Categories
anxiety

Banking on Anxiety: Free eBook

With children having missed a significant portion of the year in school and coronavirus dominating the media and household conversations, there is a chance that children may be feeling anxious about returning to the classroom.

Valuable content is abundant out there for teacher, parents and children to support them in their return and I’ve written my own contribution to this cause.

My eBook Banking on Anxiety includes a lens through which to view anxiety alongside strategies that may help teachers and parents prevent minor anxieties from becoming bigger ones with early intervention.

Click the link below to download and please share far and wide or let me know what you think!

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Behaviour Management Inclusion parenting Special Education

What are SEBD, EBD, BESD & SEMH?

What exactly are social, emotional and behavioural difficulties (SEBD)? Many definitions exist and even the overarching term is interchanged with others. You may hear the same difficulties referred to as emotional & behavioural difficulties (EBD). You could potentially hear the term behavioural emotional and social development (BESD). The most recent term that also pops up is social, emotional and mental health (SEMH).

All of the four terms above can be defined in similar ways. The definition that I prefer encapsulates how many children could fall under the umbrella of SEBD:

“difficulties which a young person is experiencing which act as a barrier to their personal, social, cognitive and emotional development. These difficulties may be communicated through internalising and/or externalising behaviours. Relationships with self, others and community may be affected and the difficulties may interfere with the pupil’s own personal and educational development or that of others. The contexts within which difficulties occur must always be considered and may include the classroom, school, family, community and cultural settings.”

(Source here)

I chose this definition because it encompasses the wide variety of difficulties that children may face. It avoids falling into the pitfall of just defining the most severe and shocking elements of SEBD that usually gain the most attention.

It highlights how a social, emotional or behavioural difficulty can impact relationships. Perhaps their relationship with themselves and their self-esteem is severely damaged? Maybe, they can’t build positive relationships with their peers or family because they have trouble regulating their own emotions. They could even be isolated in the community as they explicitly or implicitly can’t access local clubs and amenities because they are seen as different, challenging or strange.

Externalised behaviours get a lot of attention as they are very hard to ignore in a classroom. You may also hear these behaviours referred to as “acting out behaviours”. These include behaviour like defianceaggression, vandalism, bullying, swearing, shouting and running away.

Internalised behaviours can get less attention. These behaviours are easier to ignore or miss altogether. They can also be called “acting in behaviours”. Internalised behaviour may present as withdrawal, depression, passivity, anxiety or even self-harm. 

I also like how this definition highlights the importance of context. It is worth observing where these difficulties occur. Are they just in school and not at home? Vice versa? Perhaps these difficulties manifest in certain places and not in others. 

So if someone says that a child is dealing with SEBD, EBD, BESD or SEMH, you will need to ask them to be more specific. Are their difficulties being communicated through externalised behaviour or internalised behaviour? In what contexts are these difficulties occurring? Which relationships are being impacted? Avoid the trap of thinking that a child who has an emotional or behavioural difficulty must automatically be presenting a certain way. Remain curious and dig deeper.

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Categories
Teacher Mindset

My Experience of Burnout

In the 12 months from June 2017 onwards, I studied for a week abroad as part of my degree. I completed 20 hours of Home-based July Provision. I worked for three weeks at a Summer Camp. I began my second year in a new school. I was grieving the loss of a friend and colleague. I was starting my thesis as part of my masters. I was creating a twenty-hour behavioural course. I was running a voluntary after-school club twice a week alone. I was playing a sport and training four times a week. Two people close to me became quite sick. In June 2018, I was burned out.

Each of those things consumes significant time and energy. Combined, they ground me down. It’s not something I have discussed widely but the 12 months from June 2017 up to June 2018 took a major toll on me and changed me forever. During that period, I had to plan my life to the minute detail to ensure that I could sustain my responsibilities. I scheduled reminders to phone friends and family to check-in. I timetabled exactly when I was training. I planned exactly when I would study. I ordered prepared meals for the week delivered to school because I couldn’t prioritise cooking or being at home to receive them. I found myself studying until midnight and up at 4 am the following morning to fulfil different obligations and meet deadlines. I wrote articles in hospital canteens and my car. At one stage, I was asked to rerecord some audio content because my tone sounded depressing. That’s because that was how I was feeling. 

