Children face many challenges when attending school. There are many pressures from, new environments, succeeding or failing, and social aspects, just to name a few. Many children have no issues with any of this while others may exhibit disruptive behavior, inattention, attendance issues, uncooperativeness, and avoidance in class from an underlying cause, anxiety (Ehemke, n.d.). Primary school children with anxiety may lack the understanding of what is causing their behaviors and will need the assistance of teachers, school counselors and parents to help them sort out what they are feeling and how to express it in a successful way.
A resource I would use to help teachers better understand a child with anxiety would be a website called, Child Mind Institute. I would either direct them to the website or print off resources for them, such as the Teachers Guide to Anxiety in the Classroom (Child Mind Institute, (n.d.). https://childmind.org/guide/a-teachers-guide-to-anxiety-in-the-classroom/
Hi Ms. Smith, since it is the beginning of a new school year and most of the children are excited to be here but I am sure some may not be. I wanted to take this time to provide you with a quick resource about anxiety in children (hands her the print out from https://childmind.org/guide/a-teachers-guide-to-anxiety-in-the-classroom/). I think this will be very beneficial as the kids settle down in class and you begin to see some discrepancies among the children. Anxiety can present itself in many different forms, such as, “an upset stomach, disruptive or angry behavior, ADHD, or even a learning disorder” (Ehmke, n.d.). If you feel any of the children in your class are displaying such behavior, please reach out to me and we can work together to help the child become comfortable and successful in your class.
Respond 2:Carrol Martin
The middle school years are often thought of as a period of transition where students are moving from being a child to young adults. Also, children are looking more and more to their peers to fit in and feel accepted. Consequently, having self-esteem can be challenging, and students may need a way to focus on their personal ability to solve problems and develop a sense of achievement.
A helpful resource for teachers is to utilize is problem-solving drawing as a creative Art Therapy intervention (Lee, 2017). In the research done by Lee (2017), using imaginative problem-solving drawing is a way to help students learn that they can find more than one solution to any given problem and that questions can have more than one answer.
One example of a problem-solving drawing is to present students with an obstacle that prevents them from crossing a canyon to continue their journey. Then they are asked to respond visually by drawing a solution.
Hello Mrs. Daisy, thank you for meeting with me today. You have really gone above and beyond this year with your students, taking the time to focus on their academic goals and their personal goals. As you are well aware, middle school is a time of transition, and students question their abilities. As you have seen in your student Kelly, solving problems can seem overwhelming, and so I would like to take this time to discuss a wonderful resource you could try with Kelly and the entire class. As you can see, in this picture is an obstacle that prevents a person from crossing a canyon which makes it almost impossible to continue on the journey. At this time you would you can ask the students to respond by drawing a solution. Some examples you may see them draw are building a bridge, using a parasail, asking a friend for help, etc. This exercise aims to show students that problems can be viewed from many different angles and that there are many possibilities to solve a problem. I hope you will find this resource helpful, and please let me know if I can be of any help.
Respond 3:RE: Welcome to Week 9! Sharon Ruffin main post (Reeves Family)
Jacob Reeves is a 68 year old man who has been referred to counseling by his son, Lucas. Jacob is in the older adult stage of life. He has lost his wife and he is also now a retired firefighter. Jacob is not particularly in favor of counseling although he is attending because he has been referred by his son. He thinks his grandson is taking things that belong to him and has done this more than once. This is a concern for Lucas, his son, who has referred Jacob to counseling. Jacob has been described by his son as grouchy, and moody however at this stage of older-adulthood he thinks he has a right to be grouchy. According to (Broderick & Blewitt 2019)
As people age, their web of family and friends become smaller.
Developmental Factors affecting emotional and psychological well-being of Jacob include, he is now in the older adult stage of life. His mental strength is declining. He is coming to terms with losing his wife which could relate to depression. He is not maintaining social relations with people at work. Jacob is now a retired firefighter therefore interaction with former work relations have changed. As a result of not working he is not as physical. He is adapting to social change and his son, Lucas has moved him in to live with his two children.
Life is more stressful for people who have limited opportunities to be a source of support to others or who experience limited success in their efforts according to (Broderick & Blewitt 2019)
Experiences more often than not, are associated with general well being. Jacob is also showing signs of being forgetful and accuses others of taking things because he forgets he may have put it somewhere himself or no longer has it.
Two developmental goals to support Jacob include high-quality relationships and friendships that will involve some companionship (Buckley 2019-present).
Social support becomes more important as individuals grow older because of life changing experiences, worry, and loss of loved ones (Montpetit et al., 2017).These experiences can directly impact well-being.
Strategies for Jacob in therapy treatment may include Cognitive training interventions to encourage active cognition and practice. Also Cognitive behavioral therapy for depression as Jacob has experienced life changing events, losing his spouse and retiring from his career as a firefighter. Jacob would also benefit from his son acknowledging his presence while discussing the past or the old days with him. Jacob would also benefit in counseling treatment to have the counselor be totally present in the moment while allowing him the space and have his thoughts and emotions validated.
Main Post-Reeves Family
Jacob is experiencing memory problems. This may affect his psychological well-being by increasing his stress or worry. Jacob expressed that he has been moody lately. This could be a result of his stress. It could also explain his reaction to being confused and unable to remember details about his wife. He may be feeling sad or upset and have difficulty expressing those feelings and understanding the changes that are affecting him.
A protective factor that can optimize Jacob’s health is his family. Jacob’s family can serve as a general foundation in social support for him. His son has already shown that he pays attention to his father in his mentioning his memory struggles. Lucas also referred Jacob to counseling and encouraged him to move in with him and his children after Jacob’s wife died.
Sachs-Ericcson et al. (2021) examined the association that social support has on both depression and emotional regulation. Emotional regulation is having awareness and control of how strongly we react to something. An example being how a person with low emotional regulation may respond to someone yelling at them by hitting them or crying, instantly choosing to fight or flight. Someone with more emotional regulation may react by walking away or asking the person to stop. This requires a longer evaluation or awareness of the threat and a choice in how to proceed. The findings were that social support can cause an increase in emotional regulation and a decrease in depression. This is important to note because Jacob being moody may be related to his emotional regulation. The opposite was also true and social support caused a decrease in emotional regulation and an increase in stress. Stress can cause depression, and both can have negative effects on health. According to Broderick and Blewitt (2020), stress is related to heart problems in middle and older age, as well as related to lower immune system function.
One developmentally supportive counseling goal for Jacob is to redefine what success may look like for him at this time in his life. Joly-Burra et al. (2020) discussed how meeting goals can add to life satisfaction and how older adults choose goals that are more meaningful and personal. Having goals that are attainable and developmentally appropriate may be a great encouragement to him. A step toward this may be discussing Jacob’s interests, hobbies, how he wants to feel in life, etc. Because Jacob has been experiencing a lot of transition with losing his wife, moving in with his son and grandchildren, and experiencing mood and cognitive changes, another counseling goal would be to increase his social support. This could be done by introducing Jacob to grief counseling groups or finding ways to incorporate Jacob’s hobbies, interests, or goals into the family, such as family game nights or having Jacob share memories that he does have with his family. Jacob may also benefit from friends his age, such as his former firefighters or other friends.