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作为家长听老师和其他学区人员谈论“best practices”, “research-based”, and “common core”,这一切都是合理的 purpose when discussing instructional practices, there comes a time when the conversation needs to shift to how our kids feel about school and their personal experiences, especially when school itself creates 焦虑-responses for a number of students.  For 焦虑 is one of the most prevalent and debilitating influences effecting students today all across the country and this needs to be shared.

“Anxiety and depression are treatable, but 80 percent of kids with a diagnosable 焦虑 disorder and 60 percent of kids with diagnosable depression are not getting treatment, according to the 2015 儿童心理研究所儿童心理健康报告。   This is compounded 通过 the alarming number of children who are not identified or diagnosed, though they experience 焦虑, fear, and worry everyday. Due to the fact we cannot see it, touch it, nor at times, understand the power of fear and worry, this doesn’使其不那么重要。作为教育倡导者,在与父母和学校工作人员合作解决学习问题和使残障人士的影响方面,大多数学习障碍者的谈话都涉及与学生对自己的感觉以及在学校的学习经历有关的问题。但是,这些对话可能经常被最小化。

For example, this week I was called upon to assist two families where the issue of 焦虑 was featured withing their child’s profile:

第一种情况涉及一名学生,过去两年半由于焦虑症而无法上学。具体来说,学校的活动建立了强烈的情感记忆,结果,这个少年无法像同龄人一样走过邻居学校的大门。幸运的是,他的父母坚持了下来,并为孩子寻求了所有可以想象的资源。最终,经过36个月的学习,学区终于进行了正式评估,并承认焦虑症及其对学习的影响。但这是在学校系统中很少有人能够将焦虑与无法上学联系起来的斗争。通过各种误解来解决该问题,包括纪律,对父母的法律威胁(出勤)以及干预措施不一致。正式评估的结果是,父母,员工和学区将能够在强调焦虑影响的理解基础上探索更广泛的教育选择。来自父母’s的观点是,等待两年半的时间才能使该学区最终了解他们所分享的内容,以及许多临床心理学家在此期间的建议,已经使人筋疲力尽。

第二种情况还涉及一名焦虑的学生在孩子的基础上’的学习资料。使这种情况与众不同的原因是,工作人员没有看到这种残障的影响,而父母,外部治疗师,尤其是孩子,则对此有不同的看法。在正式评估过程中,使用针对广泛社会问题的标准化评估工具对工作人员进行了调查–情绪指标。他们的结果提出了“average”没有真正关注或没有其他支持建议的发现。相比之下,学生’在同一评估工具内的自我报告评估呈现出截然不同的概况,包括“具有临床意义” ratings including “self-esteem”, “emotional resiliency”, and “anxiety”.  Typically, 具有临床意义 scores in these areas may establish a need for additional supports and resources outside of the general education setting.  However, since the staff members did not see the need for specially designed instruction within the area of social and emotional development, the concerns of the parents, clinicians, and the child were minimized.

具有讽刺意味的是,正如我在撰写本文时一样,我接到了一位父母的电话,她的父母也表达了同样的情况:她十岁的儿子患有情绪障碍和多动症,她正在学校挣扎。学校没有解决他的情感需求,而是通过强化学科计划解决了他的行为。结果,她的儿子没有’不想上学,而且行为增加了。我每天都在这项工作中听到这一点。它’就像教育系统没有 ’紧随其后的是1950年最新的大脑研究,该研究突出了情绪,最佳表现,人类发展和自我适应能力’配合行为管理,重点介绍BF斯金纳(BF Skinner)和仅奖励和惩罚策略。

Throughout the last decade as an Education Advocate, I have seen an extraordinary number of students with 焦虑-related symptoms increasing 通过 leaps and bounds.  The cause of this phenomena will be debated and discussed for years and years as epidemic levels rise to the surface. However, what we do know is as follows: “焦虑以各种令人惊讶的方式表现出来,部分原因是它基于对环境威胁的生理反应,这种反应使身体最大化’s ability to either face danger or escape danger. So while some children exhibit 焦虑 通过 shrinking from situations or objects that trigger fears, some r迫切需要摆脱困境。这种行为可能难以控制,通常被误认为是愤怒或反对”根据2015年 儿童心理研究所儿童心理健康报告.

简单来说,“fight or flight” patterns associated with 焦虑, worry, or fear present a complex set of response behaviors demonstrated within the classroom and throughout school.  Most notably, many of these behaviors are exasperated and intensified 通过 the stressful conditions of school itself.  This area of study requires a greater amount of understanding and insight for it may be difficult for those who are immersed in the system, familiar with the environment, and comfortable with the surroundings of school, to be sensitive to those who may experience stress and 焦虑 as a result of the learning setting.   Also, behaviors associated with 焦虑 often “mask”更深层次的问题需要浮出水面。

“焦虑是伪装得很好的那些诊断之一,”麻省总医院儿童精神病学紧急服务主任劳拉·普拉格(Laura Prager)博士解释说。 “It can look like a lot of things. Particularly with kids who may not have words to express their feelings, or because no one is listening to them, they might manifest their 焦虑 with behavioral dysregulation.”

So all in all, we need to be mindful of the impact of stress and 焦虑 on our kids as they navigate school. This should not surprise anyone for a recent 文章 within the Washington Post (5/12/2015) highlighted how stress is impacting many teachers resulting in exodus within the profession: “…美国第二大教师工会AFT说,结果令人震惊,以至于它要求美国教育部和职业安全与健康管理局跟进并进行有效调查,以确定是否存在压力大的全国性问题。外出老师。”

“我们要求老师们是爱因斯坦,特蕾莎修女,小马丁·路德·金和我的约会对象托尼·女高音的组合,” AFT主席兰迪·温加顿(Randi Weingarten)说。 “我们要求他们做父母,奉献坚强的爱心,但也要依靠。当他们不做这些事情时,我们责怪他们没有成为世界的救星。有什么作用?结果是教师承受了极大的压力。”

As we all take a look at ourselves, our children, and now, our teachers, within the context of stress, 焦虑, and related behaviors, it’s time for us all to acknowledge that excessive levels of stress serve no purpose especially within our schools.  I suggest the following: We need to take a step back and acknowledge the importance of creating school environments, like our homes, to reflect a safe-haven from business-world conditions associated with stress, worry, and 焦虑.  Most importantly, 通过 focusing on relationships, meaningful learning opportunities, and taking time to do so, we would be providing the greatest gift we can offer our children.   For the pathway to self-awareness, self-fulfillment, and personal expression toward one’潜力和承诺建立在爱,理解和其他最佳实践的基础上。任何会造成压力,担忧或恐惧的东西都不在我们的孩子中’的最大利益也不是值得支持的共同核心准则。

有关此问题或与特殊教育或资优教育有关的任何其他主题的更多信息,请致电206 914 0975与我联系。