In hindsight, and with what I know now, what to do seems so simple. Stop the voluntary after-school club. Step back from the team I played with. Communicate that two people close to me were sick and I may have to extend deadlines. But instead, I did what most people do. I told nobody and soldiered on. I was physically and emotionally exhausted but would not release any responsibilities. I wouldn’t talk about it. I convinced myself it would be weak to admit overwhelm. I told myself that it wasn’t about me. I developed feelings of anxiety that I never had previously, I was hiding how stressed I was, I had a panic attack, I suffered all those things that people read about and think “why didn’t they say something?”. At the time, I felt that everything was incredibly important and must be completed. Pick out each commitment and there was a noble reason why I felt it was important to sustain. I’d still be inclined to justify each one. Although, now I realise that when it’s obvious that life is unsustainable, you have to change something to protect yourself.

To pick some positives from the wreckage that was that year, I transformed the way I thought and acted for the better. I eventually pieced myself back together and feel more resilient for it. I’m passionate about helping people avoid the feelings I experienced so I’ve put together three habits that protect me from returning to a similar place ever again.

Journaling

I have kept a journal for three years now. I range from answering reflective questions that I pick up from online or that I’m pondering from time to time. Mostly, however, I keep it simple and journal 3 different things every day. I write 7 things I am feeling excited for. This could be as small as a nice breakfast or as big as an upcoming event. This sets me up every morning to search for positives and is simple, quick and effective. I write a to-do list with 3-5 key tasks I want to complete for the day. Finally, I have a Likert scale (strongly agree, agree, don’t know, disagree and strongly disagree) I roughly draw at the bottom. The question over it is: Did I finish the day WANTING to do more? Not “feeling like I should” or “needing to”. Actively desiring. If I’m strongly agreeing or agreeing, I know I’m living sustainably. If I’m strongly disagreeing or disagreeing, I’m alert that what I’m doing is unsustainable over the long term and I will reflect on whether this is a short term situation or something I need to address.

Meditation

I meditated as part of yoga for a long time before I felt the benefits. I read a great one-page description in 365 Daily Meditations that captures what it does for me. It brings my mind to a single point and focuses it. When my mind is unfocused, my thoughts are scattered and I feel frazzled or discontent more easily. I gravitate towards stress without realising. When I meditate, it encourages me to pause. When I get up from a ten-minute meditation, I feel like I’m no longer in that autopilot state. I am ready to decide on what I want to do and how to react to situations. I now meditate outside of yoga. I use the Headspace app and find it great. I’d recommend sticking with it through that period of thinking its worthless and one day you’ll realise that there’s something to it. I’ve read lots of people say that it takes 12-18 months of practice to feel the benefits and I share that experience. The Dalai Lama discusses happiness as something you train your mind for and seek actively. I subscribe to this as it makes me feel I have ownership and a choice.

Set Your Boundaries

This sounds like a harsh one but I have felt the benefits of it. Learn to say no. Draw your line. Have awkward conversations. The reason I burned myself out was partly due to my feelings of I “should” do this or I “have” to do that. Neither of those is true. I learned there is little in life we should or have to do. If you don’t set your boundaries, someone else will set them for you. With the best will in the world, waiting for your employer or someone else to prioritise your wellbeing is misguided. You need to take control of your health and wellness. You must acknowledge that you have to pick your poison. Either you suffer awkwardly rejecting someone’s request in the early stages or you suffer having to fulfil obligations you don’t want to or you know will stretch you past what is sustainable. I often say no to people because I want to get eight hours of sleep or go for a run. They’re often shocked, disappointed or disgruntled. They may try to persuade me. But, I set my priorities. By all means, accept people’s requests, but do it mindfully and accept them happily and wholeheartedly when you do. Avoid the trap of accepting and complaining. Set your boundaries.

