Artifact #5: Pecha Kucha Presentation on Generalized Anxiety Disorder

The fifth artifact that I have chosen for this portfolio is my Pecha Kucha presentation on

Generalized Anxiety Disorder, or GAD. This form of presentation, consisting of twenty wordless

slides with twenty seconds each of audio, is a compelling way to portray to an audience

background knowledge and awareness about students with disabilities, using only images. This

artifact addresses not only learner accommodation for students with disabilities, but also

instruction and professional collaboration. In this presentation I provide background knowledge

on GAD, offer teachers strategies to support students suffering from GAD, as well as resources

for parents. I chose GAD because of common misconceptions as being moody as well as lack of

awareness. It is essential teachers are familiar with the wide variety of disorders within the

mental health field. Indeed, children who suffer from emotional or behavioral disorders such as

GAD are often not identified, overlooked, and tend to have classroom behavioral problems as

well as low academic achievement (Heward, Alber-Morgan, and Konrad, 2017, p.187). Teachers

must understand disorders such as GAD and find strategies to support their students who suffer

from emotional or behavioral disorders, as these students are often defiant, which disturbs

instruction and limits their participation in activities, assessments, and the learning experience,

which engenders a failure to learn (Heward, Alber-Morgan, and Konrad, 2017, p.187). Amongst

these best practices for teachers of students with GAD are yoga, breathing exercises, posting

daily routines, and the chunking of assignments and tasks. This presentation offers several

suggestions for teachers to help their students shift their focus from anxiety, in addition to

offering resources to parents. I have attached screen shots of the Pecha Kucha slides as well as a

transcript with citations for reference.

 Connections to Standards

InTASC

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of

learning and development vary individually within and across the cognitive, linguistic, social,

emotional, and physical areas, and designs and implements developmentally appropriate and

challenging learning experiences.

1(d) The teacher understands how learning occurs--how learners construct knowledge,

acquire skills, and develop disciplined thinking processes--and knows how to use instructional

strategies that promote student learning.

1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional,

and physical development influences learning and knows how to make instructional decisions

that build on learners’ strengths and needs.

CAEP

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

 NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student.

Educators promote growth in all students through the integration of intellectual, physical,

emotional, social and civic learning. They respect the inherent dignity and worth of each

individual. Educators help students to value their own identity, learn more about their cultural

heritage, and practice social and civic responsibilities. They help students to reflect on their own

learning and connect it to their life experience. They engage students in activities that encourage

diverse approaches and solutions to issues, while providing a range of ways for students to

demonstrate their abilities and learning. They foster the development of students who can

analyze, synthesize, evaluate and communicate information effectively.

Ontario Teacher Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

Council for Exceptional Children

Standard #2: Maintaining a high level of professional competence and integrity and

exercising professional judgment to benefit individuals with exceptionalities and their

families.

Standard #5: Developing relationships with families based on mutual respect and

actively involving families and individuals with exceptionalities in educational decision

making.
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TRANSCRIPT

Definition

1 in 8 children is affected by anxiety disorders, one of which is Generalized Anxiety

Disorder, or GAD, which is “characterized by persistent and excessive worry about a number

of different things.” (Anxiety and Depression Association of America, 2016). It generally

affects children between 6 and 11 years old, with them having “[e]xcessive, unrealistic

worries, fears, and tension that last six months or more” (Heward, Alber-Morgan, and

Konrad, p. 184).
 There are different stressful events that can trigger the onset of GAD, such as losing a

parent or grandparent, moving, or starting school (Anxiety and Depression Association of

America, n.d., p. 4). People “with GAD find it difficult to control their worry” and they may

“worry more than seems warranted about actual events or may expect the worst even when

there is no apparent reason for concern” (ADAA, 2016).

Learning and Behavioral Characteristics Relevant to Teachers

Anxiety is more than just being nervous, sensitive, or worried. It is a biochemical

reaction in the body. Students with anxiety require treatment, understanding, and attention. Every

person with GAD has different triggers, levels of intensity, and coping strategies (ADAA, 2016).

In addition to panic attacks, children who suffer from anxiety have difficulty concentrating,

excessive heart rate, irritability, and dizziness (Heward et al., p. 184).

Children who suffer from GAD are very hard on themselves, worry about school, seek

constant approval, and constantly strive for perfection (ADAA, 2016). This excessive worrying

interferes with learning, as anxiety “can influence classroom performance as profoundly as

ADD,” because an “anxious brain can’t absorb new information or even retrieve previously

learned information as productively as a non-anxious brain” (Nelson, 2016).

Educational Approach Suggestions

It is essential to be sensitive to an anxious student’s social and emotional needs. Give

them flexible timelines for doing their assigned tasks; give them preferential seating and work

space; and, most importantly, provide anxious students with a wide variety of assessment

strategies to give them the opportunity to succeed (Elementary Teachers’ Federation of Ontario,

2007, p. 44).
 Refrain from telling the student to stop being silly when they feel anxious, and try saying

something like, “I can see you’re very worried about this assignment” (Way Ahead, n.d., p. 5).

Break up assignments into scheduled, smaller bits, with separate deadlines, as this will decrease

the feeling of being overwhelmed (Ontario Ministry of Education, 2013, p.34). Reassure the

student that mistakes are normal and we all make them (OME, 2013, p. 34).

