Karen Wang, a Parent of a child with special needs and Dr. Sarah Baker a child Psychologist present about important topics relating to children with special needs Including:
Child Anxiety
Anxiety in childhood: What’s typical, and what’s not?
What to do (and not do) when children are anxious
Behavioral treatment for kids with anxiety
Handling tantrums and meltdowns
How to support siblings in special needs families
The aim of this presentation is to look at and consider the impact of ACEs. Childhood experiences affect us all, but some children are so 'dosed' with abuse and neglect that they grow to be damaged and damaging adults.
With the right help, it can be eased and even overcome
Reducing stress in your family might be easier than you think. Learn about the basic physiological processes behind stress and use them as a guide to keep stress down. Simple, easy to use tools to get started today.
Separation anxiety is a developmental stage
during which the child experiences anxiety when
separated from the primary caregiver (usually the mother).
http://www.nlm.nih.gov/medlineplus/ency/article/001542.htm
We all have emotions. By being aware of what triggers yours you can aim to increase positive emotions by IMPROVING the moment, and decrease distress by preventing things that make you more vulnerable to anxiety, depression and irritability.
Between high academic demands, pressure from schools, parents and peers and advances in technology teenagers have a lot going against them these days. Here is some important information to remember when wanting to do what's best for our teens in today's world.
The aim of this presentation is to look at and consider the impact of ACEs. Childhood experiences affect us all, but some children are so 'dosed' with abuse and neglect that they grow to be damaged and damaging adults.
With the right help, it can be eased and even overcome
Reducing stress in your family might be easier than you think. Learn about the basic physiological processes behind stress and use them as a guide to keep stress down. Simple, easy to use tools to get started today.
Separation anxiety is a developmental stage
during which the child experiences anxiety when
separated from the primary caregiver (usually the mother).
http://www.nlm.nih.gov/medlineplus/ency/article/001542.htm
We all have emotions. By being aware of what triggers yours you can aim to increase positive emotions by IMPROVING the moment, and decrease distress by preventing things that make you more vulnerable to anxiety, depression and irritability.
Between high academic demands, pressure from schools, parents and peers and advances in technology teenagers have a lot going against them these days. Here is some important information to remember when wanting to do what's best for our teens in today's world.
Cengage Learning Webinar, Psychology: Math Anxiety and Math Test Anxiety: Cau...Cengage Learning
Math anxiety – the feeling of tension and apprehension associated with math performance or testing – can manifest in students as young as first-grade age. By the time learners reach high school and college, this condition can have serious implications for future education and employment.
Focusing on the theoretical and practical aspects of both math anxiety and math test anxiety, and offers solutions targeted to faculty and students alike, this March 19, 2013 webinar provided techniques for anxiety-reduction, classroom management, test-taking skills and test analysis to improve future outcomes.
Mastering Anxiety - Teaching Strategies for Building Student Confidencetkettner
This presentation to learning support teachers and school principals provided a background understanding of anxiety in students. Strategies to support students experiencing test taking anxiety, school refusal and social avoidance are provided.
Parenting in itself is a challange, and can be more challangeing if your child suffers from any of the anxiety disorders. This is a part of the fellow lecture series delivered by the author on 3/9/12. This presentation discusses the strategies for parenting an anxious child.
MENTAL ILLNESS & YOUNG PEOPLE
• Mental illness is the leading cause of disability in young people.
• Worldwide 10-20% of young people experience mental disorders.
• Nearly 1 in 3 adolescents will meet criteria for an anxiety disorder by the age of 18.
WHAT IS ANXIETY?
Anxiety is the stress response to anticipated danger.
John Piacentini Students Under Pressure: Helping Manage Stress and Anxietyschoolpsychology
Dr. John Piacentini
Professor of Psychiatry and Biobehavioral Sciences in the David Geffen School of Medicine and Director of the Child OCD, Anxiety, and Tic Disorders Program at the Semel Institute for Neuroscience and Human Behavior at UCLA
Recognition and Treatment of Anxiety Disorders in Youth with ADHD and LD
This presentation will review the clinical phenomenology, assessment and treatment of childhood anxiety disorders. Special emphasis will be placed on the recognition and treatment of problematic anxiety in children and adolescents with coexisting ADHD and LD.
