcript of EDFD221 - Anxiety Presentation

About the Clinic The EHC is a specialist clinical research clinic aimed at furthering our understanding of
child and adult emotional disorders and improving our methods of treatment. Established in 1993. All programs are based on internationally recognized research that has been
conducted by our centre and other research groups. Results indicate that approximately 80% of young people attending the EHC show
improvement. Types of Childhood Anxiety kids who worry that something bad will happen when separated from their parents. Separation Fears kids who are shy and withdrawn who worry about what others think of them. Social Fears fears of particular objects or situations, like dogs or water. these kids are excessive worriers. They worry about many different areas including
school work, competition, family, and anything new. these children tend to repeat actions or thoughts over and over, usually related to
some type of fear. Specific Fears Generalised Anxiety OCD Anxiety in Children Anxiety problems are the most common emotional disorders in children affecting around
1 in 10. When anxiety occurs it can produce serious difficulties and interference in a child’s life and
development. Anxious children can usually be easily identified. It will usually be obvious in the things they
do or the things they won’t do. Most anxious children will talk about their worries if you take the time to ask and listen. Macquarie uni visit & definitions Services Offered All child and adolescent treatments offered at the EHC aim to teach young people ways of
managing their anxiety. They are practical, proven to be effective and they do not involve any medication. Degree of parental involvement varies. Private treatment services are offered. This service is run by Clinical affiliates, all of whom have
experience in child anxiety, and is dependent on their availability. Statistics Australian Bureau of Statistics Classifies Anxiety disorders as generally involving feelings of: tension
nervousness Specific Anxiety disorders such as: panic disorder
generalised anxiety disorder Symptoms in common such as: pounding heart
having difficulty breathing In 2007... Anxiety disorders were the most common mental disorders, affecting 14% of all people aged 16-85 years in the 12 months prior to the survey. Women were more likely to have experienced anxiety disorders than men (18% and 11% respectively). Anxiety disorders were more common in women aged 16-54 years (21%) compared with older women aged 65-85 years (6.3%) Beyond Blue Reports... Affects approx. 5% of people in Australia during lifetime.

Approx. 9% of people in Australia experience a phobia during lifetime.
Phobias are twice as common in women than men.

Affects 2 - 3% of people in Australia during lifetime.

Approx. 8% of people in Australia are affected by PTSD during lifetime.

3 of 10 people will experience at least one panic attack during lifetime.
4 attacks in a month can constitute a diagnosis of Panic Disorder.
Affecting approx. 3% of the population. Generalised Anxiety Disorder:


Obsessive Compulsive Disorder:

Post Traumatic Stress Disorder:

Panic Disorder:
1 in 10 will experience a panic disorder in any given year.
1 in 4 will experience a panic disorder in their lifetime. Causes... Fear of the unknown

Fear of embarrassment

Lack of control Causes and Symptoms Bullying

Separation anxiety

Violence Change in lifestyle


Low self esteem Internal Physiological Symptoms... Feeling overwhelmed or panicked

Disorientation Headaches

Intense Nausea Hyperventilation

Heart Palpitations

Light-headedness Education = Key Our job as teachers: To try and see the signs and triggers of childhood anxiety in the classroom.

All teachers must be aware of the indicators and have knowledge of the physiological symptoms to have an overall understanding of the condition Indicators are hard to see
Children Shield Symptoms
Sufferers won't admit anything Referral Proceedures for agencies Difficulties appear severe or persistant - Disorder may be diagnosed

Diagnosis is based on criteria that define specific sets of symptoms and behaviours for each disorder

The symptoms must be severe enough to cause distress and interfere with the child’s ability to get on with everyday activities and enjoy life School psychologist/school counsellor- provide assessment and treatment, advise parents and carers and school staff about helping individual children and may recommend specialist services outside the school

GP- helps decide whether further investigation and treatment is needed

Other- psychiatrists, psychologists, social worker etc Many professionals that parents and children can go to for help: Identification of Implications for Educators Including Ideas for Accommodations and Adjustments to Support Students Mental health difficulties affect approx. 1 in 7 Australian children

Common Mental Health problems in primary school-aged children:
Hyperactivity Disorder (ADHD), anxiety and depression

Common Anxiety disorders in primary aged children:
Phobias, Generalised Anxiety Disorder and Separation Anxiety.

Estimated 2–9% of children and adolescents in Australia have anxiety disorders. Schools are the next major influence on children’s development after parents.

Teachers are in a position to notice when children are having difficulties and, if required, and in collaboration with parents and carers to locate or suggest further help.

Primary school staff who understand the importance of children’s wellbeing and development can make a significant difference to children’s mental health. Identifying students with mental health issues Behaviour- eg. withdrawl, perfectionism, poor concentration, repetitive behaviours, non compliance

Learning issues- eg. lack of problem solving skills, academic difficulties, not hearing all of instructions, having difficulty completing work

Thinking- eg. self blame, negativity/pessimism, paranoia

Emotions- eg. nervous, fearful, excessive anger, moodiness, poor self control

Social issues- eg. sever shyness, poor social skills, being argumentative, aggression and poor communication skills Mental Health Clinic at Macquarie Univiersity- call them and they will conduct an initial assessment to ascertain severity, then placed on a waiting list to see a professional.

Children with mental health difficulties often do not receive appropriate professional treatment. National Research:
only one quarter of children with a mental health problem are likely to get any kind of professional help Support parents and carers by communication.

Seek advice from the school welfare team.

Talk with parents and carers to work out the best way to assist the child

Adapt teaching and behaviour management strategies

Continue to provide support for students and for parents and carers. Getting help/What to do when you suspect a child has mental health issues
Increase children’s helpful coping skills.

Avoid taking over.

Encourage children to ‘have a go’.

Develop a “safe” place where the youth can go to relieve anxiety during stressful times or provide calming activities.

Work with a child regarding class participation and answering questions on the board, understanding that many anxious youth.

fear answering incorrectly.

Encourage small group interactions and provide assistance in increasing competency and developing peer relationships.

Provide an organized, calming and supportive environment.

Promote acceptance and caring.

Provide opp for social support.

Set realistic expectations.

Modify and monitor stressful activities.

Develop independence.

Access help when needed.

encourage self talk.

doing things in small steps.
Accommodations and Adjustments to support students Theoretical issues concerning mental health - anxiety The two main schools of thought that attempt to explain the psychological influences on anxiety disorders are the cognitive and behavioural theories.

A third way of looking at the psychological causes of anxiety is the developmental theory, which seeks to understand our experience of anxiety as adults by looking at what we learn as children.
Cognitive theory... Danger is a part of life People feel fear to protect from danger Cognitive theory suggests those with anxiety 'overestimate' fear Behavioural theory... Associate stress with cues... Developmental theory... Amount of control people feel over their own lives is strongly related to the amount of anxiety they experience the way in which children learn to predict and interpret life events contributes to the amount of anxiety they experience later in life. Building E5A, Room 341
Department of Psychology,
Macquarie University,
NSW 2109

Phone number: (02) 9850 8711
Fax number: (02) 9850 6578
Email address: ehc.admin@psy.mq.edu.au Thank you.
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