This document provides information on test anxiety, including definitions, prevalence, components, effects, assessment, and strategies for reducing anxiety. It defines trait and state anxiety, with test anxiety viewed as a state anxiety. Test anxiety is common and can negatively impact performance and grades. It has cognitive, emotional, and behavioral components. Counseling approaches like anxiety management training, systematic desensitization, and cognitive behavioral therapy can help reduce anxiety. Teachers can implement strategies like relaxation exercises, positive self-talk, and teaching test-taking skills. Parents should provide routine, model relaxation, and avoid excessive reassurance. The school psychologist can screen for anxiety and provide consultation, groups, and refer more severe cases.
Anne, a student, exhibits symptoms of learned helplessness in her algebra class. She puts little effort into her schoolwork and avoids engaging or seeking help. Her teacher, Mrs. Reynolds, is concerned about Anne's lack of confidence and motivation. While Mrs. Reynolds has tried talking to Anne, her behavior has not changed. The summary analyzes Anne's situation through the lenses of self-efficacy theory, attribution theory, and goal orientation theory to understand the causes and potential solutions to help improve Anne's academic performance.
Behavior modification is a therapeutic technique based on operant conditioning that uses reinforcement and punishment to modify behavior by rewarding desired behaviors and discouraging undesirable ones. It has roots in classical conditioning and is used to treat various disorders and problems by conditioning behaviors through a system of rewards and consequences. Behavior modification techniques for ADHD involve reinforcing positive behaviors, punishing negative ones, and breaking behaviors down into smaller steps to shape behavior through reinforcement.
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
Behaviour therapy aims to help clients acquire new coping skills or break bad habits through a collaborative process between therapist and client. It focuses on interpreting a client's behavior and applying principles of learning and conditioning to assess and address their needs. Some key concepts include classical and operant conditioning, which posit that behaviors are learned through responses to stimuli and their consequences. Therapists use techniques like reinforcement, punishment, and stimulus control to modify behaviors.
Learning principles for behaviour modificationSushma Rathee
1. The document discusses various classroom management techniques including modelling, shaping, positive reinforcement, negative reinforcement, extinction, and punishment.
2. Modelling involves having students learn behaviors by observing others, while shaping teaches new behaviors through reinforcing successive approximations.
3. Positive reinforcement is most effective when reinforcement is delivered immediately, frequently, enthusiastically, with eye contact and a description of the reinforced behavior.
Behavior Modification for the classroom, based on Cliff Madsen's excellent book "Teaching/Discipline: A Positive Approach for Educational Development."
Learning involves the acquisition of knowledge through experience which causes relatively permanent changes in behavior. It is a continuous process affected by factors related to the learner, teaching methods, and environment. There are different types of learning including verbal, motor, conceptual, and problem-solving. Learning theories attempt to explain how learning occurs, such as through trial-and-error, observation, classical conditioning, and operant conditioning.
This document outlines an agenda for a workshop on developing resilience in oneself, teams, and organizations. It will define resilience, discuss why it is important, and provide exercises to build resilience. The workshop is facilitated by Karlin Sloan and Anil Sharma and will explore three domains of resilience: relationship to self, others, and environment. It will also discuss resilience research and stories of resilience. Participants will do exercises to strengthen team resilience and discuss how to apply the insights to their leadership. The overall goal is to help leaders perform effectively during times of change through building psychological capital including resilience.
Anne, a student, exhibits symptoms of learned helplessness in her algebra class. She puts little effort into her schoolwork and avoids engaging or seeking help. Her teacher, Mrs. Reynolds, is concerned about Anne's lack of confidence and motivation. While Mrs. Reynolds has tried talking to Anne, her behavior has not changed. The summary analyzes Anne's situation through the lenses of self-efficacy theory, attribution theory, and goal orientation theory to understand the causes and potential solutions to help improve Anne's academic performance.
Behavior modification is a therapeutic technique based on operant conditioning that uses reinforcement and punishment to modify behavior by rewarding desired behaviors and discouraging undesirable ones. It has roots in classical conditioning and is used to treat various disorders and problems by conditioning behaviors through a system of rewards and consequences. Behavior modification techniques for ADHD involve reinforcing positive behaviors, punishing negative ones, and breaking behaviors down into smaller steps to shape behavior through reinforcement.
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
Behaviour therapy aims to help clients acquire new coping skills or break bad habits through a collaborative process between therapist and client. It focuses on interpreting a client's behavior and applying principles of learning and conditioning to assess and address their needs. Some key concepts include classical and operant conditioning, which posit that behaviors are learned through responses to stimuli and their consequences. Therapists use techniques like reinforcement, punishment, and stimulus control to modify behaviors.
Learning principles for behaviour modificationSushma Rathee
1. The document discusses various classroom management techniques including modelling, shaping, positive reinforcement, negative reinforcement, extinction, and punishment.
2. Modelling involves having students learn behaviors by observing others, while shaping teaches new behaviors through reinforcing successive approximations.
3. Positive reinforcement is most effective when reinforcement is delivered immediately, frequently, enthusiastically, with eye contact and a description of the reinforced behavior.
Behavior Modification for the classroom, based on Cliff Madsen's excellent book "Teaching/Discipline: A Positive Approach for Educational Development."
Learning involves the acquisition of knowledge through experience which causes relatively permanent changes in behavior. It is a continuous process affected by factors related to the learner, teaching methods, and environment. There are different types of learning including verbal, motor, conceptual, and problem-solving. Learning theories attempt to explain how learning occurs, such as through trial-and-error, observation, classical conditioning, and operant conditioning.
This document outlines an agenda for a workshop on developing resilience in oneself, teams, and organizations. It will define resilience, discuss why it is important, and provide exercises to build resilience. The workshop is facilitated by Karlin Sloan and Anil Sharma and will explore three domains of resilience: relationship to self, others, and environment. It will also discuss resilience research and stories of resilience. Participants will do exercises to strengthen team resilience and discuss how to apply the insights to their leadership. The overall goal is to help leaders perform effectively during times of change through building psychological capital including resilience.
