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SEND Anxiety


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from Donna Hope, 2gether Trust

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SEND Anxiety

  1. 1. ANXIETY IN Children and young People with special needs D.H and M.P-G
  2. 2. 10/27/15 12:06 PM 2 What is anxiety • Core in all Humans with links to Evolution ( fight/flight) • An adaptive, Healthy useful response • Maladaptive unhealthy response and therefore can be Debilitating causing impairment and distress
  3. 3. 10/27/15 12:06 PM 3 Causes • Inability to express oneself. • Difficulty understanding what is being ask of/said • Fearing a situation because they are not understood • Difficulties in processing sensory information. • A High Need for predictability. • Difficulty in understanding social expectations.
  4. 4. 10/27/15 12:06 PM 4 How do you know when your child is anxious • Behaviour change - • Withdraw / retreat into their special interest • INCREASE in OC behaviour- flapping, turning in circles, rocking • INCREASE in obsessions - constant reassurance/repetitively asking same questions • INCREASE in rigid routines • INCREASED emotional responses, such as crying, shouting, frustration/aggression • REFUSES to leave the home • THREATENED self-harm/SELF HARM
  5. 5. What to do, prevention is better than cure Establish cause/causes of change in behaviour Transition Significant events Routine changes / expected or unexpected Physical environment –home, school (safe) Sensory- textiles, climate, food Lack of structure High expectations of people 10/27/15 12:06 PM 5
  6. 6. Be prepared • Plan for change-Visual reminders, photos, social stories. Calendars/timetables • Routine is important for structure, order and predictability 10/27/15 12:06 PM 6
  7. 7. WHAT HELPS • Familiar things – help reduce anxiety, self comforters, seeing people they know • Self awareness- teach children to recognise feelings, use feeling faces, traffic lights • Self regulation- manage emotions • Confidence- ‘I can do it’ • Relaxation - videos, sounds, silence, quiet room, colour, breathing, massage/touch, ( promotes self regulation and aids calming ) • Exercise-trampoline, walking dog, aids physical anxiety • Distraction - cue cards, another activity, positive self talk • (promotes self regulation)10/27/15 12:06 PM 7
  8. 8. Adaptive Cognitive Behaviour Therapy approach This helps you and the young person learn to identify the response to the triggering event. This will include the physical sensations happening in the body, each child experiences it differently. The thoughts, the behaviour in response to the experiences and the emotional link. 10/27/15 12:06 PM 8
  9. 9. 10/27/15 12:06 PM 9 3 Fundamental Mechanisms of CBT 1. THOUGHTS ( worries) 2. PHYSICAL ( shaking, fast heart rate, funny tummy) 3. BEHAVIOUR (what the child does in response) 4. FEELINGS (Fear, anger, sadness) There is always a trigger to the response, and finding this is the basis to managing it
  10. 10. Confidence/self esteem • Praise when they have achieved something or when you see they are managing well • Responsibility- get them to help you in basic tasks, things they could achieve, message giving • Alone time with care giver, child focussed activity • Believe in their abilities, strengths, • Turn difficulties into lesser difficulties, you may never get rid of them but they can be managed 10/27/15 12:06 PM 10
  11. 11. Resources • FRIENDS for Life is an evidence based programe that teaches children and young people techniques to cope with anxiety and promotes resilience and well-being. A cognitive behavioural therapy (CBT) approach alongside attachment, mindfulness and health behaviours in school-based groups. well-being/friends-for-life/ ALSORTS- 07582378422 STROUD Spring Centre- 01452 725935 GLOS 10/27/15 12:06 PM 11
  12. 12. 10/27/15 12:06 PM 12 Web sites (USA)
  13. 13. 10/27/15 12:06 PM 13 west/family-life/health-beauty-and-wellbeing/turn-it-around-how-to- help-your-child-overcome-stress-anxiety-and-depression children-with-learning-disabilities.htm