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Anxiety in Young Children: A Coordinated Approach to Diagnosis and Treatment
• Anxiety is challenging to all families
• Multiple moves pose additional challenges for military connected children and families
• MCEC recognizes the challenge
Seminar Session8:15 – 11:30 a.m.
Part 1: Expert Panel – 8:15 – 9:50 a.m.◦ Provide information◦ Share latest thinking on Anxiety◦ Discuss Anxiety in the context of military‐connected children and families
Break: 9:50 – 10:05 a.m.
Part 2: Customize information for families and providers – 10:05‐11:30 a.m.◦ Accurate information communicated simply ◦ Infographic co‐created with participants◦ Plan for sharing to build understanding and capacity
Session Goals
Create a stakeholder‐developed infographic that communicates the most important messages from the Expert Panel (Part 1) to be used by parents and professionals (Infographic first; Dialogue Guide next)
Enable participants to share messages in their current assignment and to take information to future assignments. (Initiative: Leaving Your Footprint: Anxiety)
Encourage participants to connect and interact beyond the session
Presenters
• Michael E. Faran, M.D., Child & Adolescent Psychiatrist
• Eric Flake, M.D., FAAP, Col, USAF MC, Developmental & Behavioral Pediatrician
• Patti Johnson, Ph.D., Pediatric Psychologist
• Kendon Johnson, Ph.D., DoDEA, School Counselor Support
Anxiety in Children Pharmacological Treatment
Michael E. Faran, MD, PhDChild and Family Behavioral Health System
Program Management Office(CAFBHS PMO)
July 2019
UNCLASSIFIED
UNCLASSIFIED
The views expressed are those of the author(s) and do not reflect the official policy of the Department of
the Army, the Department ofDefense or the U.S. Government.
CAFBHS PMO UNCLASSIFIED July 2019
Disclaimer
UNCLASSIFIED
Disclaimer
CAFBHS PMO UNCLASSIFIED July 2019
•Trade Names are used in this module because these drugs are typically only known by their Trade Names due to the numerous formulations of methylphenidate and amphetamines
•Use of Trade Names does not, in any way, endorse these medications, nor promote one medication over another within the same medication class
•Therefore every reasonable attempt was made to include all ADHD medications (by Trade Name) in each medication class discussed in this presentation
UNCLASSIFIED
Anxiety in Children
CAFBHS PMO UNCLASSIFIED July 2019
•Anxiety disorders are one of the most commonpsychiatricdisorders in children and adolescents– Pre‐adolescents: prevalence rate = 8‐10%– Adolescents: prevalence rate = 9‐15%– Military dependents: 1/3 screened positive onmeasuresassessing risk for anxiety
•Anxiety is often undetected or untreated– School offers opportunity for early identification
•Early identification of child anxiety disorders candecrease negative impact upon functioning and persistence into adulthood
UNCLASSIFIED
•Separation Anxiety Disorder•Social Anxiety Disorder (Social Phobia)•Generalized Anxiety Disorder•Specific Phobias•Selective Mutism
•Panic Disorder•Agoraphobia
Hallmark is distress with “normal” activities + avoidance
CAFBHS PMO UNCLASSIFIED July 2019
Anxiety Disorders
UNCLASSIFIED
Severity and Impact of Anxiety Informs Treatment Planning:
– For Mild and some Moderate Anxiety: Cognitive‐Behavioral Therapy (CBT) including exposure is the first line oftreatment
– For Moderate to Severe Anxiety: CBT plus possible inclusion of medication•Consider co‐morbid diagnoses and/or partial response to CBT as indication for use of psychotropic medication
Treatment of Anxiety
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
•Three treatment approaches: Psychoeducation (also a CBT
Component) Psychosocial Treatment – i.e. CBT Pharmacotherapy ‐ SSRIs
recommended :Fluoxetine, Sertraline, and Escitalopram
•Good overall reference on treatment of Anxiety Disorders in Children and Adolescents was published in 20141