Anxiety issues influence one out of eight youngsters. It has turned into a rising issue for youngsters, guardians, and instructors. While numerous youngsters anticipate school, a few kids fear it. Anxious children get through excruciating, awkward episodes of apprehension, touchiness, and terrifying considerations. They frequently find it hard to zero in on their everyday schedule may much of the time whine of sickness, like cerebral pains or stomachaches. Untreated anxious children are at a higher gamble of participating in substance misuse.
Trauma Safe Schools - Developing Trauma Safe Programs for Zero to FiveMichael Changaris
This course explores the impact of trauma on developing in toddlers. It offers tools to recognize trauma, address symptoms and develop trauma safe education for toddlers. This course work explores a neurocognitive development model of learning and brain development in early childhood.
School phobia is becoming more common in many young school children causing distress and learning difficulties. These slides briefly explain the cause, symptoms and management of school phobia in brief.
The effects Childhood Trauma and PTSD on Education and Learning (Guide to Cla...Michael Changaris
This hand out explores how PTSD effects children, their learning and their relationship with educators. It offers practical tools for educators to aid a student with trauma it learning. It is based of DSM-IV diagnosis.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
3. Child Anxiety: An Overview
Anxiety disorders are the most prevalent psychiatric condition among children
10-20% of children will suffer from a diagnosable anxiety disorder
1 in 4 children will experience significant anxiety at some point in their lives
Rates of anxiety in children with developmental disabilities are even higher (e.g., about
40% of children with ASD)
Anxiety does not go away without treatment (and usually worsens with time)
The good news: Anxiety disorders are the most treatable psychiatric condition
More good news: YOU can learn how to help your child manage anxiety!
5. What is Anxiety?
An adaptive emotion that readies children both physically and psychologically to
cope with danger
We are hard-wired with an “early warning” system that alerts us to potential
dangers so that we can react quickly
“Fight or Flight” response
Physical: Pupils dilate, heart rate increases, breathing quickens, palms sweat
For some, the body’s “alarm” system is naturally set at a sensitive level or
programmed via experience to respond when no real danger is present
“False Alarms”
7. Fear vs. Anxiety
Fear tends to be associated with events in the present moment
Anxiety is associated with the anticipation danger or discomfort (i.e., it hasn’t
happened yet)
Anxiety is complex
Involves internal experiences: thoughts, feelings, memories, physical sensations
Thinking about a frightening event can evoke physical sensations that trigger
judgmental thoughts, which invite more intense feelings, etc.
Anxiety is contagious
When a child is anxious, parents are more vulnerable to their own fear/worry
8. Why is My Child Anxious?
Multiple Factors Contribute to Anxiety
1. Genetics and Brain Physiology
2. Temperament and Behavioral Inhibition (BI)
3. Parenting Style – Result, or Cause?
4. Environmental Factors (including trauma)
The Anxiety “Formula”:
Overestimation of Threat + Underestimation of Ability to Cope = Anxious Response
9. Parenting Behaviors Associated with
Anxiety in Children (in Chansky, 2004)
Parental Overcontrol: intrusive parenting, exerting control in conversation, limiting
autonomy and independence in conversation
Overprotection: excessive caution and protective behaviors without cause
Modeling of Anxious Interpretation: agreeing with child’s distortion of risk,
reinforcing the idea that things in the world are too scary to approach
Tolerance or Encouragement of Avoidance: suggesting or agreeing with not trying
something difficult
Rejection or Criticism: disapproving, judgmental, dismissive or critical behavior
Conflict (weak factor): family disharmony
10. Positive Parenting Behaviors that
Buffer Stress (in Chansky, 2004)
Reward Coping Behavior: focus on means, not ends; reward taking on challenges;
recognize partial successes
Extinguish Excessive Anxious Behavior: reduce anxious behavior by not responding
to it excessively (either with concern or anger)
Manage Own Anxiety: limit displays of distress; don’t introduce parent’s worries
into the mix
Develop Family Communication and Problem Solving Skills: open-house policy for
positive communication and problem solving opportunities
Authoritative Parenting Style: direct child’s behavior while valuing independence
and warm interactions
11. Typical Fears & Anxieties of Childhood
Infancy through Preschool
Stranger anxiety, separation anxiety, unfamiliar and over-arousing objects and events
(big dogs, insects, thunderstorms, loud noises)
Elementary School Years
Dangers in the world (fires, earthquakes, car crashes, burglars, terrorist attacks), the
dark, being alone, illness, social rejection, academic failure, disruption of the family (e.g.,
divorce), death
Middle and High School Years
Humiliation, loss of popularity or athletic or academic standing, sex and intimacy, the
future
12. Problematic vs. Transitory Anxiety:
When To Be Concerned
Anxiety is problematic when (The Four Ds):
It is disproportionate to the situation
Excessive time spent consoling child about ordinary situations or coaxing him/her to perform
normal activities (homework, hygiene, etc.)
