The facilitator will post flyers in schools, community mental health centers, hospitals, and other places for advertisement. She will inform the faculty, staff, and parents of all elementary, middle, and high schools about the group. They will be provided flyers to pass out to others they know that would want to attend. Group members will be referred to the group by counselors, faculty, teachers, coaches, and parents. Members also can self-refer. Each member who is interested in joining the group will be seen for an individual intake meeting before the group actually gets together. At this time, the facilitator will
According to the National Institute of Mental Health (NIMH) (2016) about 6% of children in the United States suffer from a severe anxiety disorder. Other studies cite figures closer to 10% of children being affected by extreme anxiety disorders (Girling-Butcher & Ronan, 2009). While figures may vary slightly, there is no doubt that a large number of school-aged children grapple with a disorder that can disrupt and damage their functioning in schools and social situations. Chiu et al. (2013) state that anxious children can also suffer from “high rates of school refusal, poor academic performance and impairments in school functioning” (p. 142).
The initial group sessions will emphasize on creating cohesion among the group members. Group norms and expectations of the group will be discussed. Icebreaking activities, such as deep introductions, deep breathing exercises, and getting to know one another activities will be used to, create trust and create cohesion and comfort among group members. The facilitator will display participation and model behavior to group members. These behaviors will include actively listening, respecting everyone in the group, demonstrating empathy, genuineness, relevant self-disclosure, and suggesting or listening to feedback when beneficial to self or members. The facilitator will also assist members to outline personal goals they may wish to achieve during
Stress and anxiety on students in America have been only increasing over the years and the education system needs to discover ways to help reduce both. According to the
In the realm of anxiety disorders, research on younger populations falls behind in comparison to studies on anxiety disorders in adults. (Mohr & Schneider, 2013) Anxiety is one of the most common psychiatric disorders among school age children, and yet there is still so much more to be known about its development and treatment. (Kessler et al., 2005). Anxiety in school age children can be an issue that interferes with achievement in school. The constant interference can cause disruption in a child's ability retain and process information as well as focus in the classroom. (Semple, Lee, Rosa, & Miller, 2010). Anxiety in children often manifests as a disruption in attention. In turn, the consequential lack of success in school can lead to more anxiety due to a student’s negative self-judgment (Gordon, 1977). This circle of cognitive interference in school and the following negative self-judgment by the child is one that can lead to increasing levels of anxiety. There have been multiple forms of cognitive-behavioral therapy (CBT) that have shown some promise as treatments for childhood anxiety (Sullkowski, Joyce, & Storch, 2011). However with an increasing prevalence of childhood psychiatric disorders, there is still somewhat of lack of research in to the use of psychological interventions to treat them (Semple, Reid, & Miller, 2005).
Anxiety is a disorder that is becoming very common, about 25 to 29 percent of people are affected by this disorder in the United States today (Butcher et.al). In many ways, anxiety can cause problems in people’s daily lives. This can be seen in academic areas. Nowadays, more and more people are suffering from situational anxieties in school, more specifically tests. However, it is hard to determine if some students are doing poorly in schools because of this anxiety or if they are not succeeding because of other aspects like home environment or behavioral issues. In order to do this, many have begun to research this topic to find how this anxiety truly affects a student’s ability to learn. Test anxiety not only affects how a person tests, but also the way they learn and remember information.
For most people, anxiety is something that occurs occasionally throughout their lives such as, right before a big meeting, presentation, tests, or a simple medical procedure. Other people are facing challenges daily due to anxiety; some are diagnosed while others are not. Anxiety includes, “distressingly unpleasant and maladaptive feelings, thoughts, behaviors, and physical reactions. Students with anxiety often worry about their competence, even when they are not being evaluated” (Durwin, 467). These struggles affect the performance of adults in their everyday lives and more specifically; a child’s performance in academics. It is the role as an educator, to aid students with anxiety and other disorders with coping with these
As a counselor, it is important to conduct pre-group assessments to determine if the client will benefit from the group. Considering the client's are high school students, one should consult the parent(s) and obtain consent before beginning. Because this group is psychoeducational, it is important to present the client with information about the material related to the group. Additionally, it is essential to discuss the dynamics, and goals of the group with the client, to determine whether one stands to benefit from group counseling. Subsequent notice of client rights and responsibilities are provided, along with the consent. Boundaries and anonymity are crucial to communication; therefore client's will be encouraged to keep group discussions
“I do not know why I am feeling like this.” That was a statement that a student made as she took off running to the restroom twice in a time span of ten minutes. While it is not the typical statement that you may expect from a pre-teen, it became a rather common occurence for this student. I spent additional time trying to understand this student in the hours that followed. She had always been running to the restroom, in a near panic before exams. In fact, I came to learn that this child was experiencing anxiety that was especially present during high-stakes testing. This instance occurred during my first year of teaching and it has shaped my views on anxiety in children.
The program included six 45-minute group sessions based on psychoeducational and cognitive behavioral treatment. All participants completed assessments that indicated elevated levels of anxiety sensitivity, but did not meet criteria for an anxiety disorder (Balle and Tortella-Feliu, 2010). The results indicated a delayed affect on anxiety and depression prevention, as well as an improvement in symptom reduction pre- and post- intervention. According to the authors, selective prevention model may be advantageous because they “could allow us to reduce the incidence, not only of anxiety disorders, but also of anxiety symptoms that may eventually lead to full-blown disorders; that is, tackling the latent risk before certain symptoms are developed, at least in some individuals, may be beneficial and may be a method of enhancing feasibility” (Balle and Tortella-Feliu, 2010, p. 73). In addition, eliminating the need of parents or teachers to collaborate may make it easier to reach more students and develop briefer intervention programs (Balle and Tortella-Feliu,
As the teacher begins calling up names to receive their graded tests back, the class is thrown into a plethora of emotions. Many students get anxiety just at the mere mention of the word “grade.” Some students, on the other hand, can’t hide their excitement at the thought of finally getting their tests back after a whole torturous weekend. Not to mention, when finally receiving the test scores, students immediately ask each other the infamous question, “what’d you get?”
Counseling groups have the abilities to experience change, growth, confrontation, and acceptance in a completely different way than individual counseling. With the compilation of several different worldviews, life experiences, and situations, the group offers a powerful setting for exploration and knowledge, as well as support and learning opportunities. However, it is impossible to create a perfect group, and the consistent search for the ideal group could limit powerful interactions. Kealy, Ogrodnicuzk , Piper, and Sierra-Hernandez (2016) discussed the need to take “calculated risks in developing lively and productive groups,” (p. 313). They also discussed the caveat of excluding individuals who may add
Anxiety is defined as “a mental health disorder characterized by feelings of worry, anxiety, or fear that are strong enough to interfere with one's daily activities” (Anxiety Disorders). Many students have anxiety related to school, a normal emotion they may encounter from time to time. However, some display anxiety that negatively affects their performance in school. One may undergo physical symptoms such as headaches, shortness of breath, and increased heart rate. Anxiety can also induce psychological symptoms such as concentration problems, upsetting thoughts, and depression (Scott). In extreme cases, students can even experience suicidal thoughts. These symptoms can result in students becoming distracted in class, reluctantly completing assignments, and withdrawing themselves mentally from class. The decline of participation in class produces more stress and anxiety for students.
Average students displaying school avoidance behavior have been reported to suffer from anxiety disorders. Anxiety disorders can vary based upon individual specificity, but ultimately include intense