This document summarizes Abdullah Bismillah's research study into the role of perceived self-efficacy in an academic setting. The study used semi-structured interviews with three female participants aged 18 to explore how self-efficacy impacts students' educational experiences and outcomes. Previous research found self-efficacy beliefs directly influence students' motivation, effort, and academic performance. However, more research was needed to understand students' individual experiences. Bismillah's qualitative study aimed to understand how self-efficacy shaped each participant's journey through the education system from their perspective.
This document discusses learning and the learning process. It begins by defining learning as the acquisition of habits, knowledge and attitudes through experience that results in progressive changes in behavior. The learning process involves steps of a motive or need, an attractive goal, and obstacles to achieving that goal. Reinforcement and integration are also part of the learning process. Several theories of learning are then outlined, including behaviorism and theorists like Pavlov, Thorndike, Watson, and Skinner. Classical and operant conditioning are examined in detail. Factors that influence learning including the individual and environmental factors are also discussed.
Behaviorism operates on the principle of stimulus-response and shapes behavior through reinforcement. Ivan Pavlov's classic conditioning experiment showed that dogs could be conditioned to salivate at the sound of a bell through positive reinforcement. B.F. Skinner also used reinforcement to shape behavior, rewarding pigeons for behaving in desired ways. Teachers can apply behaviorism principles by using reinforcement like candy or ribbons to encourage positive behaviors from students, both with and without technology. Behaviorism is an effective teaching theory as it acknowledges that reinforcement influences learning and repetition of behaviors.
Behavior and its modification techniquesRangarajan S
This document provides an overview of techniques for modifying human behavior. It discusses several factors that influence behavior, including culture, attitudes, emotions, values, and authority. It also outlines various theoretical approaches to understanding behavior, such as psychodynamic, humanistic, behavioral, cognitive, and biological approaches. Finally, it describes several social modification techniques including positive and negative reinforcement, punishment, meditation, cognitive behavioral therapy, and more. The overall document aims to understand why people behave the way they do and how problem behaviors can be addressed.
Shaping is a technique used to establish new behaviors through reinforcement of successive approximations. It involves defining a target behavior and breaking it down into gradual steps that reinforce closer approximations over time. Shaping is commonly used to train animals and rehabilitate human behaviors. Examples of how it is applied include teaching patients to increase time between bathroom visits or training an old man to walk using parallel bars in gradual steps from sitting to taking multiple steps of support. Guidelines for effective shaping specify selecting a desired behavior and reinforcer, then reinforcing mastery of each step before moving to the next approximation.
behavioral theory formed the basis of most of the learning theory applied in child rearing and in classrooms. Parents and teachers still find that, in many instances, individuals do learn when provided with the appropriate blend of stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective.
Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The teacher’s are able to use this approach but they have to consider about the weaknesses and try to solve the weaknesses.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Learning involves relatively permanent changes in behavior due to experience. There are three main theories of learning: classical conditioning, operant conditioning, and social learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Pavlov's dog experiment demonstrated this. Operant conditioning involves reinforcing behaviors with consequences to increase their likelihood. Skinner showed this using a Skinner box. Social learning involves observing and imitating others' behaviors and their consequences. Reinforcement strengthens behaviors through rewards or avoidance of punishment.
Rudolf Dreikurs developed Alfred Adler's system of individual psychology into a method called logical consequences. This approach helps understand child behavior and encourages cooperation without punishment. Dreikurs identified four common goals of misbehavior in children: seeking attention, asserting power, taking revenge, and displaying inadequacy. Teachers can help children change these mistaken goals by understanding the goal, involving the child in solving problems, and applying logical consequences rather than punishment.
The document discusses behaviorism and its key principles including classical conditioning, operant conditioning, reinforcement, and punishment. It also covers applications of behaviorism such as language development, morality, aggression, and gender development. Finally, the document discusses social learning theory and how children develop self-efficacy through mastery experiences, modeling, verbal persuasion, and emotional states.
Behavior modification focuses on changing specific behaviors rather than traits or characteristics. It targets behavioral excesses that need reducing and behavioral deficits that need increasing. Procedures are based on behavioral principles derived from experimental research. Behavior is measured before and after the modification to assess the effectiveness of the intervention. Common applications include developmental disabilities, mental illness, education, rehabilitation, and child management. Functional assessment identifies the triggers and consequences of problematic behaviors. Reinforcement strengthens behaviors by adding or removing stimuli.
Enhancing motivation change in the classroomShaibou Haji
Enhancing Motivation Change in the Classroom is an interesting book that was written in 1976 but the method of study used and the outcomes is very vital in Education, Educational Psychology, Social Psychology and Educational Administration.
This document discusses several behavior modification techniques used in educational settings, including token reinforcement systems, timeout, ignoring, and contracting. It provides details on how each technique works and recommendations for effective implementation. Token reinforcement systems use tokens that can be exchanged for rewards to encourage positive behaviors. Timeout involves separating a child from rewarding environments when misbehaving to reduce reinforcement of undesirable actions. Ignoring aims to reduce attention-seeking behaviors by refusing to acknowledge them. Contracting establishes agreements between teachers and students where good behavior is rewarded.
1) The document discusses principles for developing, strengthening, maintaining, and modifying behaviors using reinforcement and other techniques.
2) It outlines principles such as successive approximation, continuous reinforcement, negative reinforcement, and modeling to develop new behaviors. Principles like decreasing reinforcement and variable reinforcement can strengthen behaviors.
3) To maintain behaviors, the document discusses substitution principles. It also presents satiation, extinction, incompatible alternatives, and punishment principles for stopping inappropriate behaviors. Fear reduction and avoidance principles are proposed for modifying emotional behaviors.