These are only three of the things that helped me. I could write a book on the other mini-steps I had to take to recover my inner contentment and happiness. There were ups and downs. Progress was not linear. The take-home message, from my experience, is to develop habits in your life that will help you prevent reaching burnout and if you feel you’re already there, hold your hand up and say something. My emails, DMs and phone are always open or reach out to friends, family or professional help. Don’t be a martyr and push yourself to the breakpoint. You’re more use to yourself and others if you can sustain your efforts. 

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Categories
anxiety

Phobias: 2 Routes To Try

Phobias are a form of anxiety disorder. They’re much more than fear. They occur when someone develops an over-the-top fear of a scenario or object. Their level of fear will be disproportionate to the level of danger. The idea of the scenario or object or being exposed to it may cause extreme anxiety, panic or distress. 

Phobias can emerge from frightening events or stressful periods in their lives. A child may adopt a phobia from a family member displaying phobic behaviour. 

There are five common self-explanatory types of phobias: Blood-injection-injury, natural environment, situational, animal and “other” types (such as fear of the number thirteen). As teachers and parents, how might we intervene with a child displaying phobic behaviour? There are two ways to try to intervene early and help the child overcome their issue.

Cognitive Behaviour Strategies

Cognitive behaviour therapy (CBT) helps people identify, understand and correct thoughts that have become irrational. Teachers and parents can attempt strategies based on CBT principles to intervene and support the child to overcome their phobia.

One such strategy that comes from CBT is “Think like a Scientist”. This is a strategy for children who would have the ability to be analytical and rational in their approach to anxieties that they may be facing. This approach encourages the child to detail what they are afraid of, why they are afraid of it and then research and note the realistic outcome of facing their fear based on facts.

You set up a page to look something like this:

Feared SituationAnxious ThoughtRealistic Outcome







You may be as detailed as you need to be. Instagram post here.

I would encourage adults to use their discretion and best judgement in using this strategy and basing their decision on their knowledge of the child and their personality. I have previously mentioned more indirect strategies that can be utilised. This strategy is useful for fears of going swimming, going on stage and other common irrational fears that children face in school.

Mindfulness

Mindfulness is a longer-term solution. Practising mindfulness takes patience and consistency to develop higher levels of tolerance of anxiety. There are several ways to do this with or without technology.

Getting your child to try focussing on their breath and striving to be in the moment are great ways to explicitly reduce anxiety. The benefits of these strategies are well known and there is so much content out there to facilitate these strategies. You might want to choose a physical object like a breathing ball or perhaps you want a youtube video for young children. Older children might enjoy learning about how to do 4-7-8 breathing or engaging in a full-on 5 minute guided meditation aimed at children. There are also apps like Headspace and Calm that provide a certain amount of free content to test out. I am also a fan of the app Mindful Gnats. This app provides relaxation exercises, breathing exercises, body scans and more through an attractive interface which may encourage children to adopt mindfulness as a regular practice.

Android Version available here.

Apple Store Version available here.

These are two different routes to attempt when dealing with phobic behaviour. If you’re not experiencing success and the phobias are causing extreme distress, I would recommend reaching out and seeking professional help from the appropriate source who may offer structured behavioural therapy or medication if required.

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anxiety Inclusion parenting Special Education

Help Children With Autism Return to School

Anyone who sifts through social media will see an abundance of quotes and inspirational photos. I love the area of personal development and can’t get enough of podcasts, videos, articles and anything related to the area. One common thread running through all of them now is;

Control the controllables.”

Its a phrase that looks slick and is easy-to-remember. But what does it mean? How can we apply it at this very moment?

Children with autism are likely to be struggling with all the changes in routine and uncertainty of this pandemic. I wrote an article about the 9 essential questions that children with ASD like to know and as hard as we may have tried, it is impossible to give definitive answers to them as we ourselves can’t predict the future.

One thing we do know, however, is we will return to school. We don’t know when but we know we will. Talking to parents of children with autism, a common concern they have is about trying to get their children to return to school after the long lay off. How we try to smooth this transition is a definite controllable.