It disrupts or interferes with day-to-day life
Difficulty attending school, playdates, family gatherings, etc.
It is distressing to your child
As evidenced by crying, physical symptoms, feelings of embarrassment or hopelessness
The duration suggests that it is an ongoing problem (> 6 months)
No improvement is seen with time, or the situation worsens despite your efforts
13. Child Anxiety Subtypes (DSM-5)
Separation Anxiety Disorder
Specific Phobia
Social Anxiety Disorder (Social Phobia)
Selective Mutism
Panic Disorder and Agoraphobia
Generalized Anxiety Disorder
Obsessive-Compulsive Disorder (and related disorders)
Post-Traumatic Stress Disorder
14. So…How Do I Help My Child?
Therapeutic Interventions
Cognitive Behavioral Therapy (CBT)
Play Therapy + CBT
Acceptance and Commitment Therapy (ACT)
Medication
15. What is Cognitive Behavioral Therapy
(CBT)?
An evidence-based approach and “gold standard” for treating anxiety
Based on the idea that how we think and act affects how we feel
Includes the following components (adjusted for child’s developmental level):
1. Psychoeducation
2. Somatic (body) Management Skills
3. Cognitive Restructuring
4. Exposure (aka “bravery practice”)
5. Relapse Prevention
16. Three Parts of Anxiety
Anxious Body
A constellation of physical symptoms experienced as distressing
E.g., Racing heart, rapid/shallow breathing, sweating, stomachache, tense muscles
Anxious Thoughts
“What if I fail my math test?”
“What if my parents never come to pick me up?”
“This is scary and I can’t do it!”
Anxious Actions
AVOIDANCE or escape
Freezing
Attempts to get help ( parent rescue)
18. Worry Wheel: Example
Body: Shaking,
sweating, racing
heartbeat,
stomachache
Actions: Refuse visit to
park, cling to mom, cry
Thoughts: “Dogs are
scary and dangerous!”
“What if the dog tries
to bite me?”
19. Step 1: Empathize
Listen and understand before attempting to “fix it”
Resist the temptation to tell your child to stop worrying, or to reassure her that
there’s nothing to worry about!
Acknowledge that this is difficult for her, with words and gestures
Hug her, rub her back, hold her hand (if she will accept this)
“I know this is really hard for you.”
“I can see that this is making you really upset.”
“I know you really want to [go to the birthday party], but you feel like you can’t.”
20. Step 2: Calm the Anxious Body
You can’t be anxious and relaxed at the same time!
“We’re going to calm things down and relax, when you feel ready.”
Diaphragmatic breathing
“Balloon breaths” or “Bubble breaths”
Blow on a pinwheel to make it spin
Progressive Muscle Relaxation
Guided relaxation of muscle groups to release tension
Visualization/Relaxing Imagery
Using all 5 senses to imagine a soothing place, situation, or memory
Other strategies: Music, Cuddling, Calm Down Jars, etc.
21. Breathing to Relax – Videos
For young children (and lovers of Sesame Street):
“Belly Breathe” with Elmo
https://youtu.be/_mZbzDOpylA
For elementary-aged children:
“Just Breathe”
https://www.youtube.com/watch?v=RVA2N6tX2cg
22. CBT Strategies At Home
Become a “Stress Detective”
Play therapy
Physical activity, especially games like “Red Light,
Green Light” or “Simon Says”
Creative expression
Visualization (see sample script)
Breathing exercises
Be silly!
Recommended books:
The Relaxation &Stress Reduction Workbook for Kids by
Lawrence Shapiro and Robin Sprague
Generation Stressed by Michele Kambolis
Engaging Autism by Stanley Greenspan
23. Step 3: Calm the Anxious Thoughts
Challenge and change the internal worry script
Identify unhelpful/negative thoughts and beliefs (“thinking traps”)
All-or-Nothing Thinking (“The day is ruined!”)