This document discusses various anxiety disorders and how applied behavioural analysis (ABA) can be used as a treatment approach. It provides information on specific anxiety disorders like social anxiety disorder, separation anxiety disorder, agoraphobia, panic disorder and explains how ABA techniques like exposure therapy, reinforcement, and extinction can be applied to reduce anxiety symptoms by targeting behaviours maintained by avoidance. The length of ABA intervention depends on the type and severity of the anxiety disorder.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
Overview:
Behaviour
Characteristics of behaviour
Behaviour therapy
Founders
Behaviour analysis
ABC model
Causes of problem behaviour
Framework for behaviour analysis
Behaviour assessment
Learning (Psychology) Lecture notes by Imran Ahmad SajidDr. Imran A. Sajid
This document discusses different types of learning including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through reinforcement and punishment where behaviors are strengthened or weakened based on consequences. Cognitive learning focuses on mental processes like attention, retention, and motivation that underlie learning through observation and latent learning when behaviors are acquired but not demonstrated until needed.
This document discusses classical and operant conditioning principles. It covers Pavlov's experiments demonstrating classical conditioning and key concepts like acquisition and extinction. It also covers Skinner and Thorndike's work on operant conditioning, defining reinforcement types and
Friendship Circle Parenting Our Special Children SeminarTzvi Schectman
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
This document summarizes Abdullah Bismillah's research study into the role of perceived self-efficacy in an academic setting. The study used semi-structured interviews with three female participants aged 18 to explore how self-efficacy impacts students' educational experiences and outcomes. Previous research found self-efficacy beliefs directly influence students' motivation, effort, and academic performance. However, more research was needed to understand students' individual experiences. Bismillah's qualitative study aimed to understand how self-efficacy shaped each participant's journey through the education system from their perspective.
This document discusses learning and the learning process. It begins by defining learning as the acquisition of habits, knowledge and attitudes through experience that results in progressive changes in behavior. The learning process involves steps of a motive or need, an attractive goal, and obstacles to achieving that goal. Reinforcement and integration are also part of the learning process. Several theories of learning are then outlined, including behaviorism and theorists like Pavlov, Thorndike, Watson, and Skinner. Classical and operant conditioning are examined in detail. Factors that influence learning including the individual and environmental factors are also discussed.
Behaviorism operates on the principle of stimulus-response and shapes behavior through reinforcement. Ivan Pavlov's classic conditioning experiment showed that dogs could be conditioned to salivate at the sound of a bell through positive reinforcement. B.F. Skinner also used reinforcement to shape behavior, rewarding pigeons for behaving in desired ways. Teachers can apply behaviorism principles by using reinforcement like candy or ribbons to encourage positive behaviors from students, both with and without technology. Behaviorism is an effective teaching theory as it acknowledges that reinforcement influences learning and repetition of behaviors.
Behavior and its modification techniquesRangarajan S
This document provides an overview of techniques for modifying human behavior. It discusses several factors that influence behavior, including culture, attitudes, emotions, values, and authority. It also outlines various theoretical approaches to understanding behavior, such as psychodynamic, humanistic, behavioral, cognitive, and biological approaches. Finally, it describes several social modification techniques including positive and negative reinforcement, punishment, meditation, cognitive behavioral therapy, and more. The overall document aims to understand why people behave the way they do and how problem behaviors can be addressed.
Shaping is a technique used to establish new behaviors through reinforcement of successive approximations. It involves defining a target behavior and breaking it down into gradual steps that reinforce closer approximations over time. Shaping is commonly used to train animals and rehabilitate human behaviors. Examples of how it is applied include teaching patients to increase time between bathroom visits or training an old man to walk using parallel bars in gradual steps from sitting to taking multiple steps of support. Guidelines for effective shaping specify selecting a desired behavior and reinforcer, then reinforcing mastery of each step before moving to the next approximation.
behavioral theory formed the basis of most of the learning theory applied in child rearing and in classrooms. Parents and teachers still find that, in many instances, individuals do learn when provided with the appropriate blend of stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective.
Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The teacher’s are able to use this approach but they have to consider about the weaknesses and try to solve the weaknesses.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Learning involves relatively permanent changes in behavior due to experience. There are three main theories of learning: classical conditioning, operant conditioning, and social learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Pavlov's dog experiment demonstrated this. Operant conditioning involves reinforcing behaviors with consequences to increase their likelihood. Skinner showed this using a Skinner box. Social learning involves observing and imitating others' behaviors and their consequences. Reinforcement strengthens behaviors through rewards or avoidance of punishment.
Rudolf Dreikurs developed Alfred Adler's system of individual psychology into a method called logical consequences. This approach helps understand child behavior and encourages cooperation without punishment. Dreikurs identified four common goals of misbehavior in children: seeking attention, asserting power, taking revenge, and displaying inadequacy. Teachers can help children change these mistaken goals by understanding the goal, involving the child in solving problems, and applying logical consequences rather than punishment.
The document discusses behaviorism and its key principles including classical conditioning, operant conditioning, reinforcement, and punishment. It also covers applications of behaviorism such as language development, morality, aggression, and gender development. Finally, the document discusses social learning theory and how children develop self-efficacy through mastery experiences, modeling, verbal persuasion, and emotional states.
Behavior modification focuses on changing specific behaviors rather than traits or characteristics. It targets behavioral excesses that need reducing and behavioral deficits that need increasing. Procedures are based on behavioral principles derived from experimental research. Behavior is measured before and after the modification to assess the effectiveness of the intervention. Common applications include developmental disabilities, mental illness, education, rehabilitation, and child management. Functional assessment identifies the triggers and consequences of problematic behaviors. Reinforcement strengthens behaviors by adding or removing stimuli.
Enhancing motivation change in the classroomShaibou Haji
Enhancing Motivation Change in the Classroom is an interesting book that was written in 1976 but the method of study used and the outcomes is very vital in Education, Educational Psychology, Social Psychology and Educational Administration.