Treatment for Anxiety
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
Demonstrated uses of Antidepressants
•Major Depressive Disorder•Persistent Depressive Disorder•Panic Disorder•Generalized Anxiety Disorder•Obsessive Compulsive Disorder•Social Anxiety Disorder•Posttraumatic Stress Disorder•Premenstrual Dysphoric Disorder•Trichotillomania•Anorexia Nervosa•Bulimia Nervosa•Pathological Gambling
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
• Selective Serotonin Reuptake Inhibitors (SSRIs)
• Serotonin partial agonist/reuptake inhibitors (SPARIs) (vilazodone)
• Serotonin modulator (vortioxetine)
• Serotonin Norepinephrine Reuptake Inhibitors (SNRIs)
• Selective Norepinephrine Reuptake Inhibitors (NRIs)
• Norepinephrine Dopamine Reuptake Inhibitors (NDRIs) (buproprion)
• Alpha‐2 Antagonists (mirtazapine)
• Serotonin antagonist/reuptake inhibitors (SARIs) (trazodone andnefazodone)
• Monoamine Oxidase Inhibitors (MAOIs)
• Tricyclic Antidepressants
CAFBHS PMO UNCLASSIFIED July 2019
Classes of Antidepressants
UNCLASSIFIED
*Parameters of Safety
CAFBHS PMO UNCLASSIFIED July 2019
•FDA Approval in Youth– Requires evidence of short‐term safety
•Sufficient Exposure (10+ Years onMarket)– Minimizes risk of rare adverse events
•Minimal Overdose Harm– Reduces risk of accidental/intentional harm
•No Substantive FDA BoxedWarning– Reduces likelihood of serious adverse event
•No/Minimal Known Long‐Term Risk
*Dr. Mark Riddle, Johns Hopkins Medical School
UNCLASSIFIED
• FDA published “Black Box” Warning for antidepressants in 2004
• FDA 2006 study showed that 4% of patients on SSRI had suicidal ideations/behaviors vs. 2% not on SSRIs = 2% increase
• Other studies have shown risk is not as high
• UpToDate summary states: Taken together, the data suggest that compared with placebo, antidepressant medications in some children and adolescents may result in a small increase in the risk of suicidality
• Risk is higher early on in treatment
• Risk appears to be lower when SSRI started at lowerdose
• After the Black Box warning there were increases in suicide in children and adolescents correlated with decreases in prescriptions of SSRIs in primary care
CAFBHS PMO UNCLASSIFIED July 2019
Antidepressants & “Suicidality”
UNCLASSIFIED
Level 1 MedicationsAnxiety & Major Depressive Disorders
CAFBHS PMO UNCLASSIFIED July 2019
Drug(Mode of Action)
Indication(s) FDA Approval/ Approved Age
Level of Evidence
Generic
• Fluoxetine(SSRI)
ANXMDDOCD
NoYes; ≥ 8Yes; ≥ 7
BAA
Yes
• Sertraline(SSRI)
ANXMDDOCD
No NoYes; ≥ 6
BBA
Yes
• Escitalopram(SSRI)
ANXMDDOCD
NoYes; ≥ 12 No
B AInsuff data
Yes
Dr. Mark A. Riddle, MD Johns Hopkins University
UNCLASSIFIED
•Blocks pre‐synaptic reuptake pump, thereby allowing more serotonin to be in the synaptic space for a longer period of time
•Metabolized in the liver
•Induction of different enzymes
SSRI Pharmacology
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
Workup to includeR/O other Disorder/Disease
•Interview and screening
•Appropriate physical exam
•Labs to rule out other common disorders that give signsand symptoms of depression/anxiety and labs that are recommended before prescribing an SSRI– BHCG (when applicable)– CBC– Chem 7 or equivalent, include glucose– LFTs– TSH– Vit D (higher latitudes or suspected deficiency)– Vit B12/folate (if suspect)
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
Common Adverse Effects of SSRIs
•Headaches
• Insomnia
•Sedation
•Nausea
•Diarrhea
•Sexual dysfunction
•Not common but important Hypomania/Mania –more common in school‐age children than in adolescents
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
• If no response after a 2‐3 weeks, incrementally increase SSRI at intervals of at least a week
• Usual dose increments are: • Fluoxetine 10‐20 mg• Sertraline 25‐50 mg• Escitalopram 5‐10mg
SSRI Dose Optimization
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
What To Do If SSRI Does Not Work?