I suggest that schools prepare small stories for their children with autism (or any child they feel may struggle with a return to school) and aim to answer as many of the nine questions as possible. These include:

  1. Where do I have to be?
  2. Who will I be with?
  3. Where exactly in the place will I be?
  4. What will be happening there?
  5. How much will I have to do there?
  6. How will I know when I have finished?
  7. What will I be doing next?
  8. What is the expected behaviour?
  9. What if? (questions guided by the child and their concerns)

It should be relatively easy to find out where their classroom will be and who the teacher will be in the next few weeks. Their favourite school activities can be included. The month (or date) of return can be included. The times that school starts at and finishes at can be included. The story can be made in conjunction with the parents to answer questions worrying them and start a conversation about returning to school. With this made and distributed to parents, they can start to read it with their child in the weeks leading up to a return. Each page should contain photographs of the information to increase the impact. This is a controllable.

Although we can’t predict the future, we can prepare for it. This is a strategy to promote inclusion and hopefully, prevent issues arising before they have a chance and an ounce of prevention is worth a pound of cure.

If you’re a teacher, you can begin this process now and have it ready in lots of time. If you’re a parent or know someone that would benefit from this strategy, you might consider suggesting it to the appropriate person.

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anxiety Behaviour Management Inclusion parenting

The Difference Between Constructive and Destructive Anxiety Management

I came across some quality content from Dr. Tony Attwood on anxiety management related to children with autism. I love any information that is easy to understand and relay to people and has the potential to make a difference. This content fits the criteria.

Dr. Attwood discusses the two types of anxiety management. Constructive habits succeed in mitigating the potential impact of anxiety whilst destructive habits also does this but to the detriment of relationships with others. Dr. Attwood details three destructive strategies to avoid and promotes six constructive alternatives. If constructive strategies are not being used, a child may naturally fall into using destructive ones.

Three Destructive Anxiety Management Strategies

  1. Excessive Control: When children are feeling anxious, they may seek to exert control through defiance or threats to property, self or people. The impact this has on relationships is clear. Excessive control to manage anxiety may result in a diagnosis of Oppositional Defiant Disorder (ODD). Is this a reason to move away from labels? (Full article here)
  2. Rituals: An anxious child may insist on sameness and become intolerant and inflexible to any change. They can become over-reliant on rituals and routines when they are too prolonged detracting from their ability to engage in other tasks.
  3. Emotional Explosions: When fight-or-flight reaches a certain point, a child rife with anxiety may release the emotional energy pent up through an outburst which hurts others and damages friendships and relationships. This also takes an emotional toll on themselves in the aftermath.

Six Constructive Anxiety Management Strategies

These six strategies are necessities for anxious children. They are not rewards. The child requires them to engage with day-to-day life successfully. Analyse each one and consider if you are making the best use of each strategy.

  1. Physical Activity: Often underestimated, being physically active has a significant impact on anxiety. This can be through team sports, individual sports, movement breaks or walks. The options are endless and finding the medium that the child enjoys exercising through will aid them in coping with their anxiety.
  2. Relaxation: An anxious child has never relaxed just because they were told to. They have to be taught how to relax. This could be through a meditation app like Mindful Gnats (Android link here and Apple here), teaching the art of journaling, yoga or engaging in a range of activities depending on the child’s personality (Article: 6 strategies to help an anxious child here). A highly anxious child might never have learned to relax so it must be a priority to teach them.
  3. Special Interests: Allowing a stressed or anxious child to engage with their special interest is a powerful tool to relieve building anxiety. Depending on the interest, this can be easily implemented into day-to-day life. Allowing an anxious child with autism to engage with their special interest is not time wasted. It is time-efficient as they will be able to re-engage with activity after a short break.
  4. Favourite Person: An anxious child can experience relief when they are afforded some quality time with their favourite person. If the person is an SNA, teacher or child, this strategy can be utilised without extensive planning. If the person cannot be present, we can use audio messages, phone calls and emails. The child’s favourite person can be a great sense of comfort and relief.
  5. Diet: The benefits of a good diet go beyond the scope of this article. Needless to say that a balanced diet will have a positive impact on a child’s anxiety compared to a diet of junk food, sugar and refined carbohydrates.
  6. Sleep: Much like a healthy diet, we all can appreciate the positive effect of eight to ten hours of sleep on an anxious child. Weighted blankets, avoiding screen time before bed and a consistent nighttime routine can contribute to good sleep hygiene.