This document discusses several behavior modification techniques used in educational settings, including token reinforcement systems, timeout, ignoring, and contracting. It provides details on how each technique works and recommendations for effective implementation. Token reinforcement systems use tokens that can be exchanged for rewards to encourage positive behaviors. Timeout involves separating a child from rewarding environments when misbehaving to reduce reinforcement of undesirable actions. Ignoring aims to reduce attention-seeking behaviors by refusing to acknowledge them. Contracting establishes agreements between teachers and students where good behavior is rewarded.
1) The document discusses principles for developing, strengthening, maintaining, and modifying behaviors using reinforcement and other techniques.
2) It outlines principles such as successive approximation, continuous reinforcement, negative reinforcement, and modeling to develop new behaviors. Principles like decreasing reinforcement and variable reinforcement can strengthen behaviors.
3) To maintain behaviors, the document discusses substitution principles. It also presents satiation, extinction, incompatible alternatives, and punishment principles for stopping inappropriate behaviors. Fear reduction and avoidance principles are proposed for modifying emotional behaviors.
This document discusses various anxiety disorders and how applied behavioural analysis (ABA) can be used as a treatment approach. It provides information on specific anxiety disorders like social anxiety disorder, separation anxiety disorder, agoraphobia, panic disorder and explains how ABA techniques like exposure therapy, reinforcement, and extinction can be applied to reduce anxiety symptoms by targeting behaviours maintained by avoidance. The length of ABA intervention depends on the type and severity of the anxiety disorder.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
Overview:
Behaviour
Characteristics of behaviour
Behaviour therapy
Founders
Behaviour analysis
ABC model
Causes of problem behaviour
Framework for behaviour analysis
Behaviour assessment
Learning (Psychology) Lecture notes by Imran Ahmad SajidDr. Imran A. Sajid
This document discusses different types of learning including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through reinforcement and punishment where behaviors are strengthened or weakened based on consequences. Cognitive learning focuses on mental processes like attention, retention, and motivation that underlie learning through observation and latent learning when behaviors are acquired but not demonstrated until needed.
This document discusses classical and operant conditioning principles. It covers Pavlov's experiments demonstrating classical conditioning and key concepts like acquisition and extinction. It also covers Skinner and Thorndike's work on operant conditioning, defining reinforcement types and
Friendship Circle Parenting Our Special Children SeminarTzvi Schectman
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 document discusses anxiety disorders in children and youth, providing statistics on prevalence rates and describing common symptoms. It outlines treatment approaches for anxiety including cognitive behavioral therapy and medication. The document also provides strategies for helping anxious youth in the school environment such as promoting realistic thinking, teaching coping skills, and using exposure activities.
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.
This document discusses different aspects of learning. It defines learning as the acquisition of habits, knowledge and attitudes through purposeful experiences that produce changes in behavior. It notes that learning is a process, not a product, and involves perceiving, conceptualizing, associating, appreciating, and developing attitudes. The document also outlines several theories of learning, including trial-and-error, classical conditioning, operant conditioning, cognitive learning, and observational learning. It discusses key concepts like reinforcement, punishment, and insight that help explain how learning occurs.
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.
This document discusses anxiety as it relates to second language acquisition. It defines different types of anxiety including trait anxiety, state anxiety, and situation-specific anxiety. It discusses research that has shown anxiety can have either facilitating or debilitating effects on language learning. Sources of language anxiety are explored, such as culture shock, language shock, and personality shock. Scales for measuring language anxiety are presented. The role of parents and teachers in influencing students' language anxiety is also covered.
The document discusses stress management techniques for children and youth. It defines key terms related to stress and explains that stress can have physiological, psychological, and behavioral impacts. It recommends first teaching students about stress and then training somatic techniques like breathing exercises, progressive muscle relaxation, and exercise. Cognitive approaches like challenging irrational beliefs and developing coping scripts are also described. The document advocates a holistic approach addressing all aspects of stress.
Our final presentation in our class, The Healthy Mind and Body. The PowerPoint analyzes what anxiety is, how it begins and contributes to academics, and what treatments are available.
Stress Management for Special Educators-Weger and Marcelo's powerpoint - IAAS...Dr Pete Marcelo
This document discusses stress management for special educators. It defines stress and outlines Selye's three stages of stress: alarm, resistance, and exhaustion. Common sources of stress for educators are identified such as lack of time, paperwork, student behavior, and role ambiguity. High levels of stress can negatively impact teachers' physical and mental health as well as their performance. Stress is a major factor in teachers leaving the field, especially for special educators who experience even higher attrition rates. The impacts of teacher stress on students are also discussed.
This document summarizes a presentation on positive psychology and building student strengths. It discusses the school's mission to build a learning community and promote well-being. Positive psychology aims to cultivate students' strengths and increase flourishing. Key aspects of positive psychology are identified as positive emotion, engagement, relationships, meaning and accomplishment. Strengths are described as the backbone of positive psychology and a way to identify individuals' core capacities. Research is presented showing strengths are linked to greater life satisfaction and academic performance. The presentation also covers grit, growth mindset, resilience, self-compassion, and using strengths and passion to find success.
1. The document discusses anxiety as an individual difference that can impact second language acquisition. It reviews research showing anxiety can be trait-based, state-based, or situation-specific.
2. Instruments like the Foreign Language Classroom Anxiety Scale have been used to measure language anxiety and correlate it with language performance. Studies found low-anxiety learners tend to perform better.
3. Factors like poor performance, negative expectations, and communication apprehension can increase language anxiety over time for learners. The relationship between anxiety and other individual differences like intelligence is also discussed.
1. The document discusses anxiety as it relates to second language acquisition, outlining different types of anxiety including trait anxiety, state anxiety, and situation specific anxiety.
2. It examines various studies that have explored the relationship between anxiety and language learning, with many finding that lower anxiety is associated with better learning outcomes.
3. The role of parents, teachers, and learning environments in influencing learner anxiety is discussed, along with strategies like stress-relieving exercises that may help reduce debilitating anxiety.