CAFBHS PMO UNCLASSIFIED July 2019
• Answer theseQuestions
• Is dosemaximized?• Is duration sufficient?• Is poor adherence theproblem?• Is there a co‐morbid disorder and is this the correctdiagnosis?
• Has patient had adequate trial ofCBT?
• For anxiety the **CAMS study demonstrated that CBT increases response rate
**Walkup, JT, et al. 2008. Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety. NEJM Dec 25;359(26):2753-66.
UNCLASSIFIED
Strategies: Treatment-Resistant Anxiety
Resistant Depression = Consultation or Referral
Strategies the CAFBHS Child Psychiatrist may utilize include:•Add Buspirone – partial 5HT1A•Add Antidepressant with different receptor activity – Several alternative medications
•Add Stimulant if comorbid for ADHD•Add Atypical Antipsychotic, such as aripiprazole or quetiapine•Add Lithium•Add Thyroid hormone•Transcranial magnetic stimulation•ECT (rare in adolescents in US)
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
•Length of SSRI treatment for Anxiety is 6‐12 months
•Even if responds well to medication, may need adjunctive therapy as Anxiety may disrupt developmental tasks
•During maintenance, patient should be re‐assessed monthly
•Discontinuation of therapy should be at low stress time such as summer
CAFBHS PMO UNCLASSIFIED July 2019
Maintenance/Relapse Prevention
UNCLASSIFIED
•When the treatment plan for Anxiety includes medication, SSRIs are the medication of choice
•SSRIs can be effectively provided by the Primary CareManager
•A ‘Start Low, Go Slow’ dosing approach is best for optimal results
•Maintenance is necessary to prevent relapse
CAFBHS PMO UNCLASSIFIED July 2019
Key Take Aways
UNCLASSIFIED
1. Piacentini J, et al. 24 - and 36 - Week Outcomes for the Child/Adolescent Anxiety Multimodal Study (CAMS). J Am Acad Child Adol Psych 2014; 53(3):297–310
CAFBHS PMO UNCLASSIFIED July 2019
References
Rank Action Officer / e-mail / phone number Slide 22 of x 08 January 2016
Guidance
Child Anxietyand Special Needs Children
Dr Eric M Flake FAAP Developmental Pediatrics, MAMC
U.S. Trends in Childhood Diagnoses and Treatment
Any 25%Anxiety 7%
U.S. Trends in Childhood Diagnoses and Treatment
● Increasing prevalence● Increasing care utilization● Increasing medication use● Do trends reflect increasing
problems or increasing treatment?● Does historical treatment indicate
risk, health, or both?
Military‐Connected Children and Youth
● Strengths and risks associated with child military experience
● One out of five military children accesses mental health care
● One out of four career military families have a child enrolled in EFMP
What is a “Normal” Childhood?• 15‐20% of children and adolescents suffer a
diagnosable anxiety disorder• Many more children suffer with symptoms that do not
meet diagnostic criteria (Walkup et al, 2008)
• ~20% of grade school children are fearful of heights, are shy in new situations, or are anxious about public speaking and social acceptance (Bell‐Dolan, et al, 1990)
• ~30% of children worry and require considerablereassurance
• ~40% of grade school children have fears of separation from a parent
• ~40% of children have 7 or more fears that aretroublesome
• Girls report more stress than boys
• Most of these worries and stresses recede as children develop
Distinguishing Normal from Pathological
Intensity: Is the degree of distress unrealistic?
