Welcome health and safety Introductions Why are we here What is anxiety like What does it look like in your school Definitions and brain function Dynamics Working with anxiety in your school ID: 705781
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ARSlide2
A (very) brief overview
Welcome, health and safety IntroductionsWhy are we here?What is anxiety like?What does it look like in your schoolDefinitions and brain function DynamicsWorking with anxiety in your school
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How is anxiety manifesting in your school
Talk on your tables: What do you notice and hear pupils and staff:ThinkingFeelingDoingWhat are you hoping to get out of today?
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Scale
Rates of depression and anxiety in teenagers have increased by 70% in the past 25 years. (Young Minds – Wise Up)Mixed anxiety & depression is the most common mental disorder in Britain, with 7.8% of people meeting criteria
for
diagnosis (NICE 2016)
In 2013, there were
8.2 million
cases of anxiety in the UK.
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In England women are almost
twice as likely
to be diagnosed with anxiety disorders as men.2 (Mental Health Foundation)
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Stress, performance and anxiety
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Fight, flight, or freeze?
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Fight, flight and freeze in C21
We are no longer surrounded by the physical threats in our environmentNevertheless, we can still feel threatened by events and this can induce the fight, flight or freeze response.The FFF response affects our body and mind – we tend to see things in black and white.The FFF response is bad for us if we experience it over a prolonged period – it affects our immune system.
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An anxious ecosystem?Slide11
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Whose anxiety is it anyway?
Suicide risks for primary and nursery school teachers is higher than in the general population, official figures say.
Guardian, 11.1.18
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The dynamics of anxiety
How easy is it to help somebody with their anxiety if we are feeling stressed ourselves?How might our responses be affected?
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ABSlide15
Working with anxiety in your schoolSlide16
Hot cross bun model
Environment
Environment
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Addressing physical sensations
Use the neurobiological explanation to help children understand that their physical feelings are normal and that we can do something about them.Help to reduce the physical sensations by teaching them “calm breathing”.
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Addressing thoughts and feelings
Explain that our thoughts will influence our feelings. See the example in the hot cross bun where the person doesn’t respond.If we think they ignored us, we might feel rejected but other explanations will give use different feelings. For instance, perhaps they didn’t see us.“Sometimes our mind plays tricks on us. Lets see if we can spot some of the tricks our minds might be playing on us.”
Take a look at the Anxiety BC Test Anxiety booklet Part 2: Think About Thinking
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Addressing
BehavioursAvoid avoidance.Build a fear ladder (would it help to call it a confidence ladder?)Anxiety BC, Youth, Facing Fears
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A preventative approach
In an ideal world, is there anything we could have done earlier to help put children in a better place to be able to manage their anxiety?ALLSlide21
Other tools available
Socatic QuestioningChallenging Anxious thoughtsBreathing techniquesGrounding techniquesAll resources available on the BEP websiteSlide22
The 5 Ps of formulation
Presenting issues: statement of client’s presenting problems in terms of emotions, thoughts and behavioursPrecipitating factors: the proximal external and internal factors that triggered the current presenting issuesPerpetuating factors: the internal and external factors that maintain the current problemsPredisposing factors: the distal external and internal factors that increased the person’s vulnerability to their current problemsProtective factors: the person’s resilience and strengths that help maintain emotional healthSlide23
Further resources
Papyrus Emotionally Healthy approaches to GCSEs and GCSE Guide20 things to do with an anxious child
https://www.anxietybc.com/
Breathing
exercises
All available on BEP website