This document discusses generalized anxiety disorder (GAD). GAD is a common anxiety disorder characterized by excessive, uncontrollable worry about daily life events for at least six months. People with GAD may experience physical symptoms like restlessness, fatigue, difficulty sleeping, and increased heart rate. The document explores GAD from psychodynamic, humanistic, cognitive, and biological perspectives and their associated therapies, such as psychodynamic therapy focusing on childhood experiences, cognitive therapy challenging irrational thoughts, and biological therapy using medication.
This was released as Episode 384 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
Ed295396 stress management for ld eric dr. ron rubenzer 1 19-2019Dr. Ron Rubenzer
Stress is the invisible disability in the schools, dampening achievement (and motivation)for tens of milions. NYS as now MANDATED Mental Health Curriculum for all 2 MILLION plus students K-12. Join this Educational Evolution-Revolution.
The Reduction of Anxiety on the Ability to Make DecisionsAbbie Frank
A research study I had done in my Cognition psychology class to look at the reduction of anxiety using yoga and animal assisted therapy and the affects they can have on decision making.
This document provides information on de-escalating aggressive behavior in school settings. It discusses four types of violence seen in adolescents and the risks associated with physical restraint and seclusion. It notes that restraint and seclusion are often used for non-emergency reasons like noncompliance. The document recommends training staff on de-escalation strategies like understanding triggers, using non-threatening communication, and focusing on teaching prosocial skills rather than punishment. Crisis intervention training has been shown to significantly reduce the use of restraint and seclusion.
Anxiety disorders affect 12% of the Canadian population and there are seven main types of anxiety disorders that can affect children and youth. There are also several types of depression including major depression, bipolar depression, and dysthymia. Anxiety disorders and depression can have physical, emotional, and academic symptoms. Treatments include behavioral therapy, cognitive behavioral therapy, medication, and complementary approaches. Teachers can support students by developing strategies around communication, classroom environment, and instructional methods. It is important to consider a student's emotional needs in addition to their learning needs.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Practical Tips for Reducing Test Anxiety in Children
1. Practical Tips for
Reducing Test Anxiety
Kathryn Tromblay, M.S.
Briana Padgett, M.S.
Maria Priede, B.S.W.
Claire Miller, B.A.
Loida Casillas, M.S.
Angelo DeSimone, Ed. D., NCSP
4. TRAIT ANXIETY
Relatively stable aspect of the personality.
Often regarded as a fixed stage of anxiety.
Will eventually become pervasive, extending to and
influencing other areas of experience.
Becomes a characteristic of the personality.
5. A functional way of viewing anxiety is as
apprehension or excessive fear about real or
imaginary situations or circumstances.
The chief characteristic of anxiety is worry.
Worry is an excessive concern about the
uncertainty of outcomes of circumstances or
situations.
This excessive worry is unproductive.
It may interfere with the student’s ability
to act to solve a problem.
Symptoms of anxiety may be manifested in
cognition, behavior, or physical responses.
(Huberty, 2004)
7. STATE ANXIETY
Viewed as a temporary condition.
Anxiety that we experience when something causes
us to feel temporarily anxious and then subsides.
I.E. The anxiety we feel when a dog runs out
in front of the car.
May fluctuate over time.
Can vary in intensity.
Typically accompanied by physiological arousal
and observable behavioral indicators.
Nervous fidgeting, rubbing palms of
hands on clothing
8. TEST ANXIETY
Experience feelings of: unease, apprehension, worry
distress, or depression.
“Anxious state” is characterized by excessive
degrees of fear, worry, and apprehension about
the uncertainty of outcomes.
Trait anxiety is a good predictor of test anxiety.
Primary concern is EVALUATION.
9. Research indicates…
Social phobia
“A marked and persistent fear of
social or performance
situations in which
embarrassment
may occur.”
DSM-IV
Show immediate anxiety response when
exposed to feared or social performance
situations.
Show attempts to avoid the situation or
endure with extreme fear.
Experience a significant disruption to
normal activities due to the avoidance
or fear associated with situation.
Recognizes fear is fear is excessive and
unreasonable (*except some children).
Under 18 years of age, persists for 6
months.
Specific phobia
“A marked and persistent fear of
clearly discernible,
circumscribed objects or
situations.”
DSM-IV
Fear is excessive and unreasonable.
Stimulus provokes immediate anxiety
response.
Interferes significantly with person’s
normal routine.
Recognizes fear is fear is excessive and
unreasonable (*except some children).
Under 18 years of age, persists for 6
months.
(American Psychiatric Association, 2000)
10. PREVALENCE
Becoming more prevalent due to:
increase in frequency of testing.
importance placed on testing.
SOCIAL PHOBIA
3-13% of population
SPECIFIC PHOBIA
4-8.8% of population
(McDonald, 2001)
(American Psychiatric Association, 2000)
11. COMPONENTS of TEST ANXIETY
Cognitive
worry
unwanted, uncontrollable, negative thoughts
Emotionality
physiological
muscle tension, elevated heart rate, headache
sweating, feeling sick, and shaking
Behaviorally
avoidance, act out during test
(Huberty, 2004)
12. EFFECTS ON CHILDREN
Detrimental effects…
test performance (passing or failing)
poor grades
retention
low self-esteem
dependency
passivity
depression
(Hembree, 1988)
13. What Does it Look Like?
Elementary
stomach ache
“butterflies”
crying
Middle School/High School
tension headache
shaky
sweaty palms
increased heart rate
vomiting
(TeensHealth,
14. What Does it Look Like?
Unfavorable comparisons with other students.
“all of my friends are going to do better than me”
Doubts about ability.
“I’m no good at tests, I’m going to fail”
“What if the test is too hard?”
Negative beliefs about the consequences of poor
performance.
“if I do badly on this test, my parents will be so upset”
Anxiety due to physical reactions.
“What if I throw up?’’
“Oh no, my hands are shaking.”
15. COMORBIDITY
Highly comorbid with..
other anxiety disorders
depression
ADHD (Biederman, 1991)
Even those children without an additional
anxiety disorder are at risk for future
development of childhood or adult anxiety.