Impairment: Does the distress interfere with daily life?
Respond and Recover: Is coping utilized torebalance?
Anxiety and Special Needs: Behavioral and Neurological
• Originates from fear, unease,uncertainty, loss of control, andworry
• Stress ‐ we know what’s causing theworrying
• Anxiety ‐ one is less aware of what is causing the worrying and there is less ability to control it
• The reaction becomes theproblem.
You start to feel anxious about being anxious
The An
xiety Cycle
Anxiety Rates are High in Autism and ADHD• Autism and ADHD areneurodevelopmental disorders that influence development and behavior
• Theory 1 ‐ Anxiety may be caused by the same combination of genes and environmental factors as autism itself.
• Theory 2 ‐ May experience anxiety due to thecommon challenges theyface.
Caring for the Caregiver
• Family Centered Care iscritical
• Parents of special needs children report more anxiety, anger, guilt, frustration, sorrow, social isolation, self‐deprivation, and depression.
5 Things to Remember about Anxiety and Special Needs Children
• New morbidity – new wave of medical concerns formedical, educational and community systems
• Mindset – when does anxiety become a disorder
• Just Breathe – techniques and therapies thatwork
• Medication works – treatment doesn’t have to be long term
• The New Normal – living a life understanding anxiety and itsorigins
Take Away: Anxiety in Children with Special Health Care Needs
• Anxiety is a normal response to stress and can be helpful unless the brain is hijacked and the anxiety is impairing instead of promoting.
• Child anxiety trends are increasingly associated with negative social, educational, and mental health outcomes.
• High rates of co‐morbid anxiety disorders exist in neurodevelopmentalconditions
• (Autism > 80%, ADHD ~40%)
• Caring for the caregiver is a critical component of reducing overall familystress/anxiety
• Researchers, practitioners, and policy makers must learn why society today is less well adapted for promoting the healthy development of children with anxiety and what measures can be taken to reverse these trends.
https://pixabay.com/photos/head‐man‐person‐people‐face‐2379686/
Anxiety in ChildrenPsychosocial Treatments
Patti L. Johnson, Ph.D.Child and Family Behavioral Health System
Program Management Office(CAFBHS PMO)
July 2019
UNCLASSIFIED
UNCLASSIFIED
Anxiety in Children
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
The views expressed are thoseof the author(s) and do not reflect the official policy of the Department of the
Army, the Department of Defenseor the U.S. Government.
CAFBHS PMO UNCLASSIFIED July 2019
Disclaimer
UNCLASSIFIED
•Anxiety disorders are one of the most commonpsychiatricdisorders in children and adolescents– Pre‐adolescents: prevalence rate = 8‐10%– Adolescents: prevalence rate = 9‐15%– Military dependents: 1/3 screened positive onmeasures
assessing risk for anxiety
•Anxiety is often undetected or untreated– School offers opportunity for early identification
•Early identification of child anxiety disorders candecrease negative impact upon functioning and persistence into adulthood
CAFBHS PMO UNCLASSIFIED July 2019
Anxiety in Children
UNCLASSIFIED
•Separation Anxiety Disorder•Social Anxiety Disorder (Social Phobia)•Generalized Anxiety Disorder•Specific Phobias•Selective Mutism
•Panic Disorder•Agoraphobia
Hallmark is distress with “normal” activities + avoidance
CAFBHS PMO UNCLASSIFIED July 2019
Anxiety Disorders
UNCLASSIFIED
Manifestations
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
Manifestations in the Classroom and at School
•School avoidance or refusal•Difficulty separating from parents
•Perfectionism – Hard time finishing work
•Refusal to participate during class and in groups
•Difficulty playing on the playground•Difficulty with transitions
•Sleepy
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
•ADHD• Restless and fidgety• Difficulty focusing
•Disruptive Behavior• Resistive• Act out to avoid anxiety provoking demands/situations
•Physical Problems• Headaches• Stomachaches
•Learning Problems• Difficulty focusing, thinking• Memory problems and poor school performance
•Depression• Crying• Distressed
CAFBHS PMO UNCLASSIFIED July 2019
In the Classroom or At School Anxiety Can Look Like …
UNCLASSIFIED
Assessment ofFunctional Impairment
•How much does the problem interfere in child’s life or impair functioning?