Doomsday Thinking (“What if Daddy is in a car accident?”)
Exaggerated Thinking (“I’m the worst at math!”)
Should/Shouldn’t Thinking (“I shouldn’t feel so nervous all the time”)
Mind Reading (“My best friend doesn’t like me anymore”)
etc.
Replace thinking traps with more helpful and realistic thoughts
24. Taming Worry and Anxious Thinking
Ask Yourself Two Things
1. What is the worst thing that could (actually) happen?
2. Could I handle it? The answer is always YES! There is nothing in life you cannot
handle.
(Follow up with: What is most likely to happen?)
Confidence Booster
Brainstorm all the ways you might handle the bad thing if it were to happen
Now, what do you think? Do you feel a little more confident that you can do it?
Summarize your plan and repeat it to yourself when needed
25. Taming Worry and Anxious Thinking
Big Picture Perspective
At the end of my very, very long and very, very wonderful life, will it really matter if
__________________? Will this really matter in the big picture?
Time Machine
Have your child ask herself:
How important is this event/thought at this moment? (rate on scale of 1-10)
How important will this event/thought be in an hour? In a day? Week? Month? Year? Five
Years? Ten Years?
New script: “Although this is really scary/embarrassing/upsetting to me right now, in a
day it will seem a little better, and in a week I probably won’t even remember it
happened!”
26. Taming Worry and Anxious Thinking
Schedule Worry Time
Set aside a specified amount of time each day (15 minutes or so) during which your
child intentionally worries
Benefits
Helps child to externalize worry in a structured way
Teaches child to control worry by delaying it until a specific time
Shows child that worry tends to be repetitive and useless
Verbalize worries, record them and listen to them, and/or write them down
27. Taming Worry and Anxious Thinking
Positive Self-Talk
Change the “script,” and eventually (with practice) he will start to believe it
Create “self-talk coping cards” that he can carry with him when needed
Examples:
“I can handle this”
“I am worried, but I am okay”
“I am scared, but I am safe”
“I can help myself relax”
“I know I have to face my fears to overcome them”
28. Taming Worry and Anxious Thinking
Talk Back to Anxiety!
Allows your child to see the anxiety as something separate from her, and feel more in
control
Examples:
You aren’t the boss of me! I decide what to think!
Be quiet, [Worry Bug]! I’m going to smush you!
If this were really important, my parents would be helping me worry, not helping me stop!
I don’t have to listen to you! I’m going to change the channel.
My parents wouldn’t let me be in danger, so this must be safe.
My friend don’t worry about this, so I won’t either.
29. Step 4: Change Anxious Actions
Help your child gradually and safely face his fears
Anxious actions include:
Avoidance, reassurance seeking, clinging, crying, fidgeting, freezing up, having a
tantrum, picking (hair, nails, lips), rituals
Avoidance
Most common anxious behavior
Prevents child from facing fears and learning he can handle them
Perpetuates anxiety cycle
Learning to face fears via exposure is the most potent “ingredient” in CBT
30. “Bravery Ladder”
Make a list of your child’s worries
Rate intensity of each worry (1-10, or big-medium-small)
Draw a ladder on a posterboard and place the lowest-ranked worry on the bottom
rung, with other worries written in ascending order (so the hardest/scariest one is on
the top)
Review “Coping Toolbox” and which strategies your child will use
Start with the easiest task and calmly support your child in facing each fear until it no
longer elicits an anxious response (he “habituates” to it)
Have child use a “Fear-mometer” to rate fear and watch it drop
Don’t give up! If the task is too hard/scary, break it down or return to the previous
“rung” to end on a positive note
31. Bravery Ladder: Example
Separation Anxiety
My Bravery Ladder
(10) Mom goes out of town without me
(10) Go on a sleepover at a friend’s house
(9) Mom goes out of town for the day without me
(8) Go on a playdate at a friend’s house
(8) Mom goes out for 1 hour, then 2 hours without me
(7) Mom goes out for 15 minutes, then 30 minutes without me
(7) Sleep in my bed alone for one night this week (then 2, 4, 5, and 7 nights)
(6) Use a public restroom on my own (without Mom)
(4) Mom takes out the trash and I stay focused on the TV
(4) Mom stays upstairs while I stay downstairs (for 5, 10, 15, and 30 minutes, then 1 hour)
(3) Mom goes into other rooms without singing to me
(2) I stay in the living room while Mom is in kitchen (for 5, 10, 15, 20, and 30 minutes)
32. Bravery Ladder:
Example
Specific Phobia
Level Fear:
Dogs
Boss to be Defeated Strategies to
Level Up
LEVEL 1
Things that worry me a
little
Seeing a dog from a
distance
Master Worry
1) Watch dog on TV or
YouTube
2) Go to a pet store and
look at the dogs in cages
3) Go to an on-leash park
and look at dogs from a
distance
LEVEL UP!