When you consider the child, ask yourself which type of strategies are being used to manage their anxiety. Are they destructive or constructive? Can we improve on how we use constructive habits? Which constructive habits can I control if I am a teacher or a parent? Focus on these and lean away from destructive behaviour.

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anxiety Behaviour Management Inclusion

How to build your child’s routine in 30 seconds

In a time of so much unknown, controlling the controllable things can have a huge benefit on our young children. I discussed in a previous article how the deterioration of family functioning can lead to anxiety disorders in children and how parents can mitigate the potential damages of the coronavirus on their children’s mental health (article here). Establishing a stable routine is one strategy that we can use to maintain family functioning and reduce the air of uncertainty in the household. Visually representing this timetable and showing it to your child maximises the benefits but how can we do this if we have no time to sit at a computer or lack a printer and laminator to ensure its pretty?

This is where the app picturepath comes to the rescue. This is a predominantly free app and is extremely quick and easy-to-use. You simply set up an account and input your child’s first name and you start to build their routine with the pre-made most common activities and symbols. If you’re missing an activity, you can create your own and add images or icons from the icon library.

Once you have created the routine, you can switch the app to child mode where they can view the timetable in its totality or a “Now and next” mode. The child can then tick off activities as they are completed and start to work their way through the day.

I would highly recommend this for children with autism or younger children who are missing the structure of school. I am an advocate of the phrase that an ounce of prevention is worth a pound of cure and when it comes to behaviour, providing routine and structure is certainly a preventative measure.

For those interested, the links are provided below for both android and apple:

Android Version: https://play.google.com/store/apps/details?id=com.acorn.picapp&hl=en_IE

Apple Version: https://apps.apple.com/us/app/picturepath/id1339643269

Note: I have no relation to or knowledge of the app developers. I just love things that make life easier and promote positive behaviour. This does both so I’m pumped!

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anxiety parenting

4 Ways Parents Can Protect Anxious Children During Coronavirus

Avigdor Klingman detailed how we can prevent children from developing anxiety to the point of post-traumatic stress disorder (PDST). Klingman had some interesting thoughts that have implications for the current coronavirus pandemic and how we can try and mitigate the dangers. He provided three variables that predict a child’s adjustment to trauma like the one we are experiencing and four ways that parents can help prevent the impact trauma has on a child.

Children are influenced far more by their environment than adults. Their adjustment and reaction to trauma will, therefore, be impacted by how parents and siblings respond to the coronavirus and the impact it is having. Children will take their stress-response cues from their parent’s and will interpret the traumatic event according to how their parents do.

Three parental variables predict a child’s adjustment – or maladjustment – to trauma:

  1. Separation from significant family members during a traumatic event.
  2. The parent’s traumatic stress reaction.
  3. Deterioration of family functioning.

Although the thoughts of contributing to their child’s development of anxiety could add to a parent’s stress, this could instead be viewed as a controllable factor when so many more factors are uncontrollable right now. The following actions are within your control and actionable right now:

Control your stress

Parents cannot pour from an empty cup and cannot reduce the stress levels of their child if they are stressed themselves. Implementing a self-care routine that will help you maintain a level head is paramount to helping your child. This can be as simple as an episode of your favourite Netflix show or as complex as a meditation/yoga/journaling routine.

Early Detection

Ensure you are available for your child throughout this crisis. If a parent is stressed, a child may lose adult support when they need it most. Keeping an eye out for early signs of traumatic stress can help prevent a small problem becoming a bigger one down the line. Communicate with your child openly, let them know that you are controlling everything you can, their reaction is normal and they are not alone in this.

Reframe the Event

It is easy to get stuck in a cycle of news that is negative and scary. Turn off the global news and start to reframe the event in the confines of your own home. Discuss it as an opportunity for more family time, a chance to practice hobbies they enjoy, gratitude that everyone in the family unit is safe and well under the roof. Reframing the event and communicating this to your child will impact how they view it. It might be challenging to change your mindset but this is important.

