Reaching Through: Working with Students with Anxiety

Reaching Through: Working with Students with Anxiety

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  Working with Studentswith Anxiety Doug Tate Student Staff In-Service University of Central Arkansas November 9th, 2014
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  Outcomes • Understanddifferent types of anxiety • Identify students who may be suffering from anxiety and know when to intervene • Understand your role as a staff member when working with a student with anxiety • Know your referral sources and when to utilize them
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  What is anxiety? “stress that continues after the stressor is gone” (National Library of Medicine)
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  Anxiety Disorders •Indicated by “excessive worry or anxiety about issues that lingers for six months or more” (National Library of Medicine) • There are a multitude of anxiety disorders • Two of the most common forms that are found in college students: • Generalized Anxiety Disorder (GAD) • Social Anxiety Disorder (SAD)
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  Generalized Anxiety Disorder • “Condition in which a person is often worried or anxious about many things and finds it hard to control this anxiety” (National Library of Medicine) • Affects 1 out of 20 people in their lifetime • Presents as intense worry over everyday issues, such as work, relationships, money, health, etc. • Identified as GAD when physical symptoms become evident, such as • Sleep disorders • Restlessness • Sweating • Panic Attacks
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  Glass People http://www.adaa.org/about-adaa/press-room/multimedia/glass-people
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  What were someof the stressors for Matt? What symptoms was he experiencing? How did he ultimately deal with his problems?
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  Social Anxiety Disorder • Characterized by” intense fear of social situations, typically for fear of embarrassment and judgment” (APA, 2000) • Affects 13% of all people; 96% of all cases first diagnosed between ages of 13-26 • Theorized that social anxiety is rooted in the fear of not meeting expectations of peers. (Shlenker & Leary, 1982)
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  Effects of SAD • Disconnection from peer groups • Decreased academic performance • Avoidance of stressful situations • Increased use of alcohol • They think it is expected • It helps them cope with the stress
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  Effects of SAD • Lack of involvement on campus • Astin’s Theory of Involvement • Early departure from school • 25% of students report anxiety as reason for dropping or stopping out
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  Identifying Residents inNeed • Things you may notice • Withdrawn • Tired, rundown appearance • Irritability • Ongoing, unrealistic worry over minor issues • Be aware • Anxiety if self-sustaining • Can grow exponentially • Don’t try to “explain it away”; logic won’t work
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  Being a resource • If a student comes to you, or you approach them: • Be a sounding board, but don’t add to worry or dismiss their concerns • Remain confidential, unless you fear they are a danger to themselves or others • Be careful of the terminology you use; let them describe the problem
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  Resources • UCACounseling Center • Student Health, Suite 327 • (501) 450-3138 • UCA PD • (501) 450-3111 • Your RC/AD; RC on Duty
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  References National Libraryof Medicine. (2014, February 24). Stress and anxiety. Retrieved November 7, 2014, from http://www.ncbi.nlm.nih.gov/ pubmedhealth/PMH0003695/ Glass People. (2013, January 1). Retrieved November 3, 2014, from www.adaa.org/about-adaa/press-room/multimedia/glass-people American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author