(Beidel, 1988)
(Huberty, 2008)
(Beidel, 1988)
17. Assessment of Test Anxiety
State-Trait Anxiety Inventory for Children (STAIC)
Consists of two 20-item scales (S-Anxiety
and T-Anxiety)
Used with upper elementary or middle school
aged children (ages 9-12)
Reliability:
Trait-Anxiety- .65 - .86
State-Anxiety- .16 - .62
18. Assessment of Test Anxiety
Test Anxiety Inventory for Children and
Adolescents (TAICA)
45 item self-report scale for grades 4-12
Reliability:
Coefficient alphas- .81 - .94
19. Assessment of Test Anxiety
Test Anxiety Inventory (TAI)
20 item self-inventory for adolescents
and adults
Reliability:
.62 for High School Students
Test Anxiety Scale for Children (TASC)
30 item self-report scale for elementary
school children
20. Assessment of Test Anxiety
FRIEDBEN Test Anxiety Scale (FTA) –
23-item scale
Reliability:
Social Derogation Scale- .93
Cognitive Obstruction Scale- .94
Physical Tenseness Scale- .88
21. Assessment of Test Anxiety
Revised Children’s Manifest Anxiety Scale, Second Edition
(RCMAS-2)
49 items self-report scale for ages 6-19
10-item Short Form also available
Reliability:
PHY- .75 - .73
WOR- .86 - .71
SOC- .80 - .64
TOT- .92 - .76
SF- TOT- 82 . .54
23. Counseling Tips to Reduce Anxiety
Anxiety Management Training–
Teaches students to recognize the
symptoms of anxiety by recalling a
previous experience of anxiety.
Re-experience anxiety
Trains students to initiate relaxation
responses when anxiety is perceived.
Relaxation training
24. Counseling Tips to Reduce Anxiety
Anxiety Management Training–
As sessions progress, students are
taught to identify early signs of anxiety
and prevent more severe onset.
Useful in groups of 6-8 students.
(Suinn,1995)
25. Counseling Tips to Reduce Anxiety
Systematic Desensitization –
Teach deep muscle relaxation first.
Develop a group hierarchy of common
events involved in test taking such as studying
the night before, going to class, and waiting
for the test materials to be handed out.
Rank events from least to most anxiety
provoking.
26. Counseling Tips to Reduce Anxiety
Systematic Desensitization –
While in a deeply relaxed state, events are
presented one by one, starting with the least
anxiety provoking.
Events are presented by therapist with
relaxation instructions, until entire group
remains relaxed.
Eventually all events in the hierarchy
are presented to students.
(Forman & O'Malley, 1984)
27. Counseling Tips to Reduce Anxiety
Stop, Drop and Roll–
Pairs relaxation techniques with popular
fire safety terms.
“Stop” – when student feels anxiety
symptoms.
“Drop” – student puts down pencil and
places hands on desk, then drops head
forward.
“Roll” – student rolls head while
taking three deep breaths.
28. Counseling Tips to Reduce Anxiety
Stop, Drop and Roll–
Soft music in the background.
Students use art materials to draw self-
portraits of themselves being calm and
successful while taking their test.
(Cheek et al, 2002)
29. Counseling Tips to Reduce Anxiety
Cognitive-Behavioral Therapy
Assists student with:
Recognizing anxious feelings.
Clarifying unrealistic thoughts in anxiety-
provoking situations.
Coping with the situation – “self-talk” and
coping actions.
Self-reinforcement when appropriate –
students verbally reinforce their own
successful coping.
(Kendall, 1994)
30. Counseling Tips to Reduce Anxiety
Cognitive-Behavioral Therapy
Sessions:
1 – Rapport building; determine what
situations provoke anxiety and how
students respond.
2 – Teach students to identify different
types of feelings.
3 – Develop hierarchy of anxiety
provoking situations; distinguish
between anxious reactions and other
feelings.
(Kendall, 1994)
31. Counseling Tips to Reduce Anxiety
Cognitive-Behavioral Therapy
Sessions:
4 – Relaxation training.
5 – Teach how to recognize the “self-
talk” in anxious situations and learn
how to reduce this “self-talk.”
6 – Develop coping strategies –
“coping self-talk”, “verbal redirection.”
7 – Teach self-evaluation and reward.
8 – Review concepts and skills.
(Kendall, 1994)
32. Role of School Psychologist
Identify students with problem test anxiety.
Consult with teachers and provide guidance.
Provide workshops to parents.
Meet with students individually and in groups.
Pair anxious students with buddies who have
overcome anxiety.
Recognize serious anxiety related cases.
34. Strategies for Teachers
Engage in guided imagery
Pick a scene that you find
peaceful, beautiful, and natural.
Think about what you see, what
you hear, what you feel and
what you smell while in this
scene.
(Forman & O’Malley, 1984)
35. Strategies for Teachers
Engage students in deep breathing
Deep breathing exercises 3-5
minutes.
‘Close your eyes and
concentrate on the air going in
and out of your lungs. Take
long, deep breaths, fill your
lungs and abdomen, hold your
breath, and then exhale.’
(Forman & O’Malley, 1984)
36. Strategies for Teachers
Muscle Relaxation
Before and during test:
Tense and relax different
muscle groups
For example, if your
shoulders are tense pull them
back and hold them for a few
seconds, then relax.
If stomach is tense, tighten
for a few seconds and relax
(Forman & O’Malley, 1984)
37. Strategies for Teachers
Cognitive Behavior Interventions
Rational Emotive
Therapy (RET)
Attention Training
Self Instruction Training
(Forman & O’Malley, 1984)
38. Strategies for Teachers
Engage in positive self talk
(a)think about rational responses to
counter negative thoughts (e.g.,
instead of saying "I'm going to fail
this test" say "I have the ability to
do this, I just need to get some
help.")
(b)thoughts that help you to cope with
stress (e.g., "a little anxiety is
helpful. I will just try my best.“)
(c)thoughts that keep you on task
(e.g., "I can write this paper if I
break it into smaller steps.")