Portray Confidence

Communicating confidence to your child that you have the controllable factors under control is important to how they respond to the current stress. Keep as calm a routine as is viable. Demonstrate confidence that things will improve and this too, shall pass. Parents have a huge role in exacerbating or buffering the child’s response so conveying this confidence will help reduce feelings of anxiety that could grow as time passes.

Klingman’s research points to continuity and simplicity as successful traits of effective interventions when supporting children through traumatic events. Thankfully, simple strategies for anxiety are readily available even in the confines of our own home. I provide 6 ways to ease anxiety here along with a more fleshed out explanation of how to implement journaling with your child here.

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anxiety

Tackle Children’s Anxiety with Journaling

Anxiety is rife right now. The Coronavirus Crisis has fully arrived and everybody is struggling to make sense of this new isolated world we have been thrown into at the deep end. 

Now, more than ever, we need to look out for our children’s mental health. I have written about 6 different ways to prevent or manage your child’s anxiety during this time with a suggestion of journaling as one of the options. I want to dig into the topic of journaling in this post and give some concrete examples of how to bring out its benefits over the coming weeks.

The Case for Journaling Right Now

Shawn Anchor is considered to be an authority on happiness. Shawn contests from his research that the small act of journaling has the potential to help us rewire our brains to scan for the positives instead of the negatives. This rewiring can lead to the writer developing a positive outlook on life in the long term with increased happiness and therefore, reduced anxiety.

As we adjust to this time of uncertainty, helping your child cultivate this positive mindset could protect them from the outside world – such as social media and news channels – that looks to sell fear and increase anxiety. 

There are added benefits to journaling that it will promote literacy skills through the act of putting their thoughts on paper while Shawn also states that happier people are more resilient and 31% more productive.

How to Journal for Children Who Can Write

Shawn suggests writing about the follow prompts for journaling to garner the maximum results:

  • Spend two minutes a day writing down three things you are thankful for. These must be new things each day and can be as big as your family’s health or a small as your bowl of cornflakes.
  • Spend two minutes a day writing about one positive experience you’ve had over the past 24 hours. 

Added prompts that may help create a more positive outlook are:

  • Writing down 7 things you are excited for at the start of every day.
  • Write about a “win” you had today. So it could be achieving a new personal best, an improvement in a skill, something difficult that you overcame. Write about why it’s important, how to progress and what your next step will be.

There are additional principles to journaling that are important if being used or attempted in the homeschool or school context.

  • A journal is not be read if the writer does not consent.
  • The parent or teacher can guide the child but there is no need to correct it and do not use this medium for correcting grammar and spelling.
  • Modelling the act of journaling by completing it alongside your child or letting them see you do it is an effective way to encourage them.
  • Using fun pens, markers and stationery is a great way to promote this. Let them choose their journal type with options like bullet journals and regular diaries being widely available online.
  • Let them go off script and design and write what they like as well. A journal is a great way to put thoughts to paper, vent and stoke creativity. If your child is engaged, let their imagination run wild.

Journaling for Children Who Can’t Write

If your child is not at the stage where they are ready to write, but you feel that this is something either you or they want to try, you have some options.

  1. The prompts can be completed by drawing pictures.
  2. The prompts can be completed by having a trusted adult write for them.
  3. The prompts can be completed by recording a video diary on a tablet or phone.
  4. The language of the prompts can be adjusted to be age-appropriate in the following ways:
  • “I am happy because”: Respond with anything that is making them happy.
  • “I am excited to….”: Respond with three things (instead of seven) that they are looking forward to doing that day.
  • “A good thing that happened today was”: Let them come up with a mini-win that they had.

Give it a Go!

In this unique time, we have an opportunity to teach skills for dealing with uncertainty and adversity. Journalling is one such tool that has stood to many of the world’s great creatives and leaders over time so it might be worth encouraging your child to experiment with it.

As always, this is one tool among many others that you can pull out and try to promote positivity and reduce negative emotions. It might not work for everyone but it is certainly worth giving a go!

