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Anxiety = A Brain Stuck in Fear

•Anxiety is a learned response to our environment over the course of evolution and during an individual’s lifetime of experiences.

•The anticipation of future danger, feeling of worry, distress, or somatic sensations, stress

•Natural part of the human experience

•The brain and nervous system are designed to keep

you safe and warn you about threats.

•Brief anxiety may coincide with a stressful event,

but an anxiety disorder will persist for longer and

affect functioning in at least one aspect of life.

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Etiology of Anxiety: Nature + Nurture

BIOLOGICAL VARIABLES: genetic, neurochemical, neuroendocrine, immunology, neural connectivity, dysregulated central nervous system, childhood experiences illness, brain injury

•Genetics/DNA: limited data

•Neurotransmitter and hormonal imbalances: decreased GABA, elevated norepinephrine, low serotonin, high cortisol, dopamine (low in SAD)

•In Utero (mother stress, anxiety, nutrition, drugs)

ENVIRONMENTAL VARIABLES: experiences, trauma, nutrition, drug use, toxins, negative peer, lack of sleep

•Parental Attachment: wires the brain

•Mirror Neurons: children can "learn" fears and phobias through observation, anxious parents = anxious kids

COGNITIVE VARIABLES: negative problem solving orientation, catastrophizing, avoidance, intolerance uncertainty, impairments in info processing

EMOTIONAL VARIABLES: difficulty regulating emotional experience (13)

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Cori: Complex interaction of many factors, tree visual.

BIO-“Genes contain information for the general organization of the brain’s structure but experience determines which genes become expressed, how and when.”

ENVIRO-“Science has shown that secure attachment is associated with integrated prefrontal functions, regulation of the body, balancing or emotions, being flexible, soothing our fears, and having insight into ourselves and empathy for others.” Dan Siegel(4)

-secure/autonomous- parent emotional responsive, anxious/ambivalent- non-consistent parent, not attuned, avoidant-uninterested/unable to respond, disorganized/chaotic- child afraid, ⅓-½ people in US have insecure attachment style

-Our experiences from birth on wires our brain. In utero experiences can be very influential as well. ANXIETY DOES NOT COME OUT OF THE BLUE. The major brain structures responsible for Self Regulation are formed in the early years

-Your student’s upbringing will be evident in how they function at school. It can help you to consider what that upbringing was like for the child

to understand their current functioning. If they had a stressful home environment their brain and nervous system will have altered to adapt and operate very differently from a child who came from a safe and supportive home. Children whose parents were not consistently available and attuned to them develop anxious attachment patterns.

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What Anxiety Can Look Like

•Somatic: Muscles are tense, they are shaking, sweating, skin is flushed, they feel dizzy or faint, complain about stomach or headaches.

•Attention: They have difficulty concentrating, they appear restless, startle easily, appear tired all the time, appear distracted. They avoid events, school.

•Shy and Sensitive Temperament: tend to overreact, perfectionistic, or overachieving.

•Defiant: may be destructive, disrespectful, irritable.

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DSM-V Anxiety Disorders

Anxiety disorders are closely related to one another and share many features including emotional distress, avoidance, and disruptions of daily functioning. However, disorders differ from one another in types of objects or situations that induce fear, anxiety, or avoidance behavior.

Separation Anxiety Disorder
Selective Mutism
Specific Phobia
Social Anxiety Disorder
Panic Disorder
Agoraphobia
Generalized Anxiety Disorder
Anxiety Due to Medical Condition

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Obsessive Compulsive Disorder
Post Traumatic Stress Disorder
Associated w/Eating Disorders
Associated w/Delusional Beliefs
Substance/Medication Induced Anxiety
Anxiety Disorder NOS

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Anxiety = Physiological Changes

NEUROTRANSMITTERS:

•Serotonin- Deficiencies linked to development of anxiety disorders.

•GABA- Has a calming influence.

HORMONES:

•Adrenaline/Epinephrine- Most common causes of anxiety symptoms. Body releases when fight or flight system is active, causes increase in heart rate, muscle tension, etc. Long-term stress and anxiety may damage ability to control adrenaline, leading to further anxiety symptoms.

•Cortisol- Anything that increases cortisol production or decreases cortisol (such as a lack of exercise) can cause anxiety.

•Thyroid Hormone – An overactive thyroid can also cause a significant problem with anxiety, and is very likely to cause panic attacks.

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Calm the Body = Calm the Brain

•Offer a blanket- warmth helps send a calming signal to the brain.

•Have them sit or lie down in a comfortable position.

•If too wound up to sit – get them walking or doing a vigorous activity of their choice to help them purge the stress hormones. Meet them where they are at!

•Turn down the lights.

•Give them a drink of water. (No caffeine)

•Remove them from chaos or loud noises.

•Give them something to manipulate in their hands. (stress ball, putty)

•Have them put hand on abdomen and focus on breathing.

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Anxiety 101

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HHS Group, 4/13/17

Cori Hildebrandt, MA, LPC, FamilyMeans

Julie Johnson, MSW

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Breathing = Simplest Tool

•Breathing will slow down the stress response.

•Healthy breathing requires practice to become ingrained, conscious deep breathing for about 1 minute at a time, 10 -15 times per day in different surroundings ideal.

•Start by having the child notice where their breath is in their body and what the quality of the breath is. (Fast, shallow, deep, high in chest, low in belly, etc.)

Square breathing produces amazing positive results whenever you are feeling anxious, nervous, excited or fearful and you would like to calm yourself.

Breathe in to a count of five.
Hold to a count of five.
Breathe out to a count of five.
Repeat this four times.

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