•Is it developmentallyappropriate?
•Does child avoid activities that are important fordevelopment?
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
Severity and Impact of Anxiety Informs Treatment Planning
For Mild to Moderate Anxiety:CBT including Exposure is the first line treatment
For Moderate to Severe Anxiety:CBT plus inclusion of medication is most efficacious treatment
Severity Level and Treatment
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
•Three treatment approaches: Psychoeducation (also a CBT
Component) Psychosocial Treatment – i.e. CBT Pharmacotherapy ‐ SSRIs
recommended :Fluoxetine, Sertraline, and Escitalopram
•Good overall reference on treatment of Anxiety Disorders in Children and Adolescents was published in 20141
Treatment for Anxiety
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
Components ofCognitive Behavioral Therapy
Cognitive Behavioral Therapy for Anxiety
• Psychoeducation/CBT Rationale
• Exposure
• Cognitive Restructuring
• Somatic Management
• Relapse Prevention
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
The CBT Model
BEHAVIOR
CAFBHS PMO UNCLASSIFIED July 2019
COGNITION
EMOTION
UNCLASSIFIED
Cognitive BehavioralTherapy for Anxiety
• Psychoeducation– Teach patient and family about nature of anxietyAnxiety is functional – alerts us to dangerExcessive levels of anxiety are learned – Result from a combination of “sensitive personality”, “cognitive set” to focus on danger and experiencesExcessive levels of anxiety are maintained byavoidance of feared situation or object
– Which provides rationale for treatment approachExposure to feared stimuli – gradual, imaginal, or liveCognitive Restructuring – more realistic appraisalSomatic Management – breathing and relaxation
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
• Exposure – graduated, systematic, and controlled exposure to feared situation(s) to provide experience with using anxiety management skills and corrective emotional experiences to feared situation(s)
Cognitive BehavioralTherapy for Anxiety - Exposure
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
Cognitive BehavioralTherapy for Anxiety - Exposure
School Phobia Example
•Drive into school lot during morning drop off, afternoon pickup•Go into school with parent/support adult for a short time•Go into school office or library with parent/support adult fora couple hours
•Go into the classroom in the morning with parent/support adult for a couple hours
•Stay in classroom half day with parent/support adult present•Stay in classroom full day with parent/support adult present•Stay in classroom half day without parent/support adult•Stay in classroom full day without parent/support adult
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
• Cognitive Restructuring – identifies maladaptive thoughts/beliefs and teaches realistic, adaptive, coping‐focused thinking
• Somatic management – targets autonomic arousal, breaksassociations between physiologic arousal and anxiety– Techniques: Relaxation, Diaphragmatic breathing, Self‐monitoring, mindfulness
• Relapse prevention – focus on consolidating anxietymanagement skills
CAFBHS PMO UNCLASSIFIED July 2019
Cognitive Behavioral Therapy for Anxiety
UNCLASSIFIED How ParentsCan Help Child Succeed
•Encourage at‐home practice• Learn to tolerate child’s distress•Remember that practice/exposure is safe•Coach their child•Be willing to work hard• Stay relaxed•Make the program a high priority•Attend therapy sessions faithfully•Ask provider questions•Don’t attend to or reinforce child’s anxiety symptoms•Model positive coping behaviors vs. anxious copingbehaviors; manage their own anxiety
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