(Cizek & Burg, 2006)
39. Strategies for Teachers
Teach test taking strategies
• Type of test formats
• Practice standardized test
format in classroom during
school year
• Test time limits
• Pacing
• Develop mnemonic devices
(Cizek & Burg, 2006)
41. Strategies for Parents
Practical First Steps
Ensure consistency of routine for
Completing school assignments
Homework
Ensure child has adequate
Sleep
Breakfast
School supplies
(Cizek & Burg, 2006)
42. Strategies for Parents
Specific Strategies
Motivate by reinforcing effort,
not grade achieved.
Practice short relaxation
techniques as a family.
Model learned techniques e.g.
while in traffic jam
(Cizek & Burg, 2006)
43. Strategies for Parents
Things to avoid
Avoid excessive reassurance i.e.
“you’ll do great”
Avoid giving child explicit instructions:
allow them some control by coming up
with own plan.
Don’t allow the child to ignore
situation e.g. allowing them to stay
home.
(Cizek & Burg, 2006)
44. Strategies for Parents
Think Long Term
Encourage healthy self esteem, self
concept, self worth.
Don’t act ‘short term’ with tests (e.g.
pep talks, earlier bedtime, special
meals.
This HEIGHTENS test anxiety.
(Cizek & Burg 2006)
46. REFERENCES
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of
Mental Disorders (4th ed.). Arlington, VA: American Psychiatric Association.
An Intervention for Helping Elementary Students Reduce Test Anxiety.
Professional School Counseling 6 no2 D 2002: pg.162-4
Beidel, D. C., & Turner, S. M. (1988). Comorbidity of Test Anxiety and Other
Anxiety Disorders in Children. Journal of Abnormal Child Psychology , 16
(3), 275-287.
Biederman, J., Newcorn, J., & Sprich, S. (1991). Comorbidity of attention deficit
hyperactivity disorder with conduct, depressive, anxiety, and other disorders.
American Journal of Psychiatry , 564-577.
Burnett, M. (2006, December 11). FCAT Test Taking Strategies. Retrieved March
10, 2010, from ocps.net:
http://mmso.ocps.net/techworld/farber/documents/fcat_strategies.pdf
47. REFERENCES
Cheek, J., Bradley, L., Reynolds, J., & Coy, D. (2002). An Intervention for
Helping Elementary Students Reduce Test Anxiety. Professional School
Counseling , 162-164.
Cizek, G. J., &Burg, S. S. (2006). Addressing Test Anxiety in a High Stakes
Environment: Strategies for Classrooms and Schools. Thousand Oaks, CA:
Corwin Press.
Forman, S., & O'Malley, P. (1984). School Stress and Anxiety Interventions.
School Psychology Review , 162-170.
Glanz, Jeffrey. "Effects of stress reduction strategies on reducing test-anxiety
among learning-disabled students." Journal of Instructional Psychology 21
(1994): 313-17. Education Full Text. Web. 24 Aug. 2010.
Gutkin, T. B. & Reynolds, C. R. (Eds.). (2008).The handbook of school
psychology (4th ed.). New York: John Wiley & Sons.
48. REFERENCES
Hembree, R. (1988). Correlates, Causes, Effects, and Treatment of Test
Anxiety. Review of Educational Research , 58 (1), 47-77.
Huberty, T. J. (in press). Performance and test anxiety. In L. Paige & A.
Canter (Eds.),Helping children at home and at school III. Bethesda, MD:
National Association of School Psychologists.
Huberty, T. J. (2004). Anxiety and Anxiety Disorders in children: Information
for parents. National Association of School Psychologists: Helping
Children at Home and School II: Handouts for Families and Educators,
SB1-SB4. Retrieved June 16, 2010.
Huberty, T.J. (2008). Best practices in school based interventions for
anxiety and depression. In A. Thomas & J. Grimes (Eds.) Best
Practices in school psychology V: Vol. 4 (pp. 1473-1486).
Bethesda, MD: National Association of School Psychologists.
49. REFERENCES
Huberty, T. (2009). Test and performance anxiety. Principle Leadership.
Retrieved August 10, 2010 from:
http://www.nasponline.org/resources/principals/
Hunter, William J. "Getting wise to test anxiety." The School Guidance Worker
40 (1985): 12-16. Education Full Text. Web. 24 Aug. 2010.
Kendall, P. (1994). Treating Anxiety Disorders in Children: Results of a
Randomized Clinical Trial. Journal of Consulting and Clinical Psychology ,
62 (1), 100-110.
Mash, E. J., & Wolfe, D. A. (2010). Abnormal Child Psychology (4th ed.).
Belmont, CA: Wadsworth, Cengage Learning.
McDonald, A. S. (2001). The Prevalence and Effects of Test Anxiety in School
Children. Educational Psychology , 21 (1), 89-101.
50. REFERENCES
Reynolds, C.R. & Richmond, B. O. (2008). Revised children’s manifest
anxiety scale, second edition. Western Psychological Services, CA
Robinson, D. (n.d.) Measuring test anxiety Retrieved on July 20, 2010 from:
http://www.education.com/reference/article/evaluation-test-
anxiety/#B
Sadker, D., & Zittleman, K. (2004). Test Anxiety: Are Students Failing Tests-Or
Are Tests Failing Students? Phi Delta Kappan , 1-7.
State-Trait Anxiety Inventory Retrieved on June 26, 2010 from:
http://www.cps.nova.edu/~cpphelp/STAI.html
Suinn, R. (1995). Anxiety Management Training. In K. Craig, & K. Dobson,
Anxiety and Depression in Adults and Children (pp. 159-179). Thousand
Oaks, CA: Sage Publications.
51. REFERENCES
Teens Health. (2007, February). Test Anxiety. Retrieved September 1, 2010,
from Teens Health:
http://kidshealth.org/teen/school_jobs/school/test_anxiety.html
Test Anxiety Inventory Retrieved July 20, 2010, from:
http://www.cps.nova.edu/~cpphelp/TAI.html
University at Buffalo (2009). Counseling Services. Retrieved March 10, 2010,
from Student Affairs:
http://ubcounseling.buffalo.edu/stresstestanxiety.shtml
Editor's Notes
There are two types of anxiety: Trait and State. First we are going to discuss trait anxiety.