Level 1 Complete!
LEVEL 2
Things that are difficult
for me
Being close to a dog
Anxiety Invader
4) Go to an on-leash park
and move close to a dog
5) Move a bit closer
6) Stand next to a dog
LEVEL UP!
Level 2 Complete!
LEVEL 3
Things that are VERY
difficult for me
Petting a dog
The Great Fearful
7) Hold a dog’s leash
8) Let a dog smell the
back of my hand
9) Pet a dog
GAME OVER!
Level 3 Complete!
From:
www.michelekambolis.com
33. A Note about (Over)reassurance
Reassurance temporarily makes a child feel more safe and secure, but can actually
strengthen her overall anxiety
Child learns to rely on it, instead of learning ways to tolerate distress and self-soothe
Confirms to the child that the situation/object must be pretty scary, if it’s worthy of this much
of mom’s or dad’s time and attention!
Often leads to parent-sanctioned avoidance
Instead of reassuring for the umpteenth time, try:
“You sound nervous about going to school, but you have to go. What can you do to calm
down? How can I help make it better for you?”
Chart progress (absence of begging, asking, or other nervous behavior) on a calendar and
reward
34. Step 5: Practice, Practice, Practice!
Celebrate your child’s achievements (and your own hard work)…but don’t stop
there!
Encourage your child to continue to face any fears that arise to “Stay In Shape”!
Arrange opportunities for your child to step out of his comfort zone
Review the coping tools in his “toolbox”
Provide encouragement and support, but don’t do the work for him!
35. Managing & Preventing Panic Attacks
Symptoms
1. Palpitations, pounding heart, or accelerated heart rate
2. Sweating
3. Trembling or shaking
4. Sensations of shortness of breath or smothering
5. Feeling of choking
6. Chest pain or discomfort
7. Nausea or abdominal distress
8. Feeling dizzy, unsteady, lightheaded, or faint
9. Chills or heat sensations
10. Numbness or tingling sensations
11. Feelings of unreality or detachment from oneself
12. Fear of losing control or going crazy
13. Fear of dying
Treatment
Learn how to calm the
nervous system
Create an imaginative
plan:
Safe location
Remove trigger
Use toolbox
Breathing or chanting
Don’t give up!
Evaluate and adjust your
planFight or Flight Response
36. What About Medication for Anxiety?
Some children’s symptoms are so severe and/or debilitating that they have difficulty
engaging in behavioral treatment
Rule of thumb: Begin with CBT and consider adding medication if the child does not
show some response in 4 to 6 weeks
Think of medication as part of your toolkit, not as an instant fix
“Dial down” the volume of symptoms
SSRIs: Prozac, Zoloft, Paxil, Celexa
Slow acting, few side effects, not addictive
Benzodiazepines: Xanax, Klonopin, Ativan
Sedating effect, quick acting, can be habit forming
37. Supporting Siblings
When a child has special needs, sibling reactions can vary greatly
Some become helpers or “fixers”
Some seek attention by acting out
Some get angry or resentful
Some try to stay out of the way and take care of themselves
Support siblings by speaking honestly with them about their brother or sister’s
challenges
Speaking in terms of strengths and weaknesses can help them understand, and doesn’t
target or blame the child with special needs
38. Supporting Siblings At Home
Safety first
Separate activities?
Develop interests
Friendships & family relationships
Special time with Mom or Dad
Family fun
Validation: recognize strength
39. For Parents:
Freeing Your Child From Anxiety:
Powerful, Practical Solutions to
Overcome Your Child’s Fears,
Worries, and Phobias
by Tamar E. Chansky, Ph.D.