•Encourage at‐school practice•Praise the child’s efforts•Remember that practice is safe•Be nonjudgmental•Remember that parents are likely to be anxious too
•Don’t attend to or reinforce anxiety symptoms
•Model positive coping behaviors vs. anxious coping behaviors
How Teachers/School Personnel Can Help Children Succeed
CAFBHS PMO UNCLASSIFIED July 2019
UNCLASSIFIED
•Anxiety disorders – common, under‐diagnosed, and often untreated
•In the classroom, anxiety can present in many ways and may be mistaken for other types of childhood mental or behavioral health problems
•Cognitive Behavioral Therapy is the psychosocial treatment with the most efficacy, with Exposure being the most important “ingredient” of CBT
•Schools have an important role to support kids with anxiety disorders
CAFBHS PMO UNCLASSIFIED July 2019
Key Take-Aways
UNCLASSIFIED
1. Piacentini J, et al. 24 - and 36 - Week Outcomes for the Child/Adolescent Anxiety Multimodal Study (CAMS). J Am Acad Child Adol Psych 2014; 53(3):297–310
CAFBHS PMO UNCLASSIFIED July 2019
References
Rank Action Officer / e-mail / phone number Slide 22 of x 08 January 2016
Questions
ANXIETY IN YOUNG CHILDREN
THE SCHOOL PERSPECTIVEKENDON JOHNSON, PH.D., SCHOOL COUNSELOR SUPPORT
Three Areas ofFocus: Relationships: Trusting relationships and connections with adults who care.
Managing Stress: The goal is not to eliminate stress but to learn to manage stress before it becomes anxiety and build resiliency.
On‐going Support and Partnerships: Communication and collaborative relationships with school, home, and community resources to support ourchildren.
ANXIETY IN YOUNG CHILDREN
ANXIETY IN YOUNG CHILDREN
What does anxiety look like in young children at school:
Inattention and restlessness
Attendance concerns and clingy
Disruptive behavior
Trouble answering questions, especially in front of peers
Frequent trips to nurse
Not completing work and/or turning inwork
Avoiding socializing and/or group work
ANXIETY IN YOUNG CHILDREN
Relationships:
Children must make connections with trusted adults in their schools to include: teachers, administrator, counselors, psychologists, nurses, support personnel, and other adults. (Does every child in the school have a trusted adult they can talk to?)
Check In/Out Daily: Do we have a system where every child is checked in and/or out with daily? Morning greetings, lunch check in, telling students goodbyeas they leave.
Peer Relationships: Do students have social groups and interactionswith their peers?
Social Skills Groups: Is there a group for those students who need support andthe opportunity totalk through their experiences of stress?
ANXIETY IN YOUNG CHILDREN
Managing Stress:
Stress is a part of life:We do not want to eliminate stress but to teach children to manage their stress. Learning to manage stress helps to build resiliency.
How does the child’s anxiety manifest itself?
Teaching the child coping strategies:
Empathize with the child
Reframe the situation (talk through the situationwith student andbreak down theworry)
Give the student needed time
Give the student clear expectations (Is it clear to the student?)
Practice running through specific difficult situations
Praise for working through the situation
ANXIETY IN YOUNG CHILDREN
Managing Stress: Some children may need a little more support
RECOMMENDEDACCOMMODATIONS: ExtraTime (TimeAway orTime toTalkThrough or Practice)
Stress Ball
Journaling
Asking student to repeat directions/tasks (breaking multi‐step directions/tasks down)
Preferential Seating
Gentle Reminders
Do Overs (How do we work with children not meeting expectation;notFAILURE)
Relationships are vital: Parents/Families engage with the school to provide on‐going support.