Charles Spielberger the developer of the State-Trait Anxiety Inventory (STAI) states that "Trait anxiety denotes relatively stable individual differences in anxiety proneness and refers to a general tendency to respond with anxiety to perceived threats in the environment."
Charles Spielberger the developer of the State-Trait Anxiety Inventory stated that state anxiety reflects a "transitory emotional state or condition of the human organism that is characterized by subjective, consciously perceived feelings of tension and apprehension, and heightened autonomic nervous system activity."
Most students experience some level of anxiety during an exam however, when the anxiety affects exam performance then it becomes a problem.
These feelings may become so intense that they interfere with concentration and performance.
What Causes Test Anxiety
Lack of preparation as indicated by:
cramming the night before the exam.
poor time management.
failure to organize text information.
poor study habits.
Worrying about the following:
past performance on exams.
how friends and other students are doing.
the negative consequences of failure.
People who worry a lot or who are perfectionists are more likely to have trouble with test anxiety.
Cognitive: Blank out or forget everything for the test due to anxiety
When you're under stress, your body releases adrenaline, which can heighten your awareness and sharpen your reflexes, allowing you to perform more quickly. However, if the stress level rises too high it can result in physical symptoms, such as sweating, a pounding heart, rapid breathing and even insomnia.
Nervousess: Test performance
Difficulty reading and understanding questions.
Difficulty organizing thoughts.
Difficulty retrieving key concepts/words.
Doing poorly on the exam even though prepared.
Mental blocking
Going blank
Remembering answers as soon as test is over.
Too many thoughts like these leave no mental space for thinking about the test questions.
Test anxiety can create a vicious circle: The more a person focuses on the negative things that could happen, the stronger the feeling of anxiety becomes.
Distinguishes between a general proneness to anxious behavior rooted in the personality and anxiety as a fleeting emotional state
45 item self-report scale for grades 4-12
Measures memory and attention difficulties
Physical symptoms
Fear associated with failing and ridicule
Negative thoughts and worries
20 item self-inventory for adolescents and adults
Measures worry and emotionality
worries of being socially belittled following failure on a test
poor concentration, failure to recall, difficulties in effective problem solving, before or during a test
tenseness (bodily and emotional discomfort)
nothing
(Social Derogation)
(Cognitive Obstruction)
(Physical Tenseness)
Measures chronic, manifest anxiety
Includes measures of Physiological Anxiety, Worry, Social Anxiety, Performance Anxiety and Total Anxiety
Median of .64 on anxiety scales
Correlation between individual scales and total score- median of .88
Koeppen (1974) provides a description of a relaxation training procedure which incorporates visual imagery as a means of teaching
children how to tense and relax various muscle groups. The use of imagery (e.g., having individuals imagine lying on a warm beach
and relaxing their muscles like a rag doll) is especially useful with children and with adults who have difficulty relaxing.
School Psychology Review
1984, Vol. 13, No. 2 SCHOOL STRESS AND ANXIETY INTERVENTIONS
Susan G. Forman Patricia L. O’Malley
There is evidence to suggest to suggest that incorporating art and music techniques with stress reducing strategies provides
provides additional support and an element of fun (Hobson, 1996; Thomas, 1987). Developmentally, art is a natural extension for elementary students, and the research of Thomas (1987) indicated that adolescents often use music as one of their main stress-management strategies.
Relaxation training promotes anxiety reduction by teaching the individual to reduce muscle tension through training in which various
muscle groups are systematically tensed and relaxed. Cautela and Groden’s (1978) relaxation training manual provides a useful
resource for those interested in implementing relaxation training programs in the schools. In addition to a detailed description of relaxation training procedures for adults and older children, procedural modifications for young and handicapped children are provided. Bernstein and Borkovec (1973) and Morris and Kratochwill (1983) also provide scripts for training in deep muscle relaxation.
Cognitive-behavioral procedures have been shown to be effective in reducing school-related stress of students and
teachers. Training have shown evidence of being effective for treatment of anxiety related to evaluation and academic performance in students.
School Psychology Review
1984, Vol. 13, No. 2 SCHOOL STRESS AND ANXIETY INTERVENTIONS
Susan G. Forman Patricia L. O’Malley
RET focuses on identification and change of irrational thoughts which contribute to psychological distress (Ellis, 1962). Therapist administered (Warren, Deffenbacher, & Brading, 1976) and teacher-administered (Knaus & Bokar, 1975) RET programs have been shown to be effective in reducing self report test anxiety but not in enhancing academic or test performance.
2. Attention Therapy Procedures consist of teaching a child to focus on a task using verbal reminders and reinforcement. The child is
taught to direct his or her attention away from irrelevant cognitions and toward the task at hand. Attention training has been shown to be effective in decreasing self-reported test anxiety when combined with relaxation.
3. Self-instructional training involves instruction in guiding behavior through “internal dialogue” typically consisting of
statements which help the student: (a) prepare for the stressor, (b) confront the stressor, (c) cope with negative reactions to the stressor, and (d) self-reinforce (Meichenbaum, 1977). A few studies have shown self-instructional training to be effective in producing decreases in self-reported anxiety (Lea1 et al., 1981), as well as improvements in test performance when used alone (Stevens & Pihl, 1983) and when combined with training in test taking skills (Dillard, Warrior-Benjamin, & Perrin, 1977).
I think this is an example of self instruction training (What do you all think)?
Test formats: multiple choice, essay, fill in the blank
Consistency of routine prior to test taking will help alleviate some anxiety as child knows what is expected of them and will feel more comfortable
Teach your child simple strategies to help with his or her anxiety, such as organizing materials and time, developing small “scripts” of
what to do and say when anxiety increases, and learning how to relax under stressful conditions.