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anxiety

6 Ways to Help Anxious Children during Coronavirus

We are living in anxious times right now. Some children may be stressed, frazzled and overwhelmed by what is happening and the importance of looking after their mental health is paramount. Telling someone who is feeling anxious not to worry or to forget about it is not an effective solution. What we can do instead is focus on strategies that explicitly strive to reduce anxiety and strategies that are more implicit.

If you have a child who feels anxious, I would suggest you use your judgement based on their personality and interests and select either explicit and direct strategies aimed at promoting well-being or more subtle strategies that will help them settle without even realising it.

Explicit Strategies

Option 1: Breathing/Meditation

Getting your child to try focussing on their breath and striving to be in the moment are great ways to explicitly reduce anxiety. The benefits of these strategies are well known and there is so much content out there to facilitate these kinds of strategies. You might want to choose a physical object like a breathing ball or perhaps you want a youtube video for young children. Older children might enjoy learning about how to do 4-7-8 breathing or engaging in a full-on 5 minute guided meditation aimed at children. There are also apps like Headspace and Calm that provide a certain amount of free content to test out.

Option 2: Journalling

Journalling has a body of evidence to prove it has to power to promote feelings of well-being and happiness making it a great explicit strategy for children feeling anxious who are old enough to write (if your child is young and might enjoy this, they could draw).

Three concrete ways to journal to promote happiness are:

  1. Write seven things you are excited for every morning when you wake up.
  2. Write three things you are grateful for every night before bed.
  3. Write for two minutes about something nice that happened in the past 24 hours.

Some children might like to do all three, some might like to do just one. I would emphasise the key to getting the benefits of this exercise is consistency over a period of two weeks or more for the child to feel the benefits.

For a more detailed explanation of journaling, click here.

Option 3: Yoga

Yoga’s benefits for increasing contentment and reducing anxiety are also well known as the poses, philosophy and breathwork involved all can have a significant impact on a child’s overall sense of well-being. They might like to choose from the wealth of resources at Cosmic Kids Yoga or, perhaps, your child would like to try one of Yoga With Adrienne’s videos for dealing with uncertain times. It’s all about finding something that your child likes and will consistently do.

Implicit Strategies

In some cases, talking about stress and anxiety can amplify it instead of reducing it and giving constant reassurance can actually serve to remind an anxious person that there is, in fact, something to worry about. If this sounds like something that resonates with your child, try more implicit and subtle strategies.

Option 1: Exercise

Getting out and getting active has so many benefits that they go beyond the scope of this article but getting your child out and running, playing playground games, practising a sport, cycling or anything that raises their heart rate will help release those feel-good endorphins that are proven to increase well-being. There is no need to says it’s for their anxiety as the act of doing will be enough to feel the benefits. Actually talking about it might reduce its effects as it may just remind the child how they are feeling. Children should aim for 60 minutes a day and if you have a child who is feeling anxious, getting this hour completed can be doubly important.  

Option 2: Immersive activities

The title of this sounds far fancier than it is. An immersive activity is anything that takes focus or concentration to complete. Engaging in an immersive activity can reduce, prevent or stop thinking about past troubles or future worries as they begin to focus on the task at hand. The joy of this is that most hobbies are immersive. Reading, helping an adult bake, garden work, knitting or sowing, building with lego, painting, playing video games and many other activities require your child to get out of their head an into the task at hand.

Option 3: Reducing the White Noise

We all know social media and the internet has huge benefits but it also has its downsides. Constantly being connected to the world can lead your child to take the world’s worries onto their shoulders. A subtle way to combat this is to ensure that a constant stream of news is not being streamed through the television, radio, tablets and phones in the house. Try to create some space for your child to just exist in their current environment. Avoid constantly talking about world events around your child to prevent unknowingly contributing to their feeling of anxiety through the attention we give a topic.

These six options are a menu. They may seem obvious and you may know their benefits already but remember the difference between knowing and doing. If you are worried about your child and their anxiety levels, experiment with some of these and find what is the formula for success for your child.

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