ANXIETY IN YOUNG CHILDREN
On‐Going School Support: Personnel andServices
Physical Health Concerns (Nurse)
Mental Health/Social Emotional Concerns (Counselor/Psychologist)
Brief Counseling: Individual/Group (School Counselor and School Psychologists)
Social/Emotional and Developmental Groups (School Counselor and School Psychologist)
Student Success Team (SST) Support: Tiered Intervention/SSTPlans
Students with Disabilities (SPED and 504)
Social Emotional/Academic Concerns (Teachers and Other School Specialist, and School SupportPersonnel)
Social Emotional Development from All Adults: All adults MUST cultivate trusted connections with children to ensure positive growth and development.
Working with Community Based Supports (Local Hospital/Clinics that are available, LocalPsychologists/Counselors, Therapist that are available, and MFLC and SBMH, if available)
ANXIETY IN YOUNG CHILDREN
Take‐Always:
Relationships: Every child must have a trusted adult to connect with daily, while atschool.
Anxiety in School: Can look like many otherbehaviors/disorders.
Managing Stress: How are we supporting/teaching children to manage day‐to‐day stress without working to eliminate stress (building resiliency).
On‐going Support: Meeting the individual child’s needs for on‐going support. (Trusted Connections and Relationshipswith Families and Community Resources).
ANXIETY IN YOUNG CHILDREN
ANXIETY IN YOUNG CHILDREN
WellAdjusted Happy Children In School
ANXIETY INYOUNG CHILDREN: SCHOOL PERSPECTIVE
References:
Ehmke, R. (2018), Anxiety in the classroom: what it looks like, and why it’s often mistaken for something else. (http://chlidmind.org/article/classroom-anxiety-in-children). Retrieved from www.childmind.org.
Goldstein, C. (2018),What to do (and not do) when children are anxious: How to respect feelings without empowering fears. (https://childmind.org/article/what-to-do-and-not-do-when-children-are-anxious). Retrieved from www.childmind.org
Hurley, K. (2017), Helping kids with anxiety: Strategies to help anxious children. (https://www.psycom.net/help-kids-with-anxiety). Retrieved from www.psycom.net
Part 2: Defining Messages (10:05 – 11:30 )
10:05 – 10:40 (35 minutes) ◦ Join a table that works on communicating messages from the Panel◦ Review notes to identify key messages. Write your simple messages on Post Its. ◦ Pose important messages to your group◦ As a group, decide which messages are most important◦ Paste them on the large top flip chart◦ Choose a spokesperson to briefly share your discussion and decisions
10:40 – 10:55 (15 minutes)◦ Each table shares three key messages w/ full group
10:55 – 11:20 (25 minutes)◦ Refine key messages within each Infographic sub‐topic (flip charts) w/ full group
11:20 – 11:30 (10 minutes)◦ Dialogue Guide and Leaving Your Footprint Series – Next Steps
This Session: Follow‐through for Impact
Leaving Your Footprint: Anxiety
WITH YOUR INPUT we will develop military family‐friendly Infographics, Dialogue Guide & Resources to be available on the MCEC website for easy retrieval:
◦ Help professionals to share and empower military families
◦ Help military families hold conversation with:◦ Healthcare and Mental Health Professionals◦ Other military families at current and new installations/communities◦ Installation personnel who can act on the information
◦ Over time, build a committed group of individuals who have access to information and will share it freely in their setting.
This Session: Follow‐through for ImpactLeaving Your Footprint: Anxiety
◦ Participate in reviewing the draft infographic ~ TBD, mid‐Octoberish
◦ Develop accurate, military family friendly infographic
◦ Create a link to the infographic and other resources on MCEC website
◦ Help professionals (e.g., healthcare providers, school personnel, etc.) to share and empower military families
◦ Help military families to hold conversation using the infographic with the dialogue guideo with professionals o With other families living on the installation/base or in the civilian communityo with installation/base personnel who can act on the information
◦ Help military families to hold conversation at the next locationo with providerso with other families living on the installation/base or in the civilian communityo with installation/base personnel who can act on the information
◦ Over time, build a committed group of individuals who have access to information and will share it freely in their setting.