Title: Strategies to Support Anxious Children In the Classroom
Type of the resource: Book/Booklet
Funded by: WayAhead
Authors:
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This booklet contains information about anxiety management strategies for children in a school setting. It is a guide for the use of anxiety management strategies for children who have been diagnosed with an anxiety disorder, or showing behaviours/symptoms of an anxiety disorder.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
This booklet should not be used as a diagnostic tool. If you have any concerns about a student in your class or need advice on anxiety management strategies, you should speak to the school counselor, guidance officer, nominated student welfare officer or learning support team at your school. He/she will then advise on the most appropriate course of action.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Introduction
Anxiety in children
How do I know if a child needs professional help for their anxiety?
How can children with anxiety disorders be helped
Strategies
Recognising and understanding emotions and feelings
Relaxation skills 6 Helping children think it through
Healthy thinking and self talk 6 Problem solving skills
Gradual exposure to fears
Rewarding brave behaviour
Self regulation: regulating our responses to anxious children
Planned ignoring of undesirable behaviour
Reassurance 12 Encouraging independence
Small group structured activites
‘Time out’ pass 13 Classroom routines
Mistakes are OK 14 Additional strategies
Modelling clam responses
Give specific instructions
Minimise options
Extra patience
Maintain normal discipline
Be consistent
Positive relationships
Assigning a buddy
Frequently asked questions
Anxious or naughty
Separation anxiety
Anxiety around exams
Obsessive Compulsive Disorder (OCD) specific strategies
Autism-specific strategies
Anxiety supplement
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://understandinganxiety.wayahead.org.au/download/strategies-to-support-anxious-children-in-the-classroom/?wpdmdl=1669&refresh=5d52b20a4fd451565700618
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