Implement an individual or class activity like a gratitude journal. Have them identify 3-5

things they are grateful for each day; this can be people, places, achievements, or moments that

make them happy – it doesn’t have to be big, just something positive. These journals trigger a

positive train of thought, preventing the brain from producing anxious thoughts or worries

(Anxiety BC, n.d., p. 13).

Create a calm environment where the anxious student does not feel judged. It can be

comforting and relieving for the student to hear you explain that anxiety and worry are normal

and we all experience it, especially before tests or class presentations (Way Ahead, n.d., p. 5).

Always allow them a few minutes at the beginning of the day to transition into the school day,

letting them get prepared and settled before the day begins (HealthCentral, 2008).

Post daily routines and subjects in class and let the student know ahead of time of any

schedule changes. Letting anxious students know exactly what is to be expected throughout the

day will help lessen their symptoms, which is important because a sudden change in routine can

cause the anxious child a panic attack (HealthCentral, 2008).

Shift student focus from excessive worry to something tangible, like taking your

classroom outside. Nature and a change of scenery can calm an anxious brain; observing the

birds and counting trees or clouds can facilitate that shift (Nelson, 2016). Be sure to offer
advanced notice of any change in schedule or routine to your anxious students (OME, 2013, p.

32).

Best Practices for Management: How & Why

Yoga is beneficial in general for everyone’s mind and body health, but is especially

beneficial for children with anxiety as it is provides a quiet environment, is calming, requires

focus, and involves mindfulness and meditation, which allows children to channel that anxious

energy and release it through breath and body work (Kaplan, 2013, pp. 17-21).

Slow, calm, deep breathing exercises have proven to be very beneficial for calming down

people who suffer from Generalized Anxiety Disorder because slowing down the rate of breath

“sends the brain and body the message that there is no emergency”, leaving the person in a

relaxed state, and dialing down their anxiety (Anxiety BC, n.d., p. 2).

Holding a Hoberman’s Sphere helps anxious children focus their breathing as the object

expands and contracts with their inhale and exhale. Having this “demonstration of the expansion

and contraction of the lungs” allows children to actually see how fast they are breathing and

gives them a tangible object to focus on while taking slower, deeper breaths (Kaplan, 2013, p.

25).

Evidence “suggests that a regular mindful awareness practice can change how our body

and brain respond to stress,” as well as support “self-regulation;” doing mindful activities like

meditation, color visualization, and body scan are an excellent way for the entire class to shift

focus, find calm, and help students “center and settle their attention,” and “be more present in the

moment” (AnxietyBC, n.d., p.7).

 Useful Resources

Wilma Jean the Worry Machine, written by Julia Cook and illustrated by Anita DuFalla,

is a fun and humorous book that discusses anxiety in a way that children find relatable. Through

Wilma’s stories of ‘what ifs,’ this picture book offers strategies for parents and teachers to lessen

the severity of anxiety in children as well as tools to help anxious kids cope.

GoNoodle has many apps and online videos to help get kids motivated for daily activity.

What’s great about their YouTube channel is that it features a “Flow” playlist that incorporates

mindfulness, breathing techniques, and lots of slowing down, which calms and relaxes the entire

class and offers anxious kids a soothing environment with techniques to deal with their

symptoms.

Cosmic Kids Yoga has an abundance of fun, relatable yoga stories and classes to make

kids interested in mindfulness and yoga. Their YouTube channel is a fun and interactive one full

of videos combining yoga flows and poses with stories and adventures for kids. This is an

inclusive way to incorporate focus, breathing, and yoga without singling out anxious students.

The Anxiety and Depression Association of America website provides facts, support, and

education about anxiety disorders to patients, parents, teachers, and mental health professionals.

WeAreTeachers provides classroom ideas and inspiration as well as special education blog posts,

which provide classroom strategies for teaching children with various disabilities.

The Children’s Anxiety Institute website was developed by parents, for parents and is

very user-friendly. It provides support and recommendations for those who suffer from anxiety

and for their families. The Children’s Mental Health Ontario site provides parent resources and

support for mental health. The education page has many resources for teachers whose students

suffer from mental health disorders.

 The Ontario Teacher’s Federation website is for teachers, by teachers. The anxiety

management page has many resources, websites, and strategies for teachers of students with

GAD. The Anxiety B.C. website provides a vast amount of resources for anxiety awareness and

support. There is a lot of help for parents, and even a “My Anxiety Plan,” which has support and

strategies for anxious children and their parents.

Thanks for watching!

List of Parent & Teacher Resource Documents & Websites

Anxiety and Depression Association of America. (2016). Retrieved from www.adaa.org

AnxietyBC. (2017). Retrieved from www.anxietybc.com

Children’s Anxiety Institute. (n.d.). Retrieved from www.childrenwithanxiety.com

Children’s Mental Health Ontario. (2018). Retrieved from www.cmho.org

Children’s Mental Health Ontario. (2018). Teacher resources. www.cmho.org/education-

resources/teacher-resources

Cook, J. (2012). Wilma Jean the worry machine. National Center for Youth Issues.

Ontario Teachers’ Federation. (n.d.). Anxiety management. Retrieved from

www.teachspeced.ca/anxiety-management

Youtube. (n.d.). Cosmic Kids Yoga. Retrieved from www.youtube.com/user/CosmicKidsYoga

Youtube. (n.d.). GoNoodle. Retrieved from www.youtube.com/user/GoNoodleGames/playlists

WeAreTeachers. (2018). Retrieved from www.weareteachers.com